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DOCUMENT RESUME

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Huffman, Lewis E.Social Studies Curriculum Standards K-12. Revised.Delaware State Dept. of Public Instruction, Dover.Nov 9065p.Bureau of Archives and Records, Hall of Records, P.O.Box 1401, Dover, DE 19903 (in microfiche).Guides - Non-Classroom Use (055)

14F01/PC03 Plus Postage.*Educational Objectives; Educational Policy;Elementary Secondary Education; *Social Studies;State Curriculum Guides; Student EducationalObjectives*Delaware

This guide contains social studies curriculumstandards for grades K-12 that are meant to be used by schooldistrict administrators and teachers in Delaware to develop theirlocal social studies program. The guide is not meant to offerday-to-day lesson plans; rather it is intended to be used byadministrators and teachers as a guide to the selection of strategiesand materials to achieva the included goals and objectives. Standardsare included for grades K-3; grades 4-6; grades 7-8; grades 7-12consumer education; and for grades 9-12 U.S. history, civics, andgovernment, economics, psychology, sociology, and world history. Foreach grade grouping or curriculum subject, lists of what the programshould provide in instruction and what students will be expected tolearn or do, are given. (DB)

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CURRICULUM STANDARDS

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Ut DEPARTMENT OP EDUCATIONOffice at Educallomi Research and imorovernot

EDUCA1110NAL RESOURCES INFORMATION

1'CENTER (ERIC)

This document has been reoroduCed isOwed from the person or °Ionization

originating itr Minor changes have been made to improve

reproduction Quality V

Points of view or opinions stated in this dOCirmerit do not neceseehly reOreSent official .OERI position or policy

"PERMISSION TO REPRODUCE THIS .!=,MATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)." f!-

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The Delaware Department of Public Instruction

Rvised November, 996

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The Delaware Department of Mlle Instruction does not discriminate inemployment or educational programs, services or activities, based onrace, color, national origin, sex, age or handicap in accordance with theState and Federal laws. Inquiries should be directed to Department ofPublic Instruction, Business and Personnel Manager, P.O. Box 1402,Dover, Delaware 19903, Area Code (302) 739-4605.

This publication is available in microfiche from the Bureau of Archivesand Records, Hall of Records, P.O. Box 1401, Dover, Delaware 19903, andprinted in the U.S.A.

This publication was developed by the Department of Public Instruction,Instructional Services Branch, and was funded in part through a grantfrom the United States Department of Education.

Document No. 95-01/90/11/09

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SOCIAL STUDIES

CURRICULUM STANDARDS

K - 12

Lewis E. Huffman, State SupervisorSocial Studies

The Delaware Department of Public InstructionInstructional Services Branch

Revised November, 1990

DELAWARE STATE BOARD OF EDUCATION

Paul R. Fine, PresidentWilmington

Arthur W. BoswellWilmington

Richard M. FarmerNew Castle

Dorothy H. SmithTownsend

Kent S. Price, Vice-PresidentMilton

Howard E. CosgroveNewark

R. Jefferson ReedDover

WIlliam B. Keene, Secretary

Officers of the Department of Public Instruction

Townsend BuildingP.O. Box 1402

Dover, Delaware 19903

William B. KeeneState Superintendent

James L. SpartzDeputy Stat. Superintendent for Administration

Robert E. SchillerDeputy Stats Superintendent for Instruction

Henry C. HarperExecutive Assistant

Primo V. Toccafondi, Assistant Stat. SuperintendentInstructional Services Branch

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TABLE OF CONTENTS

Page

Acknowledgements

Foreword

Introduction

How to Use the Curriculum Standards

Curriculum Standards Policy

Social Studies Curriculum Standards

Grades K 3 1

Grades 4 6 8

Grades 7 8 16

Grades 7 - 12 Consumer Education 23Grades 9 - 12 United States History, Civics, and Government 28

Economics 38Psychology 42

Sociology 45World History 47

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ACKNOWLEDGEMENTS

Special thanks and appreciation is expressed to the following individuals whoassisted with the research, writing, and editing of the document:

Margaret LegatesMarshall ArnellIvan NealWilliam LinkMichael EplerKris KnarrEster Roberts

Milford School DistrictCapttal School DistrictIndian River School DistrictMilford School DistrictChristina School DistrictCaesar Rodney School DistrictWoodbridge School District .

In addition, several members of the State Social Studies Advisory Council andrepresentatives from related organizations reviewed drafts of the document andmade recommendations which were included in the final copy.

A debt of gratitude is owed to several states including Arizona, Wisconsin,Oklahoma, Michigan, and California for sharing their curriculum materialswhich contributed to the development of the standards.

The committee is most grateful to the National Council for the Social Stn..;for providing additional curriculum suggestions and the Chart of EssentialSkills for Social Studies, located at the end of the document.

Geography standards and student expectations which appear throughout thedocument were provided by the Joint Committee on Geographic Education of theNational Council for Geographic Education and the Association of AmericanGeographers in the publication, "Guidelines for Geographic Education."

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FOREWORD

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Social Studies education is a basic component of the K-12 curriculum that(1) derives its goals from the nature of citizenship in a democratic societythat is closely linked to other nations and peoples of the world; (2) drawsits content primarily from history, the social sciences, and in some respects,from the humanities and science; (3) is taught in ways that refTect anawareness of the personal, social, and cultural experiences and developmentallevels of learners; and (4) facilitates the transfer of what is learned inschool to the out-of-school lives of students.

The foregoing definition focuses the purposes of social studies onindividual and group participation in social-political affairs and stressesthe importance of application of school learning to every day life. The

definition shows a need to deal with the social studies content from a globalperspective. The study of history, the social sciences, and the humanities isnot an end in itself. The definition also calls for teaching procedures thatlink the social studies to the backgrounds and developmental levels oflearners.

ii

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.,

INTROOUCTION

The professional consensus is that today's social studies programs shouldinclude the following three goals (1) acquisition of knowledge; (2) skillsdevelopment; and (3) understanding of democratic principles, values, andpractices. It is essential that these three goals be viewed as equallyimportant. The relationship among knowledge, skills, and values is one ofmutual support.

1. Knowledge

Knowledge is derived from encounters students have with the subject matterof the social studies. Knowledge makes it possible for students to understandhuman affairs and the human condition. Knowledge provides a basis for valuesand beliefs and is the vehicle for the development of skills. To increasetheir storehouse of knowledge, students need good sources of information,along with the skills required for using them.

Information gained in the classroom should be helpful in understandingevents and conditions in the world outside of school. Information must alsobe linked with experiences encountered by students in their daily lives. Thiscan be accomplished through social and civic observation, analysis,participation, and community service. The following are essential sources ofsubject matter from which knowledge goals for social studies should beselected: History, Geography, Government, Law, Economics, BehavioralSciences, and Humanities.

2. Skills

Skills development is the second category of social studies goals. Askill is defined as the ability to do something proficiently in repeatedperforniances. Skills are processes that enable a student to link knowledgewith beliefs that lead to action. Skills are developed through sequentialsystematic instruction and practice through the K-12 years. Skills can begrouped in a problem-solving/decision-making sequence in the following majorcategories: (a) skills relating to acquiring information (reading skills,study skills, reference and information-search skills, technical skills uniqueto the use of electronic devices); (b) skills relating to organi.-ing andusing information (thinking skills, decision-making skills, metacognitiveskills); and (c) skills related to interpersonal relationships and socialparticipation (personal skills, group interaction skills, social and politicalparticipation skills).

3. Democratic values and beliefs

Democratic values and beliefs constitute the third category of socialstudies goals. Values are the standards or criteria against which individualbehavior and group behavior are judged. Beliefs represent commitments tothese values. Social studies programs should not indoctrinate students toaccept values blindly, but rather have students learn about their historical

iii

roots and show their contemporary application. Ideas should be analyzed incontext as they relate to topics studied and to current affairs. Teachersshould model these values in.their classrooms and they should be reflected ina school's daily operations. Some of these values are as follows: justice,equality, responsibility, freedom, privacy, international human rights, humandignity, fairness, integrity, honesty, consideration for others, loyalty,authority, rule of law, and diversity.

The State of Delaware has announced several educational goals that affectall subject disciplines and curricula. Two of these goals - critical thinkingskills and multicultural education have a great impact on the social studiescurriculum. The social studies curriculum standards contained in thisdocument reflect these two goals throughout the K-12 program.

Additionally, professional organizations and state social studies councilshave called for an increased emphasis on history and geography in acomprehensive K-12 curriculum. These Delaware standards include a specificemphasis in these areas. The standards are also in compliance with a statemandate for a required number of hours of instruction in consumer economics ina 7-12 curriculum.

10iv

HOW TO USE THE CURRICULUM STANDARDS

These standards are meant to be used by school district administrators andteachers in developing their local social studies program. The standards area resource guide for curriculum development. They are also a statement of thegoals and objectives of the State social studies program. This guide is notmeant to offer day-to-day lesson plans. Rather, it should be used byadministrators and teachers as a guide to the selection of strategies andmaterials to achieve these goals and objectives. Local curriculum developmentefforts should be directed towards those ends while making adaptations whichmeet local needs.

Key sections to this booklet for Delaware's Social Studies CurriculumStandards are as follows:

I. The first area lists social studies curriculum standards for gradesK-12 in the following categories: K-3, 4-6, 7-8 and 9-12. Each set ofstandards includes:

A. PROGRAM OBJECTIVE - listing on the left side of the page whichdescribes the area of instruction.

B. STUDENT EXPECTATIONS - listing on the right side of the pageof what the student will be expected to do in theseinstructional areas.

II. The second component of the standards contains an extensiveessential skills listing for a K-12 program with suggested degrees of strengthof instructional efforts at selected grade levels.

*Additional Standards have been added for those schools which have elective orrequired courses in Economics, Psychology, Sociology, and World History.

CURRICULUM STANDARDS POLICY

The State Board of Education believes that the curriculum in the publicschools of Delaware must be systematically reviewed and refined on a periodicbasis to ensure that it remains relevant to the needs of students in a rapidlychanging society as well as in their respective communities.

In order to guide statewide curriculum development it is theresponsibility of the Department of Public Instruction to establish andmaintain state Curriculum Standards for all subject areas in grades K-12.Those Standards shall consist of general objectives for the inftructionalprogram and student performance expectations. The state Curriculum Standardsshall serve as a base for the development of district curriculum. The

Department shall establish and publish its multi-year schedule for therevision of specific Standards.

11

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It is the responsibility of each school district to develop curriculumguides for each subject area in grades K-12. By September 1994, each districtshall revise its curriculum guides in accordance with the State Curriculum

Standards. Thereafter, the district revisions shall be completed within twoyears of the adoption of the revised State Curriculum Standards by the State

Board of Education. All curriculum guides shall be approved by local schooldistrict boards of education on an annual basis.

12

SOCIAL STUDIES CURRICULUM STANDARDS

Grades K 3

The program will provide instruction The student will be expected toin

1. The historical difference ofpast, present, and future

2. Changes in individuals andfamilies over time

1

1.1 Order events sequentially

1.2 Define terms such as: before,after, montn, year, decade, past,present and future

1.3 Interpret and record events on atimeline

1.4 Relate personal and communityevents to events of another era

1.5 Identify community buildings andartifacts that are from other eras

2.1 Compare the life style of afamily living in the present withthe life styles of familiesliving in other eras

2.2 Compare families of differentcultures and ethnic backgrounds

2.3 Compare family changes from pastto present

2.4 Explain the effects of technologyon family life and onneighborhoods

2.5 Describe the interaction betweenpresent-day family members andbetween members of differentgenerations

2.6 State differences found incultural heritage

2.7 Construct a family tree

2.8 Describe personalresponsibilities within thefamily unit

13

3. Values development/socialparticipation

4. Society's rules and laws

5. Group participation

6. The effects of change onneighborhoods and communities

2

3.1 Demonstrate how social and/orpersonal values influence one'sbehaviur

3.2 Compare one's values with thoseheld by others

3.3 Recognize one's self-worth

4.1 Define the terms 'rule' and 'law'as they relate to a society

4.2 Identify and discuss the rules ofhome and school

4.3 Cite examples of how rules andlaws affect individuals

4.4 Distinguish between privilegesand responsibilities

5.1 Follow rules, take turns, shareand demonstrate his/her respectfor the feelings of others

5.2 Demonstrate interpersonal andcommunication skills byinteracting positively with otherclassmates and the teacher

5.3 Cooperate with others to completea task

6.1 Identify community helpers

6.2 Describe the changes which canaffect a community's populationand appearance

6.3 Compare the transportationsystems found in past and presentcommunities

6.4 Give examples of how a communitychanges over time

6.5 Recognize how futuretransportation and communicationmay affect their community

14

I

o

7. Identification of a place usingphysical and cultural features

8. Social and economicinterdependence amongcommunities

9. American citizenship

10. Significant local, state,national and global events andtrends

3

7.1 List the signific '4' physical

features found in Lugar community

7.2 Describe how places differgeographically and culturallyfrom each other

7.3 Identify the political boundariesof a community and state theregion's characteristics, e.g.,one name, one mayor, one bussystem, where people pay theirtaxes to one governmental unit

8.1 Identify ways in whichindividuals depend on others inthe community, e.g., for food,water, protection, education, etc.

8.2 Identify ways in which thecommunity depends upon othercommunities to provide it withcertain goods and services, e.g.,electric power, fresh vegetables,etc.

9.1 Identify local, state andnational symbols and patrioticsongs

9.2 Recite the Pledge of Allegiance

9.3 Recognize basic freedoms andrights provided by the Americanform of government

10.1 Recognize major local, state,national and global events

10.2 Differentiate between fact andfiction

10.3 Relate state and/or nationalevents to events of another eraor place

10.4 Recognize state and nationalholidays

10.5 Compare our state and nationalholidays with those of othercultures

15

11. The relationship between thecause and effect of a problem

11.1 State a problem related to apersonal experience and speculateon the cause and effect

11.2 Distinguish between personal andcommunity problems

12. Decisionmaking in social 12.1 Develop alternative solutions to

settings a given problem

13. The effects of the earth'smovement

14. Changes in the characteristicsof the earth's surface

15. The effects of the interactionof the ear.?"s features ondifferent cultures

16. Reactions of individuals andsocieties to the environment

4

12.2 Determine the outcomes of adecision

13.1 Explain the causes of day andnight on the surface of the earth

13.2 Identify changes in the weatherand seasons and how they affectpeople at work, at home or at play

14.1 Give examples of how people havechanged the earth's surface

14.2 Describe how people react tochanges in the features of theearth

15.1 Identify ways in which people ofvarious regions adapt to climate

15.2 Compare the customs and lifestyles of people who live indifferent climates

15.3 Describe how changes in theearth's features have influencedand will continue to influencedifferent world cultures

16.1 Give examples of how people usethe environment to meet theirneeds

16.2 Describe the different types ofenvironments in which people live

16.3 Cite examples of different ways

16

people use local resources

16.4 Give examples of how peoples' useof resources has changed

16.5 Describe ways in which peopleattempt to conserve resources

17. Classification of earth's 17.1 Identify major land and waterfeatures forms

17.2 Describe important naturalfeatures of a local community

18. Map and globe construction and 18.1 Locate and label the cardinalinterpretation directions on a map

18.2 Use symbols to describe alandscape

18.3 Locate and label information on amap

18.4 Compare the different ways Aphysical feature can be shown -4,a picture, a model, and a map

18.5 Estimate and compare distancesbetween places using a map scale

18.6 Plot points on a number/lettergrid reference system

19. Development and uses of charts 19.1 Arrange data in tabular form

19.2 Read and interpret informationfrom a chart or graph

19.3 Draw conclusions based on a chartor graph

and graphs

20. Basic concept of place

5

20.1 Describe the climate, location,land features and products of agiven place

17

21. Problemsolving and critical 21.1 Locate information using athinking variety of sources

21.2 Use various media sources togather information about currentevents

21.3 Develop conclusions based uponcollected information

21.4 Defend a position orally or inwritten form

22. Social studies research skills 22.1 Locate and use reference materials

22.2 Differentiate between a main ideaand supportive statements

22.3 Select the central theme from apicture or pictorial materials

23. The basic economic problem of 23.1 Distinguish between yoods andscarcity of productive resources services

23.2 Define scarcity by using examplesfrom family, school, and thecommunity

23.3 Recognize that scarcity requirespeople to make choices and makingchoices means giving up otheropportunities

23.4 Idantify the productive resourcesof land, labor and capital

24. Exchange, money andinterdependence

6

24.1 Describe the advantages anddisadvantages of bartering versusa money system

24.2 Explain that portability,divisibility, and durability arethe three main characteristics ofmoney

24.3 Explain that money is anythingthat most people will accept aspayment for goods and services

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24.4 Compare spending now versussaving for the future

25. Economic systems 25.1 Identify the consumer as a buyerand the producer as a seller

26. Economic growth

27. Markets and prices

28. Role of government

25.2 Differentiate between work thatproduces goods and work whichprocLces services

25.3 Identify methods of earning moneysuch as wages and salaries

25.4 Recognize that workers may usetheir wages in a variety of wayssuch as saving, spending andpaying taxes

26.1 Identify specialists and explainhow specialization and divisionof labor leads to interdependence

26.2 Identify the characteristics ofan informative advertisement

27.1 Explain that a price is theamount of money people pay whenthey buy a good or service

27.2 Explain that a market existswhenever buyers and sellersexchange goods and services

28.1 Identify goods and services suchas schools, parks, and policeprotection that are provided bythe government


Grades 4 - 6

The program will provide instruction The student will be expected to

i n

1. Identifying a place through theuse of physical and culturalfeatures

2. The effects of the earth'sfeatures on a culture

3. Me universality of all peopleand cultures

4. Classification of the earth'sfeatures

8

1.1 Name the major landmarks in thecommunity

1.2 Identify several culturalcharacteristics of communities

1.3 Recognize the relationshipbetween selected physicalfeatures and particular cultures

2.1 Compare cultures by the way theyuse land and water foragricultural purposes

2.2 Indicate various ways people haveused mineral resources over aperiod of time

2.3 Cite how technologicaldevelopments influencepeopleearth relationships

2.4 Recognize that all cultures varythe use of resources

3.1 Describe how beliefs and valuesare transmitted and changed amongdifferent cultures

3.2 Identify local community customsfound in other cultures

3.3 Describe how one community mayimpact on another

4.1 Construct a map that depictslanduse patterns

4.2 Compare the agricultural areasfound on different continents

4.3 Indicate the similarities and

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5. The effects of the movement ofthe earth

6. Basic concepts such as: region,climate, relative location andtopography

7. Basic concepts of globalinterdependence

differences found in climatesalong the coastal areas aroundthe world

4.4 Compare resource maps with thelocation of industrialized areas

5.1 Describe the relationship amongocean currents, climate andvegetation patterns

5.2 Diagram the earthmoon-sunposition during an eclipse

6.1 Compare the climate patterns ofinland areas at differentlatitudes

6.2 Relate how different places aregeographically and economicallyinterconnected

6.3 Define the characteristics ofprimary landforms, e.g.,mountains, hills, plateaus andplains

7.1 Give examples of how thesignificance of a location mayvary over time

7.2 Give examples of the location ofplaces in terms of supportiveareas

8. Distribution and significance of 8.1 Construct a map that shows how anphysical features area's population distribution

has changed over time

8.2 Give reasons to help explain thegeographic distribution ofAmerica's largest cities

9. The identity of a place throughthe use of physical features

9

9.1 Describe the distinguishingphysical characteristics of majorcities, e.g., location near water

9.2 List the nhysical features foundin state ind national parks

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10. The changes in the earth'sfeatures and characteristics

11. Basic economic problems ofscarcity of productive resources

12. Productivity

13. Economic systems

10

9.3 Identify major bodies of waterand water systems

10.1 Compare the changes in geographicareas brought about by weather,erosion, and the changing of theseasons

10.2 Cite examples of geographicchanges brought about by peopleand the elements of nature

11.1 Compare and contrast alternativeways people meet basic needs forfood, clothing and shelter withinAmerica, another region of theworld or another country.

11.2 Identify productive resources ofthe U. S., another region of theworld or another country, andexplain their importance and uses

11.3 Recognize that scarcity resultsfrom the imbalance betweenunlimited wants and limitedresources

12.1 Explain that specializationusually increases the amount ofgoods and services produced andlowers cost

12.2 Recognize that labor productivitymay be increased when workershave additional capital goods,such as tools and machines, towork with

13.1 Compare and contrast threeeconomic systems: traditional,command, and market

13.2 Recognize that modern economiesare "mixed," having some featurescharacteristic of each kind ofeconomic system

22

14. Economic institutions andincentives

15. Exchange, money, andinterdependence

16. Supply and demand

13.3 Identify the U. S. economicsystem as primarily a marketeconomy in which most prices areset by buyers and sellers makingexchanges in private markets

14.1 Identify the flow of money andresources between households andbusinesses

14.2 Identify several types ofbusiness organizations, includingthe partnership, proprietorship,and the corporation

15.1 Identify the functions of money:a medium of exchange, a store ofvalue, and a unit of account

15.2 Recognize that banks and otherfinancial institutions providebasic services to consumers,savers, borrowers, and businesses

16.1 Define demand as the amount of agood or service people arewilling and able to buy at allpossible prices in a given time

16.2 Define supply as the amount of agood or service that producersare willing and able to sell atall possible prices in a giventime

16.3 Explain the law of demand:people want to buy less of a goodor service at higher prices thanat lower prices

16.4 Explain the law of supply:businesses want to sell more of agood or service at higher pricesthan at lower prices

16.5 Relate changes in supply anddemand for a product to changesin its market clearing price

2311

17. Competition and market structure 17.1 Identify situations ofcompetition and monopoly


17.2 Give examples of price andnon-price competition, such asstyle and quality differences,advertising, customer servicesand credit policies

18.1 Recognize that goverlmentscollect money to pay for goodsand services by taxing orborrowing

19. The use of time and location to 19.1 Arrange events in chronologicalcategorize history order

19.2 Construct a timeline to showcontinuity between past, presentand future

20. Interrelationships of historical 20.1 Relate events in the Unitedevents States with comparable world

events during similar time periods

20.2 Describe past historical patternsthat have affected historicalevents

20.3 Project the effect of bias onretelling events

21. Significance of past and present 21.1 Compare the impact of pastsocieties societies on present day life

21.2 Describe how societal changesaffected the history of theUnited States

21.3 Cite examples ofinterrelationships between past,present and future

22. Rights, responsibilities and 22.1 Recognize the need for laws andredress in relation to law the judicial system

12

22.2 Demonstrate how laws and thejudicial system affect anindividual

22.3 Identify the reasons for law asidentified in the Preamble of theUnited States Constitution

22.4 Describe the procedures used bythe United States judicial system

23. Historical documents 23.1 Identify important documents ofthe United States, e.g.,Constitution, Bill of Rights,Declaration of Independence

24. The democratic process 24.1 Identify the characteristics of ademocracy

24.2 Name several rights,responsibilities and duties of acitizen in a democracy

24.3 Apply the democratic process whenworking with groups

24.4 Practice lawful behavior

25. Basic political concepts 25.1 Define concepts such as:justice, freedom and authority

25.2 Apply political concepts tosocial situations

25.3 Describe conflict and change

25.4 Compare the political structuresof other countries with theUnited States

26. Group participation 26.1 Compare one's own definition of aproblem with the views of others

26.2 Explain consensus in making group

decisions

26.3 Point out the advantages and

2513

disadvantages of groupdecision-making techniques suchas voting

26.4 Compare the roles of minority andmajority groups in decision-making

26.5 Demonstrate responsiblecitizenship in a democracy

27. Decision-making in social 27.1 Select relevant information fromsettings assembled data

27.2 Differentiate between direct andindirect results of a decision


28.1 Differentiate between short andlong range results of a decision

28.2 Compare personal and socialvalues for similarities andconflicts

28.3 Differentiate between leader andfollower roles in group settings

28.4 Describe how others can influenceone's value position

28.5 Give examples of the commonaltiesand differences in values foundamong ethnic and cultural groups

29. The construction and use of maps 29.1 Demonstrate how symbols showand globes 'what,"how many' and 'where'

14

29.2 Calculate the time at variousglobal locatiis using longitude

29.3 Use latitude and longitudecoordinates to locate places

29.4 Plot information on a map fromnarrative and tabular data

29.5 Prepare oral/written reports thatdescribe and summarize mapinformation

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30. The construction and use of 30.1 Organize data for a specific

charts and graphs purpose

30.2 Select appropriate graph forms topresent information

31. Problem solving and critical 31.1 Draw inferences from maps, graphsthinking and charts

31.2 Formulate hypotheses fromcollected information

32. Research skills

15

31.3 Develop procedures for testinghypotheses

32.1 List advantages and disadvantagesof various types of referencesources

32.2 Use information to makepredictions

32.3 Differentiate between primary andsecondary sources

32.4 Construct an outline fromnarrative sources

32.5 Prepare an oral/written reportbased upon multiple sources

32.6 Compile nctes from an audio orvideo presentation

27


Grades 7 - 8

The program will provide instruction The student will be expected to

i n

1. Basic concepts such as: region,globalism, interdependence,place, climate, relativelocation, landscape, density andurbanization

2. The effects of the movement ofthe earth

3. Classification of the earth'sfeatures

16

1.1 Indicate how climate andvegetation set limits on people'sactivities

1.2 Explain how politics, culture andeconomics separate and connectplaces

2.1 Draw a map of the earth to showthe relationship between theroutes of early explorers andwind and ocean currents

2.2 Cite examples of how knowledge ofearth's movement was utilized inmigration and settlement

2.3 Compare the seasonal calendars ofthe northern and southernhemispheres

2.4 Describe how various cultureshave reacted to sun-earth-moonmovements

2.5 Explain the location of desertsin relation to air and oceancurrents

3.1 Locate the major water systems ofthe earth

3.2 Explain the relationship betweenclimate and vegetation patterns

3.3 Define landscape forms such as:mountains, plateaus, buttes,valleys, fall lines, deltas andplains

28

4. Distribution and significance of 4.1 Identify features.of the physicalphysical and cultural features and cultural landscape

4.2 Describe the effects of localphysical features on settlementpatterns

4.3 Explain how the significance of aphysical feature may change overtime or from one culture toanother

5. Physical and cultural featuresidentify place

6. Interaction of earth's featuresand culture

7. Cultural development andinteraction

5.1 Explain how regions arecategorized to reflect physicaland cultural patterns

5.2 Recognize the processes that havecontributed to thecharacteristics of a particularregion

5.3 Identify the processes thatmodify landscape patterns andregions

6.1 Explain how topography may affecta community

6.2 Recognize that people use andmodify resources

6.3 Describe the influences ofenvironmental factors onindividuals and societies

6.4 Cite examples of the effects ofcultural values and beliefs onthe use of the physicalenvironment

7.1 Identify the factors that mayunify or divide people within agroup

7.2 Recognize that all humans havebasic physical and psychologicalneeds

411/

7.3 Recognize that people from allreligions, races, and cultures

2 917

have contributed to thedevelopment of mankind

7.4 Describe how people use andmodify their environment to meettheir needs

7.5 Explain the economic, social,political and culturalinterdependence of all nations

7.6 Give examples of the transmissionand borrowing of ideas betweencultures

7.7 List inventions from variouscultures

8. The construction and use of maps 8.1 Cite advantages and disadvantages

and globes of map projections

8.2 Construct maps to show economicand historical trends

9. The construction and use ofcharts and graphs

10. Historical concepts

11. Historical data and records

18

9.1 Construct graphs to depictalternate interpretations of data

9.2 :oeftermine patterns of economic orpolitical activity from graphicalpresentations in periodicals

10.1 Define and cite examples ofconcepts such as: loyalty,conflict, values and government

10.2 Cite examples where conflict hasresulted from differences invalues and beliefs

10.3 Explain the interrelatedness ofvalues, beliefs and loyalty

11.1 Organize, analyze, interpret andsy6thesize historical informationfrom historical documents

:10

11.2 Draw conclusions and makepredictions based on historicaldata

11.3 Give examples from pictorial andprinted materials that reflectbias

12. The social history of the nation 12.1 Identify contributions of variousethnic and cultural groups in thedevelopment of the United States

12.2 Analyze the social development ofethnic and cultural groups

13. The economic development of the 13.1 Describe the influence ofproductive resources on thedevelopment of a nation

13.2 Identify the elements of the freeenterprise system

13.3 Describe the three major types ofeconomic systems

13.4 Compare the development of thedifferent transportation systems

13.5 Describe the growth of the UnitedStates as an industrial andtechnological nation

13.6 Explain the purpose of taxes andgive examples of taxes collectedat various levels of governmentand how they are spent

13.7 Give examples of local andnational government regulationsand their effect on the economy

United States

14. The individual contributions in 14.1 Describe how individuals havathe development of the United changed or influenced theStates nation's history

14.2 Recognize the interrelationshipsof individuals within society

1931

15. The basis and organization ofthe United States Constitutionand government

15.1 Describe the purpose andstructure of the Constitution

15.2 Identify the Constitutionalguarantees of individual liberty

15.3 Locate, read and interpretspecific sections of theConstitution

16. The significant contributions of 16.1 Compare the organization of stateDelaware to the progress of the government with the federalnation government

16.2 Identify the contributions ofDelawareans from colonial timesto the present

16.3 Identify the role of Delaware inthe nation's industrial andtechnological development

16.4 Explain Delaware'sinterdependence within a changingnation

17. The role of the United States in 17.1 Describe the causes and effectsglobal affairs of American historical events and

their impact on world history

17.2 Identify the impact of worldevents on United States history

17.3 Recognize that historicalrelationships between nationschange

17.4 Cite examples of how nations areeconomically, socially andpolitically interdependent

18. The movements of people 18.1 Define immigration and emigration

18.2 Cite examples of the impact ofimmigration and emigration onvarious cultures

32

20

18.3 Compare the movements of peoplefrom one geographical location toanother in different eras

18.4 Explain the need for groupidentity and cohesiveness

18.5 Describe the adaptability ofimmigrants to the customs, valuesand beliefs of a new culture

19. Governments in different nations 19.1 Recognize the purpose of rules inrelation to values and beliefs


19.2 Compare past and present forms ofgovernment in various nations

19.3 Recognize the interrelationshipsof the individual with his/herloyalty to a government

20.1 Recognize that all people havedeveloped values, customs andartifacts

20.2 Explain how societies develop andchange economic and politicalsystems

20.3 Construct a chart that shows therelationship between the lifestyles of members of apresent-day society

20.4 Examine the values position ofothers in reference to one's ownvalues

20.5 Demonstrate the similarities anddifferences found between variouseconomic and cultural groups

21. Problem-solving and critical 21.1 Draw inferences from maps, charts

thinking or graphs

21

21.2 Formulate hypotheses fromassembled data

21.3 Develop procedures for testinghypotheses

21.4 Compare reference sources forbias and different points of view

21.5 Construct an outline frommultiple sources

21.6 Construct an oral/written reportthat defends a position on asocial issue

34

22

o

e


GRADES 7 - 12

CONSUMER EDUCATION

The program will provide instruction The student will be expected to:

in:

1. The role of the consumer in the 1.1 Recognize that the consumer has

economy unlimited wants and limitedresriurces

1.2 Distinguish between needs and wants

1.3 Define and give examples of goodsand services

1.4 Explain the five rights of theconsumer:

- Right to information- Right to choose- Right to safety- Right to complain- Right to redress

1.5 Identify three responsibilities ofthe consumer

2. The consumer and the market system 2.1 Identify the basic economicproblem of scarcity for allsocieties and individuals

23

2.2 Describe the three major types ofeconomic systems:

- traditional- market- command

2.3 Identify and explain the tweebasic questions all economicsystems must answer:

- what to produce?- how to produce?- for whom to produce?

35

=

3. Product information

24

2.4 List the characteristics of thefree enterprise system:

CompetitionProfit motivePrivate propertyFreedom of choiceLimited government role

2.5 Explain how supply and demanddetermine prices in a market system

3.1 Explain the factors whichinfluence a consumer's decision tomake a purchase

3.2 Define comparison shopping andexplain how it is done

3.3 Cite situations when comparisonshopping benefits the consumer

3.4 Identify characteristics by whicha product may be judged beforedeciding to make a purchase

3.5 Identify five sources of productinformation

3.6 Explain Oat information isavailable on consumer productlabels

3.7 Identify the functions ofadvertising such as providingmoney to produce more items

3.8 Differentiate betwecn motivationaland informational ad/ertising

3.9 Identify factors in advertisementswhich affect their usefulness

3.10 Analyze the effects of advertisingon consumer prices

3.11 List the advantages anddisadvantages of brand name andgeneric products

36

4. Uses of income

3.12 Explain procedures for purchasingthe necessities of food, clothing,shelter, and transportation

4.1 Define budget

4.2 Demonstrate that budgetingrequires prioritizing personalneeds and wants and setting goalsto obtain them

4.3 Analyze factors that determineshort range and long range planning

4.4 Develop a budget that includesfixed and flexible expenses

4.5 Identify and explain the threefunctions of money:

- medium of exchange- store of value- unit of account

4.6 Describe the advantages anddisadvantages of cash, checks,credit cards, and electronic fundstransfer (EFT)

4.7 Explain the process of maintaininga checking account

4.8 Define credit

4.9 Explain how a credit rating isdetermined

4.10 Describe the procedures to followwhen applying for credit

4.11 Identify places where one canobtain credit

4.12 Distinguish between regularcharge, revolving, and installmentplans as they relate to timeinterest

4.13 List the costs and benefits ofusing credit

4.14 Describe the role of saving andinvesting in reaching personalgoals

4.15 Describe how personal savings andinvestments affect the economy

4.16 List and evaluate sources for loans

4.17 List the alternatives for savingsand investments:

A. Place-bank, savings & loan,credit union, brokerage,insurances, mutual savings bank

B. Type-savings accounts, stocks,bonds, government securities,real estate, insurance, IRAs

4.18 Compare costs and benefits of thesavings and investment alternatives

4.19 Identify circumstances which might III/require the purchase of insurance

4.20 Distinguish between private andpublic goods and services

4.21 Explain the purpose of taxes

4.22 Give examples of the taxescollected by all levels ofgovernment

4.23 Contrast the principles ofability-to-pay with the benefitsreceived

4.24 Compare and contrast regressive,progressive and proportional formsof taxation

4.25 List the records one should keepand the procedure one shouldfollow when calculating personalincome tax

3S

26

* 5. Consumer protection 5.1 Identify several private andpublic agencies which aidconsumers by providing informationor handling complaints

5.2 Explain the difference between theprivate and public consumerprotection agencies

5.3 Explain the responsibilities offive agencies or organizationsinvolved in protecting the consumer

5.4 Trace procedures for solvingconsumer complaints

5.5 Write a letter of complaint

5.6 Distinguish between express andimplied guarantees and warranties

3 9

27


Grad's 9 - 12

UNITED STATES HISTORY, CIVICS, AND GOVERNMENT


1. Skills application

Azik,mommi2g'

2. Our heritage

28

1.1 Locate, select and use referencematerials from different sourcesto gather data

1.2 Differentiate between primary andsecondary sources

1.3 Read and interpret maps, charts,diagrams, cartoons and timelines

1.4 Compile, organize, analyze andinterpret information fromvarious sources

1.5 Apply acquired problem-solvingtechniques to determine andevaluate what changes might occurin particular situations

1.6 Identify steps to be used insolving problems relating tostate, national and internationalconcerns

1.7 Use selected information to drawconclusions, offer solutionsand/or make predictions

1.8 Distinguish relevant fromirrelevant information

2.1 Identify various ways in whichthe contributions of the earlyAmericans helped to develop ournation

2.2 Analyze social and economicpatterns that developed in theAmerican colonies

0

3. The role of American culture

e

2.3 Give examples stating why peopleimmigrated to America

2.4 Cite examples of contributionsfrom peoples representing manynationalities and ethnic groupswhich helped our nation grow

2.5 Explain the melting pot theory asit relates to our pluralisticsociety

2.6 Give examples of how populationpatterns have changed as a resultof industrialization andurbanization

2.7 Identify significantcontributions of minorities toour nation

2.8 Identify significant people,events and trends that have madean impact on our developing nation

3.1 Identify American ideals andvalues such as individualism,work ethic, religious toleranceand mobility

3.2 Identify and analyze changes inAmerican values and attitudesbased on colonial experiences,frontier influences, familyroles, transportation andrural/urban migration

3.3 Cite examples of how science andtechnology have caused bothpositive and negative changes inAmerican culture

3.4 List examples of how art, musicand literature have affectedAmerican culture

3.5 Cite examples of ways in whichour culture has changed as aresult of discovery, invention,diffusion and education

4. Movement of people and expansion 4.1 Cite examples of factors thatcause people to migrate from onelocation to another

5. U. S. and global relations

30

4.2 Give examples of how mobilityaffected the historicaldevelopment of the United States

4.3 Relate by example how thegeography of the United Statesinfluenced the pattern ofcolonization, settlement andpopulation growth

4.4 Cite examples of immigration,conflict and expansion as relatedto the westward movement

4.5 Define the terms imperialism,expansionism, nationalism andjingoism as related to Americansmoving beyond the nation'sboundaries

4.6 Describe the historical growth ofthe United States throughpurchase and annexation

5.1 Cite examples of U. S. historicalevents and analyze their impactupon global affairs

5.2 Identify important internationalevents and their impact on U. S.history

5.3 Cite examples of how historicalrelations between nations change

5.4 Identity three internationalconflicts in which the UnitedStates has been involved

5.5 Cite examples of the impact ofscience, technology andindustrialization on the nationsof the world

5.6 Explain the relationship betweenone's actions and beliefs and thesubsequent effect on globalaffairs

4 2

s6. Conflict and change

7. Concern for the well-being anddignity of others

5.7 Relate several examples where theUnited States is, or has been,involved in a leadership role inglobal situations

6.1 Describe the historical conceptsof conflict and change as relatedto incidents in our nation'sgrowth

6.2 Recognize conflict as a part ofhistory and explain various meansby which conflicts have beenresolved

6.3 Give examples of national andinternational conflicts in whichthe United States has beeninvolved including changes theseconflicts have brought about

7.1 Treat those having differentcultural perspectives with respect

7.2 Make adjustments in one's lifethat are consistent with and bestmeets one's values and needswithout infringing upon therights of others

7.3 Cite examples of how individualsare responsible for protectingthe health and safety of others

7.4 Identify xamples of how ademocracy tries to provide equalopportunities in education,housing, employment and recreation

7.5 Cite reasons for a citizen's needto be loyal to country, friendsand to other groups whose valuesthey share

7.6 Recognize the importance of one'sdependability in school, at workand in social situations

8. The foundations of our 8.1 Analyze the Declaration of

government Independence and give examples of

I

9. Justice and order

the various issues that led tothe American Revolution

8.2 Compare and contrast the Articlesof Confederation and theConstitution of the United States

8.3 Describe the Bill of Rights inthe Constitution as it applies toa United States citizen

8.4 Summarize the main ideas of theU. S. Constitution as related inthe Preamble

8.5 Describe the major functions ofthe three branches of government

8.6 Explain the functions ofpolitical parties in a democracy

8.7 Trace the growth of the partysystem in the American politicalsystem

8.8 Explain how the separation ofpowers influence decisionmaking

8.9 State reasons for the durabilityof the U. S. Constitution

9.1 List the basic rights containedin the Bill of Rights

9.2 Cite the effects of major SupremeCourt rulings on U. S. citizens

10. Law and the rights and 10.1 Explain the purposes of lawsresponsibilities of individuals

10.2 Identify one's specificconstitutional rights as statedin the Bill of Rights

10.3 Recognize that an individual'srights may conflict with those ofanother individual

4 4

32

11. The principles of democracy

10.4 Cite examples of how individualrights may be denied

10.5 Differentiate between civil andcriminal justice systems

10.6 List some of the duties ofparticipants in the cr-,-ts suchas jurors, judges an. ..wyors

10.7 Identify factors such aspublicity and inadequate counselwhich might affect theadministration of justice

10.8 Recognize that our democraticsystem seeks to defend the rightsand liberties of all people

10.9 Identify ways of changingineffective, discriminatory,unfair and unjust laws

10.10 Recognize one's responsibilitiesin reference to one's rights

11.1 Define the concept of majorityrule as it relates to thedemocratic system

11.2 Cite examples of the applicationof compromise in a democraticgovernment

12. The functions and structure of 12.1 Define and apply the concepts ofgovernments republic and federalism

12.2 Explain the term "separation ofpowers" as it applies to ourgovernmental structure

12.3 Explain the purpose of limitedpowers in the Constitution

12.4 Explain the conceptrepresentative democracy

12.5 Explain the roles of variouslevels of government such asregulatory and civil serviceagencies

4 5

33

13. Need for participation indemocratic civic improvement

12.6 Compare the organization andfunctions of state and localgovernment to the federalgovernment

12.7 Cite several effects of specialinterest groups on government

12.8 Recognize that democracy dependson citizen involvement

12.9 Explain the structure andpurposes of student government

13.1 Recognize one's responsibilitytoward exhibiting civic behaviorand conveying this concept toothers

13.2 Cite examples of how one can worktoward civic improvement

13.3 Give examples of how one canparticipate in local, state andnational governmental processes

13.4 Apply democratic procedures inlarge and small group situations

13.5 Participate in simulated orstudent government votingprocesses

14. The important world, national 14.1 Identify common concerns ofand local civic problems people around the world such as

population growth, foodshortages, disease, conflict andcultural differences

34

14.2 Recognize that political valuesvary from culture to culture

14.3 Identify several major local,state and national environmentalproblems and suggest possiblesolutions

14.4 Provide examples of causes andpossible solutions of civicproblems

4f;

15. Location: Position on theEarth's Surface

16. Place: Physical and HumanCharacteristics

35

15.1 Locate places using a system ofcoordinates in an arbitrary gridsystem

15.2 Describe locations in terms ofrelationships with otherlocations (relative location)

15.3 Explain how location influencesactivities and processes thatoccur in different places

15.4 Describe how physical andcultural attributes of onelocation interact with attributesof other locations

15.5 Indicate the locations of majorwater bodies and land masses inthe United States

15.6 Discuss maps and globes asprimary geographic tools

16.1 Describe different places in theUnited States which aredistinctive in terms of theirphysical and human characteristics

16.2 Relate how human activities andculture create a variety ofdifferent and similar places

16.3 Explain how intensive humanactivities can dramatically alterthe physical characteristics ofthe United States

16.4 Describe ways in which peopledefine, build, and name placesand develop a sense of place

16.5 Understand how different groupsin society may view placesdifferently

16.6 Give examples of how thesignificance and meaning ofplaces changes over time

4 7

17. Relationships with places:Humans and Environments

16.7 Realize that places can bedamaged, destroyed, or improvedthrough human actions or naturalprocesses

17.1 Describe several ways in whichpeople in the United Statesinhabit, modify, and adaptculturally to differentenvironments

17.2 Give examples of ways peopleevaluate and use naturalenvironments to extract neededresources, grow crops, and createsettlements

17.3 Give examples of how humanalterations of physicalenvironments have had positiveand negative consequences

17.4 Describe how the human ability tomodify physical environments andcreate cultural landscapes hasincreased in scope and intensitythrough the use of technology

18. Movement: Humans Interacting on 18.1 Explain why human activitiesthe Earth require movement

18.2 Describe ways in which peoplemove themselves, their products,and their ideas around the UnitedStates and across the earth

18.3 Explain that few places areselfsufficient and thereforeextensive human networks oftransportation and communicationlink places together

18.4 Describe how change intransportation and communicationstechnology influence the rates atwhich people, goods, and ideasmove from place to place

4S

36

o

o

19. Regions: How They Form andChange

37

19.1 Understand that units are basicunits of geographic study

19.2 Explain how regions may bedefined by cultural or physicalfeatures or by a combination ofboth

19.3 Describe how the concept ofregions relates local places in asystem of interactions andconnections

I

4 9

o

ECONOMICS

PSYCHOLOGY

SOCIOLOGY

WORLD HISTORY

5(1


Grades 9 12

ECONOMICS

The program will provide instruction The student will be expected ton

1. The basic economic problem ofscarcity of productive resources

2.. The three basic kinds ofeconomic systems: traditional,command and free market

1.1 Define the concept of scarcityand explain that scarcity ofresources necessitates choiceboth at the personal and societallevel

1.2 Explain the reasons why decisionsmust be made concerning thequestion of what shall beproduced, how, and for whom in aneconomic system

2.1 Explain how the three systems areorganized for production

2.2 Compare and contrast the economicgoals of the three economicsystems

2.3 Give examples of a mixed systemwithin any one economy

2.4 Identify and.explain thesignificance of the factors whichcontribute to economic growth

2.5 Give examples of how wealth isunevenly distributed throughoutthe world and speculate as to thecauses of the distribution

3. Competition and market structure 3.1 Describe the characteristics ofthe free market system

3.2 Explain how the profit motiveencourages people to producegoods and services

3.3 Analyze and describe therelationship between profitmotive and risk taking

38

51

4. Markets, supply and demand

3.4 Explain how the pressure ofconsumer and producer competitionhelps regulate the prices,quality and variety of goods andservices

3.5 Explain the role of competitionin the free market system andidentify benefits to the consumerand producer

4.1 Define supply and demand

4.2 Explain the laws of supply anddemand

4.3 Explain how price is determinedby the interaction of supply anddemand in the marketplace

4.4 Construct demand and supplyschedules

4.5 Granhically depict supply anddemand

4.6 Define and give examples ofelastic and inelastic goods andservices

4.7 List the advantages anddisadvantages of the major types .

of business organization

4.8 Discuss various alternatives forfinancing business activities

4.9 Describe how the varying marketstructures affect competition inthe marketplace

4.10 Describe the role of labor unionsin the production of goods andservices

5. Role of money in the U. S. 5.1 List and explain the three

economic system functions of money

5239

6. Markets failure

7. Unemployment and inflation


9. Business cycles, monetary andfiscal policy

40

5.2 Explain the role financialinstitutions play in the economy

5.3 Explain the relationship betweeninterest rates and money demandand supply

6.1 Explain why some goods cannot beproduced and sold profitably byprivate firms

6.2 Define externalities and explainhow negative externalities areoverproduced and positive onesare underproduced

6.3 Explain why natural monopoliesexist and why they are controlledby government regulatory agencies

7.1 Define unemployment rate andexplain its use as an economicindicator

7.2 Explain how the consumer priceindex is used to measure pricelevel changes and how thesechanges affect consumers

7.3 Explain government policiesdesigned to deal with types ofunemployment and with inflation

8.1 Recognize the government in amarket economy has several cleareconomic roles to perform andthese roles are limited

8.2 Recognize there is often a greatdeal of controversy concerninghow the government should fulfilla specific role

9.1 Describe the concept andcomponents of the business cycle

9.2 Explain the purposes,characteristics and effects oftaxation and fiscal policy

53

10. International trade

11. Economic measurements

41

9.3 Explain monetary policy and itseffects on the economy inrelation to managing the moneysupply

10.1 Define and explain thecharacteristics and components ofinternational trade

10.2 Explain how tariffs, quotas andembargoes affect internationaltrade

10.3 Recognize that because ofextensive world trading andspecialization in the productionof goods and services, a globaleconomy has developed in whichnations are increasinglyinterdependent

11.1 Explain how the Gross NationalProduct is used as an indicatorof the state of the economy

11.2 Describe the components of theGross National Product

e-

4


Grades 9 la

PSYCNOLCGY

The program will provide instruction The student will be expected to:in:

1. Psychological methodology

2. Psychological theories

1.1 Read and identify differentpoints of view concerningpsychological theory and/ordecisions

1.2 Evaluate various sources ofinformation necessary to form anopinion or course of action insolving a psychological problem

1.3 Analyze biases which relate topsychological issues in society

1.4 Use the scientific method inanalyzing social issues

1.5 Demonstrate the ability toparticipate in a variety of grouproles and situations

2.1 Define psychology and relate itto the other social sciences

2.2 Identify the major psychologicaltheories and theorists

2.3 Compare the following theories:psychoanalytic, social learning,humanistic

2.4 Identify psychological principlesof heredity and environment

2.5 Describe patterns of behavioral,emotional and cognitivedevelopment

2.6 Analyze the process of sleepingand dreaming and describe theireffects on human behavior

5542

3. Psychological measurement ofbehavior, personality andintelligence

4. Abnormal psychology and socialissues

--

5. Psychological principles oflearning

43

3.1 Define intelligence and describehow it is measured bypsychologists

3.2 Describe the major tests ofintelligence: list the specificabilities they measure and howthey might discriminate agenstdisadvantaged groups

3.3 Describe the major instrumentsused to measure personality

3.4 Conduct and interpret simple,nonthreatening psychologicalexperiments

4.1 Itemize various types of abnormalbehavior

4.2 Examine the use of variousmethods of therapy

4.3 Discuss the causes, problems andtreatment of alcoholism, drugaddiction and other forms ofaddiction such as overeating andsmoking

4.4 Discuss the major psychologicalproblems associated with suchproblems as: aging, death anddying, physical handicaps, crimeand violence, rape, murder, wifeand child abuse, etc.

5.1 Discuss various definitions oflearning

5.2 Discuss various types of learningor conditioning

5.3 Analyze how prejudice developsand how it can be reduced

44

5.4 Evaluate some basic child rearingpractices and their subsequenteffects on the development ofpersonality

5 7


Grades 9 - 12

SOCIOLOGY


1. Methods of sociology

2. Social institutions

3. Societal issues

45

1.1 Conduct a sociological survey

1.2 Use the scientific method toconduct a sociological experiment.

1.3 Explain the purpose of theparticipant observation researchmodel

1.4 Explain the use of sociograms andsociometry as researchmethodologies

2.1 Identify and explain the fivemajor social institutions ofsociety

2.2 Explain why the family structurehas such an important influenceon the family members

2.3 Give examples of primary andsecondary groups in our society

2.4 Explain the role that political,economic and religiousinstitutions play in our society

2.5 Evaluate how social change hasaffected science and technology

7.6 Identify hOw social movementshave developed and been affectedby social change

3.1 Compare the social problem ofpoverty in the United States withother countries in the world anddevelop possible solutions

58

4. Concepts of sociology

4

3.2 Discuss the common problems ofaging and describe possible waysof providing for the aged

3.3 Describe approaches for reducingcrime

3.4 Formulate hypotheses whichexplain why family problems suchas divorce, teenage pregnancy,family violence and marriagealternatives, have become morecommon in the last 20 years

3.5 Analyze the problem of prejudiceand suggest ways of decreasing itin the United States

3.6 Identify methods of helping thosewho abuse alcohol and drugs anddevelop individual responsibilityin preventing self-abuse ofalcohol and drugs

3.7 Describe the social problems thatminorities and women face incontemporary America

4.1 Define sociology and describe thekinds of problems sociologistsattempt to analyze

4.2 Explain sociological termsincluding: sanctions, roles,socialization, stratification,culture, role conflict,ethnocentrism, collectivebehavior and social class, etc.

4.3 Distinguish between ascribed andachieved status

4.4 Identify cultural norms and mores

4.5 Define culture and compare themajor cultural ingredients ofdifferent societies

5946


Grades 9 - 12

NORLD HISTORY


1. Ancient world cultures andcivilizations

2. Characteristics of ancient andmodern world civilizations

1.1 Identify the time periods and/ortopical subject headings intowhich ancient world history isoften divided

a. Prehistoric c. Classicalb. Early d. Medieval

1.2 Identify means by whichcivilizations transmit theirculture from one generation tothe next

1.3 Relate how the achievements ofpast civilizations havecontributed to contemporarysocieties

1.4 Analyze current world situationsin terms of their historicbackgrounds and discussprojections for the future

1.5 Evaluate the contributions madeto the contemporary world byoutstanding historical individuals

2.1 Describe how values andtraditions are manifested in acivilization

2.2 Describe the origins and beliefsof the varied world religionsincluding: Confucianism,Christianity, Buddhism, Islam,Hinduism and Judaism

2.3 Exhibit respect for the dignityand worth of all people

47

GO

3. Modern world cultures andcivilizations

4. Global conflict

2.4 Explain how societies changebecause of evolving needs andvalues

3.1 Describe how modern civilizationsdiffer from ancient civilizations

3.2 Outline the time periods and/ortopical subject headings intowhich modern world history isoften divided:

a. Renaissance f. Industrialismb. Reformation g. Imperialismc. Revolution h. World conflictd.

e.

ColonialismNationalism

i. Contemporary

3.3 Identify means by whichcivilizations transmit theirculture from one generation tothe next

3.4 Relate how the political,technological and culturalcontributions of pastcivilizations have contributed tocontemporary societies

3.5 Analyze current world situationsin terms of their historicbackgrounds And discussprojections for the future

3.6 Evaluate the contributions madeby noted individuals to thepresent-day world

4.1 Analyze the following causes ofconflict: cultural differences,political differences, scarcityof goods and services, and valuedifferences

4.2 Evaluate the various ways peopleresolve conflict

4.3 Explain, with examples ofalternative choices, what happens

4.4

5. Economic resources andtechnology

5.1

5.2

5.3

5.4

5.5

5.6

6. Geographic concepts 6.1

6.2

6.3

6.4

49

when an economic resource becomesunavailable

Describe the development,effectiveness and limitations ofcooperative world organizations

Distinguish between a developedand an underdeveloped nation

Locate the major economicresources of the world

Explain how nations of the worldbecome interdependent because ofworld trade

Describe how the use oftechnology and resourcesinfluences the way people adaptto their environment anddetermines their productivity

List the major problems insharing the resources of the world

Illustrate through examples how acountry moves from being anunderdeveloped nation to adeveloped nation

Identify the major mapprojections and explain thedistortions as well as theadvantages and disadvantages ofeach kind

Make and read different types ofmaps

Locate the primary physicalfeatures and countries of theworld on various maps or globes

Locate countries in differentworld regions

62

7. People and their environment

6.5 List common culturalcharacteristics of people livingin different geographic regions

6.6 Analyze how political, economicand social conflicts haveaffected selected countries ofthe world

7.1 Discuss the components oflocation, climate and landformsand describe how each of thethree affects the way people live

7.2 Explain and evaluate the rolegeography plays in contributingto cultural and regionaldifferences between variousgroups of people

7.3 Explain how people attempt tocontrol their environment tosatisfy their needs

8. Cultural geography 8.1 Describe culture

8.2 Identify beliefs, values, skillsand traditions as an integralpart of a group

8.3 Identify the culturalcontributions that have been madeby various ethnic groups

8.4 List the changing needs andvalues of groups that are theresult of cultural, political,economic, technological andenvironmental changes

8.5 Describe and analyze the roles ofwomen and men in various ethnicand cultural groups

8.6 Determine the geographicalfactors which cause populationsto increase and decline in growth

E '3

Cheri 3. fammeli SIM@ for Sochi Sheaf

Suggested strength of instnactional effort:IMMO Minimum or nonemin SomeMN Major

Intense

I. Ski lb Reiatod to Acquiring InformationA. Reeding Skills

K-3 4-4 7-0 10-12 1 Comprehension

. . . Read to get literal meaningIIMM =me . Use chapter and section headings, topic sen-

tences, and summary sentences to select main

ideas

.1m . ... Differentiate main and subordinate ideas

MI NM. . . . Select passages that are pertinent to the topic

studiedOM ... Interpret what is read by drawing inferences

MI . Detect cause and effect relationshipsDistinguish between the fact and opinion;

. recognize propaganda

MI . Recognize author bias

WI . . Use picture clues and picture captions to aid

comprehensionNM . . Use literature to enrich meaning

NI ... Read for a variety of purposes: critically,analytically, to predict outcomes, to answer aquestion, to form an opinion, to skim for Nets

... Read various forms of printed material:books, magazines. newspapers, directories,schedules, journals

=IWO III1111111

1111111

NM III2. Vocabulary

MI MN No..

3.

I'll MILNIL .

B. Study Skills

miwilm

MINIM

OEM

.. Use usual word attack skills: sight recogni-tion, phonetic analysis, structural analysis

. . Use context clues to gain meaning. . Use appropriate sources to gain meaning of

essential terms and vocabulary: glossary,dictionary, text, word listsRecognize and understand an increasingnumber of social studies terms

Rate of Reading

. . Adjust speed of reading to suit purpose

. . Adjust rate of reading to difficulty of thematerial

Find Information

. . Use various pans of a book (index, table ofcontents, etc.)

. . Use key words, letters on volumes, index,and cross leferences to find information

.. Evaluate sources of informationprint, vis-ual, electronic

.. Use appropriate source of information

. . Use the community as a resource

Arrange Information in Usable Forms

... Make outline of topic

. . . Prepare summaries+lake timelines

sums M.... owes

new SS 111111.. . . K.* recordsalun .. Use italic, marginsl notes, and footnotesIII urn . . . . Listen for information111 resea... . Follow directionsroue 1111 ... Write reports and research papers

um MN . Prepare a bibliography

C. Rekrance and Information-Search Skills

I. The Library

NM . Use card catalog to locate books

NM. ... Use Readers Guide to Periodical Literatureand other indexes

sm. MN . Use COMCATS (Computer Catalog Service)

own mar . Use public library telephone informationservice

2. Special References

. Almanacs

sm. . . . EncyclopediasEms MI ea= . . . . Dictionary

1111 umm. um......Indexese Government publicationsame ... Microfiche

Periodicals

um . News sources: newspapers. news mag-azines, TV, radio, videotapes, artifacts

IMIll

3. Maps, Globes, Graphics

Use map- and globe-reading skillsI= ... Orient a map and note directions. Locate places on map and globe

IN rms. ... Use scale and compute distances.. Interpret map symbols and visualize what

they meanum um. ... Compare maps and make inferences

.... . . . Express relative locationEll . . . Interpret graphs

.... aim ... Detect bias in visual material

gm. 11111. . . . Interpret social and political messages of car-

toons

imor INN M.. . . Interpret history through artifacts

4. Community Resources

MM.. . . Use sources of information in the community

imela Conduct interviews of individuals in thecommunity

MINIMA MMOI OM INC ... Use community newspapers

D. Technical Skills Unique to Electronic Devices

I. Computer

... Operate a computer using prepared instruc-tional or reference programs

um. M... . Operate a computer to enter and retrieve in-formation gathered from a variety of sources

2. Telephone and Television Information Networks

. Ability to access information through networks

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311 SOCIAL EDUCATION OctOber 1989

BEST COPY AVAILABLE

IL Ski* Related to Organizing and Using InformationA. Thinking Skills

I. Classify Information

gam MI MIL ... Identify relevant factual materialmaw MI ... Sense relationship between items of factual

informationowe um MI ... Group data in categories according to appro-

priate criteriaIre rem IN ... Place in proper Aquence:

( 1) order of occurrence(2) order of importance

OHM MOM . . . . Place data in tabular form: charts, graphs,illustrations

2. Interpret Information

aim MI =1. State relationships between categories of in-formation

110. .. Note cause and effect relationshipsammas . . . . Draw inferences from factual materialammo 111111 111111 MIL .. Predict likely outcomes based on factual in-

formationMI= . . . . Recognize the value dimension of interpret-

ing factual materialammo. NMI 11.1 EIM . . Recognize instances in which more than one

interpretation of factual material is valid

3. Analyze Information

. Form a simple organization of key ideas re-lated to a topic

... Separate a topic into major components ac-cording to appropriate criteria

.. Examine critically relationships between andamong elements of a topic

III_ Detect bias in data presented in variousforms: graphics, tabular, visual, printCompare and contrast credibility of differingaccounts of the same event

4. Summarize Information

Imo MI MM. . . Extract significant ideas from supporting.illustrative details

ors Combine critical concepts into a statement ofconclusions based on information

NEM NMI MIN . . . Restate major ideas of a complex topic inconcise form

Imo I= . Forni opinion besed on critical examimtion ofrelevant information

MI ... State hypotheses for further study

5. Synthesize Information

EN ... Propose a new plan of operation. create anew system, or devise a futuristic schemebased on available information

. . . . Reinterpret events in terms of what mighthave happened. and show the likely effectson subsequent events

MI ... Present visually (chart, graph, diagram.model, etc.) information extracted from print

gram . . Prepare a research paper that requires a creativesolution to a problem

... Communicate orally and in writing

4111

a.

6. Evaluate Information

am. INS US. Determine whether or not the information ispertinent to the topic

dem Estimate the adequacy of the informationnem . Test the validity of the information, using

such criteria as source, objectivity, technicalCOITCCUless, currency

DecielonMakIns Skills

mow NE Identify a situation in which a decision istequired

E mu IN NM . Secure needed factual information relevant tomaking the decision

n em Recognize the values implicit in the situationand the issues that flow from them

MM.... Identify alternative courses of action andpredict likely consequences of each

gam man NM NM . Make decision based on the data obtainedgem I= Take action to implement the decision

C. Metscognidre

=1 MIR Select an appropriate strategy to solve aproblemSelf-monitor one's thinking process

III. Skills Related to Interpersonal Reletionships andSocial Partidpadon

A. Permed Mb... Express personal convictions

Communicate own beliefs, feelings, andconvictions

... Adjust own behavior to fit the dynamics ofvarious groups and situations

. Recognize the mutual relationship betweenhumeri beings in satisfying one another's needs

B. Group Interaction Skills

mem sm. AM. ,. Contribute to the development of a suppor-tive climate in groups

MI I= I= NIL ... Participate in making rules andguidelines forgroup life

IN MI I= SM. ... Serve as a leader or followerIIIIII . Assist in setting goals for the group

amen I= SM. Participate in delegating duties, organizing.planning, making decisions, and taking ac-tion in a group setting

II= ... Participate in persuading. compromising,debating, and negotiating in the resolution ofconflicts and differences

C. Social and Political Participation Skills

41 ... Keep informed on issues that affect societysaw . Identify situations in which social action is

requiredam. MB ... Work individually or with others to decide on

an appropriate course of actionsam UM ... Work to influence those in positions of social

power to strive for extensions of freedom,social justice, and human rights

ow. Accept and fulfill social responsibilities as-sociated with citizenship in a flee society

f; 5

October 1989 SOCIAL EDUCATION 387

DOCUMENT RESUME ED 339 656 SO 021 590 AUTHOR Huffman, … · 2014-04-09 · DOCUMENT RESUME. SO 021...

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Transcript of DOCUMENT RESUME ED 339 656 SO 021 590 AUTHOR Huffman, … · 2014-04-09 · DOCUMENT RESUME. SO 021...