Middle
School Curriculum
SOCIAL
STUDIES
19307 E Cataldo
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Table of Contents
SOCIAL STUDIES
Curriculum
Considerations
..
.A
Social Studies
Frameworks
..B-C
Middle School
Curriculum
..D
FRAMEWORKS
Grade 6
SOCIAL STUDIES
.. 1-8
Grade 7
UNITED STATES HISTORY
. 9-16
Grade 8
GOVERNMENT
17-22
CURRICULUM
CONSIDERATIONS
A
The teaching and learning of social studies is best served by being purposeful and deliberative. Social studies is the exploration of how people interact with their social, cultural, and physical worlds. It enables students to evaluate historical and contemporary issues, understand global relationships, and make connections between past, present, and future. Through the perspectives of history, the interactions of people and places in geography, the lessons of rule of law in civics, and the economies of society, social studies gives students the knowledge and skills they need to participate as responsible and effective citizens in an increasingly complex world.
Assumptions of the
Middle School Framework:
·
Civic
efficacy: The fundamental purpose of
social studies is to develop civic efficacy for a democratic society.
·
Integrative
learning: The study of the social
studies is an integrative process, bringing together the disciplines of
history, geography, civics and economics, as appropriate, to inform a topic of
study. Using reading, writing, listening, and speaking processes to create
meaning and shared understandings of the social studies is essential for
authentic learning. Through the social
studies, students develop meaning and shared understandings
of the social studies is essential for authentic learning. Through the social studies, students develop
the ability to think analytically, logically, and creatively. Students also learn to integrate experience
and knowledge to form reasoned judgments and solve problems in an increasingly
complex world.
·
Construct
knowledge: Students should construct
deep understanding of the social world rather than simply reproducing
information. Social studies learning
must be authentic to the students life experiences and have application to the
world in which they live.
·
Meeting
the needs of all learners: Active learning is essential for
culturally diverse classrooms and students with varying academic skills. Moreover, building meaningful social
relationships and skills for civic discourse and cooperative learning enable
students from diverse backgrounds to work together in meaningful
relationships. The social studies should
enable students to view concepts, issues, events, and themes from the
perspectives of diverse ethnic and cultural groups.
B
· Guiding questions: Guiding questions in the framework provide a focus of study to develop conceptual understandings from the Essential Academic Learning Requirements. Students then express their understanding through writing, speaking, the arts, integrative projects, and other forms appropriate to the top of study.
· Depth of study: A focus on a few topics of study at each grade level allows for in-depth development of a topic and allows for teachers to introduce other topics of study to address specific needs and interests of the particular classroom and local district.
· Interactive: The purpose of the framework is to encourage substantive development of conceptual understandings revisited from one grade level to another from varying perspectives. For example, understanding rights and responsibilities as a citizen in a democratic society is presented from the perspective of respect for others within the topic of family to how citizens can make a difference as members of a community. Understanding of these concepts is revisited at fifth grade as students relate theses concepts to the founding of our nation.
C
Middle School Curriculum
Grade 6 WORLD STUDIES
Pre-History to 600
River Civilizations
Ancient
Ancient Greece/Rome
Islamic Civilization
Grade 7 UNITED STATES HISTORY 1400-1800
Meso
Exploration
Revolution
Constitution
New Nation
Expansion/Reform
Grade 8
Civil War
Industrialization
All courses will address the Washington State EALRs.
(Geography, History, Civics, and Economics)
D
|
Sixth Grade World
History (Pre-History to 600) |
|
|
How did the physical
geography contribute to the political, economic, and cultural development of
a particular civilization? What stimulated the
movement of goods, people, and ideas? How did religion and
government exercise authority over the people? How and why did the
rule of law develop in ancient civilizations? What contributions did ancient civilizations make, past and present? |
|
|
River Civilizations: Mesopotamia, Egypt, Kush
|
EALRs |
|
Geography G3.2.2a
Explain how the physical environment impacts how and where people live and
work (Human/Environment Interaction, Region, Place, Movement) G3.1.2a
Analyze the different ways people use the environment, identify the
consequences of use, and consider possible alternatives Economics E3.2.2b Understand that money as a medium of exchange serves as a temporary store of value E3.2.2c
Describe how money facilitates transactions by decreasing costs E2.1.2a
Understand that when trade occurs, people benefit and have a broader range of
choices Civics and History C2.3.2a
Explain how various forms of government have different effects on the lives
of people H2.2.2
Interpret how changing technologies have shaped ideas and attitudes and
analyze the impact of ideas and technological development on society and
culture WH
1.2.2 Compare and contrast elements of culture (e.g., society and government,
economy, technology, arts, ideas and beliefs, in the following contexts: River Civilizations) |
-4-
|
Sixth Grade World
History (Pre-History to 600) |
|
|
How did the physical
geography contribute to the political, economic, and cultural development of
a particular civilization? What stimulated the
movement of goods, people, and ideas? What type of
government developed and what authority did it exercise over the daily lives
of the people? What contributions did this civilization make, past and present? |
|
|
Ancient China |
EALRs |
|
·
Describe the
impact of physical geography on the development of China and its culture ·
Explain the
economic and cultural effects of silk road trade ·
Describe the
government and bureaucracy that developed in China and its impact on the
lives of the people ·
Summarize
Chinas contributions in the arts, literature, and science · Describe how Chinese philosophy reflected its culture |
Geography G3.2.2a Explain how the
physical environment impacts how and where people live and work Economics E2.1.2c Understand that
when trade occurs internationally, many people in each country benefit and
have a broader range of choices Civics C2.3.2b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people History H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes; analyze the impact of
ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture (e.g., society and government, economy,
technology, arts, ideas and beliefs, in the following context: Ancient China |
-5-
|
Sixth Grade World History (Pre-History to 600) |
|
|
How did the physical geography contribute to the political, economic, and cultural development of each of these civilizations? What contributions
were made by the Greek and Roman civilizations? What stimulated the
movement of goods, people, and ideas? How were the
governments structured and how did they exercise authority? |
|
|
Greece and Rome |
EALRs |
|
·
Examine the
role of physical geography in the growth and development of Greece ·
Analyze the
expansion of Greek language and culture and their impact on neighboring
peoples ·
Explain how
physical geography affected the growth and development of Roman civilization ·
Describe the
experiences of different groups in Roman society during the Roman Empire ·
Create a
timeline to illustrate major events in the history of the Greek civilization ·
Illustrate the
contributions of Greek civilization in the arts, literature, government,
science, and philosophy ·
Describe the
factors that enabled Rome to expand and dominate and what ultimately led to
its demise ·
Identify the
ideas and other aspects of culture the Romans borrowed from the Greeks ·
Analyze the
importance of trade in the Greek Empire ·
Describe how
the elaborate system of Roman roads influenced trade and culture ·
Examine the
important aspects of Greek democracy and their influence then and now ·
Analyze the
structure and principles of the Roman Republic and why it did not last |
Geography G3.2.2a Explain how the
physical environment impacts how and where people live and work G3.3.2a Identify the main
groups and subcultures that exist within large societies and the ways they
interact G3.3.2c Identify how people
develop their understanding of culture through the exchange of ideas, art,
music, natural resources, and goods and services Civics and
Economics C2.3.2b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people E2.1.2c Understand that
when trade occurs internationally, many people in each country benefit and
have a broader range of choices History H1.1.2a Group events and
individuals by broadly defined historical eras and develop related timelines H1.3.2 Examine the
development of different cultures in world history H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes; analyze the impact of
ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture (e.g., society and government, economy,
technology, arts, ideas and beliefs) in the following contexts: Greece and Rome
|
- 6 -
Grade 6
|
Sixth Grade -
Geography |
|
|
What do maps,
globes, and charts teach us about the world? What are the five
themes of geography? |
|
|
Cartography Maps,
charts, & geographic tools |
EALRs |
|
·
Identify the
purposes of using different map and globe projections ·
Compare and
contrast images from a variety of map and globe projections to determine the
most accurate image ·
Using the seven
elements of a map, create a thematic map using data and symbols that
illustrate patterns of rainfall or vegetation ·
Given specific
data, create a graph depicting agricultural and industrial production of a
region · Use mental maps of nations and regions of the world to describe the relative location of a place or region |
Geography G1.1.2a Use globes, a
variety of map projections, satellite imagery, and Geographic Information
System (GIS) data to interpret information from a spatial perspective.
(Location, Place) G1.1.2b Use data and a
variety of symbols and colors to create thematic maps, mental maps, and
graphs depicting geographic information.
e.g. patterns of population, economic features, rainfall, and
vegetation. (Location, Place, Region) |
- 1 -
|
Sixth Grade -
Geography |
|
|
What are spatial
patterns and how are they created? What is a region? |
|
|
Spacial Patterns and Regions |
EALRs |
|
·
Identify on a
map or globe the specific location of places or events using the geographic
grid of latitude and longitude ·
Identify on a
map or globe specific types of regions including physical, cultural, and
economic ·
Create a map
that locates physical and political features of a major cultural or political
region. Include the 7 elements of a
map ·
Create a map
that demonstrates the growth of a city over time and its spatial organization ·
Analyze how
agriculture impacts the human and physical environment ·
Explain the
impact of transportation corridors such as rivers, roads, railroads, etc., on
the development of cities ·
Compare and
contrast the physical characteristics of two regions · Analyze and explain patterns of land use in urban, suburban, and rural areas and describe the effects of these uses |
Geography G1.2.2a Locate physical and
human features and events on maps and globes. (e.g., location of cultural
regions, large urban areas, now and in the past, and major land forms and
climate regions. (Location, Place, Region) G1.2.2b Analyze how human
spatial patterns emerge from natural processes and human activities. (e.g.
tectonic forces, climate, fires, farming, air pollution, transportation,
population and urban development.
(Place, Human/Environment Interaction, Movement) G2.1.2 Use observation,
maps, and globes to identify, compare and contrast the physical
characteristics of places and regions.
(e.g. wildlife, vegetation, climate, natural hazards and waterways) (Location, Region) G2.2.2 Use observation,
maps and other tools to identify and to compare and contrast the patterns humans
make on places and regions. (e.g.
cultural characteristics, population characteristics) |
- 2 -
|
Sixth Grade -
Geography |
|
|
What is culture? What are the
elements of culture? |
|
|
Interaction: People, the Environment, and Culture |
EALRs |
|
·
Examine how the
increase in human population has lead to dwindling supplies of fresh water,
and what problems this may create in the future ·
Illustrate on a
map the deforestation that has taken place in a region over a period of time
and describe its resulting effects on the environment ·
Compare and
contrast the culture that developed in a desert area with one that developed
in a wet area ·
Analyze how the
construction of public works projects can bring about both positive and
negative impacts · Describe the pros and cons of energy production |
Geography G3.1.2a Analyze the
different ways people use the environment, identify the consequences of use
and consider possible alternatives (Human/Environment Interaction, Region) G3.1.2b Explain how the
actions and interactions of human societies affect and are affected by the
environment with regard to air, water, and land issues (Human/Environment
Interaction, Region) G3.2.2a Explain how the
physical environment impacts how and where people live and work G3.2.2b Examine how technology can affect peoples interaction with the environment (Human/Environment Interaction, Region, Movement) |
|
What is meant by
cultural transmission and diffusion? How do they impact
society? |
|
|
Interaction: People, the Environment, and Culture |
EALRs |
|
·
Using the most
recent census data available, list the different ethnic groups within a state
or region and describe the opportunities and difficulties they may encounter ·
Compare and
contrast popular culture between generations, i.e., music, television,
movies, dress, etc., and discuss whether these aspects unify or divide ·
Chart the
cultural elements of a country or region (i.e., society, government, economy,
technology, art, ideas and beliefs, and trade) and analyze the factors that
provide a sense of common identity · Analyze how cultural diffusion and transmission create patterns on the landscape |
Geography G3.3.2a Identify the many
groups and subcultures that exist within large societies and the ways they
interact (Location, Place) G3.3.2b Explain how some
forms of cultural communication contribute to societal cohesion and/or
division (Five Themes) G3.3.2c Identify how people
develop their understandings of culture through the exchange of ideas, art,
music, natural resources, and goods and services G3.3 Examine cultural characteristics, transmission, diffusion, and interaction |
-3-
|
Sixth Grade World
History (600-1600) |
|
|
How did physical geography shape lives and cultures during the time period of 600-1600? How did the movement
of ideas, goods, and people affect cultures? What were the
religious and social systems of this time period and how did they influence
peoples daily lives? What significant
contributions were made that advanced science, technology, and the arts? Who had power and
how was it used? How did the struggle
for power create and resolve conflicts? |
|
|
Islamic
Civilization (600-1600) |
EALRs |
|
·
Explain why
both nomadic and stationary lifestyles developed within Islamic civilization
and describe examples of each ·
Explain the
impact of trade both economically and culturally on the Islamic Empire ·
Examine the
relationship between Islamic religious beliefs and Islamic society ·
Trace the
expansion of the Islamic Empire and the reasons for its expansion ·
Describe the
contributions of the Islamic Empire to science, mathematics, medicine, arts,
literature, trade, and banking ·
Describe the
system of government within the Islamic Empire and the effect of its power in
the lives of its citizens · Describe the treatment of other peoples and beliefs within the Islamic empire |
Geography G3.2.2a Explain how the
physical environment impacts how and where people live and work
(Human/Environment Interaction, Region, Place, Movement) G3.3.2c Identify how people develop their understanding of culture through the exchange of ideas, art, music, natural resources, and good and services Civics and Economics C2.3.1b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people E2.1.2c Understand that
when trade occurs, many people benefit and have a broader range of choices History H2.1.2 Explain the origin
and historical context of major ideas and their impact on societies H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes, and analyze the impact
of ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture in the following context: Islamic Civilization |
- 7 -
|
Sixth Grade World
History (Pre-History to 600) |
|
|
How did physical
geography shape lives and cultures during the time period of 600-1600? What were the
political, religious, and social systems in each civilization and how did
they influence peoples daily lives? What significant
contributions were made in each civilization that advanced science,
technology, and the arts? How did the movement
of ideas, goods, and people affect cultures? |
|
|
African Kingdoms |
EALRs |
|
·
Explain how
physical geography affected the development of each civilization ·
Create a
physical and political map of each civilization using the seven elements of a
map ·
Analyze the
interaction between culture and beliefs found in this civilization ·
Describe the
type of government that developed in this civilization and its effect on the
lives of its citizens ·
Examine the
social systems of each civilization ·
Identify and
describe the achievements of this civilization in science, arts, and
technology ·
Describe the
types of trade that developed in each civilization and explain the effects of
trade on each culture · Describe the ways in which people made a living in this civilization |
Geography G1.2.2a Locate physical and
human features on maps G1.2.2b Analyze how human
spatial patterns emerge from natural processes and human activities G2.1.2 Use observation,
maps, and other tools to identify, compare and contrast the physical
characteristics of places and regions G3.2.2a Explain how the
physical environment impacts how and where people live and work (Place,
Region, Human/Environment Interaction, Movement) G3.3.2c Identify how people
develop their understandings of culture through the exchange of ideas and
goods and services Civics and
Economics C2.3.2b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people E2.1.2c Understand that
when trade occurs internationally, many people in each country benefit and
have a broader range of choices History H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes, and analyze the impact
of ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture in the following contexts: African Kingdoms, Meso-America,
Japan |
-8-
Grade
7
|
Seventh Grade
U.S. History (Exploration) |
|
|
How did physical geography shape lives and cultures during the time period of 600-1600? What was the major
economic system of this time period? What political
system developed and how did it affect daily lives of the people? What were the
religious and social systems of this time period and how did they influence
peoples lives? |
|
|
Europe 600-1600 |
|