Curriculum Guide

Social Studies

 

Social Studies Philosophy

Citizen participation in public life is essential for the health of our democratic system. Effective social studies programs help prepare students to identify, understand and work to solve problems that face our increasingly diverse nation and interdependent world organization.  Lakeland's social studies program will foster individual and cultural identity beginning in the primary grades and continuing through the secondary level. Our program will include observation of and participation in the school and community. It will deal with critical issues in the real world and prepare students to make decisions based on American principles. The program will establish high standards of performance and measure student's success in terms of application, analysis and problem solving.

 

District Goals

Lakeland's Social Studies program will:

1. Lead to citizenship participation in public affairs.
2. Foster attitudes and values for participating in a democratic society. Such attitudes will include an understanding of the principles of justice, equality, responsibility, freedom, diversity, and personal privacy.
3. Foster identity as a member of the global human family.
4. Lead to the acquisition of knowledge in the social studies by understanding the various disciplines of the social studies; (i.e. anthropology, geography, government, and economics).
5. Lead to the development of study skills for functioning effectively in a complex society. Such study skills include data gathering, intellectual skills, interpersonal skills and decision-making.
6. Develop knowledge in the geography of the U.S. and the world.
7. Develop the ability to read, analyze and evaluate graphs and charts.
8. Foster awareness of the world's interdependence and how knowledge of the past and present will affect our place in the future.
9. Foster awareness of how our economy works and the place of the citizen, worker and producer in the economy.

 

Kindergarten Revised 2007

Course Description

 

Kindergarten children are able to understand an idea best by relating it to their own background and experience. It starts with self-awareness and moves outward to the world. Social Studies concepts are an integral part of the kindergarten experience of becoming aware of self, rules, and the need for interdependence.

I. Self Awareness

Goal: Students will understand that every person is unique and has special needs.

Objectives: Students will

1. (372I) Identify ways in which they themselves are special and unique.
2. (372.01i)Describe how each person is special and unique within the classroom.
3. Share stories, pictures and music of one’s own personal life, family and culture
4. (375e) Express personal opinions and share them while respecting others.
5. (375f) Develop independence and assume responsibility for one's actions.
6. (372f) Demonstrate an understanding of our own personal history as part of family, school, and neighborhood.
7. (372h) Describe how families are similar and different.
8. Describe how families celebrate in many different ways
9. (375b) Know ways to be helpful.
10. Describe how individuals have similarities and differences

 

II. Government

Goal: Students will understand that rules help people get along together and stay safe.

Objectives: Students will

1. (373c) Identify family, school, and community rules and the reasons for them.
2. Discuss how groups make decisions and solve problems
3. (375g) Identify and interpret safety-oriented symbols and signs.
4. (373b) Learn to work with and respect others.
5. (372c/374b) Recite the Pledge of Allegiance.
6. (373c) Sing This Land is Your Land.
7. (374a) Identify U.S. symbols, such as the flag, bald eagle, and red, white, and blue.
8. (372c) Participate in patriotic activities.
9. (366c) Identify (has knowledge of) current community events.
10. (374c/375c and d) Develop awareness of leadership roles in our country, community, and family.
11. (374c/375c and d) Know that people in the U.S. vote for their leaders.
12.  (373.01c)Name some rules and reasons for them.
13. (371.01a, 372.01b) Describe holidays and tell why they are commemorated in the United States, such as Thanksgiving, Martin Luther King Jr.’s Birthday, President’s Day.
14. (375.01a) Identify Individuals who are helpful to people in their everyday lives.

 

III. History

Goal: Students will understand that all life changes over time and that the past and present shape our future.

Objectives: Students will

1. (366 a and b) Understand that time is measured in weeks, months and years.
2. (366 a and b) Name in order, the days of the week and be introduced to the months of the year.
3. (371 a and b) Learn when and why we observe national holidays (Independence Day, Veterans' Day, Martin Luther King Day, and Presidents' Day).
4. (372a) Listen to stories that reflect the cultural heritage of our past.
5. (370 a and b) Investigate different methods of transportation, past and present.
6. (370 c) Identify forms of communication, past and present.
7. (372 a) Listen to and view stories, pictures, and music of other cultures.
8. (372 d) Realize that people celebrate holidays in different ways.
9. (366 d) Have an awareness of historical events.
10.  372.01f) Name family traditions that came to North America from other parts of the world. (Global Perspectives)

  

IV. Geography

Goal: Students will understand that their surroundings affect their lives.

Objectives Students will

1. (37802. c) Identify different geographic environments and some animals and plants associated with them.
2. (378) Recognize that the earth's rotation determines day and night.
3. (378) Name their community, their state, and country.
4. (378 b)Use the globe to identify geographic features (i.e. water and land).
5. (378 a) Identify/recognize globe as a model of the earth.
6. (378 e) Make and use a map of a familiar area.
7. (378 c) Identify North and South Poles on a map or globe.
8. (378 d) Recognize map of U.S. and know it is the country we live in.
9. (37802. A) Identify the four seasons.
10. (378 f) Use terms bigger and smaller; near and far.
11. (378.01c) Distinguish between land masses and water on a globe or map.

 

V. Community Relations/Economics

Goal: Students will understand that people are interdependent.

Objectives: Students will

1. (376 c and d) Identify paid services provided by workers in the community.
2. (376 a) Identify the universal needs and wants of all people.
3. Describe some jobs that people do to earn money
4. (376 b) Recognize that people meet their needs by sharing, trading, and using money.
5. (372 g) Describe how people in communities help each other.
6. (372 g) Recognize that gender or race should not limit occupations.
7. Recognize that people have limited resources
8. (37802. B) Practice the concept of reducing, reusing and recycling.
9. (375 a) Identify individuals that are helpful in their everyday lives.
10. (376.01a) Observe that all people have needs and wants.

 

Kindergarten

BENCHMARKS

Date Score Benchmark

1. Identify ways that they themselves are important and unique.
2. State reasons that families, schools, and communities have rules.
3. Identify safety-oriented signs.
4. Identify U.S. symbols (flag, bald eagle, and red, white, and blue).
5. State why we observe some national holidays.
6. Give examples of how life has changed from past to present.
7. Name their community, state, and country.
8. Know that a globe is a model of the Earth.
9. Recognize a map of the U.S.
10. Name a way that people need each other and help others.

 

VI. Proficiency Expectations for Technology

Goal: Students will be able to use and care for computer components and identify specific terms related to technology.

Objectives: Students will

1. Identify the CPU, keyboard, mouse, floppy disk drive, monitor, printer and CD-ROM.
2. Understand terms of: login, exit, and cursor.
3. Demonstrate care of: keyboard, mouse, computer disks CDROMs, and printers.
4. Turn the computer on, access and exit software, and shutdown the computer.

 

VII. Information Processing

Goal: Students access and retrieve electronic information.

Objectives Students will

1. Understand that computers can store information.

 

VIII. Personal Productivity

Goal: Students use technology to accomplish personal productions and to develop life-long learning skills.

Objectives: Students will

1. Type names and words with assistance.
2. Understand that computers can print documents.

 

Kindergarten Benchmarks for Technology

 

Date Score Benchmark

1. Identify basic computer components and peripherals.
2. Understand related computer terms
3. Demonstrate appropriate care and use of computer components.

  

First Grade

Revised 2007

Course description

 

The first grade Social Studies program is based on family life experiences and understandings. The children will begin to understand the cultural and social development of the United States. They begin to develop an identity as a member of the family group, a resident of Idaho and a citizen of the U.S. They will begin to understand that all citizens of the United States have responsibilities and rights. The classroom is a laboratory where children explore values, learn rules, and respect for individual differences.

 

STANDARD 1: HISTORY

Goal 1.1:  Build an understanding of the cultural and social development of the United States.

Objectives: Students will

1. (388 a)  Recognize that each person belongs to many groups, such as family, school, friends, and neighborhoods.
2. (388 b and 385 b) Recognize that Americans come from many diverse backgrounds.
3. (387 b) Understand that some people were not free in Early America.
4. (387 a) Explain why we celebrate Independence Day, Veterans' Day, Civil Rights Day, and Presidents' Day.
5. (389 a) Recognize important American leaders, past and present and specify the significance of American symbols.
6. (388 f)  Compare personal histories, pictures, and music of other selected times and places in America’s past.
7. (386 b) Compare the way American families live now to the past.
8. (384 a and 385 a) Study why the Pilgrims came to the U.S. and that Native Americans were already on the continent.
9. (388 e) Describe how people of different cultures have the same basic needs but may meet them in different ways.
10. (384 b) Describe the voyage of Christopher Columbus in 1492.
11. (382 a and c) Use the calendar to measure days, weeks, months, and years.
12. (282 d)  Use timelines to show personal and family history.

 

STANDARD 2: GEOGRAPHY

Goal 2.1:  Analyze the special organizations of people, places, and environment on the earth’s surface.

Goal 2.2:  Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.

Objectives: Students will

1. (394 d) Identify the difference between continents and water on a globe or map.
2. (394 a) Explain what maps and globes represent and how they are used.
3. (394 b)  Use directions on a map:  East, West, North, South
4. (394 e) Name and locate the community, state, country, and continent in which they live.
5. (394 b and c) Recognize legends, map keys, symbols and directions.
6. (394 a and e) Explore picture maps.
7. (394 a and e) Know that the United States has 50 states.
8. (394 d) Recognize various geographic forms (i.e. rivers, mountains, lakes, and deserts).
9. (39402. A) Describe ways people adjust to their environment.
10. (394 a)  Identify the ways people modify their environment.

 

STANDARD 3: ECONOMICS

Goal 3.1:  Explain basic economic concepts.

Objectives: Students will

1. (392 a) Identify shelter, food, and clothing as basic needs of people.
2. (392 c) Name things that people may want, but do not need, and explain the difference.
3. (392 d) Identify ways to save money for future needs and wants.
4. (392 b) Identify ways people meet their needs by sharing, trading, and using money to buy goods and services.
5. (388 e) Recognize that family members do many kinds of work to provide for the wants and needs of the family.
6. (388 c) Explain how families vary in structure and size.
7. (386 c) Identify workers, machines, and technology that help to provide the services needed in the home and at school.
8. (392 e and b) Explore careers available to all regardless of race or gender.
9. (39502. A) Practice the concept of reducing, reusing and recycling and understand their importance to our natural resources.
10. (382 a) Identify current events involving the community.
11. (386 a) Compare different types of transportation and their uses.

 

STANDARD 4: CIVICS AND GOVERNMENT

Goal 4.1:  Build an understanding of the foundational principles of the American political system.

Goal 4.2:  Build an understanding of the organization and the formation of the American system of government.

Goal 4.3:  Build an understanding that all people in the United States have rights and assume responsibilities.

Objectives: Students will

1.  (389 a) Understand the use of symbols and songs that honor our nation.

2.  (389 b)  Discuss how groups make decisions and solve problems, such as voting and consensus.

3.  (391 a and 389 c) Describe some rules and explain why they are necessary in homes and schools.

4.  (390 c) Know that people in the United States vote for their leaders.

5.  (391 b) Explain why people in authority must apply rules fairly.

6.  (391 c) Name some responsibilities that students have in the classroom, at home, and in the community.

7.  (389 a) Recite the Pledge of Allegiance.

8.  (388 f) Listen to the Star Spangled Banner, America, or other national songs of the U.S.

9.  (388 f) Sing America and This Land is Your Land.

10.  (390 a and b) Identify famous presidents, such as George Washington, Thomas Jefferson, and Abraham Lincoln, as well as know the current president.

11. (391 d) Know that voting is one way in which rules are developed.

12. (391 e) Demonstrate good citizenship.

13.   (391)  Identify individuals who are helpful to people in their everyday lives.

14.  (371)  Describe holidays and events and tell why they are commemorated in the United States.

 

STANDARD 5: GLOBAL PERSPECTIVES

Goal 5.1:  Build an understanding of multiple perspectives and global interdependence.

Objectives:  Students will

1.      (388 e)  Compare family life in other parts of the world.

2.      (388 e)  Discuss family structures and daily routines of various cultures around the world.

 

BENCHMARKS

First Grade

Date Score Benchmark

1. Describe some rules and explain why they are necessary in homes and schools.
2. Name some responsibilities that students have in the classroom, at home, and in the community.
3. Explain why we celebrate Independence Day, Veterans' Day, Civil Rights Day, and Presidents' Day.
4. Recognize important American leaders, past and present, and the significance of American symbols.
5. Describe the voyage of Christopher Columbus.
6. Name and locate, on a map, their community, state, country, and continent.
7. Recognize map keys, symbols, and directions.
8. Recognize various geographic forms (i.e. rivers, mountains, lakes and deserts).
9. Identify workers, machines, and technology that help to provide services needed in the home and at school.
10. List different types of transportation and their uses.
11. Explain the differences between needs and wants.

 

V. Proficiency Expectations for Technology

Goal: Students will be able to use and care for computer components and identify specific terms related to technology.

Objectives: Students will

1. Identify the CPU, keyboard, mouse, floppy disk drive, monitor, printer and CD-ROM.
2. Understand terms of: edit, hardware, software, and word processing.
3. Demonstrate care of: keyboard, mouse, computer disks, and CDROMs and printers.
4. Manage files by saving and opening with assistance.

 

VI. Information Processing

Goal: Students access and retrieve electronic information.

Objectives: Students will

1. Understand that computers can store information.
2. Introduce resources such as Internet and CD-ROM.
3. Access Internet sites with assistance and guidance.
4. Save and print with assistance.

 

VII. Personal Productivity

Goal: Students use technology to accomplish personal productions and to develop life-long learning skills.

Objectives: Students will

1. Type names and words.
2. Print documents with assistance.
3. Produce a document using text and graphics with assistance.
4. Use multimedia tools: Internet, CD-ROM, video, audio.
5. Format documents including size and color.
6. Introduce output devices.

 

Grade 1

Benchmarks for Technology

Date Score Benchmark

1. Identify basic computer components and peripherals.
2. Understand related computer terms.
3. Demonstrate appropriate care and use of computer components.

 

Second Grade

Revised 2007

Course Description:

 

The second grade social studies program is based on neighborhood life experiences and understandings. Students will recognize that they are members of different groups and that members of these groups contribute in a variety of ways. Students will begin to develop a global awareness through work with maps, globes and studies of other cultures.  Students will begin to explore their roles as citizens, producers and consumers. Students will recognize that technology will affect their jobs, communities and place in the world. Students will be able to obtain information from a variety of sources.

 

I. Government

Goal: Students will develop an understanding of rules, respect for others and responsibilities within their community, family and school.

Objective: Students will

1. (407) Identify rules used in various groups and explain the consequences of how rules and laws help people stay safe and get along with each other.
2. Identify the people or groups that make, apply and enforce the rules.
3. (407) Explain ways neighbors work together to make decisions for their community.
4. (404) Develop an understanding of the worth and dignity of all individuals.
5. Identify characteristics of good citizens.
6. Names historic and contemporary people who model characteristics of good citizenship.
7. (408) Explain that people in a community pay taxes to provide services shared by all people in the community.
8. (406) Explain that adult leaders in our society are selected by voters.
9. (405) Recognize there are certain documents (i.e. U.S. Constitution, Bill of Rights and Declaration of Independence) that insure our basic freedoms.
10. (406) Experience voting and understand the basic democratic ideal of citizen participation.
11. (405) Recite the Pledge of Allegiance and discuss the meaning of the words.
12. (405) Listen to national songs.

A.     (405) Sing "America", "America the Beautiful", "This Land is Your Land".

B.     (406) Name the current President of the United States and the current Governor of Idaho.

C.     (405) Identify symbols of the United States, such as the American flag.

D.     (406) Recognize that Washington, D.C. is the capitol of the United States and that every state has a capitol city.

13.       Explain important customs, symbols and celebrations that represent the development of American beliefs and principles.

 

II. History

Goal: Students will understand the past can be used to understand the present.

Objectives: Students will

1. (402) Contrast the ways in which people long ago and people today meet the same needs.
2. (404) Understand that celebrating holidays is a way of remembering the past.
3. Recognize that places change over time.
4. (398) Observe that time lines can show the order in which things happen.
5. (400) Study the reasons for Christopher Columbus' voyages and what affect they had on Native Americans, the first inhabitants of North America.
6. (405) Identify George Washington's importance to American History.
7. Identify significant early American leaders.
8. (405) Identify Abe Lincoln's importance to American History.
9. (398) Use the calendar to measure days, weeks, months, and years.
10. (400) Identify Native American tribes, their cultures, and their influences on the development of the United States.
11. 400) Know that people come from different countries to live in the United States, such as pilgrims. 
12. Discuss different groups that a person belongs to such as family and neighborhood and how those roles and/or groups have changed or stayed the same.
13. (401) Describe life during the Westward Movement and Pioneer America.

 

III. Geography

Goal: Students will understand that maps and globes are graphic representations of actual places and things.

Objectives: Students will

1. (410) Read a map using a map key, a compass rose, and recognize a star denotes a capital.
2. (410) Locate and name Idaho and the Idaho Panhandle on a U.S. map.
3. Illustrate that boundary lines separate states.
4. (410) Name and locate the U.S., the equator and the Poles on a world map and globe.
5. Show that map symbols such as key, legend, and scale represent a real object or place.
6. Identify landforms, bodies of water, and human made features such as cities and dams on a map and globe.
7. (410) Name and locate Canada and Mexico on a map.
8. (410) Compare climates of different areas.
9. (410) Identify ways that the physical environment affects the way people live and work.
10. Describe how humans depend on the environment to meet their basic needs.
11. Compare how environmental conditions affect living styles and clothing in different parts of the country.
12. (402) Identify various modes of transportation.
13. (406) Contrast the difference between a country, state, and community.
14. (410) Use cardinal directions to find locations.
15. State the cardinal directions and how to use a compass.

 

IV. Economics

Goal: Students will understand people are both producers and consumers of goods and services.

Objectives: Students will

1. (408) Understand/identify that people everywhere have needs and wants.
2. (408) Recognize that people work at many different kinds of jobs to provide money for goods and services and savings for future needs and wants.
3. Explain how natural resources affect economic activities in the local community.
4. (408) Explain that people are producers and consumers.
5. (407) Practice the concept of reducing, reusing and recycling and understand their importance to our natural resources.
6. (409) Recognize that changes in technology tools also change homes, schools, and communities.
7. (409) Explain how technology can affect jobs.
8. (402) Compare and contrast current transportation with transportation of the past.

 

V. Global Perspectives

Goal: Students will better understand his/her role in social groups.

Objectives: Students will

1. (404) Recognize that they are members of different groups (a family, a neighborhood, a community, a state, and a nation) who contribute a variety of customs and traditions that make up American beliefs and principles.
2. (404) Understand that neighborhoods are made up of people of different ages and different backgrounds and therefore each neighborhood is unique.
3. Compare neighborhoods/communities in various parts of the world.
4. (404) Read stories that illustrate cultural differences.
5. Recognize all human beings have feelings, emotions, and desires that influence behavior.
6. (404) Understand the importance of special community events and be able to name events specific to his/her community.
7. (402) Explain how people in the past and present used many types of communications, such as: Internet, newspapers, books, television, etc.
8. (404) Describe some family traditions.
9. Compare traditions practiced in other parts of the world.

 

BENCHMARKS

Second Grade

Date Score Benchmark

1. Identify rules used in various groups and explain how rules and laws help people stay safe and get along with each other.
2. Explain the basic voting process.
3. Explain why adult leaders, in the United States, are selected by voters.
4. Name the current president and governor.
5. State the name of the capitol of the U.S.
6. Contrast ways in which people long ago and people today meet the same needs.
7. Tell how George Washington and Abraham Lincoln were important to American history.
8. Use a map key and compass rose to locate the capitol of Idaho.
9. Name and locate the U.S., Canada, Mexico, the equator and the Poles on a world map or globe.
10. Identify various modes of transportation.
11. Explain how people are both producers and consumers.
12. Explain how technology can affect society.
13. Explain how member's customs, beliefs and backgrounds influence a neighborhood.
14. Name a special community event and explain why it is important.

 

VI. Proficiency Expectations for Technology

Goal: Students will know how to use and care for computer components and understand the ethical issues pertaining to technological resources and their uses.

Objectives: Students will

1. Identify the CPU, keyboard, mouse, floppy disk drive, monitor, printer and CD ROM.
2. Understand terms of: edit, hardware, software, and word processing.
3. Demonstrate care of: keyboard, mouse, computer disks, and CD-ROMs and printers.
4. Manage files by saving and opening with assistance.
5. Be introduced to the legal/ethical conduct in the use of computers and obeying copyright laws.
6. Demonstrate the use of productivity software such as word processing.

 

VII. Information Processing

Goal: Students access and retrieve electronic information.

Objectives: Students will

1. Understand that computers can store information.
2. Reinforce the use of electronic resources such as Internet and CDROMs.
3. Access Internet sites with assistance and guidance.
4. Introduce library catalog database.
5. Reinforce save and print.

 

VIII. Personal Productivity

Goal: Students use technology to accomplish personal productions and to develop life-long learning skills.

Objectives: Students will

1. Type sentences.
2. Print documents.
3. Produce a document using text and graphics.
4. Format documents including font, size and color.
5. Reinforce the use of output devices.

 

Grade 2 Benchmarks for Technology

Date Score Benchmark

• Identify basic computer components and peripherals.
• Understand related computer terms.
• Demonstrate appropriate care and use of computer components.

 

Third Grade

Course Description

Revised 2007

The third grade social studies program focuses on the community, both in the past and the present. Students will continue to learn geographic concepts and skills. They will gain an understanding of production, transportation, communication and distribution, and global interdependence. Students will increase their understanding of rules and the need for government.

 

I. Government

Goal: (415) Students will understand how the community and the nation are governed by laws that help people get along, resolve problems, and stay safe.

Objectives: Students will

1. (423) Recognize that communities need laws, why some laws might vary from place to place and why some laws will be the same everywhere.
2. (422) Learn the structure of community government and how community laws are enforced.
3. (421) Recognize that all people have basic rights, basic responsibilities, and different points of view as a family, community, and school member.
4. (423) Participate in voting.
5. (423) Compare their classroom rules to a Constitution.
6. Recite the Pledge of Allegiance.
7. Sing This Land is Your Land, America, America the Beautiful and You're a Grand Old Flag.
8. (420) Listen to stories on the background of national songs.
9. Name the President, the Vice President and the Governor.
10. (423) Describe the characteristics of good leaders.
11. (421) Understand that our laws are based on the Constitution and Bill of Rights.
12. Recognize national holidays and symbols.
13. (422) Identify three branches of government.

 

II. History

Goal: (414) Students will understand the influence the past has on today's society.

Objectives: Students will

1. (426) Use local media, libraries, and the Internet to research how past events in their own community and country have influenced today's communities.
2. (426) Compare and contrast their own community with communities in other states, regions and countries.
3. Make time lines to sequence family.
4. (414) Identify factual statements using the five w’s, and express opinions on current events.
5. (414) Use days, weeks, months, years, decades, and centuries to measure time.
6. (416) Identify factors that affect past and present settlement patterns (i.e., geography, economics).
7. (416) Identify historical landmarks in and around the community.
8. (416) Demonstrate knowledge that the first people to inhabit American lands included native Alaskans and native Hawaiians, as well as native peoples in the contiguous 48 states.
9. (419) Understand significant conflicts in U.S. history (i.e., settlers/Native Americans, colonists/British, slavery).
10. (417) Share the origins of classmates’ ancestors.

 

III. Geography

Goal: Students will study resources, landforms, and climate. Students will recognize the effect physical environment has on the way people live and work.

Objectives: Students will

1. (426) Understand that the globe is a map of the earth and use it to locate and name the Poles, the equator, the U.S., the continents, oceans and the Northern and Southern Hemispheres.
2. (426) Recognize and locate rivers, cities, state and national capitols, and state and national boundaries.
3. Identify major geographical features on a map and their relationship to climate.
4. Identify and locate neighboring nations and their capitols on a map.
5. (426) Recognize that natural resources influence people's lives and work.
6. (426) Read a map using a map key, compass rose and other standard map symbols.
7. Compare places on a map with places on a globe.
8. Compare product, relief and political maps.
9. Identify highways on a road map.
10. (426) Locate their community and Boise on a map of Idaho.
11. Be able to use a map and map scale to determine distances between locations on a map.
12. (426) Use a number/letter grid to describe specific locations on a map.

 

IV. Economics

Goal: Students will learn that people have different needs and wants. People meet those needs and wants through work that may vary from community to community.

Objectives: Students will

1. (424) Explain the difference between needs and wants.
2. (424) Explain the difference between goods and services.
3. Identify how needs and wants may be met in different ways. (i.e. jobs, volunteer work, budgeting, etc.)
4. (418) Identify the cause and effect relationship between the following: resources and technology, topography and technology, climate and technology.
5. (425) Identify how resources, topography, climate, and technology affect jobs.
6. Recognize that trade makes more goods and services available.
7. (425) Practice the concept of reducing, reusing and recycling and understand their importance to our renewable and nonrenewable natural resources.
8. (418) Recognize technological change and discuss how it affects jobs and change in communities and the nation.
9. (424) Understand that many things influence economic systems.
10. (424) Explain the difference between public and private property.

 

V. Sociology

Goal: Students will understand that the customs and traditions of communities may differ; yet they meet similar needs.

Objectives: Students will

1. Recognize they are members of a community that is part of a state, and a state that is part of a nation.
2. (420) Recognize that every community is unique and has many different people that contribute to its uniqueness.
3. (420) Recognize how a community's traditions and land use are influenced by its past.
4. (417) Recognize that communities depend on each other.
5. Understand the role of migration and immigration of people in the development of the United States.
6. (426) Compare and contrast city/suburb/town and urban/rural.

 

BENCHMARKS

Third Grade

Date Score Benchmark

1. Describe the structure of community government.
2. Name the current President, Vice President and Governor.
3. Identify the three branches of government.
4. Compare and contrast their own community with communities in other states, regions and countries.
5. Make a time line.
6. Identify historical landmarks in and around their community.
7. Understand significant conflicts in U.S. history (i.e. settlers/Native Americans, colonists/British, and slavery).
8. Use a globe to locate the continents, the oceans, and the Northern and Southern Hemispheres.
9. Use a map to locate rivers, cities, and state and national capitols, and state and national boundaries.
10. Compare product, relief and political maps.
11. Use a map scale to determine distances between locations on a map.
12. Explain the differences between goods and services.
13. Identify how jobs are affected by resources, topography, climate, and technology.
14. Recognize how a community can be influenced by past events.
15. Compare city/suburb/town and urban/rural.

 

VI. Proficiency Expectations for Technology

Goal: Students will know how to use and care for computer components and understand the ethical issues pertaining to technological resources and their uses.

Objectives: Students will

1. Identify the CPU, keyboard, mouse, floppy disk drive, monitor, printer and CD ROM, hard drive, file server, scanner, and digital camera.
2. Understand terms of: open, copyright, Internet, and file.
3. Demonstrate care of: keyboard, mouse, computer disks, and CD-ROMs and printers.
4. Manage files by saving and opening with assistance.
5. Reinforce the legal/ethical conduct in the use of computers and obeying copyright laws.
6. Demonstrate the use of productivity software such as word processing.

 

VII. Information Processing

Goal: Students access and retrieve electronic information.

Objectives: Students will

1. Understand that various devices and formats can store information.
2. Independently use electronic resources such as Internet and CDROMs.
3. Access Internet sites with assistance and guidance.
4. Reinforce the use of the library catalog database.
5. Demonstrate save and print.
6. Identify and use appropriate resources and electronic information for research.

 

VIII. Personal Productivity

Goal: Students use technology to accomplish personal productions and to develop life-long learning skills.

Objectives: Students will

1. Produce documents.
2. Print and save documents to a specific location.
3. Produce a document using text and graphics.
4. Format documents including font, size, style, indenting, line spacing, cut, copy, paste, spell check, and inserting graphics.
5. Use output devices.
6. Proofread and edit using technology.

 

Grade 3 Benchmarks for Technology

Date Score Benchmark

1. Identify basic computer components and peripherals
2. Understand related computer terms.
3. Demonstrate appropriate care and use of computer components.
4. Manage and organize files.
5. Demonstrate use of word processing.
6. Demonstrate save and print commands.

 

 

The fourth grade Social Studies curriculum will be a study of geographical, historical and contemporary Idaho, including cultural and physical aspects. Emphasis will be placed on the development of map and globe skills, regional physical geography, cultural diversity of geographic regions, economics and government.

 

I. Map and Globe Skills

Goal: Students will explore our world by using maps and globes.

Objectives: Students will

1. 4SS.2.1.1  Understand the function of maps and globes.
2. 4SS.2.1.1 Recognize and use various projections of the globe.
3. 4SS.2.1.2  Locate and label on a map of the world the continents, oceans, landforms, poles, hemispheres, equator and prime meridian.
4. 4SS.2.1.3  Locate places using grids, directions, longitude, latitude and hemispheres.
5. 4SS.2.1.1  Use map scales in measuring distances.
6. 4SS.2.1.1  Design and use symbols, keys and legends for reading maps.
7. Use special purpose maps.

 

II. Geography

Goal: Students will understand basic geographic concepts through use of definitions, maps and globes. Students will identify and develop an appreciation for the physical characteristics of Idaho, its different regions, and recognize their diversity and interdependence.

Objectives: Students will

1. 4SS.2.1.3 Locate Idaho's position on a map within the U.S.
2. 4SS.2.3.4 Compare the size of city, county and state, relative to country, continent and world.
3. 4SS.2.1.3/4SS.2.3.3 Locate major cities, landforms and bodies of water in Idaho on a map.
4. 4SS.2.1.1 Identify major geological forces that formed Idaho’s landforms.
5. 4SS.2.1.1 Distinguish characteristics of climate zones in Idaho, and locate them on a map.
6. Define, identify and differentiate between natural, manmade, renewable and   

       nonrenewable resources.

7.  Identify Idaho’s natural resources.
8. 4SS.2.1.1/4SS.2.3.4 Identify, compare and contrast Idaho’s physical geographic regions, and recognize that they are diverse and interdependent.
9. 4SS.3.2.2/4SS.2.3.4  Recognize that landforms, climate, resources and economic development (4SS.2.3.1) are interrelated and effect cultural development.
10. 4SS2.3.2  Discuss the impact of settlement in Idaho on American Indian tribal lands, such as oboriginal and /or ceded territories, and the Trieaties of 1855 and 1863.

 

III. Idaho History

Goal: Students will understand the forces, groups and personalities that shaped early Idaho.

Objectives: Students will

1.      4SS1.3.2 Compare and contrast environments and their impact on the lifestyle of Idaho's Native Americans and Mountain Men.

2.      Describe how Native Americans and early settlers met their basic needs of (4SS.3.1.1) food, water, shelter and government.

3.      4SS.1.2.4 Gain an understanding of the relationships between Native American tribes and new groups entering the region.

4.      4SS 1.2.1/4SS3.1.2 Understand the motivations and personalities involved in the discovery and early exploration of Idaho.

5.      4SS.1.2.1 Identify and/or describe the accomplishments, significance, and outcomes of the Lewis and Clark Expedition.

6.      4SS3.1.2 Understand the economic reasons for the activities of the fur trappers, (4.SS.1.2.1) mountain men, miners and other settlers.

7.      4.SS.1.2.2 4.SS.1.1.2 Understand the role of missionaries in the Oregon Territory.

8.      4.SS.1.2.3  Identify major early routes into the Oregon Territory.

9.      4SS1.2.3 Describe the preparations necessary for the trip west to Idaho.

10.  4.SS.1.2.2/4SS1.2.2 Recognize, or describe the impact of early mining, agriculture and lumbering in the development and growth of Idaho.

11.  4SS 1.3.3/4SS1.2.1 Recognize and analyze the rights, freedoms, responsibilities, contributions and diversity of groups important to Idaho’s History.

12.  4.SS.4.4.1 Trace the development of Idaho as a state.

13.  4SS.4.3.2 Sing Here We Have Idaho.

14.  4SS5.1.2 Recognize and/or describe how all cities, regions and states have histories.

15.  4SS.1.2.3 Analyze and describe the immigrant experience in Idaho

16.  4SS.1.3.1 Identify American Indian tribes in Idaho: Coeur d’ Alene, Kootenai, Shoshone-Bannock,  Nez Perce, and Shoshone-Paiute Tribes and current reservation bouondaries.

17.  4SS.1.3.2 Discuss that although there are five federally recognized tribes in Idaho, there are many others in the state.

18.  4SS.1.3.6 Describe American Indian cultural materials and their use in everyday life.

19.  4SS3.1.4 Identify goods and services in early Idaho settlements.

20.  4SS1.3.4 Compare and contrast life of Idaho Indians today to that of the same groups many years ago.

 

IV. Contemporary Idaho

Goal: Students will investigate Idaho’s government, industry and diverse cultures.

Objectives: Students will

1. 4SS.4.2.1  Identify the major state symbols of Idaho.
2. 4SS.4.2.2/4SS4.1.1  Identify the governmental units in Idaho: city, county, tribal, and state 4SS.1.3.5
3. 4SS./4.1.2/4.2.3/4.2.4  Understand that the function of state and tribal government is to provide for public needs.
4. 4SS.4.2.4  Understand that there are three branches of government in Idaho.
5. Identify major industries and their economic impact.
6. 4SS.3.1.3  Describe the concepts of specialization and division of labor.
7. 4SS.3.1.5  Describe the concept of public and private property in the development of Idaho.
8. 4SS1.3.4  Identify examples of changes in transportation, communication and (4SS.3.2.1) technology in relation to economic growth and social development in Idaho.
9. 4.SS.1.1.1  Recognize that today Idaho has many diverse cultures.
10. 4SS4.3.1/4SS1.3.7  Identify current events involving the state of Idaho including state elected representatives.
11. Describe the involvement of Idaho’s veterans in international conflicts.
12. 4SS4.3.2  Describe ways in which citizens can participate in public life.
13. 4SS.4.3.3 Identify some of the basic responsibilities and rights of a citizen.
14. 4SS.1.3.7 Identify current issures related to American Indians in present day Idaho.

 

 

4th Grade Socials Studies Benchmarks

Global Perspectives

Map and Globe Skills

Bench - Date Score mark Sample of Assessment

1. Make comparisons between a globe and a map.
2. Correctly identify various map projections (Equal-Area Projection, Mercator Projection).
3. Use longitude and latitude, cardinal directions, grids, symbols, keys and legends to correctly locate specific features on a map.
4. Make a map of their own (real or imaginary location) that includes a compass rose, key or legend and symbols.
5. Use map scales to measure and compare distances between various locations in Idaho.
6. Use the Internet to view special purpose maps such as satellite images, aerial photographs, etc.

 

Geography

Bench - Date Score mark Sample of Assessment

1. Locate and label on a map of the world the continents, oceans, landforms, poles, hemispheres, equator and prime meridian.
2. Make a comparison in land size and population of a city, county and the State of Idaho relative to country, continent and world.
3. Correctly locate the State of Idaho on a map of the United States.
4. Create a map that shows Idaho’s major cities, landforms and bodies of water.
5. Correctly identify major geological forces that formed Idaho’s landforms on a map.
6. Distinguish characteristics of climate zones in Idaho, and locate them on a map.
7. Create a classroom collection of natural, man-made, renewable and nonrenewable resources.
8. Develop a picture book of Idaho’s natural resources.
9. Create illustrations and send post cards to a friend describing a tour through Idaho’s regions, making comparisons and commenting on notable landforms, climate, resources and economic development.
10. Write a brief description of how landforms, climate, resources and economic development are interrelated and effect cultural development.

 

Idaho History

Bench - Date Score mark Samples of Assessment

1. Create a replica of an Idaho Native American village. Pretend you’re an early Idaho settler or mountain man and write a journal entry describing your daily routines.
2. Perform a skit depicting a meeting between Native Americans and settlers.
3. Pretend you are an early Idaho explorer and make an oral presentation of your reasons for exploring Idaho.
4. Create a list of important outcomes of the Lewis and Clark expedition.
5. Set up a trading post where students role-play as fur trappers, miners and settlers congregate to conduct business.
6. Locate established missions on a map of the Oregon Territory.
7. Locate and label the early routes into the Oregon Territory on a map.
8. Create a list of things necessary for a trip west to Idaho, and pack items comparable in volume into a space equal to a wagon used by settlers.
9. Create a scrapbook of photographs, student drawings, and copies of historical articles related to early mining, agriculture and lumbering in Idaho.
10. List the groups important to Idaho’s history, and make a comparison of their rights, freedoms, responsibilities and contributions.
11. Create a timeline of major events that led to Idaho’s statehood.
12. Sing Here We Have Idaho.
13. Create a timeline tracing the history of a city in Idaho.

 

Contemporary Idaho

Bench - Date Score mark Sample of Assessments

1. Accurately color and describe the symbols on the Great Seal of the State of Idaho, complete a crossword puzzle of symbols of Idaho.
2. Correctly label the counties and major cities on a map of Idaho.
3. List various needs provided for by the government (city, county, state and federal).
4. List the three branches of government in Idaho, and their functions.
5. Create a bulletin board depicting major industries in Idaho, and their economic impact.
6. Create an assembly line to assemble a product.
7. Use a Forest Service or B.L.M. map to identify land ownership in Idaho.
8. Make a collage of examples of communication, transportation and technology in Idaho’s past and present.
9. Read a variety of poems, stories, or legends from diverse cultures living in Idaho today.
10. Summarize newspaper articles relevant to Idaho.
11. Write an article about an Idaho veteran and their involvement in an international conflict.
12. Perform an act of volunteerism that helps their school, community, or an individual such as the elderly.
13. Develop a list of responsibilities and rights of Idaho citizens.

 

 

The fifth grade curriculum will address the development of the U.S. and emphasize the principles on which the U.S. was founded. The diverse cultural, ethnic, and racial origins of the American people should be stressed with emphasis on specific individuals who have contributed to the political, social, economic and cultural life of the nation. This program should also develop global awareness through world geography.

 

I.             History

Goal:  Students will become familiar with the people and events which began early exploration and colonization of America and its effects on the people and cultures already established in the region.  Students will become familiar with the various people, documents and considerations in establishing the United States. Student will become familiar with western expansion.

 

Objectives:  Students will…

1.      5.SS.1.1.1 Describe that American Indians were established societies before the coming of the European settlers. 

2.      5.SS.1.1.2 Explain important national documents, American symbols, U.S. landmarks, customs, and celebrations.

3.      5.SS.1.1.3 Discuss significant individuals who have been responsible for bringing about political and social changes in the Untied States.

4.      5.SS.1.1.4 Identify influential political and cultural groups throughout American history.

5.      5.SS.1.1.5 Identify different examples of how religion has been an important influence in American history.

6.      5.SS.1.1.6 Discuss how the establishment of the 13 original colonies contributed to the founding of the nation.

7.      5.SS.1.1.7 Discuss the causes and effects of the conflicts in American History including war with England and the Civil War.

8.      5.SS.1.2.1 Discuss the religious, political, and economic motives of voluntary European immigrants to the United States.

9.      5.SS.1.2.2 Explain what indentured servants were and how they participated in the early life of the United States. 

10.  5.SS.1.2.3 Explain the history of the slave trade in the United States.

11.  5.SS.1.2.4 Analyze and discuss the motives of the major groups who participated in the western expansion by leaving the East and heading west.

12.  5.SS.1.2.5 Discuss the significant American Indian groups encountered in the Western Movement.

13.  5.SS.1.2.6 Discuss the significant individuals who took part in the western expansion.

14.  5.SS.1.3.1 Discuss that American Indians were the first inhabitants of the Untied States.

15.  5.SS.1.3.2 Identify examples of American Indian individual contributions and influences.

16.  5.SS.1.3.3 Define the terms treaty, reservation and sovereignty. 

17.  5.SS.1.3.4 Explain that reservations are lands that have been reserved by the tries for their own use through treaties and was not “given” to them.  The principle that land should be acquired from the Indians only through their consent with treaties involved three assumptions:  that both parties to treaties were sovereign powers, that Indian tribes had some form of transferable title to the land, and that acquisition of Indian land was solely a government matter not to be left to individual colonists.

18.  5.SS.1.4.1 Describe the impact of technological advances to American society during the Industrial Revolution. 

II.          Geography

Goal:  Students will become familiar with major physical, political, and economic aspects of the U.S. regions and their relationship to the world.

Objectives: Students will…

1.      458-01-c  Use geographic vocabulary.

2.   458-01-b  Examine the landforms, climates, vegetation and resources of different regions in the U.S.

3.      Locate and identify the 50 states and their capitals.

4.      458-01-b  Compare and contrast the socio-economic aspects of the different U.S. regions.

5.      5.SS.2.1.1  Develop and use different kinds of maps, globes, graphs, charts, databases, and models to display and obtain information.

6.      5.SS.2.1.2 Identify the regions of the United States and their resources.

7.      Locate and name major landforms and bodies of water in the United States 

8.      5.SS.2.1.3 Use latitude and longitude coordinates to find specific locations on a map.

9.      5.SS.2.2.1 Identify ways the land has been changed by people, technology, and natural forces.

 

III.       Economics

Goal:  Students will become familiar with the people and events, which contributed to the establishment of the U.S. as a world power.

Objectives:  Students will…

1.      5.SS.3.1.1 Identify economic reasons for exploration and colonization.

2.      5.SS.3.1.2 Describe how conservation of natural resources is important.

3.      5.SS.3.1.3 Describe examples of improved transportation and communication networks and how they encourage growth.

4.      5.SS.3.1.4 Explain the concepts of tariffs and taxation.

5.      5.SS.3.2.1 Discuss the economic policies of England that contributed o the revolt in the North American colonies.

6.      458-01-a  Discuss the effects of agriculture and manufacturing on settlement in the United States.

7.       446-01-c   Explain the causes and effects of the Great Depression

8.  457-01-b   Explain the importance of trade to the U.S. and the world

 

IV.        Civics and Government

Goal: Students will become familiar with the people and events which shaped our democracy. 

Objectives: Students will

1.      5.SS.4.1.1 Identify the people and groups who make, apply, and enforce laws within the federal and tribal governments.

2.      5.SS.4.1.2 Identify and explain the important concepts in the Declaration of Independence.

3.      446-01-a   Chronologically organize significant events and people who form the foundation of United States history.

4.      453-01-d   Describe the historical development of the American Flag and explain what each part of the flag means.

5.      Sing The Star Spangled Banner, America, America the Beautiful, You're a Grand Old Flag, and This Land is Your Land.

6.      448-01-f   Explain the concept of Manifest Destiny and its contribution to the migration of people in the development of the United States.

7.      5.SS.4.1.3 Discuss the significance of the Articles of Confederation as the transitional form of government.

8.      5SS.4.1.4 Identify the basic concepts of the United States Constitution and Bill of Rights, such as protect individual rights and promote the common good describes how the government is organized and that the United States Constitution is the supreme law of the land.

9.      5.SS.4.2.1 Distinguish and compare responsibilities among state, national and tribal governments in a federal system.

10.  5.SS.4.2.2 Identify the three branches of government and the functions and powers of each.

11.  5.SS.4.3.1 Name President and Vice president of the United States and the United States congressional representatives from Idaho.

12.  5.SS.4.3.2 Identify some of the personal responsibilities and basic rights of individual freedoms that belong to American citizens.

13.  5.SS.4.3.3 Describe ways in which citizens participate in public life.

14.  5.SS.4.4.1 Explain that the United States is a democratic republic.

15.  5.SS.4.4.2 State the difference between direct democracy and the constitutional (representative) democracy of today’s Untied States.

16.  5.SS.4.4.3 Discuss the concepts of popular consent, respect for the individual, equality of opportunity and personal liberty.

17.  446-01-e   Define immigration and analyze the contributions of immigrants to American life.

 

V.           Global Perspectives

Goal:  Students will become familiar with the people and events which describe contemporary America and use critical and creative thinking skills.

Objectives:  Students will…

1.      5.SS.5.1.1 Explain that the world is divided into many different nations and that each has its own government.

2.      5.SS.5.1.2 State that a nation consists of its territory, people, laws, and government.

3.      5.SS.5.1.3 Explain that the United States is one nation and how it interacts with other nations in the world.

4.      5.SS.5.1.4 Discuss why it is important that nations try to resolve problems peacefully.

5.      446-01-d  Identify the social, political and economic interdependency of world communities.

 

VI.    Contemporary America

Goal: Students will become familiar with the people and events which describe contemporary America and use critical and creative thinking skills.

Objectives: Students will…

1.      5.SS.4.3.2   Examine the struggle for women's rights.

2.      446-01-b   Discuss current events.

3.      5.SS.4.3.2   Examine the struggle for civil rights.

4.      447-01-b   Practice critical and creative thinking in problem solving.

5.      5.SS.2.2.1   Name some of the changes that have occurred to American society due to technological advances.

6.      451-01-e   Describe the major contributions of significant United States Presidents.

7.      457-01-b   Explain the concepts of free enterprise and profit and loss. 

8.      456-01-c   Describe examples of improved transportation and communication networks and how they encourage economic growth.

9.      458-01-b  Compare and contrast the socio-economic aspects of the different U.S. regions.

10.  List the leaders of the civil rights movement.

 

VII. Proficiency Expectations for Technology

Goal: Students will know how to use and care for computer components and understand the ethical issues pertaining to technological resources and their uses.

Objectives: Students will…

1.      Identify the CPU, keyboard, mouse, floppy disk drive, monitor, printer and CD ROM, hard drive, file server, scanner, and digital camera.

2.      Understand terms of: telecommunications and multimedia.

3.      Demonstrate care of: keyboard, mouse, computer disks, and CDROMs and printers.

4.      Demonstrate the ability to manage and organize files by renaming and creating folders.

5.      Be introduced to the role technology plays in our world.

6.      Understand the legal/ethical conduct in the use of computers and obeying copyright laws.

7.      Cite sources of copyrighted materials in papers, projects, and multimedia presentations.

8.      Demonstrate the use of productivity software such as word processing, databases, and spreadsheets.

 

VIII.    Information Processing

Goal: Students access and retrieve electronic information.

Objectives: Students will…

1.      Understand that various devices and formats can store information.

2.      Independently use electronic resources such as Internet and CD-ROMs.

3.      Introduce Internet search strategies.

4    Identify and use appropriate multimedia tools such as slide shows, digital cameras, and audio and video.

5.   Use searching techniques when using library catalogs.

6.   Demonstrate save and print.

7.   Identify and use appropriate resources and electronic information for research.

 

IX.    Personal Productivity

Goal: Students use technology to accomplish personal productions and to develop life-long learning skills.

         Objectives: Students will…

1.      Produce a two page double spaced document.

2.      Print and save documents to a specific location.

3.      Produce a two-paged document using text and graphics.

4.      Produce a slide show consisting of 8 to 10 slides with sound transition, graphics, and voice over.

5.      Format documents by manipulating texts and graphics together.

6.      Operate and use output devices.

7.      Proofread and edit documents using technology.

8.      Take notes and paraphrase from research sources.

 

Benchmarks

Date Score

5th Grade

I.       History

1.      Identify the major Native American tribes and their locations.

2.      Identify the early explorers of North America.

3.      Identify the first colonies and their reasons for colonization.

4.      List the events that led to the war with Britain.

5.      Identify how the U.S. gained the western territories.

6.      List the causes and effects of the Civil War

7.      List some important American customs, symbols, landmarks, and celebrations

II.     Geography

1.      Distinguish between various types of maps and globes.

2.      Identify the natural regions of the U.S.

3.      Locate and name the major land forms and bodies of water within the U.S.

4.  Locate and name the 50 states and their capitals

III.    Economics

1.      Describe the Great Depression.

2.      Describe the importance of trade.

3.      List some technological advances.

IV.    Civics and Government

1.   Describe what the Declaration of Independence is.

2.      Describe what the Articles of Confederation are.

3.      Describe what the Constitution is.

4.      Describe the historical development of the American flag.

5.      List the significant United States Presidents and their contributions.

V.     Global Perspectives

 

VI.    Contemporary America

 

VII.  Proficiency Expectations for Technology

1.      Identify basic computer components and peripherals

2.      Understand related computer terms.

3.      Demonstrate appropriate care and use of computer components.

4.      Manage and organize files.

5.      Know basic capabilities and limitations of technology.

6.      Understand legal/ethical conduct.

7.      Cite copyrighted sources.

8.      Demonstrate the use of word processing, databases, and spreadsheets.

9.      Access Internet sites.

10.  Use appropriate multimedia tools.

 

VIII. Information Processing

 

 

IX.       Personal Productivity      

 

 

The focus of the sixth grade program is based on Western Hemisphere, emphasizing geography. A study of the economies, history, government and cultural development of the region will be done from the past to the present.

 

I. Canada

Goal: Students will study the major historical events, geography, economics, government and culture of Canada.

Objectives: Students will

1. 475-01-c  Identify the explorers and describe their major achievements.
2. 478-01-a  Describe the importance of the French and Indian War to the area.
3. 469-02-g  Recognize Canada's multicultural influences, diversity of population and its effect on Canada.
4. 463-01-b  Name and locate on a map: provinces, territories, capitals, major cities, major geographic features, bordering countries and bodies of water.
5. 469-02-d  Identify Canada's climates and compare them to the U.S.
6. 474-01-a  Compare and contrast U.S. government with Canadian government.
7. 465-01-b  Identify the natural resources, products, and industries and how they are impacted by economic, social, and political problems.
8. 469-01-c  Evaluate and analyze U.S. - Canadian relations.
9. 469-01-g  Discuss current events dealing with Canada.

 

II. Ancient Civilizations

Goal: Students will understand the contributions of early Mayan, Inca, and Aztec civilizations to present day.

Objectives: Students will

1. 469-05-d  Recognize the achievements of each of the major civilizations.
2. 462-01-a  Locate on a map the ancient empires.
3. 462-06-b  Evaluate the Spanish conquest of the empires and its effect on present day.
4. 462-02-b  Compare life of early civilizations of the Eastern and Western hemispheres and how they responded to their local environments
5. 462-01-c  Describe how and why humans domesticated wild grains, cattle, sheep, goats, and pigs.
6. 462-05-b  Find examples of how writing, art, architecture, mathematics, and science have evolved in society over time.
7. 462-04-b  Identify characteristics of significant civilizations in world history.
8. 463-04-b  Describe how conservation of resources is necessary to maintain a healthy and productive environment for future generations.

 

III. Mexico

Goal: Students will study the major historical events, geography, economics, government and culture of Mexico.

Objectives: Students will

1. 475-01-b  Identify important Mexican leaders.
2. 469-06-a  Identify the major land disputes Mexico had with the U.S. in the 1800's.
3. 469-02-g  Recognize the effects of Spanish influence on Mexico's culture and racial diversity.
4. 469-01-b  Identify and locate the capital, major cities, natural features, bordering countries and bodies of water on a map.
5. 469-03-a  Identify Mexico's climates and compare them to the U.S.
6. 469-01-g  Compare U.S. government with Mexican government.
7. 469-05-f  Identify the natural resources, products, and industries and how they are impacted by economic, social, and political problems.
8. 469-01-g. Evaluate and analyze U.S. - Mexican relations.
9. 469-05-e. Discuss current events dealing with Mexico.

 

IV. Central and South America

Goal: Students will study the major historical events, geography, economics, government and culture of Central and South America.

Objectives: Students will

1. 475-01-b  Name the early explorers and their feats.
2. 469-06-a  Identify major leaders and analyze the fight for independence.
3. 469-01-b  Name and locate the countries, capitals, major features, and major bodies of water.
4. 469-03-a  Identify the major climates and compare them to the U.S.
5. 469-01-g  Identify and compare different types of government with the U.S.
6. 469-02-g  Recognize the multicultural influences and diversity that affect this area.
7. 469-05-f  Identify the natural resources, products, and industries and how they are impacted by economic, social, and political problems.
8. 469-01-g. Evaluate and analyze U.S. - Central and South American relations.
9. 469-06-e. Discuss current events dealing with Central and South America.

 

V. Global Geography

Goal: Students will identify places on maps and globes using map symbols, cardinal directions, latitude and longitude.

Objectives: Students will

1. 469-01-b  Use a variety of map and globe projections.
2. 463-01-a  Practice the use of cardinal directions, longitude and latitude to locate places on Earth and describe the uses of locational technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).
3. 473.01.a  Analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event.
4. 469-02-a  Use road maps, read scales, and utilize a variety of key and symbol types.
5. 469-01-b  Make different types of maps: i.e. product, etc.
6. 469-01-a  Review geographical terms: i.e. gulf, bay, isthmus, peninsula, etc.
7. 469.03.f  Explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth.
8. 469.03a  Identify major biomes and explain ways in which the natural environment of places in the Western Hemisphere relates to their climate.
9. Describe major physical characteristics of regions in the Western Hemisphere.
10. 6-9.GWH.2.4.1 Identify patterns of population distribution and growth in the Western Hemisphere and explain changes in these patterns, which have occurred over time. (469.04b)
11. 6-9.GWH.2.4.3 Analyze the locations of the major manufacturing and agricultural regions of the Western Hemisphere.
12. 6-9.GWH.2.5.2 Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. (469.05a)
13. 6-9.GWH.2.5.6 Explain how human-induced changes in the physical environment in one place cause changes in another place, such as acid rain, air and water pollution, deforestation.) (469.05b)

 

VI. Economics

1. 6-9.GWH.3.2.1 Describe how different economic systems in the Western Hemisphere answer the basic economic questions on what to produce, how to produce, and for whom to produce.

 

Benchmarks

6th Grade

Canada

Date Score Benchmark

1. Identify two early European explorers and describe their major achievements.
2. Identify Canada’s major cultural influences.
3. Name and locate on a map: provinces, territories, capitals, bordering countries and major bodies of water.

 

Ancient Civilizations

Date Score Benchmark

1. List the achievements of the Aztecs, Inca, and Mayan civilizations.
2. Locate the ancient empires on a map.

 

Mexico

Date Score Benchmark

1. Identify and locate the capital, major cities, bordering countries and bodies of water on a map.
2. Identify important Mexican leaders.
3. Identify the natural resources, products, and industries of Mexico.

 

Central and South America

Date Score Benchmark

1. Name and locate the countries, capitals, major features and major bodies of water.
2. Identify the natural resources, products, and industry of this area.

 

Global Geography

Date Score Benchmark

1. Identify the cardinal directions, longitude and latitude on a map.
2. Identify different map and globe projections.
3. Recognize the scale, key, and symbols on a map.

 

VI. Proficiency Expectations for Technology

Goal: Students will know how to use and care for computer components and understand the ethical issues pertaining to technological resources and their uses.

Objectives: Students will

1. Identify the CPU, keyboard, mouse, floppy disk drive, monitor, printer and CD ROM, hard drive, file server, scanner, and digital camera.
2. Understand terms of: telecommunications and multimedia.
3. Demonstrate care of: keyboard, mouse, computer disks, and CDROMs and printers.
4. Demonstrate the ability to manage and organize files and folders.
5. Know the basic capabilities and limitations of technology in school and in personal life.
6. Demonstrate the legal/ethical conduct in the use of computers and obeying copyright laws.
7. Cite sources of copyrighted materials in papers, projects, and multimedia presentations.
8. Demonstrate the use of productivity software such as word processing, databases, and spreadsheets.

 

VII. Information Processing

Goal: Students access and retrieve electronic information.

Objectives: Students will

1. Understand that various devices and formats can store information.
2. Independently use electronic resources such as Internet and CD-ROMs.
3. Introduce different ways to access Internet sites using the location bar and book marks.
4. Identify and use appropriate multimedia tools such as slide shows, digital cameras, and audio and video.
5. Use searching techniques when using library catalogs.
6. Demonstrate save and print.
7. Identify and use appropriate resources and electronic information for research.

 

VIII. Personal Productivity

Goal: Students use technology to accomplish personal productions and to develop life-long learning skills.

Objectives: Students will

1. Produce a three page double spaced document.
2. Print and save documents to a specific location.
3. Produce a three-page document using text and graphics.
4. Produce a slide show consisting of 10 to 15 slides with sound transition, graphics, and voice over.
5. Format documents by setting margins and selecting page orientation.
6. Operate and use output devices.
7. Proofread and edit documents using technology.
8. Take notes and paraphrase from research sources.

 

Grade 6 Technology Benchmarks

Date Score Benchmark

1. Identify basic computer components and peripherals
2. Understand related computer terms.
3. Demonstrate appropriate care and use of computer components.
4. Manage and organize files.
5. Know basic capabilities and limitations of technology.
6. Demonstrate legal/ethical conduct.
7. Cite copyrighted sources.
8. Demonstrate the use of word processing, databases, and spreadsheets.
9. Access Internet sites.
10. Use appropriate multimedia tools.

 

 

Students will focus on the geography and history of the Eastern Hemisphere. Particular attention will be focused on early man and the development of nations.

 

I. History

Goal: Students will build and understanding of the cultural and social development of human civilization

Objectives: students will

      1.  Describe the civilizations of the the Eastern Hemisphere prior to European contact, such as Muslim civilization,

            China, Japan, and sub-Sahara Africa. 1.8.1

      2.  Examine the impact of Europeans on indigenous cultures in Eastern Hemisphere. 1.8.2

      3.  Identify various colonial powers in the Eastern Hemisphere. 1.8.3

      4.  Recognize historical perspective by identifying the context in which events occurred.  1.8.4

      5.  Describe the historical origins, central beliefs, and spread of major religions, including Judaism, Christianity,

            Islam, Hinduism, Buddhism, and Confucianism.  1.8.5

      6.  Examine multiple points of view by analyzing a current event relating to Africa or Asia.  1.8.6

    

II. Geography s.s. #2.1, 2.2, 2.3, 2.4, 3.2

Goal: Students will acquire the geographic tools and concepts necessary to make an effective study of the Eastern Hemisphere.

Objectives:   Students will…

1. Explain the effect of climate on people.s.s #2.1/2.2.2/2.2.3
2. Demonstrate the ability to use geographic skills related to maps and globes. s.s #2.2.1/2.2.2/2.2.3
3. Name and locate continents, landforms, water bodies and countries.s.s.#2.3.1
4. Describe the characteristics, functions, and advantages of maps, globes, photographs, satellite images, and models.s.s. # 2.1.1
5. Describe physical features of the earth that influenced historical events.s.s.#2.2.4/2.3.2
6. Interpret and construct graphs and tables.s.s.#2.4.1
7. Analyze the effects of geography, trade, technology, migration and culture on people.s.s.#3.2.6

 

III. Economics s.s. #3.2 

Goal:  Identify different influences on economic systems

Objectives:  Students will…

1. Describe how different economic systems in the Eastern Hemisphere answer the basic economic questions on what to produce, how to produce, and for whom to produce. s.s #3.2.1
2. Compare the standard of living of various countries of the Eastern Hemisphere today using Gross Domestic Product (GDP) per capita as an indicator. s.s # 3.2.2
3. Analyze current economic issues in the countries of the Eastern Hemisphere using a variety of information resources. s.s # 3.2.3
4. Identify economic connections between a local community and the countries of the Eastern Hemisphere. s.s #3.2.4
5. Identify specific areas of the Eastern Hemisphere with important natural resource deposites. s.s #3.2.5
6. Investigate how physical geography, productive resources, specialization, and trade,  have influenced the way people earn income. s.s 3.2.6

 

IV. Middle Eastern Studies s.s. # 1.8, 2.3, 3.2, 4.5, 5.1

Goal: Students will understand the Middle East is a varied region, encompassing many types of geographic features, political divisions and cultures.

Objectives: Students will

1. Identify the major physical features and climactic regions of the area and analyze their effects on the people.s.s.#2.3.2
2. Locate and label the political units of the area.s.s.#4.5.1
3. Explain the importance of the Tigris, Euphrates and Nile rivers on the history and culture of the area.s.s.#2.3.2
4. Explain how Egypt developed a unique civilization without outside influence.s.s.#1.8.1
5. Locate the geographic features which isolated Egypt.s.s.#2.3.2
6. Identify Egyptian contributions to the world.s.s.#3.2.5
7. Infer from archaeological evidence the characteristics of early hunter-gatherer communities.s.s.#1.8.4
8. Identify some of the major languages of the world today and identify which languages are related to one another.s.s.#5.1.2
9. Discuss how religion established a code of conduct for the people.s.s#5.1.1
10. Explain the relationship between religion and people's understanding of the natural world.s.s.#5.1.2

 

V.               Greek Civilization s.s.#1.8, 2.5, 3.2, 4.5, 5.1

Goal: Students will understand the important effects the Greeks had on world civilization.

Objectives: Students will…

1. Analyze the development, expansion and impact of the Greeks upon the ancient world.s.s.#1.8.2
2. Evaluate the Greek influences on the modern world.s.s.#5.1.2
3. Identify the Physical features of the Greek world (i.e. land and water forms).s.s.#2.5.4
4. Understand the relationships between civilization and a citystate.  s.s.#3.2.4
5. Describe the role of government in population movements of early civilizations.s.s.#4.5.1

 

VI. Roman Empire s.s.#1.8, 2.3, 5.1

Goal: Students will learn how Rome became a great empire and will also study its decline.

Objectives: Students will…

1. Identify the physical features of the Roman Empire.s.s.#2.3.2
2. Describe the development and expansion of the Roman Empire.s.s.#1.8.2
3. Evaluate the impact of the Romans on the modern world.s.s.#5.1.2
4. Analyze the impact of Christianity on the Roman Empire.s.s.#5.1.1

 

VII. Middle Ages and Renaissance s.s.#1.8, 3.2, 4.5, 5.1

Goal: Students will learn that the Middle Ages brought about social, political, economic and religious changes and how the Renaissance created a bridge between the Middle Ages and Modern world.

Objectives: Students will… 

1. Explain the effect of barbarian invasions during the Dark Ages.s.s.#1.8.1/1.8.2
2. Analyze the feudal system.s.s.#3.2.1
3. Describe the effect of the Crusades.s.s.#1.8.4
4. Analyze the development of monarchies.s.s.#4.5.1
5. Recognize the importance of the rebirth of learning during the Renaissance.s.s. #5.1.2
6. Evaluate the impact of inventions in changing society.s.s. #5.1.5
7. Introduce the contributions of Renaissance art.s.s. #5.1.2

 

VIII. European Studies s.s. # 2.3, 5.1

Goal: Students will understand the geography and differing cultures of Europe.

Objectives: Students will… 

1. Locate and label the political units, water bodies, landforms and climates of Europe.s.s. #2.3.1/2.3.2
2. Analyze the formation and dissolution of communism in Europe.s.s. #5.1.3
3. Analyze current events dealing with Europe.s.s.#5.1.6

 

X. Asian Studies s.s. # 2.3, 2.4, 2.5, 3.2, 5.1

Goals: Students will understand that Asia is a varied region encompassing many types of geographic features, political divisions and cultures.

Objectives: Students will… 

1. Explain the importance of the Huang River Valley to the development of China and the Indus River Valley civilization to the development of the Indian subcontinent.s.s.#2.3.2
2. Locate and label the political units, major physical features and climates of Asia.s.s.#2.3.1
3. Analyze the population and geographic size of Asia and the rest of the world.s.s.#2.4.1
4. Recognize how geography has influenced Asian history and culture.s.s.#2.5.4
5. Identify lasting contributions of China.s.s.#5.1.2
6. Introduce the social, political, religious, and economic structures of Asia.s.s.#5.1.1/3.2.1/3.2.3
7. Analyze current events dealing with Asia.s.s.#5.1.4/5.1.5

 

X. Australia and Oceania s.s. # 1.8, 2.2, 2.3, 2.5, 3.2, 5.1

Goals: Students will understand that Australia and Oceania are islands with great differences in peoples, geography, resources and cultures.

Objectives: Students will… 

1. Locate and label the political units, geographic features and climate regions of the islands.s.s.#2.3.1
2. Analyze the European influences on Australia and New Zealand.s.s.#1.8.2
3. Evaluate the political, economic and social structures of Australia and New Zealand.s.s.#3.2.1/5.1.2/5.1.4
4. Analyze the significance of Antarctica.s.s.#2.5.1/2.5.6/2.2.4
5. Analyze current events dealing with the islands.s.s.#5.1.6

 

XI. Africa s.s. # 1.8, 2.3, 3.2, 5.1

Goal: Students will understand that Africa is a continent of established and developing nations with a great diversity of peoples, geography, resources and cultures.

Objectives: Students will… 

1. Locate and label the political units, physical features, and climates of Africa.s.s.#2.3.1/2.3.2
2. Analyze Africa's past, including the early kingdoms, European exploration, slave trade, and the social, economic and political effects of colonialism on Africa.s.s.#3.2.2/3.2.1/1.8.1/1.8.2/1.8.3
3. Analyze current events dealing with Africa.s.s.#5.1.4/5.1.3

 

XII. Technology (No state standards to match)

Goal: Students will understand proper conduct and district policies and be able to successfully use Word, Power Point, Encarta, and the Internet.

Objectives: Students will… 

1. Demonstrate legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in the District Policy.
2. Demonstrate an understanding of copyright by citing sources of copyrighted materials in papers, projects and multimedia presentations.
3. Research an approved topic and produce a three page, double-spaced document, which includes text and graphics, a cover page, and appropriate bibliography.
4. Research an approved topic using the Internet and/or Encarta and create 10 slides using Power Point with text, graphics, sounds, and transitions.
5. Using Excel, list similarities between two Eastern Hemisphere Civilizations.
6. Compare and contrast two Eastern Hemisphere Civilizations using a chart, graph, or diagram.

 

 

Course Description:  This course builds an understanding of the cultural and social development of the United States, traces the role of migration and immigration of people in the development of the United States, identifies the role of American Indians in the development of the United States, analyzes the political, social, and economic responses to industrialization and technological innovations in the development of the United States, and traces the role of exploration and expansion in the development of the United States. It incorporates an extensive geography component with historical emphasis on the Revolutionary War, the Constitution, the Civil War, and the Reconstruction periods. Current events are also emphasized.

 

I. A review of the Geography of the United States.s.s. #2.1, 2.2

Goal: Students will understand that the United States possesses geographical features which have had historical, political, and an economic impact on its culture.

Objectives: Students will…

1. Identify physical features in the United States, including major rivers, lakes, mountain ranges, plains, and surrounding bodies of water.s.s. #2.1.1
2. Review major geographical regions within the United States.s.s.#2.2.1
3. Review major climatic regions in the United States.s.s. #2.2.1
4. Explain how climate affects human migration and settlement.s.s. #2.2.1
5. Identify states, state abbreviations, capitals, and major cities in the United States.s.s. #2.2.1
6. Identify the geographic features which have influenced the nation’s economic, political and cultural development.s.s. #2.2.1
7. Identify and use a variety of maps, charts, graphs, and time lines.s.s. #2.1.1
8. Integrate multiple points of view to analyze contemporary geographic issues.s.s. #2.2.2
9. Demonstrate an understanding of the spatial organization of human activities and physical systems to be able to make informed decisions.s.s. #2.2.2

 

II. Native American Studies s.s. #1.2, 1.3, 4.1

Goal: Students will understand that a variety of Native American cultures existed in America and contributed to American culture.

Objectives: Students will…

1. Describe the arrival of early Americans.  s.s.# 1.3
2. Identify Native American cultures and lifestyles. s.s. #1.3
3. Analyze similarities and differences of Native American cultures.  s.s. #1.3
4. Recognize cultural contributions of Native Americans. s.s. #1.3
5. Differentiate between historical facts and historical interpretations. s.s.#1.3.2, #4.1.3
6. Trace federal policies and treaties and treaties such as removal, reservations, and allotment throughout history that have impacted contemporary American Indians. s.s.# 1.3.1
7.  Discuss the resistance of American Indians to assimilation.  s.s. #1.3.3
8. Analyze the concept of Manifest Destiny and its impact on American Indians and the development of the United States.  s.s. #1.2.3

 

III. European Exploration and Colonization s.s. #1.1, 1.2, 1.5, 3.1, 3.2, 4.1

Goal: Students will understand the reasons for and the impact of exploration and colonization America.

Objectives: Students will…

1. Analyze the social, political, economic, and religious reasons for colonizing the Americas.s.s.#1.2.1, #1.5.2,  # 3.1.1
2. Describe the experiences of culturally, ethnically, and racially different groups existing as part of American society prior to the Civil War. s.s.#1.1.2
3. Analyze the common traits, beliefs, and characteristics that unite the United States as a nation and a society. s.s.# 1.1.3
4. Analyze the effects of European colonization on North American cultures.s.s.#1.5.2, #1.5.3, #1.5.4
5. Recognize how English values and customs influence the development of the American Colonies.s.s.#3.2.1, #1.5.4, #4.1.1
6. Compare and contrast the regional culture, geography, and economy of the American Colonies: New England, Middle, and Southern Colonies.s.s.#1.1.1,  #3.1.2
7. Explain motives and consequences for involuntary immigration to North America.  s.s. #1.2.2 
8. Summarize the major events in the European settlement of North America from Jamestown to the end of the 18^th century.  s.s. #1.5.4
9. Explain the United States territorial expansion from 1801 and 1861 and identify internal and external conflicts.  s.s. #1.5.5

 

IV. Colonial Conflicts and the American Revolution s.s. #1.1, #1.5, #3.2, #4.1, #5.1

Goal: Students will understand the causes and the results of the American Revolution.

Objectives: Students will…

1. Compare and contrast the major differences between the colonies and England prior to the American Revolution.    s.s. #1.5.4, #1.1.4, #4.1.1,
2. Identify the major historical and political events that led to and occurred during the American Revolution.s.s.#1.1, #4.1.2
3. Analyze the political, social, and economic changes, which resulted from the American Revolution.s.s.#3.2.1, #3.2.2, #4.1.3, #5.1.3
4. Evaluate the major foreign policy positions that have characterized the United States’ relations with the world, such as isolationism and imperialism.  s.s. # 5.1.2

 

V. The Foundations of Government s.s. #3.2, #4.1, #4.2, #4.3

Goal: Students will understand the stages of development of the American political system and the basic structure of government that resulted from the American Constitution.

Objectives: Students will…

1. Identify fundamental values and principles as expressed in basic documents such as the Declaration of Independence, Articles of Confederation, and the United States Constitution s.s. #4.1.2

2. List the strengths and weaknesses of the Articles of Confederation.s.s.#4.1.2
3. Analyze the development of the Constitution.s.s.#4.2.1
4. Identify the basic principles of the Constitution: Popular Sovereignty, Limited Government, Separation of Powers, Checks and Balances, Federalism, etc.s.s.#4.2.1, #4.2.2
5. Explain the development of political parties. s.s.#4.3.1, #4.3.2
6. Analyze the political, economic, and social changes during the early political development of the United States..s.s.#4.4.1
7. Analyze current events dealing with our American government and the Constitution.
8. Discuss how the policies and actions of early government affected early economic development.s.s.#3.2.2
9. Identify factors that harm an economic system. (No standard listed)

 

VI. Westward Expansion s.s. #1.2, #1.4, #1.5, #2.3, #5.1

Goal: Students will understand that territorial expansion was a dominant factor in shaping American culture, economy, and political policies.

Objectives: Students will…

1. Analyze the impact of social, political, economic, and religious factors on westward expansion.s.s.#1.5.5, #2.3.1, #5.1.3
2. Identify the industrial Revolution and its impact on social and economic development of the United States.s.s.#1.4.1
3. Identify the technological advancements, which encouraged westward migrations.s.s.#1.4.2
4. Explain the role of mountain men, miners, missionaries, and pioneers in the settlement of the West, with emphasis on Idaho.s.s.#2.3.1
5. Analyze the early development of Idaho in the context of Westward Expansion. s.s. #1.2.3
6. Analyze the concept of Manifest Destiny and its impact on American Indians and the development of the United States. s.s. # 1.2.3
7. Examine the development of diverse cultures in what is now the United States. s.s.# 1.5.1

 

VII. Civil War and Reconstruction s.s. #1.1, #3.1

Goal: The students will understand how sectional differences led to internal conflict and have made an impact our society up to today.

Objectives: Students will…

1. Define and explain the impact of sectionalism.s.s. #1.1.2, #3.1.2
2. Identify conflicts between the North and South which led to the Civil War.s.s. #1.1.2
3. Identify and analyze battles, strategy, and advantages of each side during the Civil War.s.s. #1.1.4
4. Describe life in the North and South during Reconstruction.s.s. #1.1.4
5. Analyze the political, economic, and social outcomes of the Civil War and Reconstruction Era.s.s. #1.1.4
6. Evaluate Black Codes, Segregation, and Jim Crow Laws and relate them to the Twentieth Century Civil Rights movement.s.s. #1.1.4
7. Analyze the common traits, beliefs, and characteristics that unite the United States as a nation and as a society. s.s. # 1.1.3

 

VIII. Idaho s.s.#1.3, #1.5, #2.1, #2.2

Goal: Students will understand the economic, political, and cultural development of Idaho.

Objectives: Students will…

1. Identify the physical and political features of Idaho.s.s.#  2.1.1
2. Identify Idaho's basic industries and resources.s.s.#2.2.1
3. Identify individuals and groups who have made unique contributions to Idaho's growth as a state. s.s. #1.5.1
4. Analyze current events concerning Idaho History. s.s. #1.3.2

 

IX. Technology  (No matching State Standards)

Goal: Students will understand proper conduct and district policies and be able to successfully use various modern technologies

productively.

Objectives: Students will…

1. Demonstrate legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in District policy.
2. Demonstrate an understanding of copyright by citing sources of copyrighted materials in papers, projects, and multimedia presentations.
3. Demonstrate appropriate care and use of technological resources.
4. Create a project using computer technology (i.e. multimedia presentation, research paper, advertising poster or brochure)

 

8^th U.S. HISTORY

SCOPE & SEQUENCE

Quarter 1

 

Week 1

Introduce syllabus, agenda book, class and school rules (student handbook) Geologic terms and seven physical regions Geography Map project (use 10 geologic features – names about self) Quiz on rules, agenda book, geologic terms

 

Week 2

Map  presentations Native Americans arrival to N.A. continent Native American culture regions (map) European Exploration – map Begin European Explorer project (possibly)

 

Week 3

Spanish and French colonization English colonization Roanoke Jamestown and Plymouth

 

Week 4

Pilgrims and Puritans Quiz – 3 paragraph essay of students’ choice: ·        Compare and contrast early Spanish, French and English colonies ·        Compare and contrast Roanoke and Jamestown ·        Compare and contrast lifestyles of Pilgrims, Puritans and Jamestown settlers Discuss 3 English colonial regions – New England, Middle, Southern colonies Review for test

 

Week 5

Test : Geography Physical Regions Native American Cultures European Colonization 2.  Begin project on Life in 13 English colonies – Brochure.  Presentations the following week.

 

 Week 6

Finish up Brochure project (or some other type of project about Life in 13 English colonies. Presentations 2-3 days Quiz on life in 13 English colonies. Colonial Government

 

Week 7

English and French colonial conflicts Goals and advantages/disadvantages – beginning of French and Indian War Change in British war strategy – wars end Treaty of Paris – Map of N. A. following end of war Colonial and British attitudes concerning the 13 English colonies

 

Week 8 - 9

Tie up all loose ends/ review/ cross curricular activity Quiz – French and Indian War Review for a Quarter Exam Quarter Exam

 

Quarter 2

 

Week 1

Proclamation of 1763 Land, Trade, Tax problems between 13 English colonies and Britain Tea Act/ Tea Party Quiz

 

Week 2

Colonial Reactions/ First Continental Congress Intolerable Acts Lexington and Concord

 

Week 3

Bunker Hill, Second Continental Congress, Olive Branch Petition Strengths and Weaknesses (Patriots, British) Review Test

 

 Week 4

Declaration of Independence (study, memorize, recite) Loyalist and Patriot arguments Debate session

 

Week 5

Debate Loyalist, Patriot views Thanksgiving (video on History of Thanksgiving or some other activity)

 

Week 6

Turning point of Revolutionary War Change in Strategies Patriots advance End of War, Treaty of Paris Test

 

Week 7

Articles of Confederation (weaknesses) Shay’s Rebellion Annapolis Convention Test

 

Week 8

Constitutional Convention – problems Convention Plans Test on Convention Accomplishments 4.  Begin Semester Final Exam Study Guide

 

Week 9

Bill of Rights Checks and Balance System and Federalism Begin Semester Review

 

Week 10

Review (various activities, games, etc.) Semester Exam

 

Quarter 3

 

Week 1

Washington, Adams, Jefferson Presidencies/ Tariffs Louisiana Purchase

 

 Week 2

Lewis and Clark Expedition Expedition project (of choice) Quiz or test

 

Week 3

Mountain Men Western Explorers Missionaries Mormons Test on Western Expansion

 

Week 4

War of 1812 Nationalism, Monroe Doctrine Sectionalism Quiz or test

 

Week 5

Industrial Revolution Rise of Cotton Jacksonian Era – Indian Policy Quiz

 

Week 6

Emigration to Southwest – Texas Revolution and Annexation Missouri Compromise Test

 

Week 7

The Reform Movement Emigration – Westward Movement Mexican/American War – Mexican Cession Test

 

Week 8

California Gold Rush – Entry to Union Compromise of 1850 Kansas-Nebraska Act Dredd Scott Decision

  

Week 9

1860 Election – Abraham Lincoln Test or Quiz on all from quarter Southern States Secede Firing on Ft. Sumter

  

Quarter 4

 

Week 1

Civil War Begins – Early strategies, advantages/disadvantages Gettysburg, Turning point, Emancipation Proclamation Northern Gains Confederacy surrenders - terms

 

Week 2

Assassination Reconstruction Plans, conflict Andrew Johnson vs. Republican Congress Amendments 13 – 15 Effect on South Test

 

Week 3

Modern Civil Rights Movement Separate But Equal Project of Choice

 

Week 4

Introduce Idaho geographical regions, cities, industries Map project

 

Week 5

Brief Early History – Native Americans, settlement State/County/City Government structure Test

 

Week 6

1.  Idaho County Brochure project (or some other of choice that encompasses all of a county)

 

 Week 7

Presentation of projects Introduction of research paper on controversial issue concerning modern Idaho:         Timber clear cutting, Casino Gambling, Wolves,  Aquifer Use, etc. 3.  Research paper and preparation for debates

 

Week 8

Finish paper and debate prep. Debates – Evaluations Semester Exam Study Guide

 

Week 9

Review for Semester Exam State Seal Project or Letter to a Congressman Final Exam

 

 

 

Course Description:  The course is structured with the following objectives in mind: to acquaint students with the vast diversity of customs, traditions, philosophies, economics and governments that exist throughout the world; to give the students a basic knowledge of the geographic regions of the seven continents; and to provide an opportunity for the students to relate and analyze the many factors: physical geography, religious beliefs, long-standing traditions, social values, economic situations and governments that are involved in creating a culture.

 

Western Hemisphere

Goals: Students will

1. Translate data from charts and graphs, maps and globes.
2. Explain and apply geographic concepts, climates and vegetation zones.
3. Compare and contrast early people with world culture regions today.
4. Analyze the significance of land, climate, history, government, culture, economy, transportation, communication, population patterns, lifestyles, and challenges facing North America and South America.

 

Europe

Goals: Students will

1. Translate data from charts and graphs using maps and globes.
2. Explain and apply geographic concepts, climates and vegetation zones.
3. Analyze the significance of land, climate, history, government, economy, population patterns, transportation, communication, cultural expressions and lifestyles of Eastern and Western Europe.
4. Analyze and evaluate the challenges faced by these regions today.
5. Explain the importance of positive human interaction with the environment.
6. Identify World interdependence
7. Identify diversity and its importance to human survival.

 

Middle East and Africa

Goal: Students will

1. Use maps and globes.
2. Explain and apply geographic concepts, climates and vegetation zones.
3. Analyze the significance of land, climate, history, government, economy, population patterns, transportation, communication, cultural expressions and lifestyles of the Middle East and Africa.
4. Analyze and evaluate the challenges faced by these regions today.

 

Asia

Goal: Students will

1. Use maps and globes.
2. Explain and apply geographic concepts, climates and vegetation zones.
3. Analyze the significance of land, climate, history, government economy, population patterns, transportation, communication, cultural expressions and lifestyles of Asia.
4. Analyze and evaluate the challenges faced by these regions today.

 

Technology

Goal: Students will

1. Demonstrate care and use of technological resources.
2. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in District policy
3. Demonstrate an understanding of copyright by citing sources of copyrighted materials in papers, projects, and multimedia presentations
4. Use appropriate technology to efficiently collect, analyze and display data.
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus.

 

Geography Benchmarks

Benchmark One: Geography of the Western Hemisphere (North and South America)

Standards

1. 469.01 Translate data from globes, maps, and satellite images.
2. 469.03 Explain and apply geographic concepts, climates, vegetation zones, and weather.
3. 469.04 Examine movements of early native peoples, and how geography effected them
4. 469.06 Examine movements of Europeans to and through the New World, and how geography effected them
5. 469.05 Examine how food production, transportation, communication, population patterns and resulting population growth are driven by geography.

 

Benchmark Two: Geography of Europe

Standards

1. 469.01 Translate data from globes, maps, and satellite images.
2. 469.03 Explain and apply geographic concepts, climates, vegetation zones, and weather.
3. 469.04 Examine movements of early native peoples and later invaders, and how geography effects them.
4. 469.06 Examine how geography influenced the World Wars, as well as other earlier conflicts.
5. 469.04 Examine how trade influenced the Europeans to learn how to navigate and sail the oceans, and then discover most of the rest of the world.
6. 469.04 Examine how Europe has gone from having huge colonial holdings to being leaders in environmental concerns.

 

Benchmark Three: Geography of Africa and the Middle East

Standards

1. 469.01 Translate data from globes, maps, and satellite images.
2. 469.03 Explain and apply geographic concepts, climates, vegetation zones, and weather.
3. 469.06 Examine the theories of Africa being the birthplace of mankind.
4. 469.05 Examine the early civilizations of the Middle East and the contributions they made, with respect to how they dealt with geography, both as an advantage and a disadvantage.
5. 469.04 Examine the rise of major religions in the Middle East, and then the spread of those religions.
6. 469.05 Examine the wealth of natural resources of the area, and how they brought colonialism and imperialism from Europeans.
7. 469.05 Examine how petroleum changed the political and business climates of the Middle East.
8. 469.06 Examine how slavery changed the cultures of Africa and enabled prosperity in the New World to happen.

 

Benchmark Four: Geography of Asia

Standards

1. 469.01 Translate data from globes, maps, and satellite images.
2. 469.03 Explain and apply geographic concepts, climates, vegetation zones and weather.
3. 469.04 Examine early Asian nomads and their movements, including invading Europe.
4. 469.05 Examine how the geography of Asia limits where people can live, yet still be able to adapt.
5. 469.05 Examine the vast differences of types of geography and how trade and movement was enhanced and restricted.
6. 469.04 Examine how Asian political situations and religions were influenced by geography.
7. 469.06 Examine how natural resources have and are being used by the growing Asian populations.

 

Benchmark Five: Geography of Australia, Antarctica, and Oceania

Standards

1. 469.01 Translate data form globes, maps, and satellite images.
2. 469.03 Explain and apply geographic concepts, climates, vegetation zones and weather.
3. 469.06 Examine early Australian area native peoples and the later colonization by Europeans.
4. 469.03 Examine the unique flora and fauna of Australia due to geographic isolation.
5. 469.04 Examine the importance of trade in discovering the islands of the Western Pacific.
6. 469.03 Examine the extreme conditions brought by Antarctica’s geography.

 

Using Technology with Geography

1. Students will show correct care and use of technological resources.
2. Students will model legal/ ethical conduct in appropriate use of computers with respect to security rules and copyright laws.
3. Students will correctly site sources of copyrighted ideas in presentations and papers.
4. Students will use technology to efficiently collect, analyze, and display data.
5. Students will edit papers and presentations using electronic spell and grammar checkers and thesaurus.

 

 

Description:  This course covers what historians call the beginning of modern western civilization to the present. Areas of study include the rise of civilization, the use of natural resources and technological advances in shaping human civilization, building an understanding of the cultural and social development of human civilization, and examining the role of religion in the development of human civilization.  Areas of study include the religions of eastern Asia, the Middle East, and Western Europe, the Roman Empire, Byzantine Empire, the Middle Ages, the Age of exploration, the Reformation, the development of nations, absolutism, the Industrial Revolution, Imperialism, and the World in Crisis. Current events will also be emphasized.

 

I. Cradles of Civilization and our Classical Heritage s.s. # 1.6, 1.7. 1.8, 1.9, 2.1, 2.3, 2.4, 4.4

Goal:  Students will understand how geography and natural resources have impacted the rise of civilizations.

Objectives:  Students will…

1. Compare and contrast physical features on the planet by reading, interpreting, and finding information from maps. s.s.#2.1.1., #2.1.2, #2.4.1
2. Explain how climate affects human migration and settlement. s.s.#2.3.2
3. Describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions. s.s.#2.3.3
4. Explain how transportation routes stimulate growth of cities and the exchange of goods, knowledge, and technology. s.s.#2.3.4
5. Explain the impact of waterways on civilization. s.s.#2.4.2
6. Explain the relationship between religion and the peoples understanding of the natural world. s.s. #1.9.1
7. Describe types of evidence used by anthropologists, archaeologists, and other scholars to reconstruct early human and cultural development. s.s.#1.6.1
8. Using archaeological evidence, describe the characteristics of early hunter-gatherer communities. s.s.#1.6.2
9. Analyze the characteristics of early civilization. s.s.#1.6.3, #2.4.3
10. Describe how the structure of family changes in relation to socioeconomic conditions. s.s.#1.8.3
11. Explain how people have historically adapted and relied upon their natural resources to meet their needs. s.s.#1.7.1, #3.1.1
12. List examples that show how economic opportunity and a higher standard of living are important factors in the migration of people. s.s. # 3.1.2
13. Analyze the role of money as a means of exchange and describe other means of exchange. s.s. # 3.1.3, #3.1.4
14. Analyze the role religion played in shaping development, social behavior, and how it was a source a conflict in the Eastern Hemisphere. s.s.#1.9.2, #1.9.3, #1.9.4
15. Identify the technological advances developed by Ancient, Greco Roman, Medieval, Early-Modern, and Modern European societies and civilizations. s.s.#1.7.2
16. Briefly review the influence of Greek government and its philosophy on the modern world.s.s.#4.4.2
17. Analyze the development and contribution of the Roman Empire with emphasis on Rome’s cultural achievements and the spread of Christianity. s.s.#1.7.2, #1.8.1

`     13.  PROJECT: Student produced artifacts: ancient tools, pottery, art objects.

 

II. The Middle Ages and the Journey into Modern Times

Goal: Students will understand trace the development and impact of western civilization upon our modern world of today.

Objectives:  Student will…

1. Study the role of the Byzantine and Islamic Cultures.
2. List the major contribution of the Byzantine Empire and describe why the Empire fell. s.s. #4.4.1
3. Describe how the world of Islam was ruled and identify the areas to which Islam spread. s.s. #
4. Describe the effects the Crusades had on the growth of nations. s.s. #3.2.1
5. Trace the evolution of hunting-gathering, agrarian, industrial and technological economic systems. s.s. # 3.2.2
6. Explain how the resources of an area can be the source of conflict between competing groups. s.s.#2.5.1
7. Illustrate how the population growth rate impacts a nation’s resources. s.s.# 2.5.2
8. Explain how rapid growth of cities can lead to economic, social, and political problems. s.s. # 2.5.3
9. Describe how the conservation of resources is necessary to maintain a healthy and productive environment for future generations. s.s.#2.5.4
10. Describe the role of government in population movements throughout western civilization. s.s. # 4.4.1
11. Explain the word “Renaissance” and what it means to be a “Renaissance Man”.
12. Explain the importance of Genoa and Venice as trading centers. s.s. #3.2.1
13. Review the impact the Reformation had on Western European society. s.s. #3.2.1, #4.4.3
14. Identify influential economic thinkers and the impact of their philosophies. s.s. # 3.2.3
15. Identify important economic organizations that have influenced economic growth. s.s. # 3.2.4
16. Discuss the importance of the Age of Exploration, its positive and negative effects.
17. Explain the impact of the Reformation on Western European Society and Culture. s.s.#4.4.3
18. Be able to explain the benefits and hazards of absolute power. s.s.#4.4.3

11. PROJECT: Mosaic art project

 

III. Age of Revolution and the Dominance of Europe s.s. #4.4

Goal:  Students will understand that democracy evolved through political, economic and social conflict within nations and between nations.

Objectives:  Students will…

1. Identify the elements of the French Revolution. s.s. # 4.4.2
2. Explain the affects of the political, economic, and social structure of French society including how it related to the American Revolution. s.s. #4.4.3
3. Identify the role of Nationalism to Italy, Germany, and other lands. s.s. #4.4.3
4. Describe the impact of the Industrial revolution and its effect on imperialism, colonialism, and nationalism. s.s. #4.4.3
5. Describe the development of government and recognize that as a society becomes more complex, so does its government. s.s.#4.4.3
6. PROJECTS: Student produced inventions for the good of mankind.

 

IV. The World in Crisis Today s.s. # 2.5, #5.1

Goal:  Students will understand that there are multiple perspectives and global interdependence.

Objectives:  Students will …

1. Understand the cause, results, and effects of World War I. s.s. #5.1.1, #5.1.2
2. Discuss the importance of the Russian Revolution and analyze Lenin and Marx philosophy. s.s. #5.1.2
3. Discuss the importance of Stalin’s 5 year plan. s.s. #5.1.2
4. Describe the causes, results, and effects of World War II. s.s. #5.1.1, #5.1.2
5. Recognize the reasons for Hitler’s support and totalitarian regime. s.s. #5.1.1
6. Analyze the major tasks facing Europe after World War II. s.s. #5.1.2
7. Understand the causes, effects and results of the “Cold War.” s.s. #5.1.1, #5.1.2
8. Evaluate the political and economic developments affecting Asian nations today. s.s. #5.1.2
9. Evaluate the political and cultural developments that have shaped Africa and the Middle East since World War II. s.s. #5.1.2
10. Explain ways to resolve private and public conflicts based on principles of fairness and justice while at the same time respecting cultural customs. s.s. #5.1.2
11. Describe how the conservation of resources is necessary to maintain a healthy and productive environment for future generations. s.s.#2.5.4
12. PROJECT: Read All Quiet on the Western Front, analyze the war from the German point of view.

 

V. Technology and humanities  (No matching State Standards)

Goal:  Students will understand the use and importance of today’s technology.

Objectives:  Students will…

1. Demonstrate care and use of technological resources.
2. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in District policy
3. Demonstrate an understanding of copyright by citing sources of copyrighted materials in papers, projects, and multimedia presentations
4. Use appropriate technology to efficiently collect, analyze and display data.
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus.
6. PROJECT: Students will create a multi-media presentation on a topic to be decided.

  

 

Description:  Students in U.S. History II build and understanding of the cultural and social development os the United States, trace the role of migration and immigration of people in the development of the United States, identify the role of the American Indians in the development of the United States, analyze the political. Social, and economic responses to industrialization and technological innovations in the development of the United States, and trace the role of exploration and expansion in the development of the United States.

The learner will be able to:

1. Explain the impact of post-Civil War industrial expansion on American society and politics. (USH2.1.4.1) (USH2.1.4.2)
2. Identify causes and effects of American expansionism in the late 1800's.(USH2.1.4.1), (USH2 1.4.2), (USH2.1.4.3) (USH2.1.5.1), (USH2.1.2.1), (USH2.1.2.2), (USH2.1.2.3), (USH2.1.3.2), (USH2.2.2.1)
3. Identify the goals and the accomplishments of the Progressive Movement.(USH2.1.4.3)
4. Explain the influences of American Indians to the history and culture of the United States. (USH2.1.3.3)
5. Analyze the causes of World War I, chronicle America's entry into WWI and the long-term effects of the war.(USH2.1.1.2), (USH2.5.1.3)
6. Look at life in the 20's. Contrast the move forward with new technology with the desire to return to the past.(USH2.1.4.5)
7. Analyze the causes of the Great Depression and describe the long-term effects of the Great Depression on the U.S. (USH2.1.4.4), (USH2.3.2.1),
8. Analyze and explain the goals of the New Deal – emphasize those programs that still exist.(USH2.3.2.1)
9. Explain the rise of Fascism and its influence on WWII. (USH2.1.1.2), (USH2.5.1.3)
10. Describe U.S. involvement in WW II.(USH1.1.2), (USH2.5.1.3)
11. Describe how World War II ended and summarize Allied plans for the post-war world.(USH2.1.1.2), (USH2.5.1.4), (USH2.3.1.1), (USH2.3.1.2), (USH2.3.13)
12. Explain the "Cold War", policy of containment, the space race, and the arms race. (USH2.5.1.1)
13. Analyze American culture in the 1950's.(USH2.1.1.1)
14. Analyze American involvement in Korea and Vietnam including the effects on American society. (USH2.1.1.2), (USH2.5.1.3)
15. Analyze domestic and foreign policy issues of the 1960's. (USH2.3.2.1), (USH2.4.3.2), (USH2.4.4.1), (USH2.5.1.2) (USH2.1.3.1)
16. Explain Watergate. (USH2.4.2.2)
17. Trace the development of the Civil Rights Movement from the 1950's - today. Examine the effectiveness of early government intervention and current ramifications. Analyze the following groups and their impact on American society (AIM, Black Panthers, UFW) (USH2.4.3.1) (USH2:1:3:1)
18. Analyze domestic and foreign policies of the 1970's and 1980's. (USH2.3.2.1)
19. Review events that led to the fall of Communism in Eastern Europe and the Soviet Union and analyze its effect on American policy. (USH2.5.1.1)
20. Review American interest in the Middle East and analyze American policy there. (USH2.5.1.4)
21. Analyze the domestic and foreign policies of the 1990's. (USH2.5.1.1)
22. Examine the growth and causes of separatist groups and the government policy towards them. (Ruby Ridge and Waco, Texas) (USH2:1:1:1)
23. Identity the causes and effects of Terrorism on the U.S. domestic and international policy. (USH2:1:5:1)

 

Technology

Goal: Students will

1. Demonstrate care and use of technological resources. (USH2.1.1)
2. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in District policy
3. Demonstrate an understanding of copyright by citing sources of copyrighted materials in papers, projects, and multimedia presentations
4. Use appropriate technology to efficiently collect, analyze and display data.
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus.
6. Create a multimedia presentation and present it.

 

BENCHMARKS: 

1. Analyze the Reconstruction period including the groups that dominated the South during and after its end, the change in labor force, the means used to retain political, social and economic control by Whites.
2. Identify the causes and effects of Western expansion. Include U.S. government policy towards Native American tribes.
3. Explain the impact of industrial expansion on American politics and society.
4. Analyze the goals and accomplishments of the Progressive movement.
5. Examine the causes and effects of U.S. imperialism.
6. Analyze U.S. involvement in WWII and the long-term effects of the treaty ending the war.
7. Analyze U.S. immigration policy and the manifestations of hostility towards immigrants.
8. Look at life in the 1920's. Contrast the movement forward technologically with the desire to return to the past.
9. Analyze the causes and effects of the Great Depression and New Deal Programs on the U.S.
10. Identify the causes, consequences and U.S. involvement in WWII.
11. Explain the Cold War policy of containment and evaluate its role in America’s involvement in Korea, Cuba, Berlin, the arms and space races and other interventions.
12. Analyze American culture in the 1950's.
13. Analyze the effect of the Vietnam War on American culture and domestic and foreign policy.
14. Review the events that led to the resignation of Richard Nixon.
15. Trace the development of the Civil Rights Movement from the 1950's to today, including its expansion into gender issues.  Analyze the impact of groups such as AIM, Black Panters, and UFW. on American Society.
16. Analyze domestic policy issues of the 1970's.
17. Illustrate parallels and contrasts between the Reagan, Bush, Clinton and Bush administrations.
18. Evaluate military policy changes from Brinkmanship, to flexible response, to limited warfare, to today's war on terrorism.
19. Examine the effect the breakup of the Soviet Union and Eastern Europe has on U.S. policy.
20. Identify the causes and effects of Desert Storm.
21. Examine the growth of separatist groups (i.e. Ruby Ridge and Waco, Texas) and the U.S. policy towards them.
22. Identify the causes and effects of Terrorism on U.S. domestic and international policy.

 

 

Course goals: Provide students with a general overview of the science that seeks to understand and explain behavior and mental processing.  Students will be introduced to many important theories and concepts in psychology and its many fields. This course will increase awareness of the importance of self-exploration and maintenance of proper mental health. The study of psychology, which may include any but not necessarily limited to the following, will be helpful to those preparing for a career that brings them into contact with other people.

Student Objectives: The student will be able to identify and or explain:

1. The way we perceive, organize, and interpret experiences.
2. Extra-Sensory Perception (E.S.P.) and how it is studied.
3. Learning (including classical and operant conditioning) and what learning is not.
4. Language acquisition.
5. Memory systems and how memory works.
6. Various theories of intelligence
7. Elements of an individual's intelligence.
8. Intelligence measurement.
9. Creativity.
10. Infant development and growth.
11. Importance of heredity and environment on development.
12. Methods of study and research in psychology and social sciences, including limitations
13. Development of morals.
14. Stress and how it affects us an individual
15. Effective management of stress for mental health
16. Stages of death and dying and the resulting behaviors and emotions.
17. The range of emotions and motivation in humans
18. How the brain is studied.
19. Altered states of consciousness and how they affect us.
20. Various theories of personality development.
21. What constitutes abnormal behavior and specific mental illnesses?
22. Various approaches to treatment and maintenance of mental illness and maintenance of mental health.
23. Interpersonal attraction.
24. The influence of group behavior on an individual.
25. The factors that influence our quality of life.

 

Psychology

Technology

Student Objectives: The student will be able to:

1. Demonstrate care and use of technological resources.
2. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in District policy
3. Demonstrate an understanding of copyright by citing sources of copyrighted materials in papers, projects, and multimedia presentations
4. Use appropriate technology to efficiently collect, analyze and display data.
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus.
6. Create a multimedia presentation and present it.

  

 

Students in American Government build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, that all people in the United States have the rights and assume responsibilities, and the evolution of democracy.

 

The Constitution and Political Systems:

The learner will be able to:

1. Describe the origins of constitutional law in western civilization, including the natural rights philosophy, Magna Carta (1215), common law, English Bill of Rights (1619). (G.4.1.1)
2. Describe the historical milestones that led to the creation of limited government in the United States, such as the Declaration of Independence, (1776), Articles of Confederation (1781), state constitutions and charters, United States Constitution (1787), and the Bill of Rights (1791). (G.4.1.1)
3. Explain the central principles of the United States governmental system including written constitution, popular sovereignty, limited government, separation of powers, majority rule with minority rights, and federalism. (G.4.1.4)
4. Explain and compare modern Political and Economic systems. (G.5.1.1)
5. Explain the principles of the U.S. Constitution. (G.4.1.3) (G.4.4.4) (G.4.4.2) (G.4.1.4)
6. Analyze the concept of Federalism and contrast it with other forms of government. (G.4.2.2) (G.4.1.4)
7. Summarize the fundamental freedoms and civil rights of a U.S. citizen. (G.4.3.1) (G.4.4.1)

 

The Branches of Government:

The learner will be able to:

1. Explain the make-up and workings of Congress. (G.4.2.1) (G.4.4.3) G.4.2.1) (G.4.4.1)
2. Explain the make-up and workings of the Executive Branch (G.4.2.1) (G.4.4.3) G.4.2.1) (G.4.4.1)
3. Explain the make-up and workings of the Judicial Branch of government. (G.4.2.1) (G.4.4.3) (G.4.3.4)
4. Analyze the Electoral process. (G.4.2.5)
5. Evaluate the power of Public Opinion and Pressure Groups.(G.4.2.4) (G.4.3.3)

 

Policy:

The learner will be able to: 

1. Analyze the importance of Political Parties. (G.4.2.4)
2. Explain and contrast one, two, and multi-party systems. (G.5.1.1)
3. Analyze the process by which the U.S. foreign policy is formulated. (G.5.1.3)
4. Discuss the mutual impact of ideas, issues, and policies among nations. (G.5.1.2)
5. Identify and evaluate the role of the United States in international organizations and agreements, such as NAFTA, the      United Nations and the International Red Cross (G.5.1.4)

 

State Government:

The learner will be able to:

1. Explain and analyze the following major areas of State Government: (G.4.2.2) (G.4.3.3)

A.                 State Constitutions

B.                 State Legislatures.

C.                 State Executive Branch.

D.                 State Judicial Branch

2. Evaluate the workings of county government. (G.4.2.2) (G.4.3.3)
3. Analyze and explain sovereignty and the treaty trust relationship the United States has with American Indian tribes with emphasis on Idaho, such as hunting and fishing rights, and land leasing. (G.4.2.3)
4. Evaluate City governments.(G.4.2.2) (G.4.3.3)
5. Analyze Special District government (i.e. school district) (G.4.2.2) (G.4.3.3)

 

Other Forms of Government:

1. Analyze the different forms of government (G.5.1.1)

 

Technology

Goal: Students will

1. Demonstrate care and use of technological resources.
2. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in District policy
3. Demonstrate an understanding of copyright by citing sources of copyrighted materials in papers, projects, and multimedia presentations
4. Use appropriate technology to efficiently collect, analyze and display data.
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus.

 

Government Benchmarks 

1. Foundation of the American System.

A.     Understand that the U.S. is governed by a system of Laws

B.     Know different forms of government.

C.     Describe the origins of constitutional law.

D.     Understand the central principles of the U.S. governmental system. (Popular sovereignty, limited government, separation of powers, federalism, majority rule with minority rights)

E.  Understand the separation of powers, and powers denied the Government.

2.      Organization of the American System of Government.

A.     Know the three branches of government and their powers.

B.     Understand the relationship between the Federal Gov. and the State, and Local governments..

C.     Understand Political parties and their roles in the American Governmental system

D.     Evaluate the power of Public opinion and Pressure Groups.

3.      United States and Foreign Affairs

A.     Know the characteristics of U.S. foreign policy and how it has been implemented over time.

B.     Identify and evaluate the role of the U.S. in international organizations and agreements.

4.      Citizen responsibilities and rights

A.     Explain the balance of personal responsibilities and rights in American Life

B.     Know how citizens can participate in the political process

C.     Explain the electoral process at each level of government

D.     Know the concept of citizenship and the ways a person becomes a citizen

5.      Civil Rights

A.     Know the fundamental freedoms and civil rights of the U.S. citizen.

B.     Understand the struggle for the extension of civil rights.

6.      State and Local governments

A.     Explain and analyze the major areas of State Government:

1. State Constitutions
2. State Legislatures
3. State Executive Branch
4. State Judicial Branch.

B.     Understand the role of County government

C.     Understand the role of City government.

 

 

Supplemental Material: IRS Tax Program: Understanding Taxes, Internet 

Goal: Students in Economics explain basic economic concepts, identify different influences on economic systems, analyze the different types of economic institutions, and explain the concepts of good personal finance.

Benchmarks/Objectives

The student will be able to:

1.      Compare and contrast the world's economic systems. (E.5.0.0)

2.      Identify and apply the concept of economic scarcity, unlimited wants, and opportunity cost. (E.3.1.1)

3.      Explain the concept of monopolies and why they are regulated. (E.3.1.2) (E.4.2.2) (E.3.3.1)

4.      Explain the importance of economic indicators: GDP, CPI, inflation, unemployment, disposable income. (E.3.4.1)-

5.      Develop a budget and explain why it's needed and how to adjust it.(E.3.4.1)

6.      Utilize good consumer skills - comparison shop, recognize fraud, deceptive practices. (E.3.4.2)

7.      Identify different types of banking services and how to use each. Emphasize Electronic Fund Transfers.(E.3.3.3)

8.      Define money, evaluate its functions, and understand what causes a change in valuation.(E.3.3.5)

9.      Explain how the Federal government controls the money supply through monetary policy and the Federal Reserve System. (E.3.3.5)

10.  Identify sources of credit and analyze the factors that influence interest rates. (E.3.4.1)

11.  Explain how a credit rating is built and why it is important.(E.3.4.1)

12.  Explain the remedies creditors and borrowers have if there are credit problems. (E.3.4.1)

13.  Identify reasons for saving/investing and analyze the pros and cons of the different choices available (i.e. stocks, bonds, mutual funds, savings, etc.). (E.3.3.3)

14.  Understand supply and demand and its affect on prices and wages. (E.3.1.2)

15.  Explain fiscal policy, its role in the economy and how it's implemented. (E.3.3.5)

16.  Fill out W-4, 1040EZ, and Idaho 40EZ forms. (E.3.4.3)

17.  Read and apply information from the W-2 and 1099 forms. (E.4.3.3)

18.  Contrast regressive, progressive, direct and indirect taxes. (E.4.3.3)

19.  Analyze the advantages and disadvantages of trade and identify trade barriers and their intent. (E.5.0.0)

20.  Identify the incentives that determine what is produced and distributed in an economic system. (E.3.1.3)

21.  Compare and contrast the characteristics of different economic systems. (E.2.2.1)

22.  Describe the elements of entrepreneurships. (E.3.3.2)

23.  Explain the purposes of labor unions. (E.3.3.4)

24.  Analyze the various parts of the business cycle and its effect on the economy. (E.3.3.6)

25.  Identify and evaluate sources and examples of consumers’ responsibilities and rights. (E.3.4.2)

26.  Explain the basic function of government in a mixed economic system. (E.4.2.1)

  

Technology

Goal: Students will

1. Demonstrate care and use of technological resources.
2. Model legal/ethical conduct in the appropriate use of computers, obeying copyright laws and security rules as outlined in District policy
3. Demonstrate an understanding of copyright by citing sources of copyrighted materials in papers, projects, and multimedia presentations
4. Use appropriate technology to efficiently collect, analyze and display data.
5. Proofread and edit documents for language, mechanics, spelling, grammar and content using electronic spell and grammar check and thesaurus.
6. Create a multimedia presentation and present it.