MODEL COMPETENCY-BASED SOCIAL STUDIES PROGRAM 11/2/93 OHIO DEPARTMENT OF EDUCATION Division of Curriculum, Instruction, and Professional Development 1993 STATE BOARD OF EDUCATION Oliver Ocasek, Northfield, President Virginia Milner Purdy, West Union, Vice President Mary Goodrich, Zanesville John W. Griffin, Eaton Judi Hahn, Cincinnati Shirley Hawk, Cleveland Virginia E. Jacobs, Lima Marie S. Pfeiffer, Columbus R. Arline Smith, Sugarcreek Anita M. Tighe, Concord Township Martha W. Wise, Avon OHIO DEPARTMENT OF EDUCATION Ted Sanders Superintendent of Public Instruction John M. Goff Deputy Superintendent of Public Instruction Nancy A. Eberhart Director Division of Curriculum, Instruction, and Professional Development Frank L. Schiraldi Assistant Director Division of Curriculum, Instruction, and Professional Development ACKNOWLEDGEMENTS Social Studies Advisory Committee Jim Lane, Chair Orange City Schools Carl Ubbelohde, Chair Case Western Reserve University John Ahern University of Toledo Toshi Amino Honda of America Paul Bettinger Champaign Telephone Co. Carl Broberg Ohio Municipal League Coburn Carlisle Lima City Schools Rosemarie Eckman Mahoning County Schools Mike Freeland Jackson Local Schools Michael Fuller Miami University Kim Hess Toledo City Schools William Jenkins Nordonia Hills City Schools Robert Jewett Retired Abbejean Kehler Ohio Council on Economic Education Dan Langen Oak Hills Local Schools Stuart Lazarus Learning Design Associates, Inc. Linda Lillie Muskingum Area Technical College Dan McCarthy Berlin-Milan Local Schools Nadine McIlwain Alliance City Schools Merry Merryfield Ohio State University Dean Moore Hamilton County Schools Debra Hallock Phillips Ohio Center for Law-Related Education Elaine Reed National Council for History Education Jo Ann Rice Ohio Congress of Parents and Teachers Charles Saunders Ashland Chemical Co. Deborah J. Smith Milford Exempted Village Schools W. Randy Smith Ohio Geographic Alliance Mark Stewart Columbus City Schools Lori Urogdy Eiler East Cleveland City Schools James Whiteman Fulton County Schools The Ohio Department of Education wishes to thank committee members who advised the development of the model. SOCIAL STUDIES STAFF SUPPORT COMMITTEE Jim Bina, Consultant Division of Teacher Education and Certification Clay Cormany, Consultant Division of Research and Communications Jan Crandell Assistant Director Division of Educational Services Jeanne Daniel, Consultant Division of Educational Services Daniel Fleck, Consultant Division of Equal Educational Opportunities Nancy Hamant, Consultant Division of Special Education Karen Heath Assistant Director Division of Vocational and Career Education Rowena Hubler, Consultant Division of Curriculum, Instruction, and Professional Development Rosa Lockwood, Consultant Division of Special Education Sandy Miller, Consultant Division of Early Childhood Kent J. Minor, Consultant Division of Curriculum, Instruction, and Professional Development William J. Muthig, Consultant Division of Curiculum, Instruction, and Professional Development Martin Seletzky, Consultant Division of Curriculum, Instruction, and Professional Development Tammy Waller Technical Assistant Division of Curriculum, Instruction, and Professional Development SOCIAL STUDIES WRITING SUBCOMMITTEE Kent J. Minor, Consultant Division of Curriculum, Instruction, and Professional Development William J. Muthig, Consultant Division of Curriculum, Instruction, and Professional Development Frank L. Schiraldi Assistant Director Division of Curriculum, Instruction, and Professional Development FOREWORD In 1983, the State Board of Education responded to the public's increasing expectations for learning by requiring competency-based education in English composition, mathematics, and reading. As a result, the conditions necessary to promote a general education of high quality in all chartered schools have improved markedly. Such improvement is only possible when well-structured local and state leadership recognizes that the responsibility for providing direction to the system of education in the state must accommodate the flexibility necessary to establish educational programs that are responsive to local needs. Education in Ohio has benefited immeasurably as a result of this understanding. The need for the educational community to be able to document, in language easily understood by the general public, the status of educational progress, is becoming increasingly important. In response to this need, the 118th General Assembly enacted Sections 3301.0715 and 3301.0716 of the Revised Code, which require the board of education of each city, exempted village, and county school district to implement a competency-based education program for grades one through twelve of the district. Subsequently, the General Assembly authorized the State Board of Education to extend the requirements of competency-based education to other academic disciplines as appropriate. In March, 1992, the State Board of Education resolved its intent to extend competency-based education to science and social studies, and directed the Ohio Department of Education to prepare model programs in each discipline. It is the responsibility of city, exempted village, county, and joint vocational school districts to develop and implement competency-based education programs that compare satisfactory with the model competency-based education programs adopted by the State Board of Education. Criteria will be provided to guide the development of the required component elements, including performance objectives for each grade level for composition, mathematics, reading, science and social studies; instruction at each grade level designed to ensure that the specified performance objectives can be attained; provisions for periodic assessment (including annual district-wide grade-level assessments in grades one through eight) of learner performance to measure progress toward achieving the specified performance objectives; a program of intervention services for those who are failing to make satisfactory progress toward achieving the specified performance objectives; and written policies and procedures regarding the participation or exemption of handicapped learners. The quality of locally developed curricula has never been better. These efforts are acknowledged and commended. We cannot, however, be satisfied with past and current successes. The need to design and implement a curriculum that reflects important and dramatic changes in our society is clear and requires that we be responsive to the educational implications of those changes. These model programs have been designed to improve student achievement, improve the quality of curriculum and instruction, and strengthen school and community relationships through better communication. Appreciation is extended to those educators who contributed to the development of these competency-based education programs by sharing their time, expertise, and materials. Appreciation is also extended to staff members who worked untold hours to make these programs possible. TABLE OF CONTENTS Acknowledgments.................................................. ................................i Foreword......................................................... .......................................v Introduction..................................................... .......................................1 Philosophy....................................................... ........................................7 Social Studies Goals and Exit Outcomes................................................8 Scope and Sequence Considerations ...................................................10 Definition of the Strands ................................................................. .....13 Instructional and Performance Objectives .........................................15 High School Courses.......................................................... ..................103 Instructional Considerations ..............................................................104 Assessment Strategies ................................................................. ........107 Intervention Strategies ................................................................. .......110 Glossary ................................................................. ...............................122 Resources........................................................ ......................................126 INTRODUCTION The MODEL COMPETENCY-BASED SOCIAL STUDIES PROGRAM is not intended to be used directly by teachers as an instructional guide. Rather, it is designed to provide direction for school districts in developing local competency-based education programs. While the need for local programs to compare satisfactorily with the MODEL is imperative, a great deal of flexibility is afforded to school districts in terms of formatting, grade-clustering, specification of conditions and criteria for performance, and other specifications. These areas should reflect the policies, procedures, and philosophical perspectives of district educators and policy-makers. The ultimate purpose of the MODEL COMPETENCY-BASED SOCIAL STUDIES PROGRAM is to enhance the quality of social studies learning. In order to achieve this purpose, school personnel, including social studies teachers and those responsible for curriculum development, have different but complementary roles. The MODEL provides guidance for both. Teachers must be able to translate the grade-level performance objectives into social studies learning experiences that assure that learners are achieving and are challenged to the limits of their abilities. Teachers must be able to assess learner success in terms of both processes and products which focus upon clusters of skills, orchestrations of behaviors, multiple attempts to understand and communicate, and social studies competence that emerges over time. The grade-level performance objectives are designed to inform instructional practice and are especially important to social studies teachers. Teachers and administrators alike should become familiar with each of the sections in the MODEL. The personnel responsible for curriculum development and competency-based education must be able to view the entire program holistically, yet work to facilitate implementation of the component parts. The introductory sections which follow immediately, while useful for social studies teachers, are designed to provide direction for those responsible for developing the social studies program. In order to help school districts develop the elements of a competency-based education program and to enable the Ohio Department of Education to evaluate school district competency-based education programs, the State Board of Education has established a model competency-based education program. The model includes specification of all of the following for grades prekindergarten through twelve: 1. A model curriculum for instruction in social studies, for each grade level; 2. Model performance objectives in social studies, prekindergarten through twelve; 3. Recommended strategies for standardized, grade-level assessments suitable for measuring progress in meeting performance objectives in social studies for each grade level one through eight; 4. A recommended program of intervention services by grade level for learners who do not make satisfactory progress toward achieving performance objectives in social studies. School districts are required to develop their own competency-based education programs to compare satisfactorily with each component of Ohio's model competency-based education programs. Comparisons will be made on the basis of criteria established by the Ohio Department of Education. Locally developed curricula and performance objectives will be evaluated through the regular course of study review process. Evaluation of the assessment and intervention components will take place through the Education Management Information System and/or on-site evaluation. MODEL CURRICULUM The model competency-based education program, including all prescribed elements, has been established for social studies by the State Board of Education subsequent to consultation with a broadly representative advisory committee. The model curriculum reflects the most generally accepted research bases, programmatic (prekindergarten-12) scope, effective developmental processes, and relevant assessment practices. A major objective of competency-based education is to better guarantee correspondence among the written, implemented, and assessed curricula in Ohio schools. It cannot be assumed, however, that the translation of the written curriculum to the taught curriculum to the attained curriculum can be accomplished without a focused effort. That effort must begin with the development and implementation of curriculum and instruction based upon the most current knowledge bases. The curriculum should be comprehensive in scope, and sequenced so as to provide developmentally appropriate instruction as necessary throughout the prekindergarten-12 continuum. The model Social Studies curriculum adopted by the State Board of Education provides Ohio school districts with such a focus. PERFORMANCE OBJECTIVES The pupil performance objectives for social studies have been generated from grade-level instructional objectives included in the MODEL. These performance objectives represent the essential rather than the minimal knowledge and skills necessary to develop three critical dimensions of instructional development, i.e., literacy, communications/application, and specialization, that should guide the curricular/instructional program. Even the most clearly defined objectives, however, can provide only the structure necessary to achieve educational excellence. Instruction is the vital force in the process. The State Board of Education recognizes that instructional decision-making is best left in the hands of classroom teachers. ASSESSMENT In addition to instruction focused on learner achievement of the specified performance objectives in social studies, competency-based education requires assessment of student progress. A clear distinction is made between the standardized administration of annual district-wide, grade-level assessments in social studies, grades one through eight, and ongoing assessment of student progress in the classroom. Both are critically important components of competency-based education and must be addressed. The use of assessment data for instruction, evaluation, intervention, guidance, and promotion must be specified by each school district in written guidelines. The district-wide, grade-level assessments in grades one through eight must be administered in a standardized fashion. Standardized administration means all students at each grade-level throughout the district receive the same assessment, it is scored in the same manner, and is administered in an appropriate time frame. Assessment results must be reported through the Educational Management Information System (EMIS). Final course grades must be reported for students in grades nine through twelve. Differences between accountability and instructional assessment are fundamental and necessary. Large-scale assessments, including district-wide tests for competency-based education, are best used to inform policy making relevant to curricular programs. They are necessarily formal and objective, time- and cost-efficient, widely applicable, and centrally processed. The results must be in a form useful to policymakers. This may mean reducing complex processes to a single score. To ensure the credibility of accountability tests, both the incentives and the means to distort scores must be removed. This is best accomplished by limiting the use of the results of such efforts to monitoring the effectiveness of curricular/instructional programs. The proficiency tests required of students in grades four, six, and nine may very well serve to meet the district-wide, grade-level assessment requirements of competency-based education. Informed decisions about individual students, including the need for intervention services, are best accomplished through assessment strategies conducted at the classroom level. Current models of learning based on cognitive psychology contend that learners gain understanding when they construct their own knowledge and develop their own cognitive maps of the connections among concepts and facts. It is possible, therefore, to assess students' thinking processes in useful and undistorted ways. Teacher observations and other assessment activities implemented in the classroom may be less reliable (in a statistical sense) than standardized tests, but the accumulation of data gathered about individual students in the course of a school year has much more accuracy in terms of student learning. In short, it is essential that use is made of the wealth of data teachers themselves can provide about their students. Teachers should not have to set aside good instruction to prepare students to take a test. Instead, good instruction itself should be the best preparation. Assessments designed to support instruction may be characterized as informal, adapted to local context, locally scored, sensitive to short-term change in students' knowledge, and meaningful to students. Assessment tasks should be designed to resemble closely real learning tasks. Such assessments will incorporate tasks that have instructional value in themselves if students are provided with immediate, detailed, and complex feedback. Indicators of competence, such as those which follow, should be used as the bases for making decisions about individual student achievement on prescribed performance objectives. Coherence of Knowledge. Assessment should tap the connectedness of concepts and the student's ability to access interrelated chunks of information. Student understanding should be demonstrably integrated and structured. Reasoned Decision Making. Assessment should focus upon the underlying thought processes needed to make decisions rather than the surface features of a task. Knowledge Use. Complete understanding includes knowing the conditions that mediate the use of knowledge. Assessment should determine students' capacity to do so. Automatized Skills. Assessment should determine the degree to which students integrate basic component skills into total performance. Metacognitive or Self-Regulatory Skills. Assessment should determine whether students are able to monitor their own understanding, use strategies to make questions comprehensible, evaluate the relevance of accessible knowledge, and verify their own conclusions. INTERVENTION SERVICES Recognizing that alternative or supplemental action designed to remediate, reinforce, or support student learning relative to the specified performance objectives will sometimes be necessary, suggested intervention services have been identified for social studies. The teacher must be able to identify the need for intervention, design the instructional form it will take, and implement the action. This intervention requires a great deal of skill in classroom remediation, reinforcement, and enrichment techniques. Teachers must have the capacity to use content material for these activities, instruct for specific skill/knowledge deficiencies, and group students for special needs. The ability to understand and use various diagnostic instruments, analyze assessment data, and teach prescriptively is a critical element of effective intervention. REPORTING REQUIREMENTS School districts are required annually by July 31 to collect, compile, and make available to the State Board of Education, upon request, all of the following: Copies of the assessment instruments, by grade level, used during the preceding school year to determine student progress toward achieving the specified performance objectives, including information about the dates and methods of administration of the instruments and the methods of scoring or standards used for evaluating the results to determine whether or not students have made satisfactory progress toward achieving the objectives; Data on the number and percentage of students, by grade level (one through eight) and by school building, who were shown by the assessment instruments not to have made satisfactory progress toward achieving the objectives during the preceding school year; Information about the types, and a description of each type, of intervention services available to students who were shown by the assessment instruments not to have made satisfactory progress toward achieving the specified objectives; and data by grade level and by school building on the number of students who received each type of intervention service during the preceding school year; Estimates of the cost of providing intervention services to those students who were shown by the assessment instruments not to have made satisfactory progress toward achieving the objectives and who are not receiving intervention services, and the basis on which such costs were estimated; Additionally, school districts must provide for making this information, excluding copies of assessment instruments, available for inspection by the public at the district board's offices. Copies of the information must be provided to any person upon request, and a reasonable fee may be charged for the cost of reproducing the information. ANNUAL REPORT The State Board of Education will publish an annual report of Ohio's competency-based education programs. The report will reflect any data received from school districts as well as the results from any on-site evaluations conducted during the preceding school year. Copies of the report will be sent to each district board of education that will in turn make the report available to the general public for examination at the district's offices. The district will make copies of the report available to any person upon request, and a reasonable fee may be charged for the cost of reproducing the report. PHILOSOPHY The primary purpose of the prekindergarten through high school social studies program is to help young people understand, through the study of the past and present, what it means to be a human being in society and develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world of finite resources. Social studies is a vital part of the curriculum as it embraces the context within which future adults will act as they apply the knowledge and skills gained from the rest of their school experiences. These future adults must be knowledgeable, thoughtful, participating citizens in many contexts: as members of families, as producers and consumers in the marketplace, as students in schools, as participants in associations, as constituents of different levels of political states, and as members of the global community. They should be able to think creatively and critically in order to solve problems and make decisions. Social studies is more than a collection of separate disciplines to be offered in a piecemeal fashion throughout a child's schooling. Social studies utilizes the integrated study of social sciences and humanities to accomplish its aims. This study is articulated across grade levels to maintain the focus of the program, the promotion of civic competence. Civic competence means that students will acquire the ability and desire to become fully engaged in the activities of society. This requires the development of appropriate knowledge, participatory skills, and a commitment to democratic principles. All children can learn the concepts, skills, and attitudes associated with the social studies. Social studies should enable all learners to develop their abilities to the utmost. The stimuli we expect students to use to create knowledge should be developmentally appropriate for the ages of the students involved. The skills we expect students to use should be experienced and practiced repeatedly in relevant situations. And the commitment to democratic principles we expect students to have should be reflected in school experiences. The social studies program must engage learners in situations which call upon their knowledge, require them to apply their skills, and ask them to act in accordance with basic values. SOCIAL STUDIES GOALS AND EXIT OUTCOMES The following goals and exit outcomes provide a context for organizing the social studies program. Three ideas permeate the goals -- citizenship, global interdependence, and the place of the individual in society. The primary purpose of the pre-kindergarten through high school social studies program is to help young people understand, through the study of the past and present, what it means to be a human being in society and develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world of finite resources. The identification of goals is meant to facilitate the mission of the social studies by providing points of focus. The placement of outcomes is somewhat arbitrary as specific outcomes may help to achieve more than one goal. Planning a social studies program should allow for integrative approaches to accomplishing the goals. GOAL 1: To enable learners to gather and interpret information using perspectives from appropriate fields of social studies, to use methods and skills drawn from the social studies, and to actively engage in learning. Outcomes: The learner will: 1. use current resources to gather information 2. read and make inferences based upon information drawn from a variety of sources (e.g. primary documents, maps, charts, interviews, art, literature) 3. examine a topic and create an original presentation about the topic 4. compare various perspectives on a given topic 5. develop personal views about social studies themes 6. demonstrate curiosity, open-mindedness, skepticism, and ethical behavior in inquiry based upon the social studies 7. effectively communicate using appropriate facts, generalizations, concepts, and terminology from social studies fields GOAL 2: To enable learners to explain how the world's people cope with the challenges of existence, examine issues from multiple perspectives, and exhibit respect for individual and cultural diversity. Outcomes: The learner will: 1. use historical, geographic, political, and economic themes to examine how people address questions of existence 2. identify, develop, and examine issues by applying ideas and methods of the social studies 3. examine a topic by using the social studies and other disciplines 4. examine issues by using diverse perspectives (e.g. ideology, culture, ethnicity, individuals in history) to interpret information 5. appreciate the historical and contemporary influences on the individual 6. exhibit respect for diversity, as well as cohesion, among individuals and groups GOAL 3: To enable learners to make informed judgements and decisions, act in accordance with democratic processes and principles, and courteously consider differing views. Outcomes: The learner will: 1. work independently to accomplish goals 2. work cooperatively (both as a participant and as a leader) to accomplish common goals 3. construct reasoned judgements to support, reject, or generate alternative issue positions 4. advocate a choice (using evidence-based decision making) and act accordingly 5. commit to democratic values as well as the rights and responsibilities of citizenship 6. recognize the global and interdependent nature of many issues 7. consider relevant cultural perspectives when addressing issues 8. apply knowledge of how groups and institutions work to meet individual needs and promote the common good SCOPE AND SEQUENCE CONSIDERATIONS One of the interesting aspects of developing curriculum in social studies is the various ways of establishing a scope and sequence. There is no universal agreement within the social studies community as to what constitutes the best scope and sequence. For example, the National Council for the Social Studies1 recommended three alternative models and the Bradley Commission2 suggested three possible scope and sequences for the elementary grades and posited four alternatives for the secondary level. Currently, there are national standards being developed for civics and government, geography, history, and social studies; each with its own idea as to what constitutes the best social studies scope and sequence. However, despite the diversity in perspectives, the reports agree that social studies curriculum must be developed in such a way as to enable teachers to provide more in-depth instruction to students. While, the instructional aspects are dealt with elsewhere in this MODEL, the curriculum must provide the basis for instruction that presents students with opportunities to develop skills in social studies so that they may learn to think critically about the content being presented. This approach to curriculum and instruction negates two myths about what constitutes a quality program. Social studies instruction must be much more than the presentation and memorization of factual information. The curriculum must provide opportunities for students to utilize the factual content in ways that make sense to them so that the content has real meaning. Objectives should be developed to enable this to occur. Social studies should provide for in-depth instruction rather than repeated superficial coverages of the same information. There is no evidence that the latter helps students retain that knowledge long after the instruction has occurred. Yet many social studies programs are organized around this premise and students in these schools have several superficial exposures to various events, often to the exclusion of other extremely vital information. If instruction is to be meaningful, then the scope of what is to be learned at each grade level must be manageable. With the possible exception of primary grades, teachers have been presented with too much to cover in a single school year. It is unrealistic to expect students to learn from Mayans to moonwalking or to learn everything around the world in 180 days. Clearly, other patterns of organizing the curriculum must be considered to provide opportunities for meaningful instruction. One possibility is to allow for an increase in the 120 hours of instructional time that is usually devoted to teach particular subjects. Another is to utilize several grade levels to teach courses that have grown too large for one year's instruction. Many of the scope and sequence reports present examples of how to do that. It is important to recognize that not every fact in social studies is important for students to learn. As curriculum is developed, consideration should be given to include content that is vital, that will contribute to the student's development as a participating citizen in a democratic society and interdependent world. There is important knowledge that students will need to have during a lifetime of citizenship. For example, citizens in the United States will need to be much more knowledgeable about cultures, events, and economic development of nations around the world. As technology continues to improve, we will be increasingly in contact with citizens of other nations and citizens of the United States must be as informed about others as they are of us. Future citizens must be capable of utilizing skills learned in dealing with issues that will confront them in the future, both within the United States and in an international context. The scope and sequence in this MODEL is based on the premise that in order to provide students with the opportunity to learn in greater depth and to be able to think critically about the content they are learning, teachers must be provided with a narrower scope at each grade level. This MODEL presents one way of achieving that goal. However, there are other ways of organizing a scope and sequence and developers of courses of study should not feel that their hands are tied by the scope and sequence presented in this publication. In grades 7 - 10 this model follows one of the suggestions of the National Commission on Social Studies in the Schools3 and combines United States and world studies into a four-year sequence about people around the world. The United States appears as a part of the larger story. Districts have flexibility in including this in their courses of study. For example, some may decide on on a different set of dates as cut off points between the grade levels. Others may prefer not to organize their scope and sequence around an historical approach but may prefer to use an economic, geographic, or political organizer instead. For example, instead of dividing grades 7 - 10 chronologically, a geographic division might make sense. In each year students may study a different region of the world. Or a political approach may be used in which students study presidential democratic nations, democratic parliamentary countries, monarchies, and totalitarian regimes in different years. An economic approach might focus on agrarian and industrialized economies in different grades. Yet others may prefer to organize their courses of study so that the boundaries of the various disciplines that comprise the social studies are less evident. In an interdisciplinary or even transdisciplinary approach, students would examine topics of interest or concern and use the knowledge and methodologies of the various disciplines to examine these topics. However the scope and sequence in the course of study is organized, it must comply with the basic purposes of the scope and sequence presented in this MODEL and prepare students for the citizenship proficiency tests in grades 4, 6, 9, and 12. Students must have the opportunity to develop the skills necessary for a lifetime of active citizenship involvement. They must be aware of the interests as citizens at various levels, including local, state, national, and international. They must be able to develop the skills they need to be able to think critically about issues past, present, and future. 1National Council for the Social Studies, Social Education, October, 1989. 2Bradley Commission on History in the Schools, Building a History Curriculum: Guidelines for Teaching History in Schools, 1988. 3National Commission on Social Studies in the Schools, Charting a Course: Social Studies for the 21st Century, 1989. DEFINITION OF THE STRANDS The instructional objectives for each grade level are organized under one of six strands. The strands are drawn from and highlight the key elements about the purpose of the social studies program as expressed in the philosophy. By identifying the key elements of the philosophy as organizers for the instructional objectives, the model social studies program assures that the beliefs expressed in the philosophy are addressed at each grade level. The strands also provide the contexts in which the goals and exit outcomes can be achieved. Finally, the strands provide the guideposts to direct the perspectives of the various disciplines contributing to the social studies. The intention is to have classroom instruction weave the strands together using the tools and perspectives of the contributing disciplines while working toward the goals and exit outcomes to implement the vision of citizenship expressed in the philosophy. The cultural heritage strand refers to those aspects of the past that help to make the American people unique among the peoples of the world while at the same time recognizing what we hold in common with other people. What is it that makes us Americans? What common experiences, traditions, and habits do we share? How have we been shaped by the geography of the United States and by its political and economic systems? The pluralistic society strand recognizes that the United States and the world encompass many different racial, ethnic, and religious groups. It also recognizes that factors such as gender and class provide people with different perspectives on issues. In the United States, all of these groups live together in one society. How do we come to appreciate the contributions of each other? How do we learn to work together for the common good? The United States has never been completely isolated from the rest of the world, but its interactions with other nations have increased dramatically in recent decades. Economic, cultural, and intellectual contacts as well as political contacts are made daily through activities such as financing, tourism, reporting, and diplomacy. Some contacts may be intentional, such as cultural exchanges, and others may be unintended, such as environmental pollution. The global connections strand explores the links people make around the world as they attempt to address common problems. How do activities here create or reflect contacts with the rest of the world? How do we respond to the challenges of acting in an interdependent world? The resource allocation strand focuses on decisions societies make in addressing popular wants. What are potential resources and where are they to be found? How are resources utilized and transformed to satisfy wants? What constraints or directions does the society provide when making decisions? As Americans, we celebrate the fact that we live in a democratic society. But what does that mean? The democratic ideal strand examines the principles of democracy and explores the extent to which governments reflect those principles. What are the purposes of government? How should a democratic government strive to accomplish those ends? How well do the practicalities of governing in the United States reflect the challenges of democratic rule? Finally, the strand of participatory citizenship provides a context for examining and engaging in those activities that are part of an adult's public life. How do we work together to accomplish common ends? How can an individual be more effective in a public setting? Why is one's involvement in public affairs important in a democratic society? The instructional objectives for each grade do not always fit neatly into one or another strand. There are connections between all of the strands and they are all integral to a complete social studies program. Weaving the strands together and showing the connections that exist will enable students develop the ability to make informed and reasoned decisions for the public good as citizens of culturally diverse, democratic society in an interdependent world. PREKINDERGARTEN INSTRUCTIONAL OBJECTIVES Prekindergarten students are introduced to all elements of the social studies program. They have opportunities to explore and be involved with each of the six strands. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. demonstrate the ability to think in terms of time A. distinguish between first and last People in a line or events in a story B. identify past, present, and future Appoint weekly "calendar keepers" to review concepts. Have students tell stories about events they "remember." 2. listen and respond to stories and music of other times 3. participate in activities and traditions associated with the cultural heritage of members of the class Holidays provide excellent opportunities. Have students construct democratic routines for the classroom "community." Pluralistic Society The learner will 1. recognize the diverse nature of society in the United States by identifying similarities and differences in people 2. participate in cultural activities that reflect the diversity of the classroom and community Global Connections The learner will 1. become familiar with cultures of other people around the world by listening and responding to their stories and music Sharing oral traditions, illustrating stories and music with pictures 2. follow directions to locate and place objects Up, down, over, under, left, right, behind, in front of 3. observe and record physical and cultural environments and note changes Walks and field experiences provide bases for drawing pictures, recording observations on audiotape, or for teachers compiling lists of student observations. Resource Allocation The learner will 1. recognize that all people have wants and discuss ways in which they can and cannot be met Discuss birthday and holiday "wish lists." 2. demonstrate an understanding of limited resources by taking turns and sharing materials Democratic Ideal The learner will 1. discuss the need for rules Participatory Citizenship The learner will 1. demonstrate an ability to make choices and decisions as a member of a variety of classroom groups 2. demonstrate an understanding of group process A. negotiation B. compromise C. turn-taking D. group norms E. group decision-making 3. follow directions and rules 4. help construct classroom rules 5. show sensitivity to other people's needs by helping them PREKINDERGARTEN PERFORMANCE OBJECTIVES 1. Given the opportunity to discuss a series of events, the learner will identify first and last events in the proper sequence 2. Given a list of characteristics, the learner will identify those that are common and those that are unique to other people 3. When given directions, the learner will place an object in an appropriate position KINDERGARTEN INSTRUCTIONAL OBJECTIVES This year concentrates on the adjustment of students to one another in the school setting. The learner should see that the individual has much in common with others while retaining a separate identity. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. demonstrate the ability to think in terms of time A. sequence events in order of occurrence Steps in performing a task or events in a story B. distinguish between past, present, and future events Plot class events on a calendar. 2. identify history as dealing with past events Celebrate anniversaries of historical events. 3. demonstrate an understanding of his/her own personal history as part of a family, school, and neighborhood 4. identify stories and music of other times Use stories or music students may be familiar with and explore with them the historical roots. 5. listen to and discuss stories about interesting people -- past and present, real and fictional 6. recognize symbols of the United States Flag, bald eagle, "Uncle Sam", Pledge of Allegiance, "red, white, and blue" Pluralistic Society The learner will 1. recognize the diverse nature of society in the United States by comparing different characteristics among people Global Connections The learner will 1. compare stories and music of other cultures around the world with stories and music in the United States 2. explore how people in different countries depend on the environment, just as do people in the local community Use pictures to show how people use land, water, and air. 3. recognize that people exist in spatial relationships by describing a position relative to other persons or objects Who is next to the teacher, what is in the middle of the room? 4. estimate distances between objects using nonstandard measurement How many steps to the door? 5. recognize that things exist in spatial relations by giving reasons for their location Plants on windowsills, fire drill instructions next to the door 6. recognize that a map represents a real place Create a map of a place using manipulatives to represent physical features. 7. describe the physical and human characteristics of places in the community Physical features, weather, climate, structures, land alterations 8. classify the characteristics of a place Identify attributes of fields, woods, backyards, and playgrounds. Resource Allocation The learner will 1. identify wants that an individual may have and discuss how those wants can be met through goods and services Students select items from a catalog and explain why they would like to have the items. 2. explore resources needed to produce a familiar good or service and discuss why all wants cannot be met in terms of scarcity of productive resources Democratic Ideal The learner will 1. explore how rules and persons in authority affect the lives of people A. promote order and security B. provide fair distribution of resources and opportunities C. manage conflict fairly D. protect rights of all Use situations in the classroom to illustrate each purpose A. safety rules B. pass out materials and take turns C. impartial hearings D. personal property 2. identify things that are helpful to everyone Clean water and air, fire fighters, parks for recreation 3. display the ability to make choices and take responsibility for her/his actions Participatory Citizenship The learner will 1. demonstrate skills of cooperation and collaboration when working in group settings A. show care for the needs of others B. display courtesy toward others 2. take part in creating rules and follow directions and rules Classroom rules, game rules 3. demonstrate an understanding for fact and fiction as it applies to classroom situations and through stories 4. consider the importance of being honest Read the fable about the boy who cried wolf. 5. display self-direction in school tasks KINDERGARTEN PERFORMANCE OBJECTIVES 1. When asked to describe events about family, school, or neighborhood, the learner will classify the events as past, present, and future 2. When discussing people, the learner will indicate similarities and differences, providing at least two examples of each 3. When asked to locate an object, the learner will describe its location using relative terms 4. Given a want, the learner will identify a good or service that will satisfy that want 5. Given the opportunity, the learner will cooperate with others to accomplish a task 6. Given the opportunity, the learner will work independently to accomplish a task FIRST GRADE INSTRUCTIONAL OBJECTIVES In the first grade, students begin to explore links between the local area and other areas around the world. Similarities and differences can be noted. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. reconstruct the chronology of an historical narrative after hearing it told Beginning, middle, and end 2. differentiate broad categories of historical time Long ago, "before I was born", last year, last month 3. explore placing events on a time line Organize pictures of events along a clothesline. Arrange a calendar month as a row of dates and record class events. 4. listen to historical narratives and identify the perspective of the author Was the author there? Whose side was the author on? 5. raise questions about historical events, figures, and artifacts Ask questions about why things happened. Pluralistic Society The learner will 1. identify the country of origin of historical figures in the United States 2. recognize that citizens of the United States today can trace their origin to other places Students ask their parents about their place of origin. 3. identify various groups to which the learner belongs Family, sports teams, school class 4. explore the relationship between what is good for everyone as compared to what is good for groups to which the learner belongs Global Connections The learner will 1. associate recent historical figures with major events experienced in different cultures 2. locate, represent, and describe the locations of places relative to other places Find locations by following directions which include: up/down, left/right, near/far, over/under, toward/away. Draw pictures and indicate if places are above or below, left or right, etc. 3. identify reasons for the location of things Stop signs, fences, fire hydrants 4. compare physical and human features in the local area to those in pictures of other countries 5. recognize that maps are representations of the Earth's physical and human features A. land, water, and mountains B. countries, cities Draw a picture map to illustrate a story such as "Three Billy Goats Gruff" or "The Little Gingerbread Boy." 6. explain the key features of a map A. overhead perspective B. symbols represent real things C. a key explains symbols D. a title tells what the map is about 7. recognize that people in other countries have governments 8. identify common wants of people in different parts of the world Food, clothing, shelter 9. cite examples of how different cultures satisfy wants through the consumption of goods and services and their use of resources Create a chart to illustrate examples of land, water, and air usage. 10. describe seasons and how they affect people at work, at home, and at play 11. describe routes used to go from home to nearby places and consider the advantages and disadvantages of alternate routes Associate with a mapping exercise. Resource Allocation The learner will 1. list resources used in the production of a good or service and suggest alternative uses for those resources 2. describe the relationship between limited resources and unlimited wants for individuals, households, and the community 3. identify choices people make to satisfy wants with limited resources 4. collect and organize data and represent with a picture graph to illustrate choices made in a situation where there were scarce resources A lack of crayons for a class project which would result in various students using other items such as pencils, pens, and chalk. 5. explore picture graphs pertaining to resources and wants and make identifications, comparisons, and predictions Democratic Ideal The learner will 1. analyze the importance of rules A. identify reasons for having particular rules B. classify rules according to their purpose C. compare rules used in different settings 2. suggest and consider reasons for having governments Participatory Citizenship The learner will 1. observe and describe changes to the local environment brought about by natural and human activity Record changes observed during periodic walks through the community. Read The House on Maple Street. 2. work in groups to achieve mutual goals A. determine goals B. delegate tasks C. perform assigned responsibilities D. decide if goals are reached 3. work cooperatively with others to achieve mutual goals A. participate in creating rules B. follow directions and rules C. display fairness D. show empathy for the feelings of others; 4. develop citizenship traits A. by being trustworthy B. demonstrating accountability for actions C. displaying self-direction D. showing pride in accomplishments FIRST GRADE PERFORMANCE OBJECTIVES 1. After listening to an historical narrative, the learner will identify what happened in the beginning, the middle, and the end 2. Given directions to an unknown object, the learner will follow the directions and locate the object 3. Given a resource used in the production of a good or service, the learner will identify an alternative use for the resource 4. Given the common wants of all people, the learner will describe how different cultures satisfy those wants 5. The learner will work cooperatively with others and exhibit cooperative skills as evidenced in part by the capacity to: A. help to create and follow rules B. follow group directions C. display fairness and respect rights of group members D. display empathy for group members SECOND GRADE INSTRUCTIONAL OBJECTIVES People and their relationships with groups are a focus of attention during this year. Groups exist for different purposes and the activities of groups can be examined through each of the six strands of the social studies program. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. utilize time in studying history A. measure calendar time by days, weeks, months, and years B. detail the chronology of a story by using a calendar to denote the beginning, middle, and end C. classify stories, according to given categories, into broad periods of historical time D. create a time line 2. raise questions about historical information A. inquire into the "why" of historical events B. examine historical artifacts, documents, and photos 3. identify the author or source of a narrative or document and anticipate its purpose 4. become aware that there is both change and continuity in history Pluralistic Society The learner will 1. compare stories of different groups of Americans who faced similar problems 2. compare "first-person" narratives from different cultures about the same event Slaves and slaveholders, native Americans and white settlers 3. use a map to identify where different groups of Americans live 4. determine and categorize how different groups are governed Teams playing a game, clubs, classroom Global Connections The learner will 1. compare stories of Americans and people from other countries facing similar problems Ranchers in the American West and in Argentina, responding to flooding on the Mississippi and Huang He Rivers 2. develop map skills A. identify and describe the relative location of places within and outside of the community Next to, above, on; "There is a ball park on First Street"; "My friends live along River Road" B. identify and describe landforms and bodies of water Use pictures and maps to illustrate and take a field trip to find local examples. C. name and locate the continents and oceans D. use a direction indicator to show and read directions on a map E. use cardinal directions and maps to orient one's self F. find place locations using cardinal directions and street intersections Follow directions and place pins on map to show location. 3. identify symbols and trace routes on maps that illustrate linkages between the community and other places Use symbols for airports, railroads, highways. Trace a route actually taken. 4. use a map to illustrate the boundaries of a neighborhood and suggest how it might be defined 5. distinguish physical from human features using maps and photographs 6. describe how a child from another part of the world might feel about the local community 7. discuss the dependence of people on the environment, chart the impact of technology on the environment, and compare responses of people to changing seasons Read The Day Rains Came to Kapiti Plain. Advantages and disadvantages of a new highway in the community 8. identify ways people are dependent on places outside of the community 9. select locations for activities and identify reasons for the locations Where to locate a ball field or newspaper sales box Resource Allocation The learner will 1. classify items as goods or services and identify ways that people may obtain goods and services which they want but which they do not produce 2. list goods and services that a person, a household, and a community might desire and explain why each may not be able to have all their wants satisfied 3. collect and organize data pertaining to desired goods and services and represent with a picture or bar graph 4. explore picture and bar graphs pertaining to national resources by making identifications, comparisons, and predictions 5. practice using a barter system and identify its pros and cons Democratic Ideal The learner will 1. relate the personnel and functions of group governance to similar examples in local, state, and national levels of government The leader of a group may be the equivalent of the mayor, governor, or president. 2. explore some of the important purposes served by government in the United States 3. discuss the essential characteristics of American democracy A. the people are the ultimate source of the government's authority B. all citizens have the right to vote and influence governmental decisions C. government is run by the people directly or through their elected representatives D. the powers of government are limited by law E. all people have certain basic rights guaranteed to them by the Constitution 4. examine current issues and determine when the public good is involved 5. examine the Pledge of Allegiance as a symbol of the United States in terms of the characteristics of American democracy Participatory Citizenship The learner will 1. assess personal involvement and stake in the issues and decisions related to the governance of groups 2. take part in creating rules and selecting persons to serve in positions of authority in groups Decide "ground rules." Select team captain or group spokesperson. 3. cooperate in group settings to establish and achieve mutual goals and promote the welfare of the members 4. develop citizenship traits A. demonstrate respect for democratic principles B. demonstrate respect for the rights of others C. practice honesty D. establish and attempt to reach goals E. complete work in a competent manner F. display respect for authority G. display self-assurance H. assume leadership roles I. demonstrate a sense of justice and fair play 5. facilitate a project to improve the physical environment of the school or community Artistic displays of fall foliage and harvest products, floral plantings, informational signs SECOND GRADE PERFORMANCE OBJECTIVES 1. After reading an historical narrative, the learner will raise questions based on the narrative 2. Given stories about how different groups of Americans and people from other countries have faced similar problems, the learner will compare how the people attempted to solve their problems 3. Given a good or service, the learner will identify ways that people may obtain it 4. Given that the form of government in the United States is a democracy, the learner will discuss one of its essential characteristics THIRD GRADE INSTRUCTIONAL OBJECTIVES The attributes of community life are a focus of attention during this year. Communities of the past and present as well as communities near and far can provide the source material to work through the six strands of the social studies program. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. measure time by years, decades, and centuries 2. create a narrative of an actual series of events and employ the proper chronology Use family, school, or community events as a basis for the narrative. 3. explore local historical events A. group events into broadly defined eras B. place a series of events in the proper sequence on a time line C. create or examine a time line to raise questions about possible cause and effect relationships D. compare local historical events with events in other regional communities at the same time Crop failures brought on by drought, building of a railroad as a result of a "bidding war" 4. identify the author or source of a narrative or document and discuss its purpose and point of view Handbills, news articles 5. explore sources of information about local history A. compare "first person" narratives about events in local history B. explain the significance of selected individuals C. interview local people about what community life was like "in the past" and compare with other sources of information D. examine local historical documents, sites, and artifacts and formulate questions for further investigation 6. investigate the influence of geography on the history of the local community 7. inquire into the "why" certain historical events have occurred the way they did 8. observe and record changes in the community A. changes brought about by technology B. changes in boundaries, buildings, streets, land use Write a paragraph recording community appearance, weather, and activities. Revisit the paragraph periodically. Record differences in new paragraphs. Keep as part of a portfolio. Use photographs, newspaper articles, and field trips. 9. compare how urban and rural dwellers change their environment to meet their wants 10. point out the political boundaries of a local community and identify common characteristics of the community Community name, political leaders, celebrations, newspaper, bus service Pluralistic Society The learner will 1. describe the various cultural groups that have settled into the local community 2. plot on a map of the local community the settlement patterns of various cultural groups that settled in the community 3. determine why various cultural groups settled where they did in the local community 4. identify and describe the characteristics of different groups of people in the community Age, ethnicity, religions Global Connections The learner will 1. develop map skills A. use cardinal and intermediate directions to describe the relative locations of places Cincinnati is southwest of Columbus. B. use directions and direction indicators on maps of the community, state, and country C. locate places on a map which has a number/letter grid reference system Use local street maps. D. use a linear scale to measure distances between places E. compare maps of the same area using different scales and draw conclusions about their usefulness for different purposes 2. compare maps showing local communities, speculate as to the physical and human attributes which may have affected their location, and chart the most common attributes On a natural harbor, at a rail junction 3. use maps and globes to point out the location of the community, state, country, and continent relative to other places 4. identify features of the physical environment Select pictures or diagrams illustrating specific landforms and bodies of water. Use field trips to find local examples. 5. create charts to illustrate similar ways people in different world communities use their environment to meet their wants 6. locate, on national and world maps, areas which provide resources to Ohio and areas which receive resources from Ohio 7. consider how resources are moved around the world 8. compare communities of selected cultures around the world with the student's community Resource Allocation The learner will 1. examine various goods and services to derive ideas about necessary factors of production 2. given a consumer decision, itemize the costs and benefits of alternative choices Purchasing candy 3. given a consumption decision, identify the opportunity cost of a particular choice Deciding on activities during a recess period 4. determine choices people make when faced with a scarcity of resources 5. identify different forms of money and recognize that money is used to purchase goods and services Coins and currency 6. suggest reasons why people save money Democratic Ideal The learner will 1. identify the purposes of local government A. promote order and security B. control the distribution of benefits and burdens of the society C. provide means of peaceful conflict resolution D. protect rights of the individual E. promote the common welfare 2. relate local public policy to the purposes of local government Local public policy refers to the ordinances, regulations, and decisions that govern the local community. 3. examine and interpret the local public policy process as an application of the characteristics of American democracy 4. categorize local governmental actions by the purpose(s) of government being served Participatory Citizenship The learner will 1. locate sources of "news" and acquire information regarding local public policy Use TV, radio, newspapers, and magazines as sources. 2. explore impact of local public issues and decisions on groups to which the learner belongs City park vandalism, school rules, zoning laws 3. identify factual statements 4. assume responsibility for her/his own actions in working with others 5. facilitate a project to improve the physical environment of the school or community Seasonal hall decorations, clean up playgrounds THIRD GRADE PERFORMANCE OBJECTIVES 1. Given a set time period and a narrative about the community, the learner will record changes that occurred 2. Given the population of the local community, the learner will describe cultural groups that live there 3. Given descriptions of selected communities from around the world, the learner will compare how they use their environments to meet their wants 4. Given a consumer decision, the learner will itemize the costs and benefits of alternative choices 5. Given an example of a local governmental activity, the learner will describe how the activity addresses a purpose or purposes of government FOURTH GRADE INSTRUCTIONAL OBJECTIVES The social studies program for the fourth grade examines the six strands by using the fifty states as the context for study. Particular emphasis is given to Ohio, its past, its people, and its institutions. Ohio's links with other states, as well as the rest of the world, enable students to explore enduring social studies ideas in a familiar setting. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. group state events by broadly defined historical eras and place in the proper sequence on a time line with evenly spaced intervals for years, decades, and/or centuries Frontier era, territorial era, early statehood era, industrial expansion era 2. explore cause and effect relationships by creating or examining a time line of state events, and devise alternative cause and effect explanations Several different events may contribute to the development of another event. 3. explore sources of information about Ohio history A. identify the central question historical narratives attempt to address B. examine state historical documents, sites, and artifacts and formulate questions for further investigation C. conduct interviews about recent state history and compare with other sources of information 4. identify significant individuals and events in state history and explain their importance 5. investigate the influence of geography on the history of Ohio and other states A. settlement patterns B. trade routes C. changes in land use 6. use maps and/or aerial photos to detect uses of the environment Local field trips can also be used. Pluralistic Society The learner will 1. identify various cultural groups that have settled in Ohio 2. examine the contributions of people of various cultural groups to Ohio's development 3. indicate on a map where various cultural groups have settled in Ohio 4. examine how Ohio's government deals with the needs and demands of various cultural groups 5. identify how members of Ohio's various cultural groups make a living 6. compare customs and traditions of Ohio's various cultural groups Global Connections The learner will 1. Develop map skills A. point out major reference points, parallels, and meridians on maps and globes North and South Poles, Equator, Tropics of Cancer and Capricorn, Arctic and Antarctic Circles, Prime Meridian, and 180¡ meridian B. use maps to locate major landforms and bodies of water in Ohio, the United States, and other nations in the world C. use a number/letter grid system to locate places on a map D. locate places on maps and globes using latitude and longitude E. utilize map keys to understand map symbols 2. Use maps as a source of information A. recognize continents by their outlines and define their characteristics B. define the characteristics of major landforms C. define the characteristics of major bodies of water D. obtain information from maps to describe climate, natural vegetation, and resources E. examine maps and globes to note physical and/or human (cultural) differences between places Landforms, ecosystems, population densities, ethnic distributions F. determine the impact of technology on Ohio 3. demonstrate the relationship between historical events in Ohio, the nation, and world 4. describe the location of Ohio relative to other states, nations, and physical features of the world 5. describe factors that helped influence the location, growth, and development of places in Ohio and compare with sites in other states 6. create tables, charts, and graphs to compare climate, vegetation, and resources in Ohio with other states and nations 7. recognize that the government of Ohio deals with governments of other nations Sister-state relationships, official trips by the governor or members of the General Assembly to other countries 8. recognize the interdependence of Ohio's economy with nations around the world List foreign companies doing business in Ohio and Ohio companies conducting business in other countries. 9. define a region on the basis of its common characteristics Note that by altering the criteria, the boundaries, size, and shape of a region can be changed. Resource Allocation The learner will 1. identify the factors of production and provide examples of each factor Factors - Examples Land - iron ore, water, trees Labor - training, skills Capital - machinery, vehicles Entrepreneurship - organization, creativity 2. name the resources needed to produce a good or service and classify each resource by the factors of production 3. describe the role of each factor of production in producing a specific good or service and suggest alternative uses for the resources involved 4. practice identifying alternatives given up when making a choice to satisfy a want 5. match each factor of production with the payment received Factors - Payment Land - rent Labor - wages Capital - interest Entrepreneurship - profits 6. explain that individuals and households use income to consume goods and services Cite examples from personal experience. 7. categorize economic activities as examples of production or consumption 8. identify instances when self interest affects economic choices Democratic Ideal The learner will 1. explain the basic function of each branch of state government Governor, General Assembly, and state courts for Ohio 2. relate state public policy to the purposes of state government State public policy refers to the laws, regulations, and decisions that govern a state. 3. examine and interpret the state public policy process as an application of the characteristics of American democracy Refer to Grade 2, Democratic Ideal, Objective 3 4. categorize state public policy decisions by the purpose of government being served Participatory Citizenship The learner will 1. differentiate between facts and opinions 2. discuss issues facing state governments Such as the dilemma presented by the need to act in response to environmental concerns and yet preserve jobs for Ohio's citizens 3. gain information about issues facing state governments A. acquire information regarding viewpoints on state issues from various sources B. interpret information C. discuss the impact of state issues on the learner's community 4. reflect dispositions that will enhance the learner's effectiveness in influencing public policy Courtesy, honesty, courage, self-discipline 5. work with others to monitor public policy on the local and state levels 6. facilitate a project to promote the general welfare of the school Peer tutoring, office or library helpers 7. facilitate a project to improve the physical environment of the school or community Bulletin board displays; clear trash from cafeteria tables FOURTH GRADE PERFORMANCE OBJECTIVES 1. The learner will select an individual or event from Ohio's history and explain the significance of that individual or event for Ohio's development 2. Given various cultural groups in Ohio, the learner will identify several and describe their contributions to the development of the state 3. The learner will choose a foreign nation and provide examples of political and economic ties Ohio has with that nation 4. The learner will identify and classify the factors of production needed to produce a given good or service 5. Given a description of a state public policy process, the learner will explain how it does or does not reflect the characteristics of American democracy FIFTH GRADE INSTRUCTIONAL OBJECTIVES The thematic focus of the social studies program for the fifth grade is the study of regions and peoples within North America. The regions will vary in size (local to international) and type (physical and cultural). They will form the backdrop for the study of ordinary as well as extraordinary people from different times and how they have dealt with a variety of challenges. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. identify significant individuals from the region's past and explain their influence on people from different times and their impact on the cultural heritage of the United States 2. use time lines to sequence key events in the lives of regional personalities 3. explore cause and effect relationships in the lives of regional personalities and consider alternative cause and effect explanations 4. measure time by decades and centuries 5. utilize a variety of resources to consider information from different perspectives A. identify authors or sources of narratives B. inquire into the relative credibility of sources Note if primary or secondary source. C. identify the central question(s) an historical narrative attempts to address D. identify the elements of an argument put forth in an historical narrative Facts and interpretations or opinions, relevant and irrelevant material, factual accuracy, degree of clarity Use biographies, autobiographies, fictional and nonfictional narratives. 6. use fictional and nonfictional historical narratives to gain a sense of "the times" in which people lived 7. investigate the influence of geography on the history of the region Settlement patterns, approaches to economic livelihood, transportation routes 8. compare past and present means of transportation and communication in the region 9. give examples of human alterations of the physical environment in the region that have produced positive and negative consequences Buildings, transportation facilities, mineral extraction, grazing Pluralistic Society The learner will 1. identify different cultural groups that settled in North America 2. compare the reasons various cultural groups had for coming to North America Religious freedom, economic opportunity, slavery 3. indicate on a map of North America where various cultural groups settled 4. read narratives about individuals who represent various cultural groups and draw inferences about the problems and opportunities which the groups encountered in the past How they made a living, what rights they exercised Global Connections The learner will 1. utilize map skills A. locate places relative to other places and natural features in North America while applying cardinal and intermediate directions as needed San Diego, California is north of Tijuana, Baja California; Montreal, Quebec is on the St. Lawrence River B. identify major reference points, parallels, and meridians on maps and globes C. use maps and globes to classify places in hemispheres D. apply latitude and longitude to locate points on maps and globes E. determine relevant and irrelevant information for given purposes 2. utilize physical and thematic maps to make comparisons A. note significant characteristics of physical regions and associate with information on physical and thematic maps Canadian Shield, Rocky Mountains, Great Lakes B. analyze thematic maps to determine the relationship among climate, natural vegetation, and natural resources 3. compare types of human interaction with the environment A. suggest reasons for the distribution of population and the location of selected places with respect to landforms, climate, natural vegetation, resources, historical events, or human wants B. identify apparent changes in landforms, climate, natural vegetation, and resources which are the result of humans in a place C. give examples of human alterations of the physical environment that have produced positive and negative consequences Buildings, transportation facilities, mineral extraction, grazing 4. combine information from a variety of sources to examine patterns of movement A. give examples of human movement and compare reasons, distances, frequency, and mode of transportation B. explain why human activities require movement and determine that few places are self-reliant; therefore, human networks bring areas together Use a variety of resources, including electronic 5. use information to define regions A. define different types of regions for the same area based on different data or by increasing the amount of data B. examine a variety of thematic maps to determine the criteria used to draw regional boundaries C. demonstrate that by altering the criteria, the boundaries, size, and shape of regions can change Scrutinize the changing boundaries of regions in North America: the "Sun Belt," oil producing regions, urban areas. Resource Allocation The learner will 1. identify the "opportunity costs" and "tradeoffs" as well as the benefits involved when making choices as nations and individual consumers 2. distinguish goods and services produced more economically by the private sector (individuals and businesses) or by government 3. examine a budget as a mechanism for making rational decisions and allocating resources and deduce why choices must be made 4. cite regional examples of how households earn income through each of the four factors of production Renting land, hiring out as labor, leasing equipment, operating a business 5. cite regional examples of producers and consumers willingly exchanging goods and services because of the mutual benefits and explore why the exchanges primarily utilize money instead of barter 6. deduce that all people act as producers and consumers Make and/or sell goods and services, buy and/or use goods and services 7. identify the factors which determine the degree of competition in a market and describe the impact of competition on a market A. describe a competitive market as one in which there are many buyers and sellers of the same product B. list factors that would make a market more or less competitive C. categorize examples of competition Reducing prices, improving quality, offering a variety of styles, etc. D. chart advantages and disadvantages of competition in the market place 8. identify examples of resources, goods, and services exchanged in local, national, and regional markets 9. explore possible choices an economy may make when addressing the fundamental questions of what to produce, how to produce, and for whom to produce Democratic Ideal The learner will 1. categorize national public policy decisions by the purpose of government being served 2. discuss actions taken by other governments in North America and categorize the actions by the purpose of government being served 3. examine and interpret the national public policy process as an application of the characteristics of American democracy 4. compare three democracies in North America and itemize characteristics of democracy that they hold in common 5. identify the main functions of the executive, legislative, and judicial branches of government at the national, state, and local levels 6. cite examples of governmental branches performing their functions at each level of government 7. compare the executive, legislative, and judicial structures and functions of different national governments within the region Participatory Citizenship The learner will 1. discuss the impact of governmental actions and decisions on the learner's community and region Closing of military bases, passage of minimum wage laws 2. acquire, interpret, and analyze information regarding national issues A. use more than one source to obtain information Include electronic networks. B. identify points of agreement and disagreement among sources C. draw inferences, predict likely outcomes, and organize key ideas 3. differentiate between facts and opinions and between relevant and irrelevant information when examining national issues 4. reflect dispositions that will enhance the learner's effectiveness in influencing group action Courtesy, honesty, courage, self-discipline, diligence, responsibility 5. facilitate a project to improve the general welfare of the school or community Read stories to younger learners; assist with community projects, festivals, etc. FIFTH GRADE PERFORMANCE OBJECTIVES 1. The learner will identify significant individuals from the past in North America and explain their contributions to the cultural heritage of the United States 2. Given maps of North America, the learner will use the maps to supplement information about the immigration of a cultural group to the region and indicate a major reason for the movement of the group to the region 3. Given a choice among changes in landforms, climate, natural vegetation, or resources, the learner will discuss the positive or negative consequences of a change occurring in one of the choices 4. The learner will select an example of producers and consumers exchanging goods or services and indicate the benefits of the exchange for each group 5. After identifying two democratic governments in North America, the learner will illustrate, with specific examples, a characteristic of democracy that they hold in common 6. The learner will analyze information by organizing key ideas with their supporting facts SIXTH GRADE INSTRUCTIONAL OBJECTIVES The sixth grade portion of the program focuses on regions and people found throughout the world. The regions will vary in size (local to international) and type (physical and cultural). They will form the backdrop for the study of ordinary as well as extraordinary people from different times and how they have dealt with a variety of challenges. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. identify significant individuals from different regions of the world and explain their influence on people from different times 2. group significant individuals by broadly defined historical eras and devise multiple-tier time lines, entering information under different categories People from Europe, Asia (Eurasia), Africa, and South America; rulers, writers, artists, and scientists of a region 3. analyze cause and effect relationships in the lives of people from different cultures and consider the possibility of the accidental as a causal factor in a person's past 4. measure time by millennia and calculate calendar time B.C. and A.D. 5. utilize a variety of resources to consider information from a variety of perspectives A. follow the chronology of a narrative about an individual B. identify authors or sources of narratives on the same subject and inquire into the relative credibility of each source C. identify the central question(s) an historical narrative attempts to address and summarize the conclusions presented D. delineate the elements of an argument put forth in a historical narrative and evaluate the strength of the elements Evaluate on the basis of: facts/interpretations or opinions, relevancy, factual accuracy, primary/secondary sources, clarity/ambiguity. E. acknowledge that historical facts and interpretations are related Use biographies, autobiographies, fictional and nonfictional narratives. 6. describe "the times" in which various people lived 7. compare how different people have dealt with similar environmental challenges Pluralistic Society The learner will 1. identify major immigrations to the United States and provide reasons for the migrations 2. use appropriate maps to locate sources of major immigrations to the United States and indicate the flow of immigration compared to other immigrant groups 3. describe how the customs and traditions immigrant groups brought with them have influenced the American way of life 4. read narratives about individual immigrant experiences in the United States and determine if they substantiate general summaries about immigration Global Connections The learner will 1. identify relative locations of physical and human features of regions of the world Focus primarily on Europe, Asia, Australia, South America, and Africa 2. utilize map skills A. relate the latitudinal locations of world regions to major parallels and longitudinal locations to the major meridians B. find the latitudinal and longitudinal extent, the greatest north/south and east/west distances, and the hemispheric locations of world regions C. use grid systems and compass directions to locate places D. distinguish between relevant and irrelevant information on a map for a specific task 3. determine specific reasons for the location of selected places in world regions and trace the historical change of a populated area to demonstrate differing influences on location 4. use geographic terms to describe physical characteristics of physical regions and associate with information on physical and thematic maps 5. interpret and analyze maps, charts, and graphs to formulate geographic ideas A. compare information on climate, vegetation, and ecosystems within and between regions B. determine relationships among climate, landforms and waterforms, natural vegetation, and ecosystems C. classify and compare political, economic, and social characteristics of past and present regions D. examine time zone relationships to longitude, sizes of countries, and differences with and between world regions E. investigate ideas about relationships among resources, manufacturing and service industries, transportation, and population densities F. draw inferences about criteria used to identify areas as regions 6. examine instances of contacts between people of different regions of the world and determine the reasons for these contacts 7. examine instances of the spread of major philosophical and religious ideas Resource Allocation The learner will 1. explore issues of resource distribution A. use resource maps to describe how resources are unevenly distributed around the world B. indicate how a nation's endowment of resources affects how it answers the fundamental economic questions of what to produce, how to produce, and for whom to produce C. identify a tradeoff which must be made when a resource is used to produce a good or service D. infer the impact uneven distribution of resources has on international trade and opportunity costs E. predict the effects of a country depleting its resources, both on that country and on its trading partners F. suggest ways that international trade allows for more efficient use of world productive resources and increases world production 2. connect international trade with interdependence of nations A. classify examples of goods or services that are traded between nations as import or exports B. gauge the extent to which regions and nations are dependent on other regions and nations 3. explain that interdependence occurs when two or more persons, regions, or nations specialize and exchange goods and services to satisfy their wants Democratic Ideal The learner will 1. distinguish among the characteristics and cite examples of monarchal, democratic, and totalitarian types of government Examples should be drawn from the past as well as the present and should reflect different world cultures. 2. explain the major priorities/aims served by monarchal, democratic, and totalitarian types of government 3. consider how actions and policies of the United States reflect a democratic government and serve the public good 4. discuss the division of powers under the federal system of government in the United States 5. explain how the states and their local governments have principal responsibility for domestic functions in the United States 6. describe and compare the processes for making, amending, enforcing, interpreting, and removing laws at the national, state, and local levels 7. discuss how policies and actions of government can promote the public good Participatory Citizenship The learner will 1. cite examples of citizen participation in political systems around the world 2. acquire, interpret, and analyze information regarding civic issues A. use a variety of sources to obtain information Include electronic networks. B. identify points of agreement and disagreement among sources C. evaluate the reliability of available information Accurate use of facts, sources knowledgeable on subject, adequate support of statements D. draw inferences, predict likely outcomes, and organize ideas E. draw conclusions by reading and interpreting data presented 3. differentiate between facts and opinions and between relevant and irrelevant information when examining civic issues 4. reflect dispositions that will enhance the learner's effectiveness in influencing group action Courtesy, honesty, courage, self-discipline, diligence, responsibility, tolerance 5. work with others to consider how the public good can be promoted through voluntary and community service 6. cooperate in reaching group goals by identifying and analyzing alternatives by which the goals can be achieved and choosing the best alternative 7. facilitate a project to improve the general welfare of the school or community Help prepare tickets, programs, etc. for school activities; serve as guides for community groups using the school SIXTH GRADE PERFORMANCE OBJECTIVES 1. The learner will identify a significant individual from a different region of the world and discuss cause and effect relationships surrounding a major event in the individual's life 2. After selecting an immigrant group to the United States, the learner will describe customs and/or traditions of the selected group that have influenced the American way of life 3. The learner will locate places on a map by using a grid location system and a direction finder 4. Given information about global resource distribution, the learner will use the information to make an argument about why nations engage in international trade 5. Given characteristics of government, the learner will classify the characteristics as typical of a monarchal, democratic, or totalitarian type of government 6. The learner will cooperate in reaching group goals by identifying and analyzing alternatives through which the goals can be achieved and by helping to choose the best alternative SEVENTH GRADE INSTRUCTIONAL OBJECTIVES The seventh grade utilizes the time period of prehistory through 1490 to provide a context for the six strands of the social studies program. Events in American history are studied within the realm of world events. However, the instructional objectives are not limited to historical examples. Many comparisons can be made between modern events and historical precedents. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. group events by broadly defined historical eras and develop multiple-tier time lines, entering information on multiple themes African, American, Asian, and European societies; prehistory through 1490 2. utilize millennia and B.C. and A.D. when discussing historical events 3. rank the importance of causative factors for given events and consider the possibility of the accidental as a causal factor in history Rise and fall of early civilizations, such as Sumeria, Indus Valley, and Shang Dynasty; rise and fall of empires, such as Rome, Axum, Islam, and Inca; the Crusades; the Renaissance; the Reformation 4. utilize historical resources A. portray the chronology of an historical narrative B. identify the authors or sources of historical narratives on the same subject and inquire into the relative credibility of each source C. identify the central question(s) an historical narrative attempts to address and summarize the conclusions presented D. identify the elements of an argument put forth in an historical narrative and evaluate the strength of the elements Evaluate on the basis of: facts/interpretations or opinions, relevancy, factual accuracy, primary/secondary sources, clarity/ambiguity. Use biographies, autobiographies, fictional and nonfictional narratives, primary and secondary sources. 5. assess the validity of historical narratives A. examine historical documents to test claims and conclusions in historical narratives Code of Hammurabi, Edict of Milan, Magna Carta B. obtain historical data from eyewitness accounts and compare sources to determine consistency and evaluate completeness 6. identify significant individuals and events in history and explain their importance Cleisthenes reforms, Siddartha Gautama (Buddha), Shih Huan Ti, Jesus Christ, Muhammad, Mansa Musa, Crusades 7. use the geographic themes of place, human relationships with environment, movement, and regions to categorize and chart examples of historic events influenced by geography Egyptian utilization of periodic Nile flooding (human relationships with environment), increasing area of the Roman Empire made it difficult to manage (region) Pluralistic Society The learner will 1. trace the development of three cultures on three different continents from prehistory to 1490 with regard to: A. art, literature, and music B. customs and traditions C. how the people made a living D. governments E. philosophical and religious ideas F. social developments 2. compare three cultures by identifying common characteristics as well as differences 3. locate on appropriate maps the cultures being examined Global Connections The learner will 1. examine instances of contacts between people of different regions of the world and determine the reasons for these contacts 2. identify relative locations of physical and human features of regions of the world Consult a variety of references for assistance in locating places: maps, globes, atlases, gazetteers, almanacs. 3. identify absolute location of places using latitude and longitude coordinates 4. identify on a map places that have served as strategic global locations in history and explain how they influenced decisions made by people 5. identify and compare distributions of cultural characteristics Languages, religions, political systems, economic systems, social institutions 6. search for ways in which people borrow and loan cultural characteristics 7. demonstrate global distribution of human characteristics using maps and diagrams 8. gather information about places from a variety of resources Possible sources include: statistics, aerial photographs, satellite images, electronic data bases (geographic information systems). 9. identify major historical regions of the world and explain criteria used to delimit the regions 10. demonstrate that changes within a region occur within any given period of time Migrations, industrialization, diffusion 11. differentiate between categories of resources and note the global distribution of selected resources and ecosystems Renewable and non-renewable, natural and manufactured, and human and non-human 12. discuss the relationship between culture, technology, and the environment Consider how different environments represent opportunities and constraints depending on culture and levels of technology. Technology broadens opportunities and reduces constraints on the environment but sometimes causes environmental problems. Use this information to develop case studies of different regions of the world using maps, charts, graphs, pictures, and narratives which illustrate a variety of uses for physical features and the associated use of technology. 13. identify ways that countries are linked by transportation and communication and describe patterns of trade and demonstrate the direction of natural resources and manufactured products Resource Allocation The learner will 1. explore issues of resource distribution A. identify conditions that encourage a nation or region to specialize in the production of a good or service B. suggest situations where a country may not wish to be dependent on other countries for goods and services A resource vital to the survival of the society (basic food stuffs), a service vital to national defense (computer programming) 2. connect international trade with interdependence of nations A. describe why trade between nations is more complicated than trade within a single nation B. identify barriers to trade and speculate about "gainers" and "losers" when trade barriers are imposed C. cite historical examples of regions or nations depending on trade with other regions or nations for particular goods and services Democratic Ideal The learner will 1. distinguish among the characteristics and cite examples of monarchal, democratic, and totalitarian types of government Examples should be drawn from the past and the present 2. use historical examples of monarchal, democratic, and totalitarian types of government to assess the degree to which the purposes of government were achieved in each case 3. trace the extension of individual rights in selected societies 4. explain the importance of individual rights in a free society Political freedom 5. refer to sections of the Ohio and U.S. constitutions that guarantee individual rights and freedoms 6. discuss how policies and actions of government can protect individual rights and freedoms Participatory Citizenship The learner will 1. cite examples of citizen participation in history 2. acquire, interpret, and analyze information regarding civic issues A. use a variety of sources to obtain information Include electronic networks and data bases. B. identify points of agreement and disagreement among sources C. evaluate the reliability of available information Accurate use of facts, sources knowledgeable on subject, adequate support of statements D. draw inferences, predict likely outcomes, and organize ideas E. draw conclusions by reading and interpreting data presented in charts and graphs F. identify and weigh alternative viewpoints based on whether the supporting information can be demonstrated or verified 3. differentiate between facts and opinions, relevant and irrelevant information, and between claims and conclusions 4. reflect dispositions that will enhance the learner's effectiveness in influencing group action Courtesy, honesty, courage, self-discipline, diligence, responsibility, tolerance, integrity 5. infer, from an examination of acknowledged leaders, the key characteristics or behaviors of group leadership 6. cooperate in reaching group goals by identifying and analyzing alternatives by which the goals can be achieved and choosing the best alternative 7. facilitate a project to improve the general welfare of the school or community Assist in preparing school facilities for assemblies or community activities, festivals, etc. 8. work with others to consider how the public good can be promoted through voluntary and community service SEVENTH GRADE PERFORMANCE OBJECTIVES 1. Given significant individuals and events in history through 1490, the learner will explain their contribution to our cultural heritage 2 Given information about three cultures from different continents, the learner will identify common characteristics as well as differences 3. The learner will locate places on a map by using a grid location system and a direction finder 4. Given characteristics of government, the learner will classify the characteristics as typical of monarchal, democratic, or totalitarian types of government 5. The learner will cooperate in reaching group goals by identifying and analyzing alternatives through which the goals can be achieved and by helping to choose the best alternative EIGHTH GRADE INSTRUCTIONAL OBJECTIVES The eighth grade utilizes the time period of 1490 through 1815 to provide a context for the six strands of the social studies program. Events in American history are studied within the realm of world events. The examination of historical events should not be confining, but should provide an avenue for learners to gain perspectives on today's happenings. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. group events by broadly defined historical eras, examine multiple-tier time lines, and infer relationships between themes and events shown on the tiers African, American, Asian, and European societies from 1490 to 1815 Check computer software programs for the capacity to display and manipulate multiple-tier time lines. 2. assess the importance of causal factors for historical events, justify conclusions, and suggest examples of the accidental as a causal factor in history The Renaissance; the Reformation; rise and fall of the Ch'ing Dynasty, the Mogul Empire, and the Kanem-Bornu Empire; exploration; colonization; imperial conflicts; English, American, and French Revolutions, the Constitutional Convention of 1787 3. utilize historical resources A. identify the authors or sources of historical narratives on the same subject and inquire into the relative credibility of each source B. identify the central question(s) a historical narrative attempts to address and summarize the conclusions presented C. delineate the elements of an argument put forth in a historical narrative and evaluate the strength of the elements Evaluate on the basis of: fact/opinion, relevancy, claims/conclusions, factual accuracy, credibility of sources (primary/secondary), clarity/ambiguity. D. differentiate between historical facts and historical interpretations and acknowledge that the two are related E. compare multiple perspectives in the records of human experiences; Consider differing views as encountered in written work, art, music, photography, cartography. Use biographies, autobiographies, fictional and nonfictional narratives, primary and secondary sources. 5. assess the validity of historical narratives A. examine historical documents to test claims and conclusions in historical narratives B. obtain historical data from eyewitness accounts and compare sources to determine consistency and evaluate completeness English Bill of Rights, Declaration of Independence, Articles of Confederation, Northwest Ordinance of 1787, United States Constitution, French Declaration of the Rights of Man and Citizen, and the United States Bill of Rights 6. identify significant individuals and events in history and explain their importance Christopher Columbus, Manchu conquest of China, Adam Smith, Tokugawa unification of Japan, Asante Confederation in Africa 7. investigate the influence of geography on history Settlement patterns, economic livelihood, transportation routes, development of towns and cities 8. give examples of human alterations of the physical environment up to 1815 that have produced positive and negative consequences 9. compare means of transportation and communication in the present with those in the period up to 1815 10. recognize Independence Day as a symbol of the United States 11. examine the national anthem as a symbol of the United States in terms of the characteristics of American constitutional democracy and the circumstances under which it was written Pluralistic Society The learner will 1. trace the developments of three cultures on three different continents from 1490 to 1815 with regard to: A. art, literature, and music B. customs and traditions C. economic systems Are they traditional, market, or command economies? D. governments Are they totalitarian, monarchal, or democratic? E. philosophical and religious ideas F. social developments 2. compare three cultures by identifying common characteristics as well as differences 3. locate on appropriate maps the cultures being examined 4. discuss the impact of the initial contacts between Europeans and Native Americans and explore the enduring legacy of those contacts 5. examine the reasons why various groups left their homelands to come to North America Global Connections The learner will 1. utilize geographic resources A. consult a variety of references for assistance in locating places Maps, globes, atlases, gazetteers, almanacs, city directories, telephone books B. use compass directions, time, and distance to describe relative location Focus on the United States while using Ohio and the local area for case studies. C. describe the location of places using formal reference systems Latitude and longitude, grid systems, street and building number, zip codes, area codes 2. explain mapped and/or graphed data on population distribution, density, and size 3. examine maps which show patterns of population distribution and change resulting from population movement People leaving areas of drought or disease, ethnic enclaves 4. explain patterns of movement in terms of physical, cultural, economic, and political barriers or inducements Great Wall of China (physical barrier to migration), common language (cultural inducement to the exchange of ideas), tariffs (economic barrier to trade), grants of asylum (political inducement to migration) 5. identify major historical regions of the world and the United States and explain the criteria used to delimit the regions 6. describe political and military interactions among nations during 1490 - 1815 7. recognize that political ideas go beyond national boundaries Impact of John Locke and Montesquieu on the American Revolution, the impact of the American Revolution on other countries 8. discuss how mercantile theory and the establishment of colonies led to increased global trading during the 17th and 18th centuries Resource Allocation The learner will 1. define an economic system and use historical examples to describe traditional, command, and market economies (Note: The 1988 proficiency test outcomes pertaining to economic systems use the terms capitalism, communism, and socialism.) Mercantile nations of Europe around 1600 A.D., American tribal societies around 1500 A.D. 2. compare traditional, command, and market economies in terms of how the three fundamental economic questions are addressed What to produce, how to produce, for whom to produce 3. cite examples of economic competition and interdependence during the colonial period 4. explain mercantilism and discuss its impact on the development of North American colonies 5. explain the economic reasons behind the independence movement of the British colonies in North America 6. identify ways in which activities of government impact economic activity A. identify the economic roles of government as regulation and the provision of goods and services B. find examples of governmental activities to promote competition, correct externalities, and protect consumers C. infer that government provides the public with more services than goods D. identify major services provided by national, state, and local government Police and fire protection, mail delivery, medical care, road maintenance 7. assess how limited resources affect the choices made regarding what and how much of each good or service will be supplied by government 8. define taxes and identify taxes as a source of government revenue to pay for public goods and services 9. categorize types and give examples of taxes used by national, state, and local governments Democratic Ideal The learner will 1. identify examples of democratic governments around the world from 1490 to 1815 and describe their characteristics 2. explain the major priorities/aims served by democratic, totalitarian, and monarchal types of government 3. describe the major political ideas of John Locke, Montesquieu, and Thomas Jefferson 4. discuss the political reasons the American colonists decided to become independent from England 5. explain the idea of the right of self-government as presented in the Declaration of Independence 6. examine the U.S. Constitution as a contract between the national government and the people of the United States and outline key provisions of that contract As a contract it establishes powers and responsibilities of government and specifically defines some of the rights and duties of individual citizens. It indicates that government derives its powers from the people and acts with their consent. The Constitution also limits the powers of the government (review the essential characteristics of American constitutional democracy). The principles of constitutional supremacy and federalism are also part of the contract. 7. cite events, issues, and documents that preceded the 1787 Constitutional Convention which helped form the rationale for the American constitutional contract Passage of the Quartering Act, taxation, Articles of Confederation 8. compare the structures of government under the Articles of Confederation and the Constitution and compare the abilities of those governments to meet the needs of the people 9. discuss the comparative advantages of strong and weak central governments 10. explain the importance of individual rights in a free society Political freedom 11. analyze and evaluate situations in which individual rights conflict with each other or with other important interests Fair trial v. free press, individual rights v. public good, freedom of speech v. national security 12. give examples of rights and freedoms guaranteed in the Bill of Rights 13. apply the concept of justice, including due process and equity before the law 14. identify instances of discrimination in learning and work environments 15. identify legal means of dissent and protest against violations of rights 16. identify the level of government (national, state, local) responsible for addressing particular concerns of citizens Refer to sections of the U.S. Constitution that delineate the division of powers under the federal system of government. Refer to sections of the Ohio Constitution that bestow powers upon local governments. 17. compare how governmental powers are separated as legislative, executive, and judicial powers within each level of government Use constitutional references to support claims about powers and functions belonging to each branch of the federal and state governments. 18. identify the main function of each branch of government at the national, state, and local levels 19. describe the processes for making, amending, interpreting, and repealing laws at the federal, state, and local levels (including initiative and referendum in Ohio) 20. discuss the establishment of "judicial review" 21. critique the legislative, executive, and judicial processes in making, enforcing, and interpreting public policy as to how well they serve the public good and how well they reflect the characteristics of American democracy 22. distinguish between elected and appointed officials at all levels of government and describe how they achieve their positions 23. relate the act of voting to the essential characteristics and fundamental principles of American democracy 24. identify the qualifications for voting in Ohio and compare with the constitutional protections for suffrage 25. classify political party activities related to providing choice in governmental leadership Candidates and platforms 26. relate the activities of political parties to the essential characteristics and fundamental principles of American democracy Participatory Citizenship The learner will 1. cite examples of citizen participation in history 2. acquire, interpret, and analyze information regarding civic issues A. use a variety of sources to obtain information Include electronic networks and data bases. B. identify points of agreement and disagreement among sources C. evaluate the reliability of available information Accurate use of facts, sources knowledgeable on subject, adequate support of statements D. draw inferences, predict likely outcomes, and organize ideas E. draw conclusions by reading and interpreting data presented in charts and graphs F. identify and weigh alternative viewpoints based on whether the supporting information can be demonstrated or verified 3. differentiate between facts and opinions, relevant and irrelevant information, and between claims and conclusions 4. evaluate the actions of public officials using multiple criteria 5. reflect dispositions that will enhance the learner's effectiveness in influencing group action Courtesy, honesty, courage, self-discipline, diligence, responsibility, tolerance, integrity 6. infer, from an examination of acknowledged leaders, the key characteristics or behaviors of group leadership 7. cooperate in reaching group goals by identifying and analyzing alternatives by which the goals can be achieved and choosing the best alternative 8. demonstrate a reasoned commitment to fundamental principles of American democracy Popular sovereignty, constitutional government, public good, individual rights, pursuit of happiness, justice, equality, diversity, truth, patriotism 9. help to plan, cooperate in the implementation, and reflect upon a community service project Use discussions, journals, or essays to consider the importance of community service for the public good in a democratic society. EIGHTH GRADE PERFORMANCE OBJECTIVES 1. Given an historical narrative, the learner will select significant changes which occurred during the time period of the narrative, discuss the importance of those changes, and place the changes on a time line while raising questions about possible cause and effect relationships 2. Given significant individuals and events in history from 1490 to 1815, the learner will explain their contributions to the cultural heritage of the United States 3. Given information about cultures on three different continents between 1490 and 1815, the learner will select and compare at least three of the following: A. art, literature, and music B. customs and traditions C. economic systems D. governments E. philosophical and religious ideas F. social developments 4. The learner will select and explain the significance of political, economic, or ideological connections between different parts of the world 5. The learner will compare the Articles of Confederation and the original Constitution in terms of reflecting the characteristics of American constitutional democracy 6. The learner will analyze information by organizing key ideas with their supporting facts 7. Given a set of criteria, the learner will evaluate the actions of public officials 8. Given a level of government, the learner will identify a service typically provided by that level and tax typically used to support government at that level 9. Given a citizen concern, the learner will identify the level of government responsible for addressing the concern 10. Given a news story, the learner will differentiate between relevant and irrelevant information to the subject of the story NINTH GRADE INSTRUCTIONAL OBJECTIVES The ninth grade utilizes the time period of 1815 through 1919 to provide a context for the six strands of the social studies program. Events in American history are studied within the realm of world events. This time period is the immediate predecessor to the modern era and provides excellent opportunities for learners to investigate the backgrounds for today's issues. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. group events by broadly defined historical eras and use time lines to explain patterns of historical continuity and change in the historical succession of related events African, American, Asian, Australian, and European societies; 1815 through 1919 2. work forward from some initiating event to its outcome recognizing cause and effect factors but also considering the accident or irrational as a causal factor in history Follow development and transformations. 3. incorporate multiple causation into analyses and explanations of historical events 4. compare the perspectives of historical narratives A. synthesize multiple perspectives in the records of human experience, Consider differing views as encountered in written work, art, music, photography, cartography. B. suggest how framing of questions, elements of argumentation, and perspective influence historical interpretation; 5. assess the validity of historical narratives A. examine historical documents to test claims and conclusions in historical narratives B. obtain historical data from eyewitness accounts and compare sources to determine consistency and evaluate completeness Code Napoleon, Monroe Doctrine, South Carolina Exposition and Protest, child labor testimony, Specie Circular, Treaty of Nanking, Communist Manifesto, Seneca Falls Declaration of Sentiments, Alexander II's Emancipation Ukase, 1892 Populist platform, Ems Dispatch, Fourteen Points 6. identify significant individuals and events in history and gauge their impact on subsequent developments Simon Bol’var, Industrial Revolution, Abraham Lincoln, European colonization of Africa and Asia, Meiji Restoration, Yaa Asantewa, Dr. Sun Yat-sen, World War I, Russian Revolution 7. draw connections between ideas, interests, beliefs, and ideologies and their influence on individual and group historical actions 8. ascertain whether or not "lessons" of the past pertain to similar situations in modern times 9. use the geographic themes of place, human relationships with environment, movement, and regions to categorize and chart examples of historic events influenced by geography Impact of Russian winter on Napoleonic campaigning (human relationships with environment), development of sectionalism (regions), idea of "the South" (place), development of colonies and spheres of influence (regions), immigration patterns (movement) 10. identify major historical regions of the United States and explain the criteria used to delimit the regions Pluralistic Society The learner will 1. trace the development of three cultures on three different continents from 1815 to 1919 with regard to: A. art, literature, and music B. customs and tradition C. economic systems D. governments E. philosophical and religious ideas F. social developments 2. compare three cultures by identifying common characteristics as well as differences 3. analyze the impact of technology on the customs and traditions of the three cultures 4. locate on appropriate maps the cultures being examined 5. identify various groups of immigrants that came to the United States between 1815 and 1919 and trace the social, political, and economic developments that led to the migrations 6. compare the ease or difficulty immigrant groups had in assimilating into American society 7. describe the changing economic, political, and social situation of African-Americans and Native Americans in the United States from 1815 to 1919 8. examine the contributions of cultural, racial, ethnic, and linguistic individuals and groups to American society 9. examine the general trend of government from 1815 to 1919 to become more inclusive of various groups in American society and identify contradictions to this trend 10. analyze the social and economic impact of the transformation from an agrarian rural society to an industrialized urban society Global Connections The learner will 1. plot on a world map those areas that became colonies or targeted markets for the nations of Europe during the period 1815 to 1919 2. compare climate patterns and graphs for the United States with climate data for other world regions and make generalizations about global climate patterns 3. describe ways in which global natural processes and human activities contribute to environmental problems Droughts, floods, acid precipitation, ozone depletion 4. examine a linkage system and cite its impact on the diffusion of people, ideas, and products Interurban trollies, postal service (mail order), satellites, FAX technology 5. portray examples of interdependence that exist between the local community and the rest of the state, the nation, and the world 6. read, listen to, or view works of literature and the arts that describe particular places Pioneer Women, Dixie, photographs of Jacob Riis, "The Charge of the Light Brigade," The Moldau, Around the World in Eighty Days 7. describe the distribution of selected resources in the United States 8. describe the impact of the industrialization and urbanization on the environment 9. analyze the impact of transportation routes, both natural and human-made, on settlement patterns in the United States from 1815 to 1919 10. identify, on a map, places that have served as strategic global locations in history and explain how they influenced decisions made by people 11. compare different regions of the world with regard to climate, cultural characteristics, resources, ecosystems, technology, population movement 12. suggest how technological innovations in transportation and communication linkages impacted historical events of the 19th century Note development of railroads, steamships, aircraft, telegraph and telephone. 13. cite examples of social, economic, and political interdependence in history International labor movement, British Commonwealth, Triple Alliance 14. examine reasons why people have gone to war against each other Crimean War, War Between the States, Boxer Rebellion, World War I 15. compare plans for peace at the end of wars and identify factors of different plans that prompted later conflicts or assisted in preserving peace Presidential vs. Congressional Reconstruction, negotiations at Versailles 16. use a time line to indicate evidence of the United States becoming increasingly involved in international affairs from 1815 to 1919 Monroe Doctrine, Spanish-American War, Theodore Roosevelt's "Big Stick" Diplomacy, World War I 17. discuss how ideas from one part of the world may impact developments in other areas The influence of the American Revolution on independence movements in Latin America, the influence of the ideas of Karl Marx on the Russian Revolution Resource Allocation The learner will 1. analyze the colonization of Africa and Asia by European nations in terms of resource distribution and international trade barriers 2. identify the U.S. economy as a modified or mixed market system 3. discuss the transformation of the United States from 1815 to 1919 from an agrarian to an industrial nation 4. explain the reasons for the rise of labor organizations between 1815 and 1919 and describe their impact on the economic development of the United States 5. compare the benefits and costs of belonging vs. not belonging to a union 6. identify ways in which labor organizations affect the production and cost of goods and services Safety, quality, job security, work conditions 7. compare the laissez faire attitude of the United States government toward the economy through much of the 19th century with the increased activism of the government in the economy during the late 19th century and during the Progressive Era 8. compare the efforts of the United States government with governments in other nations to promote competition, to protect national economic interests, and to regulate economic activity 9. identify services provided by the various levels of government and explain the different types of taxes collected by each level of government to provide those services 10. explain the qualities of an efficient system of taxation Democratic Ideal The learner will 1. develop a list of characteristics common to democratic governments in existence between 1815 and 1919 2. identify consequences resulting from provisions of the U.S. Constitution Lack of specificity prompting calls for a bill of rights, arguments over states' rights, the need for particular amendments 3. examine how applications of the U.S. Constitution have changed over time through the amendment process, judicial interpretation, federal laws, and presidential actions 4. interpret applications of the U.S. Constitution in terms of its contractual provisions and the use of the supremacy clause As a contract it establishes powers and responsibilities of government and specifically defines some of the rights and duties of individual citizens. It indicates that government derives its powers from the people and acts with their consent. The Constitution also limits the powers of the government (review the essential characteristics of American constitutional democracy). The principles of constitutional supremacy and federalism are also part of the contract. 5. relate historical and current examples of the exercise of political powers to the constitutional division of powers under the federal system of government 6. distinguish between the principle of separation of powers and the principle of checks and balances 7. explain "judicial review" and cite historical instances of its use 8. trace the development of political parties in the United States from 1815 to 1919, focusing on the attempts of political parties to address the significant issues of the day 9. offer an explanation of the differences among political parties on the basis of their history, programs, and group support 10. explain the ways in which political parties and elections can affect the policies of government 11. evaluate the ways in which political parties and elections impact efforts to achieve the public good 12. cite examples of the importance of voter participation and political party activity Closeness of presidential elections in the Gilded Age as well as the election of 1976, identification of issues by the Populist Party as well as by H. Ross Perot in 1992 13. examine political reforms enacted from 1815 to 1919 to make the U.S. government more democratic Participatory Citizenship The learner will 1. compare opportunities for citizenship participation in various societies from 1815 to 1919 with opportunities in those same societies today 2. acquire, interpret, and analyze information regarding civic issues A. analyze sources used to obtain information Include electronic networks and data bases to recognize relevant information, identify evidence, and distinguish between facts and value judgements. B. compare points of agreement and disagreement among sources C. evaluate the reliability of available information Determine the credibility of a source by checking qualifications and reputations of writers, checking methods used to prepare information, and checking whether information agrees with other credible sources. D. identify and weigh alternative viewpoints Detect bias and logical fallacies, identify unstated assumptions, recognize points of view, recognize stereotypes, and evaluate the accuracy and consistency of arguments. 3. reflect dispositions that will enhance the learner's effectiveness in influencing group action Courtesy, honesty, courage, self-discipline, diligence, responsibility, tolerance, integrity 4. infer, from an examination of acknowledged leaders, the key characteristics or behaviors of group leadership 5. cooperate in reaching group goals by identifying and analyzing alternatives by which the goals can be achieved and choosing the best alternative 6. demonstrate a reasoned commitment to fundamental principles of American democracy Popular sovereignty, constitutional government, public good, individual rights, pursuit of happiness, justice, equality, diversity, truth, patriotism 7. identify and describe the most common propaganda techniques and explain in each case why their use is irrational and misleading 8. identify sources and goals of propaganda 9. monitor public policy discussions for the influence of propaganda 10. explain why it is important for citizens to participate in the policy process NINTH GRADE PERFORMANCE OBJECTIVES 1. Given significant events in history between 1815 and 1919, the learner will ascertain whether or not "lessons" of the past pertain to similar situations in modern times 2. Given an historical narrative, the learner will assess the validity of the narrative by applying the following: A. test narrative claims and conclusions by comparing them with source documents and eyewitness accounts; B. determine consistency and completeness of a narrative by comparing it with eyewitness accounts 3. Given information about cultures on three different continents between 1815 and 1919, the learner will select and compare at least three of the following: A. art, literature, and music B. customs and traditions C. economic systems D. governments E. philosophical and religious ideas F. social developments 4. The learner will select and discuss the contributions of a cultural, racial, ethnic, or linguistic group to American society 5. Given specific locations around the world, the learner will describe the impact of geographic conditions on the outcome of events 6. Given specific regions around the world, the learner will compare them with regard to climate, cultural characteristics, resources, ecosystems, technology, and population movement 7. Given a description of a linkage system, the learner will suggest its impact on the diffusion of people, ideas, and products 8. Given selected narratives, the learner will determine whether they are examples of propaganda and describe the propaganda techniques being used TENTH GRADE INSTRUCTIONAL OBJECTIVES The tenth grade utilizes the time period of 1919 through the present to provide a context for the six strands of the social studies program. Events in American history are studied within the realm of world events. This year provides learners with the opportunity to extend and clarify perspectives gained in previous years as they examine the issues of the twentieth century and speculate on the prospects for the twenty-first century. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. group events by broadly defined historical eras and use time lines to explain patterns of historical continuity and change in the historical succession of related events African, American, Asian, Australian, and European societies 2. work forward from some initiating event to its outcome and work backward from some issue, problem, or event to explain its causes Follow development and transformations, identify beginnings and develop through subsequent transformations. 3. demonstrate historical continuity and/or change with respect to a particular historical development or theme by reconstructing and analyzing the chronological succession and duration of events associated with it 4. compare historical resources A. identify the authors or sources of historical narratives B. determine the purpose, perspective, or point of view of each narrative C. clarify the conclusions reached D. evaluate the strength of the arguments put forth in a historical narrative Evaluate on the basis of: fact/opinion, relevancy, claims/conclusions, factual accuracy, credibility of sources (primary/secondary), clarity/ambiguity, stated/unstated assumptions, logical inconsistencies, competing arguments Use biographies, autobiographies, fictional and nonfictional narratives, primary and secondary sources. 5. compare competing historical narratives and assess how historians come to different interpretations A. historians' choice of questions B. use of sources reflecting different experiences and perspectives C. interpretations of facts Focus on specific historical issues such as: Were the reforms of the New Deal radical or conservative? Could the world have done more do lessen the severity of the Holocaust? Why did the United States drop two atom bombs on Japan at the end of World War II? How should other nations have reponded to apartheid in the Union of South Africa? 6. evaluate major debates among historians concerning alternative interpretations of the past and project the consequences of broad acceptance of a particular position 7. ascertain whether or not "lessons" of the past pertain to similar situations in modern times 8. utilize multiple causes in analyses and explanations of historical action 9. identify significant individuals and groups in history, gauge their impact on specific historical events, and assess how they came to have such influence Adolf Hitler, Joseph Stalin, Franklin D. Roosevelt, Mao Zedong, Fidel Castro, Indira Gandhi, Golda Meir, Palestine Liberation Organization, Neil Armstrong, Nelson Mandela Consider personal and circumstantial factors. 10. identify key historical events and explain their impact on subsequent developments Great Depression, United Gold Coast Convention, Berlin Airlift, Sputnik, War in Vietnam, Watergate, fall of the Soviet Union 11. explain the influence of ideas, interests, beliefs, and ideologies on individual and group historical actions 12. suggest how past actions and decisions offer limitations and opportunities for the present 13. identify gaps in the historical record and consider the implications of such gaps for drawing conclusions based upon the historical record 14. use the geographic themes of place, human relationships with environment, movement, and regions to categorize and chart examples of historic events influenced by geography The 1930's dust bowl (regions), creation of the European Economic Community (regions), site of Martin Luther King, Jr.'s "I Have A Dream" speech (place), political refugees from Asia and Latin America (movement) Pluralistic Society The learner will 1. compare the developments of three cultures on three different continents from 1919 to the present with regard to: A. art, literature, and music B. customs and traditions C. economic systems D. governments E. philosophical and religious ideas F. social developments 2. describe immigration patterns from 1919 to the present 3. locate on appropriate maps the cultures being examined 4. analyze the impact of technology and cross-cultural contacts on the customs and traditions of three cultures 5. compare patterns of immigration to the United States in the twentieth century with earlier centuries 6. examine whether the United States is a "melting pot" or a "salad bowl" and discuss the implications of each perspective on American social development The "melting pot" is a traditional view in which the various groups settling in the United States are considered to have melted into a new American culture. The "salad bowl" interpretation maintains that each of the groups maintain much of its own cultural identity while contributing to a common culture. 7. identify factors helping to preserve cultural identity as compared to those tending to blend cultures together The national highway system and television have tended to reduce regional differences. 8. describe the attempts by African-Americans and Native Americans during the twentieth century to achieve economic and political equality 9. explore the implications of the women's movement for economic, political, and social relationships 10. examine the contributions of cultural, racial, ethnic, and linguistic individuals and groups to American society 11. illustrate with examples during the twentieth century of how government can either support or diminish the rights of various groups in the United States 12. analyze the economic and social impact of the transformation from an industrialized, urban society to an informational, suburban society Global Connections The learner will 1. utilize a variety of references to analyze and develop plausible explanations for historic and current events Maps, globes, atlases, gazetteers, almanacs 2. utilize a variety of maps to illustrate geographic concepts and explain geographic ideas A. describe and account for major global climate patterns B. compare thematic maps to illustrate relationships C. use thematic maps to describe global distribution of cultural characteristics D. examine flow maps to identify patterns of movement, determine necessary linkages, and determine patterns of interdependence People, products, resources, ideas 3. compare the physical characteristics of places in different parts of the United States and the world 4. describe relationships among natural processes Effect of climate on vegetation 5. examine the cultural characteristics of places which result in cooperation or conflict between ethnic groups, races, and countries 6. read, listen to, or view works of literature and the arts that describe particular places Cry the Beloved Country, Victory at Sea Suite, Guernica, Main Street, Oklahoma, photographs of Ansel Adams 7. create works of literature or art that describe particular places and incorporate values, attitudes, and perceptions that groups hold 8. demonstrate how people may adapt to the environment in ways that reveal their cultural values, economic/political systems, and technological levels 9. describe human modifications of the physical environment that have had intended as well as unintended effects and assess the impact of technological change on the environment Imperial Valley, Love Canal 10. analyze the impact of technology on communication and transportation from prehistory to the present that helped bring people of the world in closer contact 11. identify and discuss consequences of a breakdown in a major linkage Natural disaster, satellite malfunction, strike, war, embargo 12. explain how regions function interdependently within a larger system of regions Make case studies demonstrating the interrelationship between interdependence and issues of global significance (i.e., arms control, environmental pollution, isolation of nations such as Iraq and South Africa). 13. examine human relationships which result from connections among regions Treaties, foreign aid, international trade patterns, tourism, sports competitions 14. examine maps, visuals, charts, and graphs about a region and create a description of the region which incorporates key elements of its physical and cultural geography As a case study account for changes in population density and movement patterns in the United States (choropleth and flow maps will be helpful). 15. explain the basic character of international relations Include the concepts of state, sovereignty, nationalism, diplomacy, balance of power, and international order. 16. examine historical situations and convey an understanding of key issues in international relations 17. examine the international impact of foreign policy decisions 18. explain how international law is formulated, applied, enforced, and adjudicated 19. compare how different forms of government and international agencies treat the problems of human rights 20. assess reasons why people go to war against each other World War II, Korean War, Six Days War, Vietnam War 21. analyze diplomatic and military efforts to preserve world peace and advance national interests in the nuclear age Explore the Cold War as a major threat to world peace and examine major crises that occurred. Analyze the post-Cold War era and develop possible scenarios about the future of international relations. 22. examine the United States involvement in world affairs during the twentieth century 23. identify examples of the influence of United States culture on other nations and the influence of other cultures on the United States United States' rock and roll and Coke are found in numerous countries while Americans are driving Volkswagens and going to karaoke bars. Note the impact of the philosophy of Mohandas Gandhi on Martin Luther King, Jr. Resource Allocation The learner will 1. cite historical examples of and gauge the extent to which regions and nations have been dependent on other regions and nations 2. link the degree of national or regional specialization in the production of goods or services to interdependence 3. use resource maps to construct patterns of interdependence based upon the uneven distribution of resources around the world 4. explain the significance of a nation's balance of trade for the nation's domestic economy 5. explain and evaluate arguments for and against free trade between nations 6. discuss the development toward regionalized economic cooperation and assess the potential impact on the global economy European Community, North American Free Trade Agreement, Pacific Rim 7. compare the economic performance of selected traditional, command, and market economies during the twentieth century 8. explore the circular flow model and use it to explain the interrelationships among households, business firms, and markets 9. explain and analyze how decisions about production are based on marginal cost and marginal benefit calculations 10. associate production decisions based upon marginal costs/benefits with the profit incentive for entrepreneurs 11. describe a business cycle and identify changes that occur in economic activities during times of recession and expansion 12. explain and evaluate the effects of inflation and unemployment in an economy 13. discuss how governmental fiscal policy can impact economic activity 14. examine how governments attempt to regulate the excesses of the business cycle The Great Depression, periods of extreme inflation 15. explain how the lessons of the depression have impacted United States economic policy since the 1930's Democratic Ideal The learner will 1. assess the degree to which the purposes of monarchal, democratic, and totalitarian types of government were achieved in historical examples 2. evaluate how monarchal, democratic, and totalitarian types of government affect individual rights and the promotion of the public good 3. place the development of individual rights in the United States in the context of international human rights 4. trace the expansion of individual rights in the United States during the 20th century 5. examine the role of civil disobedience in the expansion of individual rights in the United States 6. distinguish civil disobedience from other forms of law breaking and dissent 7. examine the arguments in support of and in opposition to civil disobedience and evaluate its impact on the existence of a democratic society 8. examine the role of the Supreme Court's interpretation of the 14th Amendment to the Constitution in the expansion of individual rights and cite applications of "judicial review" Include procedural due process, substantive due process, and equal protection of the laws. 9. evaluate arguments on contemporary issues involving applications of individual rights in terms of the fundamental principles of American democracy Consider how appropriate claims of rights are in particular situations. 10. distinguish public interest groups from special interest groups 11. evaluate the ways in which public interest groups and special interest groups impact efforts to achieve the public good 12. interpret the significance of interest groups in the governing process for the maintenance of a democratic society 13. relate the actions of interest groups to the essential characteristics and fundamental principles of American democracy 14. cite historical examples of the importance of voter participation, political party activity, and interest group activity Find examples of close state and local elections, note the lack of partisanship about Cold War foreign policy, identify groups associated with various "rights" movements. Participatory Citizenship The learner will 1. analyze the impact of citizen participation on issues such as the civil rights movement and the effort to end the war in Vietnam 2. acquire, interpret, and analyze information regarding civic issues A. analyze sources used to obtain information Include electronic networks and data bases to recognize relevant information, identify evidence, and distinguish between facts and value judgements. B. compare points of agreement and disagreement among sources C. evaluate the reliability of available information Determine the credibility of a source by checking qualifications and reputations of writers, checking methods used to prepare information, and checking whether information agrees with other credible sources. D. identify and weigh alternative viewpoints Detect bias and logical fallacies, identify unstated assumptions, recognize points of view, recognize stereotypes, and evaluate the accuracy and consistency of arguments. 3. demonstrate a reasoned commitment to fundamental principles of American democracy Popular sovereignty, constitutional government, public good, individual rights, pursuit of happiness, justice, equality, diversity, truth, patriotism 4. identify alternative means of participation in government, both direct and indirect, by which citizens can express their own opinions and advance their own interests Interest groups (lobbying groups), political action committees polls, media 5. cooperate with others to assume the role of an interest group 6. associate the exercise of responsibilities with the exercise of rights Courteous listening/freedom of speech, not infringing on the rights of others when exercising individual rights 7. evaluate positions on the proper scope and limits of individual rights in specific situations Freedom of the press in situations involving national security 8. identify various forms of political participation available to address issues of human rights 9. outline issues related to the responsibility of citizens in the United States to promote the rights of all persons in a democratic society and around the world 10. compare opportunities for citizen involvement under different forms of government that presently exist TENTH GRADE PERFORMANCE OBJECTIVES 1. Given significant events since 1919, the learner will analyze their influence on current situations 2. Given competing narratives, the learner will compare the significant differences in the interpretations presented and explain why he/she prefers one to the other, prefers both, or prefers neither by evaluating the strengths of the arguments contained in the narratives 3. Given information about cultures on three continents since 1919, the learner will analyze the impact of technology and contact with other cultures and compare any economic, political, and social changes on these cultures 4. Given specific past or present events, the learner will explain how events in one region of the world can affect other regions or even have global implications 5. Given arguments for and against free trade, the learner will create and compare the implications of two scenarios: one in which barriers to free trade are enacted and the other in which free trade is practiced 6. Given specific episodes, the learner will evaluate how monarchal, representative democratic, and totalitarian types of government affect individual rights 7. Given the interpretations of the United States as a "melting pot" versus a "salad bowl", the learner will determine which interpretation makes the most sense to him/her and support his/her view with evidence from the experiences of several cultures in the United States since 1919 8. Given significant events since 1919, the learner will analyze through examples if the United States is becoming isolated from other nations or if it is becoming part of an increasingly interdependent world 9. Given specific constitutional rights, the learner will examine the efforts of various groups in the United States since 1919 to obtain these rights and explore whether inequities currently exist 10. The learner will analyze governmental actions with respect to individual rights and explain the importance of individual rights in a free society 11. Given significant issues facing the United States today, the learner will identify several ways citizens can impact these issues ELEVENTH GRADE INSTRUCTIONAL OBJECTIVES Choice is a focus for social studies instruction at this grade level. How choices are made, who makes them, and the effects of those choices are the kinds of questions learners address during this year. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. use multiple historical narratives to research the connections between current events/issues and their antecedents 2. identify, synthesize, and analyze historians' arguments, explanations, or interpretations of historical events/issues 3. hypothesize the influence of the past on the present including both the limitations and the opportunities made possible by decisions in the past 4. consider how different choices in the past could have led to different consequences and project how different choices in the present could lead to different consequences 5. obtain needed historical data from a variety of sources Library and museum collections, historic sites, photos, eyewitness accounts, newspapers, documentaries, electronic data bases Pluralistic Society The learner will 1. explain how the United States has benefited from its multicultural diversity 2. explore the roots of prejudice and identify ways of combating prejudice 3. examine why people in various cultural groups may wish to preserve their culture while still participating in United States society and economic prosperity 4. identify ways in which people can better learn to live together Global Connections The learner will 1. locate sites of current events and identify reasons for the events occurring at those sites 2. isolate the physical and human characteristics of places that have a bearing on current events 3. identify instances of people interacting with, adapting, or modifying their environment and explore the impact of technology on the environment 4. determine patterns of movement of people, ideas, products, and capital and identify the linkages that prompt interdependence among people and societies 5. utilize current events to generate criteria for the formation of regions and identify the regions that result from physical and human interrelationships 6. examine the impact of communication and transportation technology on increasing contacts among people throughout the world 7. identify corporations that are multinational in their operation and assess their impact on international trade Resource Allocation The learner will 1. analyze the opportunity costs or trade-offs involved in the planning a budget Create a personal or family budget to satisfy a particular set of wants within a given allotment of money. 2. cite examples of producers and consumers willingly exchanging goods and services for money because of the mutual benefits 3. equate hours of labor needed with the cost of particular goods and services 4. determine how self-interests affect consumer decisions 5. describe how the learner acts as a producer and a consumer Perform household chores for allowance, purchase materials for a hobby 6. select goods and services that are currently a fad and speculate about the impact of the fad on the availability of resources and the price of the good or service 7. compare the benefits and costs of consuming versus saving 8. describe the advantages and disadvantages of specialization in the production process Allow groups of students to experiment with different ways of producing some product (stapling papers in some sequence/unstapling papers and sorting) to determine the most efficient way to do the task. 9. explain the benefits and costs of investment in capital goods 10. associate the income of each household with the degree of productivity and the amount of resources supplied by that household 11. provide examples of investing in human and physical capital and describe how adding new capital resources can increase productivity 12. explain how profit works as an incentive for entrepreneurs to take investment risks 13. recognize key characteristics of money and suggest acceptable and unacceptable items for use as money Divisibility, portability, acceptability, durability 14. associate the value of money with its acceptability 15. discern the functions of money and identify how money is created Unit of account, store of value, medium of exchange 16. identify different forms of money Currency, coin, checks, electronic transfers 17. identify types of financial institutions and explore their roles as intermediaries between households and businesses Banks, savings and loans, credit unions 18. provide reasons for saving money and list the results of saving 19. provide reasons for using credit and list the results of using credit 20. suggest the impact of savings and credit usage on the economy 21. describe a market and identify instances of market usage A place where goods and services are exchanged through buying, selling, and trading 22. investigate factors that influence demand for goods and services Population, income, consumer preferences, availability and price of substitutes and compliments, fluctuations in production and production costs 23. investigate factors that influence supply for goods and services Market price, production costs, availability of resources, technological advances 24. describe how supply and demand together set the market price for goods and services and how the prices reflect the relative scarcity of goods and services 25. explore how prices are used to determine how productive resources will be distributed and who will be able to consume the produced goods and services Read graphs that illustrate how supply and demand determine market price. 26. examine the impact events in one market will have on other markets Production of zippers affected by decreased production of blue jeans due to new fad for blue jean jackets 27. compare advantages and disadvantages of competition in the market place and find examples of ways in which businesses compete competitively and ways in which they restrict competition 28. associate the degree of competition with its effects on prices Democratic Ideal The learner will 1. analyze governmental actions in terms of the fundamental principles of American democracy and evaluate the extent to which the actions reflect the ideals Use examples from the federal, state, and local levels of government. 2. explain the types of powers in the U.S. Constitution, the constitutional division and sharing of powers between the state and the national government, and the constitutional prohibitions on the use of power, and the obligations of the states and the national government 3. explain the forms of cooperative sharing and intergovernmental regulation in the federal system, the politics of federal-state-local relations, and the disputes that arise over the extent of state powers and national government powers 4. identify the states and their local governments as democratic political systems with principal responsibilities for domestic functions in the United States 5. recognize the diversity in politics and government that exist among the fifty states and the local communities 6. analyze the changing national-state relationship within the federal system 7. evaluate the federal system of government on the basis of serving the public good 8. explain applications of the principles of separation of powers and checks and balances 9. evaluate the utility of the principles of separation of powers and checks and balances for the public good 10. assess the relative importance of formal and informal procedures in the legislative process Include procedures such as recall, referendum, initiative, committee activities, legislative rules, staff roles, constituent representation, political party leadership, and interest group lobbying. Analyze, at the national, state, or local level, the perceived conflict between representation of constituents and lawmaking for the general public. 11. assess the relative importance of formal and informal procedures in the executive process Include procedures such as recall, bureaucratic inertia, legislative constraints, staff roles, civil service, and interest group lobbying. Use historical and current case studies to evaluate the importance of executive prerogative or persuasion in accomplishing the ends of public policy. 12. assess the relative importance of formal and informal procedures in the judicial process Include procedures such as methods of obtaining office, stare decisis, judicial conference, amicus curiae briefs, and clerk roles. Evaluate arguments concerning "judicial activism" on the basis of whether or not activism promotes the fundamental principles and values of American constitutional democracy. 13. explain the concept of a court's jurisdiction and identify examples of jurisdictions 14. explore the relationship which exists between the formal and informal procedures of government as a means to evaluate the role of the citizen in policy making 15. explain the relationship of political outcomes to political processes and interpret outcomes in light of the formal and informal processes taking place within a constitutional framework 16. associate suffrage as a political right with the purposes of and qualifications for voting in Ohio's primary and general elections 17. examine the practices affecting the conduct of elections and the operation of political parties 18. evaluate the role of elections and political parties in facilitating the democratic process 19. describe the ways in which public officials can acquire and lose their offices while relating this accountability to the public good Participatory Citizenship The learner will 1. acquire, interpret, and analyze information regarding civic issues A. analyze sources used to obtain information Include electronic networks and data bases to recognize relevant information, identify evidence, and distinguish between facts and value judgements. B. compare points of agreement and disagreement among sources C. evaluate the reliability of available information Determine the credibility of a source by checking qualifications and reputations of writers, checking methods used to prepare information, and checking whether information agrees with other credible sources. D. identify and weigh alternative viewpoints Detect bias and logical fallacies, identify unstated assumptions, recognize points of view, recognize stereotypes, and evaluate the accuracy and consistency of arguments. 2. demonstrate a reasoned commitment to fundamental principles of American democracy Popular sovereignty, constitutional government, public good, individual rights, pursuit of happiness, justice, equality, diversity, truth, patriotism 3. decide what good government in a democracy requires of citizens 4. explain the importance of and decide upon the best method for citizen participation in the policy process given a particular set of circumstances Apply at national, state, and local levels. Consider the costs and benefits of participation. 5. critique positions on various ways to become involved in the policy process 6. participate with others in evaluating public policy and work to achieve consensus on how the policy issues should be addressed 7. distinguish between voluntary efforts that involve monitoring and influencing public policy and those that do not 8. examine the scope and patterns of voluntary action in terms of what citizens gain and contribute through such efforts 9. evaluate voluntary efforts in terms of their effects upon the rights of individuals, the goals of the community, and the common welfare ELEVENTH GRADE PERFORMANCE OBJECTIVES 1. Given a series of related historical events or a single historical event, the learner will project how other choices made in those instances would have different consequences for today 2. Given examples of prejudice, the learner will identify ways to deal with their manifestations 3. The learner will use an historical or current event to illustrate the impact of communication or transportation technology on contacts among people throughout the world 4. Given an alloted income, a savings plan, and a set of wants, the learner will prepare a personal or family budget and analyze the opportunity costs or trade-offs involved in the planning 5. Given a good or service, the learner will indicate factors influencing demand for and supply of the good or service 6. The learner will demonstrate a reasoned commitment to fundamental principles of American democracy 7. The learner will analyze governmental actions in terms of the fundamental principles of American democracy and evaluate the extent to which the actions reflect the ideals 8. Given a question concerning public policy, the learner will outline a plan, along with its costs and benefits, to participate in the governmental process and advance the interests of a particular group TWELFTH GRADE INSTRUCTIONAL OBJECTIVES The major focus of social studies instruction in the twelfth grade is to provide students with the opportunity to apply the skills and knowledge they have gained in projects that will enhance their involvement as participatory citizens. Objectives (followed by comments/activities) Cultural Heritage The learner will 1. appreciate the impact of our cultural heritage on particular issues Past developments often limit the range of options open in particular situations. 2. use multiple narratives to research the connections between current events/issues and their antecedents 3. identify, synthesize, and analyze arguments, explanations, or interpretations of historical events/issues 4. hypothesize the influence of the past on the present including both the limitations and the opportunities made possible by decisions in the past 5. consider how different choices in the past could have led to different consequences and project how different choices in the present could lead to different consequences 6. use and analyze appropriate resources when conducting research Pluralistic Society The learner will 1. consider the perspectives of various cultures when analyzing issues 2. utilize current events to examine issues pertaining to cultural diversity 3. create alternative scenarios to determine the impact and reaction of various cultures to proposed solutions to the issue being studied 4. justify proposed solutions to the issue being studied from the perspectives of various cultural groups Global Connections The learner will 1. recognize the international implications of many issues 2. consider the perspectives of other nations when analyzing issues that have international implications 3. utilize current events to examine issues of global significance 4. create alternative scenarios to determine the impact and reaction of various regions or nations to proposed solutions to the issue being studied 5. justify proposed solutions to international problems by explaining how the solutions would be acceptable to the parties involved Resource Allocation The learner will 1. relate scarcity of resources and an uneven distribution of resources to issues being studied 2. utilize current events to examine issues concerning the allocation of resources 3. create alternative scenarios that would impact the allocation of resources 4. justify proposed solutions to the issue being studied by explaining improvements made in the allocation of resources Democratic Ideal The learner will 1. consider democratic principles when designing solutions to a problem 2. utilize current events to explore issues relating to democratic principles 3. create alternative scenarios to determine the impact of proposed solutions to the issue being studied on democratic principles 4. justify proposed solutions to the issue being studied by explaining how they adhere to democratic principles Participatory Citizenship The learner will 1. demonstrate a commitment to democratic principles 2. consider the importance of registering to vote and voting in a democratic society 3. work as an individual or as part of a group on a significant issue A. identify the issue to be addressed B. research the issue to obtain necessary information C. plan a strategy and possibly develop alternative strategies for addressing the issue and determine which strategy will be utilized D. identify significant people that are part of the issue or may impact the issue and communicate with them according to the strategy developed E. act on the strategy F. assess the impact of the strategy based on the results of the actions taken 4. participate in a project designed to serve the community This project may be associated with the issue study in Objective 3 or it may be a project independent of that effort. TWELFTH GRADE PERFORMANCE OBJECTIVES 1. Given an issue, the learner will demonstrate an ability to solve problems by being able conduct research, develop alternative strategies, determine the strategy most likely to result in a successful resolution, communicate with appropriate people, act on the strategy determined to resolve the issue, and evaluate the impact of the strategy undertaken 2. Given an issue, the learner will demonstrate the ability to use knowledge and skills from appropriate social studies disciplines in researching and developing solutions to the issue 3. Given an issue, the learner will demonstrate an ability to consider various perspectives when researching and developing solutions to the issue 4. Given an issue, the learner will propose alternative solutions to problems associated with the issue HIGH SCHOOL COURSES This model provides for an integrated social studies program from prekindergarten through high school. Those districts electing to provide social studies instruction in grades 9-12 through integrated social studies courses (e.g., Social Studies I, II, III, IV), should find the MODEL extrememly helpful. The six strands are carefully developed and lend themselves to such an approach. Each of the strands should be well represented in each of the integrated courses developed for the high school program. Other districts may prefer to preserve more traditional discrete courses as the foundation of their high school program. These courses should be developed comprehensively to include each of the strands. Curriculum committees will need to to examine the instructional and performance objectives presented in the MODEL and reorder them according to their sequence of high school courses. Each strand must be substantially addressed in each of these high schools courses. Districts that develop different levels for courses must address the essence of each strand in each level. While it is recommended that high school students experience a four-year social studies program, some schools may require fewer years as part of their graduation requirements. In this case, the substance of each of the strands in the four years presented in this MODEL must be presented in the social studies courses students are required to take for graduation. Lastly, some school districts may restructure their high schools using some pattern of organization other than courses. The new organizational pattern should include all of the strands and the substance of the objectives in the strands in a way that is consistent with the restructured approach to education. INSTRUCTIONAL CONSIDERATIONS As indicated in the section on "Scope and Sequence Considerations," social studies instruction should be as diverse as possible and encompass a wide variety of learning activities. If developed correctly, the curriculum should provide a basis for such instructional activities. It should be noted that the instructional objectives in the MODEL are arranged conceptually and not in an instructional sequence. While the MODEL attempts to provide an articulated program of content and skill development as well as linkages between the strands, it does not propose a recommended sequence of instructional activities. District curriculum planners can modify the arrangement of instructional objectives to suit local needs. Classroom teachers should be free to select and match instructional objectives within and among courses of study to create engaging instructional episodes which allow students to capitalize on the complementary aspects of various disciplines. Social studies instruction must be more than the memorization of a multitude of disjointed facts. Too frequently, students have been exposed to instruction that has forced them to memorize numerous facts and regurgitate them on a test at the end of the week or the unit. Much of the time students are not led to understand the connections between and among the facts, and, in the rush to cover the course content, never have a chance to explore the facts they are learning in a meaningful way. This mode of instruction assures that, in the long term, students will retain little of what they have learned. This MODEL is designed to provide students with opportunities to develop the skills necessary to think critically about the content they are learning. Students must be able to read maps, to interpret data on charts, to analyze the writings of people past and present, and to formulate conclusions, among other skills. If they are given the opportunity to utilize their skills to think critically about the content, they will retain their skill and content knowledge for a longer period of time. The development of student skills and social studies content should not be left to isolated instances. Although the MODEL may show a particular skill only once or twice in a particular strand, curriculum developers can include the same skill in other strands as well. Classroom teachers should not limit instruction to a "once-over" approach. Social studies skills need to be explained, modeled, practiced, and applied in various contexts. Learners will incorporate these skills only if they have repeated opportunities to utilize them. In the same way, social studies content should be addressed and examined from different perspectives. The MODEL uses content to bridge the strands which organize the curriculum. Each grade level has a theme to provide content focus. Curriculum developers may think of other ways to address content from different perspectives. Teachers can create imaginative units which permit students to explore events, issues, and concepts in a variety of challenging and interesting ways. Instruction of this sort has implications for the role of the classroom teacher. Traditional instructional models have the teacher as the center of attention in the classroom dispensing valuable information to the students. As has been sometimes observed by others, in this case school becomes a place where young people go to watch older people work. School should be a place where the students work. Opportunities should be provided for them to research and explore. The teacher becomes a facilitator guiding their work. As knowledge multiplies it is increasingly difficult for any one individual to serve as a source of all factual information. Computer programs are available in many social studies areas which contain more information than a teacher or textbook. Students should have access to this kind of information and be able to utilize it in various ways. The teacher helps students do this. Instructional materials should be as diverse as the teaching strategies. Textbooks should not be the only instructional resource utilized by students. There is a whole world of resources available, such as books, magazines, newspapers, films, videotapes, computer software, people living in the community, and penpals in other countries. Many of the issues explored in social studies are not clear cut and involve a variety of perspectives. Students should become experienced in examining different points of view, in analyzing these perspectives, and in developing their own views that make sense to them. Whether teachers and learners are creating social studies instructional products or are interacting locally or internationally with other classrooms or electronic information sources, social studies classrooms should have proper equipment access. While traditional equipment should continue to be available, the classroom for the next century should provide teacher and student access to technology which through telecommunications brings current world issues and news into the classroom or school resource center regularly. Teachers and students should also have access to technology which gathers and processes audio, video, and printed information and graphics. Access should also be considered for public and private educational cable services, Freenet telecommunication services, Internet, and the InfoOhio telecommunications network. What is described in this MODEL is not intended for only "the best and the brightest" but involves everyone. Interesting activities should not be provided for some learners but not for others. All students are capable of developing skills so that they can think critically about what they are learning. Lastly, this MODEL supports instruction that enables learners to utilize several disciplines simultaneously. As students explore issues of interest and importance, they should involve as many of the social studies disciplines as appropriate for the endeavor. And social studies does not exist in a vacuum. Cultural studies may certainly involve visual art, music, and language in order to better understand a culture being examined. In exploring environmental issues, science and mathematics can be helpful in determining rates and effect of pollution and in deciding on alternative courses of action. Speaking, listening, writing, and reading skills are crucial if students are to learn to communicate with each other in the various settings in which citizens can participate in such dialogue. If we are to have an educated citizenry capable of dealing with issues that will confront it during the twenty-first century, then we must have instruction that will prepare our students for the challenges ahead. Only as they learn to think critically about issues past and present will they be able to meet those challenges in the future. ASSESSMENT STRATEGIES Assessment in the competency-based social studies program consists of two components: ongoing classroom assessments and district-wide, grade-level assessments. Both are vital in providing needed information for the overall success of the program. In order to be most effective, both need to focus on the stated goals and objectives of the social studies program. One of the primary goals of assessment is to inform instructional planning. It is directly linked to decisions about the need to remediate, reinforce, or extend student learning. Intervention strategies cannot be planned until judgements have been reached about student performance based upon a range of assessments, both formal and informal. Once assessment information has been obtained, it can be evaluated and used to develop strategies to address perceived student needs. Classroom assessment cannot be limited to classroom testing. Many of the instructional objectives found in the MODEL COMPETENCY-BASED SOCIAL STUDIES PROGRAM do not lend themselves to traditional testing techniques. Using a variety of alternative assessments can help to provide a clearer picture of learning and provide a more solid foundation for intervention. During initial instructional activities, the teacher can be engaged in ongoing assessment based upon the variety of student responses to questions, the kinds of student inquiries, the degree of student involvement or participation, and even based upon the types of student facial expressions. Interpreting classroom interactions as they take place is a form of assessment that leads to intervention as the teacher modifies the instructional strategy or practice being used. When an explanation of a skill appears to be insufficient, the teacher can model the skill. When the number of questions increases, the teacher can slow the rate of instruction. When a group or groups of students working on a task appear to have difficulty getting started, the teacher can target the individual groups to provide more elaborate directions. After instruction has taken place, more formal types of assessments may be employed. The choice of assessment methods must take into account the nature of the instructional or performance objectives to be assessed. Teachers need to examine their instructional objectives carefully to determine the intended focus of each objective. For example, the focus could be on content, skill development, application, performance, or participation. Instructional objectives may lend themselves to one or more assessment measures. These assessment measures can include such things as questionnaires, rating scales, tests, and actual work products demonstrating that particular objectives have been accomplished. Selected objectives from the MODEL help to illustrate the advisability of alternative forms of assessment. The assessment methods which follow are illustrative only. Teachers are encouraged to be innovative in their approaches to assessment. Objective under consideration: The learner will assume responsibility for own actions in working with others. [Third Grade Participatory Citizenship objective #4] Assessment for this objective: The teacher could maintain an observational checklist of responsible interactive behaviors that had been reviewed in class and note how each student performs in situations involving others. The students could be asked to rate their own behavior, either on a checklist or in narrative form. Objective under consideration: Given information about global resource distribution, the learner will use the information to make an argument about why nations engage in international trade. [Sixth Grade Performance Objective #4] Assessment for this objective: The focus of this objective is not on the background knowledge the student brings to the task for needed information is to be provided as a part of the assessment situation. Instead, the assessment task needs to focus on the student's ability to interpret given information and to create an argument. The form in which the information is presented cannot be unfamiliar to the students. The assessment must focus on the learner's ability to make an argument and not on the learner's ability to decipher information presented in a new format. Asking the student to present the argument orally and recording the argument for later review would be one way to assess this objective. The student could make the argument while role playing as a news analyst. Objective under consideration: The learner will utilize historical resources (portray the chronology of an historical argument). [Seventh Grade Cultural Heritage objective #4A] Assessment for this objective: This objective allows for a wide variety of student responses ranging from written narratives to time lines to History Day projects and performances. Whatever the presentation, the learner's understanding of chronology can be determined. Large-scale assessments are best suited for determining how well a social studies program is enabling students to reach the goals and objectives established as part of that program. School districts have three basic options which can be used to address the need for large-scale assessments: commercially-developed tests, Ohio's proficiency tests, and assessments developed by school districts. School districts may also use a combination of the preceding assessments. Each of these options must meet the requirements for standardized administration (all students at each grade-level throughout the district receive the same assessment, it is scored in the same manner, and is administered in an appropriate time frame). Test items on commercially-developed tests can be examined for compatibility with a district's competency-based performance objectives. Selected test items can serve as key indicators of the success of a social studies program. Ohio's proficiency tests will increasingly be useful in evaluating the overall success of a social studies program. As the proficiency outcomes are developed based upon the MODEL COMPETENCY-BASED SOCIAL STUDIES PROGRAM, it will be easy for districts to review overall proficiency test scores to gain an understanding of how the social studies program is performing. School districts may develop their own assessments. These can be specifically tied to particular performance objectives at each grade level deemed to be the most noteworthy to the local social studies program. School districts may also use a combination of the preceding to meet the requirements for district-wide, grade-level assessments. Comparing data from different sources can be useful in checking for gaps in information, overlooked problem areas, and identifying new objectives for the program to address in the future. Classroom assessments and district-wide, grade-level assessments both provide valuable information for educators. Classroom assessments assist in making important instructional decisions. District-wide, grade-level assessments enable educators to evaluate the effectiveness of the social studies program. INTERVENTION STRATEGIES Recognizing that alternative or supplemental action designed to remediate, reinforce, or support student learning relative to the specified performance objectives will sometimes be necessary, suggested intervention services are herein identified for social studies. Two very important assumptions need to be remembered: ¥ intervention must always be tied to assessment, and ¥ intervention is a shared responsibility. These assumptions undergird any successful intervention program. The tie between intervention and assessment seems obvious. To plan and implement intervention procedures or strategies without first assessing student performance is illogical. The relationship between these two important concepts, however, is neither direct nor simple. A competency-based program developed by individuals who understand human learning, curriculum development, and social studies will include intervention and assessment components which are interrelated, which build upon each other, and which are not necessarily linear. Assessment may be formal or informal, but it should always indicate to the teacher whether intervention is necessary. This does not mean that a single assessment will necessarily indicate the need for and/or kind of intervention that should be provided. Intervention programs need to be based on the full range of assessments that are included in a district's competency-based education program. It is widely understood and accepted that "intervention is a shared responsibility." How this responsibility is shared, and by whom, however, is not generally understood. In the broadest sense, intervention is the responsibility of all individuals who care about student achievement. Minimally, intervention should be structured through three successive levels -- the classroom, the building, and the district. Ideally, these structures involve students, teachers, parents, and building and district administrators. When a student's need for intervention cannot be satisfactorily addressed by the regular classroom teacher, building and district options must be available. Building-level options might include interclass grouping, intervention assistance teams, tutorial programs, and resource/intervention rooms and teachers. District-level options might include summer school programs, extra hours programs (e.g., Saturday school), and required remedial academic courses. Provisions for intervention services, including adequate resources and appropriate staff development, should be made at all three levels. Classroom Level Intervention The primary responsibility for providing intervention, nevertheless, rests with the classroom teacher. The teacher must identify the need for intervention, design the instructional form it will take, and implement the action. This requires a great deal of skill in classroom remediation, reinforcement, and enrichment techniques. The teacher must be able to use content material, instruct for specific skills/knowledge deficiencies, and group students for special needs. The ability to understand and use various diagnostic instruments, analyze assessment data, and teach prescriptively are critical elements of effective intervention. A teacher who is astute, creative, and knowledgeable in the areas of social studies and pedagogy is the key to an intervention program which meets the needs of students. While courses of study and lesson plans focus on group outcomes, intervention must focus upon the individual student. Intervention in the classroom can take place during a lesson, after a lesson, at the end of a unit, or at the end (or beginning) of a grade level. Any or all of these models will accommodate one-to-one teacher-student interaction, as well as various tutoring approaches. The most effective intervention point occurs during the initial instruction. There are many instruction/intervention patterns found at the classroom level. Three of the most commonly observed patterns are characterized by (1) whole-group instruction followed by remediation for individual students, (2) whole-group instruction followed by collaborative group work, and (3) group problem-solving strategies. These three patterns represent some of the most typical classroom teaching/re-teaching models. One-to-one teacher-student interaction, tutoring situations other than those involving classroom teachers, and students' use of instructional technologies to discover and explore individually represent just a few of the many other instructional models that are not as readily observable. In the first pattern, an exemplary whole-group lesson is designed to cause students to think about the ideas that were presented, stimulate internalization of those concepts or skills, and elicit feedback as to how well the new concepts or strategies are understood. Good whole-group instruction models many of the components of effective communication. It is important that instruction be viewed as interactive among teachers and students. Understanding comes through dialogue. Students have at least half the responsibility for learning in any instructional setting. Despite this responsibility, learners respond at various rates and with varying levels of understanding. Individual student responses provide teachers with opportunities to extend, amplify, or back-up student understanding. Student responses should allow able teachers the opportunity to identify those students who have not fully grasped a concept. Teachers must possess a repertoire of teaching skills and strategies for initial intervention episodes. This repertoire should include listening and questioning skills, conferencing strategies, knowledge of the social studies disciplines, and ability to present concepts and ideas in formats that address various learning style strengths and motivational levels. As the instructional dialogue continues, the teacher has ample opportunity to elicit both formal and informal feedback from learners. At some point in this process, the teacher must decide how many (as well as which) of the learners understand the lesson ideas well enough to go on to independent work. Additional efforts must be made to assist students who are not ready to consolidate ideas and proceed independently. This additional work is usually accomplished with individuals or small groups and is usually directed by the teacher. The teacher may, however, serve as a facilitator in the learning community. It is important that teachers be competent diagnosticians in order to determine the source of student learning problems. Understanding why students are having difficulty is critical to overcoming that difficulty. When these gaps in understanding have been addressed, the instructional activities related to learning the initial concepts may be resumed. Since most teachers routinely do what they consider their best or most effective lesson as their initial presentation to a group, they sometimes have difficulty developing and presenting concepts using alternative approaches. Yet development of a set of alternative strategies is an important part of professional growth, and is essential to meeting the intervention needs of students. The second pattern also involves initial instruction in a whole-group setting. Good instruction in this model is as dependent on two-way interaction between teacher and student as the instruction in the first model. The difference occurs after this initial whole-group instruction. Rather than making determinations about the appropriateness of intervention based only on teacher judgement, this model depends on students working in groups to solidify concepts. Typically after teacher-centered instruction, the students are grouped to continue discussion and work on applications or extensions of the concepts and skills presented in the lesson. At the core, this model assumes that students have learned at different rates and to different degrees of understanding. It also assumes that students can effectively communicate with, and indeed, help each other to learn. Group problem-solving strategies, the final pattern, usually present students with situations to explore, projects to complete, or tasks to perform prior to their receiving any direct instruction. Examination of the results of these efforts can facilitate the design of the next stage of instruction so that it addresses common problems faced by the learners. At the core of classroom intervention is effective instruction aimed at each student. In general, this requires that instruction be focused as much upon the process of learning as upon what is learned. Instruction must be paced to take into account the fact that students learn at different rates. It must be structured so that applications or extensions of the concepts and skills provide students with opportunities to internalize what has been presented. Diagnoses and remediation of errors should take place as soon as possible in order to avoid the more formal intervention options available at the building and district levels. Building-Level Intervention When the intervention possibilities provided in the classroom are not sufficient to meet the needs of an individual student, it is sometimes necessary to provide alternatives. These alternatives may include interclass grouping (a strategy that has been employed in reading by elementary schools for years); the establishment of a resource or intervention room (appropriately staffed); tutorial programs; and a formal intervention assistance team established at the building level. Interclass grouping might occur at either the elementary or the secondary level. This option is appropriate when groups are formed for short periods of time with highly fluid structures and membership. Since intervention is best handled at the classroom level, this alternative should be used only after the classroom teacher and/or the intervention assistance team has decided that the options for intervention within the classroom cannot meet the needs of the student. Groups should be formed when students are having difficulty with the same or related performance objectives and there is strong evidence that the reasons for the difficulty are somewhat the same across the group. The establishment of an intervention or resource room is also an alternative which may be valuable for all school buildings. These centers may be places where students can receive valuable one-on-one attention. It is absolutely essential that the person or persons staffing a center such as this be knowledgeable about content, methods, and materials necessary for the development of a remedial program, and in addition, be able to implement such a program. Occasionally, there is a temptation to assign "less-competent" faculty members to such a center in order to remove the need for such individuals to deal with large groups or with whole-group instruction. This will ultimately prove to be counterproductive. Students who are unable to learn effectively and efficiently in a traditional classroom setting are the very ones in need of the most-talented and caring teachers if they are to develop the knowledge, skills, and dispositions needed to be fully engaged as participating citizens in a democratic society. Tutorial programs offer practical ways to help students having difficulty in social studies. Tutorial programs offer a way for learners to get much needed personal attention. Again, it is important that all persons acting as tutors, whether they are volunteers, other students, or classroom teachers, receive special training both in terms of methods and content appropriate for students who have not attained specified objectives. District-Level Intervention Students who continue to have difficulties after involvement in classroom and building-level intervention programs need to be placed in district programs. These programs might include a highly individualized summer school program, a before- or after-school program during the regular school year, and in the case of secondary school students, a required remedial academic course. These programs represent the most serious and costly intervention, and it is important that alternative instruction be given. Often, students in these programs will have had a long history of difficulty in their social studies coursework. They have not achieved expected performance levels through regular classroom instruction. Using the same instructional techniques and materials with these learners will not produce success. Intervention efforts should begin with diagnostic analyses that will reveal areas of fundamental difficulty and misunderstanding. Connections should be made from what is known to what is to be learned. Learners should have the opportunity to reconstruct knowledge in the context of new narrative materials. Skills need to be modeled for learners to imitate and then to use in a variety of settings. Repeated opportunities to apply knowledge and skills need to provided. It should be noted that for this and all other intervention programs and practices, reliance on rote memorization will not guarantee positive results. This practice takes time away from applying knowledge and skills in the contexts of participatory citizenship. Sample Intervention Strategies Meeting the needs of an increasingly diverse student population while society's need for a well-educated citizenry continues to escalate presents educators with new challenges and opportunities. Intervention services and strategies should be considered in light of their appropriateness for situation, content, and student. Teachers have always been adept at adapting general ideas and suggestions to specific situations. This talent is nowhere more important than in the selection and implementation of intervention strategies. A matrix is provided on the following page which summarizes the relationship of the most important components of intervention services and includes suggestions for documenting the services provided. In addition to the matrix, three intervention episodes are also provided here to assist teachers in developing intervention plans for their students. Intervention Episode 1 Objective under consideration: The learner will utilize map skills (apply latitude and longitude to locate points on maps and globes). [Fifth Grade Global Connections objective #1D] Assessment for this objective: After borrowing wall maps of the continents from his intermediate teaching colleagues, Mr. Ludwig has hung them in his room. He calls groups of five students to join him by the maps as the rest of the class works on other objectives by reading narratives they have selected about individuals from the region being studied and by identifying the central questions the narratives are addressing. Working with the small group, Mr. Ludwig gives each student three sets of map coordinates, one at a time (e.g., 40¡ N, 80¡ W). He asks students to use the coordinates to locate the physical or cultural feature closest to the intersect. As the students make their identifications, he notes their responses and, if needed, helps them to reorient themselves. Reviewing his notes at the end of the day, Mr. Ludwig recalls two significant instances of students experiencing difficulties. In the first instance, Kristen refused to engage in the exercise, stating repeatedly, "I can't do it." Even after offering to modify the task for Kristen by giving easier warm-up questions before the assessment tasks, Mr. Ludwig observed increased anxiety in her voice and tears beginning to form in her eyes. After reassuring her and telling her she would be able to try again some other time, he made a summary notation. In the other instance, Alan mislocated every set of coordinates. His teacher noted that Alan's locations were always in the wrong hemispheres. Mr. Ludwig also noted that another of his students was an exception during the assessment activity. Tom not only identified features closest to the given intersects quickly and accurately, he repeatedly made comments and asked questions about how identifying locations could be made even more accurate using latitude and longitude. Planning for intervention: Who needs intervention? What kind of intervention should be provided? One of the things that ought to be noted is that it is artificial to make decisions about intervention based on responses to one assessment item or situation. It is also clear that it would be hard to discuss intervention for these students outside the context of what the rest of the class is doing. It is clear that neither Kristen nor Adam did exactly what Mr. Ludwig hoped they would do. It is equally clear that the intervention for each student would differ markedly. Mr. Ludwig might meet with each student individually and discuss that student's responses to the task. Those discussions and the activities which would follow constitute the intervention process. The quality and success would depend largely on Mr. Ludwig's competence as a teacher. He would need to diagnose and refine his assessment during these individual discussions. Finding out why a student did not achieve and then seeing that achievement occurs is an iterative and interactive process. The process begins in the mind of the teacher as he or she considers the results of assessment. Mr. Ludwig reflects upon what he has observed about Kristen. Kristen has never refused to do classwork before this incident and she has never been this distraught in class. Kristen's fourth grade teacher said that they had practiced locating places on maps last year and she did not recall that Kristen had any difficulty. Kristen's homework has been done correctly and she displays a good grasp of other map skills. Earlier this week she gave the proper definitions for longitude and latitude and she was actively involved with her group when it used desk atlases to practice this skill. I must be missing something in her work. The next day, Mr. Ludwig asked Kristen if she wanted to spend some recess time in the classroom to practice using latitude and longitude. She agreed and remained behind after the other students left. "Let's discuss what happened in class yesterday," he began. "I just don't understand that stuff," she replied. "I just can't do it." Sensing that this discussion was going to lead to further upset for Kristen, Mr. Ludwig decided to change his approach. He began to ask Kristen questions that reviewed map skills he knew she could use. He focused on relative and absolute location at first and gradually worked through cardinal directions to number and letter map grids. After watching her successfully plot locations on maps using number and letter grids, he told Kristen that she could take a break from her work and go out for the remainder of the recess period. He also told her that later he would be giving her an homework assignment. That afternoon Kristen received her assignment. Mr. Ludwig gave her a photocopy of the map they had used during recess, but he had used white out to cover the letters and numbers. He also used a marker pen to divide the map into quarters following the grid lines. He told Kristen to use the crossed lines like a compass and to separately number the horizontal lines above and below the horizontal mid-line using "N" and "S" as identifiers. She was to separately number the vertical lines right and left of the vertical mid-line using "E" and "W" as identifiers. He told her to bring the map to school the next day and that they would use it to plot locations just like they had done earlier at recess. These recess and homework activities represent a first attempt at intervention. The degree of success will be determined when Kristen returns to school the next day. Further diagnosis and refinement of the activities may be necessary before the student is ready to handle the original assessment exercise. Alan's situation was different. Once again, Mr. Ludwig had to reflect upon what he knew about his student. Alan could correctly find intersects based upon the degrees of latitude and longitude given, but he always placed the plots in the wrong hemispheres. North became south and east became west. He hasn't turned in any of the homework for this unit and he was absent when the small groups used the atlases to practice this skill. The next day Mr. Ludwig located a software package that dealt with map skills. He accessed the parts of the program dealing with compass directions as well as latitude and longitude. After previewing the material, he made a list of directions for Alan to follow. When Alan came to school, Mr. Ludwig gave him the directions and told him when he could use the classroom computer. He also called Alan's parents and asked them to check Alan's homework assignment sheets each evening to be sure that Alan completed his assignments. Tom presented an interesting challenge for Mr. Ludwig. He was obviously ready to do more advanced work. His teacher decided to give him the opportunity to build upon his understanding of latitude and longitude. Before another class, Mr. Ludwig asked Tom how he would use latitude and longitude to locate points on a map more accurately. During the ensuing discussion, he introduced Tom to the concepts of minutes and seconds. He also gave Tom some worksheets to practice using these concepts in identifying locations. Intervention Episode 2 Objective under consideration: The learner will utilize time in studying history (detail the chronology of a story by using a calendar to denote the beginning, middle, and end). [Second Grade Cultural Heritage objective #1B] Assessment for this objective: Mrs. Slocum asked her students to describe the preparations and activities associated with a field trip unit devoted to identifying landforms and bodies of water (from the Global Connections strand). She provided them with a copy of the monthly calendar for the month when the unit was implemented and asked them to point to the day/date when the unit began (preparations), the day/date for the middle of the unit (the field trip), and the day/date for the end of the unit (follow-up activities). Each student had about a minute to complete the task by discussing the unit with Mrs. Slocum. She recorded in her grade book each successful completion of the task and used a self-stick note sheet to indicate problems students had. Four students had difficulty with the objective. Juan had the dates and events out of order. Max knew the right sequence but had the wrong dates. Betty knew the right dates but had the wrong sequence. Alison had all of the information correct except for the end of the unit. She described the concluding activities and pointed to the right date for them, but indicated that the end of the unit was on an upcoming weekend and did not discuss it further. Planning for intervention: Mrs. Slocum reflected on her experience with these four students. The instruction I provided apparently didn't work with Juan. He has had perfect attendance and has participated in all of the unit activities. How could he get things so mixed up? This objective is closely related to objectives in the measurement strand of our mathematics curriculum and we start kids ordering events based on time in kindergarten. I think I will contact Ms. Diechter and Mrs. Tambs to find out how Juan handled time measurement in math and social studies over that past two years. Maybe one of them can help. I'm not sure what problems Max and Betty are having, but it would seem that what Max knows should help Betty and vice versa. I'll have them work together with a new calendar and have them sequence the events leading up to our class presentation at the Halloween assembly. Then I'll have them share their work with me so that I see them use the calendar together to discuss the events. Alison really surprised me at the end of her recitation. She described perfectly what we did on the last day of the unit. Why didn't she recognize that as the end? And why would she say the unit would be over on a weekend when we don't have school then? I think I need to talk with her some more. The next time the class met for social studies, Juan went to see Mrs. Tambs who thought she had an idea to help him. Max and Betty went to a corner table to work on the sequencing assignment. And Mrs. Slocum invited Alison up to her desk while the rest of the class met in small groups to come up with ideas to decorate a school bulletin board with a map of the community (addressing Global Connections objective #2 and Participatory Citizenship objectives #3 and #5). "Alison," began Mrs. Slocum, "I would like to talk with you about your recitation using the calendar yesterday. Do you remember doing that?" Alison nodded that she remembered. "Can you tell me some more about why our field trip unit ends this coming weekend?" "'Cause that's when it does." "But we don't have school on weekends." "I know that!" Alison smiled. "Well, how can our unit end on a day when we have no school?" "Cause I told my Daddy about our field trip and how I knew about islands, and hills, and rivers, and valleys, and stuff. And I told him I wanted to go for a ride so I could show him. And he told me that I could go with him to Cleveland this weekend to show him. So I'm still practicing and you said to tell you when we finished." Mrs. Slocum thanked Alison for her help and Alison got up and joined one of the discussion groups. Mrs. Slocum got out her grade book and put a little check mark next to Alison's name. This teacher was initially concerned about the results of the assessment for four of her students. With a little additional questioning it was clear that Alison met the expectations that Mrs. Slocum had set. Max and Betty seemed to have relatively simple problems that they could help each other work out and Mrs. Slocum included herself as an observer and potential facilitator. Mrs. Slocum will have to contact Mrs. Tambs to see what intervention was provided and how successful it was before she decides what to do next. Intervention Episode 3 Objective under consideration: Given a question concerning public policy, the learner will outline a plan, along with its costs and benefits, to participate in the governmental process and advance the interests of a particular group. [Eleventh Grade Performance Objective #8] Assessment for this objective: Mr. Beal's junior class found the following question on a unit test. President Clinton's national health care reform proposal has aroused great interest around the country. Select a group of Americans that would be affected by this proposal and outline a plan that would promote the group's interests in the governmental process. Be sure to indicate what the costs and benefits would be to the group from its planned participation in the policy process. Upon reading his student's answers to the question, Mr. Beal was generally pleased. However, he found Michelle's response to be troubling. Michelle wrote: President Clinton's national health care reform proposal has aroused great interest around the country. Older Americans would be affected by this proposal. They should organize a letter-writing campaign to their congressional representatives. If they did, they might get what they want in the proposal. This cursory attempt to answer the question did not indicate a satisfactory response in terms of meeting the objective. One activity did not constitute much of a plan, the group's interests were not identified, only one unclear benefit was suggested, and no costs were considered. On the other hand, the identified group was one that would have a viable interest in the proposal, letter writing would be an appropriate activity in this case, and the letters would have been directed to appropriate governmental officials. Planning for intervention: Mr. Beal thought about what to do. This is atypical writing for Michelle. I've had her in class for almost two years and she usually is right on target with her work. But during the last month, this kind of abbreviated, half-hearted effort has taken over her work. I have written suggestions on her papers and asked her to do rewrites, but she hasn't turned in any work. I have had discussions with her about her work, but the discussions have been pretty one-sided with me doing all of the talking. Lately her other teachers have been making similar observations about her work in their classes. Maybe I need to get together with her other teachers and ask the school's Intervention Assistance Team for help. These intervention episodes are intended to illustrate the various considerations that enter into diagnosing problems with student learning and making prescriptive instructional responses selected and/or developed to address the specific needs of students. The relationship between assessment (making judgments about student achievement) and intervention (the range of alternative instructional behaviors designed to redress specific learning deficiencies) must always be maintained. The challenge is enormous, but the rewards are priceless. This represents the very best of what teaching is about. GLOSSARY absolute location - the location of a place which is expressed exactly through the use of a grid system business cycle - the upward and downward movement of overall economic activity over a period of years capital - a factor of production; resources used to produce other goods and services cardinal directions - the four main points of the compass: north, south, east, and west causative factor -something that actively brings about a result choropleth map - a map that uses coloring or shading to show the relationship between quantity or density and area circular flow model - a diagram that show the flow of economic activity between the household and business sectors of a market economy (see Ohio Council on Economic Education, K-12 Model Course of Study in Economics for an example) command economy - an economic system within which decisions are made by a governmental authority disposition - a prevailing tendency to act in a certain manner under given circumstances ecosystem - a system formed by the interaction of all living organisms with each other and the physical and chemical factors of the environment in which they live entrepreneurship - a factor of production; the productive resources supplied by a profit-seeking decision-maker who decides what economic activities to engage in and how they should be undertaken era - a time period set off or typified by some prominent figure(s) or characteristic feature (the Tudor era or the canal era) expansion - one phase of the business cycle in which there is a sustained increase in economic activity ( a peak represents the end of an expansion) externalities - the positive or negative effects that result when the production or consumption of a good or service affects people who are not directly involved in the market exchange factors of production - resources used to produce goods and services (i.e., land, labor, capital, and entrepreneurship) flow map - a map with arrows or lines illustrating the diffusion of people, ideas, products, etc. grid - an intersecting pattern of lines on a chart or map which allows for the determination of absolute location (latitude and longitude grid or number/letter road map grid) interdependence - reliance by people, within and between places, upon each other for ideas, goods, services interest - payment for the use of capital or saving intermediate directions - the points of the compass that fall between the four cardinal points (e.g., northeast, southeast, southwest, northwest) laissez faire - a doctrine opposing governmental interference in economic affairs beyond the minimum necessary for the maintenance of peace and property rights labor - a factor of production; the talents and skills of people which contribute to the production of goods and services land - a factor of production; productive resources occurring in nature (e.g., coal, air, natural gas, water) landform - the shape, form or nature of a specific physical feature of the Earth's surface (e.g., mountains, plains, plateaus) linkage - the contact and flow of ideas, information, people, and products between places marginal benefit - the amount of satisfaction a consumer receives from consuming an additional unit of a good or service marginal cost - the change in total cost due to a change in output by one unit at any given point of production market - the interaction of the buyers and sells of a particular good or service; this exchange of information about prices and quantities bought and sold need not be located in a particular place market economy - an economic system that has the following characteristics: private ownership of goods and the factors of production, freedom of individuals to make economic choices, the use of prices to allocate resources, and a limited economic role for government mercantilism - the doctrine that the economic interests of a nation can be strengthened by tariffs, increased foreign trade, monopolies, and by a balance of exports over imports meridian - an imaginary great circle on the surface of the Earth passing through the poles and any given place and used to measure longitude mixed market economy - an economic system that contains elements of a market economy, along with elements of a command and/or traditional economy multiple causation - the idea that events have more than one contributing cause multiple-tier time line - a time line that utilizes two or more rows of events, each row representing a different subject or perspective occurring during the period under study (i.e., a time line of the 19th century with a separate row for the rulers of each of several dynasties) narrative - story; description of related events network - an areal pattern of links between points along which movement can take place opportunity cost - the value of the next best alternative when an economic choice is made parallel - an imaginary circle on the surface of the Earth paralleling the equator and used to measure latitude primary source - an account of an event by someone who was present at the event public policy - the laws, regulations, and decisions that govern a political entity recession - one phase of the business cycle characterized by a downturn in overall economic activity accompanied by rising unemployment and declining real gross domestic product (a trough represents the end of a decline in economic activity) relative location - the location of a point relative to another point or points secondary source - an account of an event by someone who was not present at the event thematic map - a map representing a specific spatial distribution, theme, or topic (e.g., population distribution, religions of the world, types of climate) trade off - the sacrifice of one option for another; the use of a resource, good, or service in a particular way precludes other uses for the same resource, good, or service traditional economy - an economic system within which decisions are based on customs, beliefs, religion, habit, etc. RESOURCES The following list of resources includes the materials that were particularly instrumental in the development of the MODEL COMPETENCY-BASED SOCIAL STUDIES PROGRAM. Many of the instructional objectives used in the MODEL were based upon information and ideas contained in the documents listed here. Beyer, Barry K. Developing a Thinking Skills Program. 1988. Allyn and Bacon, Inc., Longwood Division, 160 Gould St., Needham Heights, Massachusetts 02194 Bradley Commission. Building a History Curriculum: Guidelines for Teaching History in Schools. 1988. National Council for History Education, Inc., 26915 Westwood Road, Suite B-2, Westlake, Ohio 44145-4656. (216) 835-1776. $3.00. Center for Civic Education. National Standards for Civics and Government (April 28, 1993 Draft). Center for Civic Education, 5146 Douglas Fir Road, Calabasas, California 91302-1467. Center for Civic Education and the Council for the Advancement of Citizenship. Civitas: A Framework for Civic Education. National Council for the Social Studies Bulletin No. 86. NCSS Publications, c/o Maxway Date Corp., Suite 1105, 225 West 34th Street, New York, New York 10001. (800) 683-0812. $50.00. Geography Education Standards Project. National Geography Standards (June 30, 1993 Draft). National Council for Geographic Education, 1600 M Street, N.W., Washington, D.C. 20036. Jacobs, Heidi Hayes (ed.). Interdisciplinary Curriculum: Design and Implementation. 1989. Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, Virginia 22314. $13.95. Joint Committee on Geographic Education. Guidelines for Geographic Education: Elementary and Secondary Schools. The National Council for Geographic Education, Leonard 16A, Indiana University of Pennsylvania, Indiana, PA 15705. $2.70 (less than 50 copies), $2.55 (50 or more copies) _______________. K-6 Geography, Key Ideas and Learning Opportunities. $5.00. _______________. Geography in Grades 7-12: Themes, Key Ideas and Learning Opportunities. $5.00. National Center For History in the Schools. National History Standards Project; Progress Report and Sample Standards (July, 1993). National Center For History in the Schools, University of California, Los Angeles, Moore Hall 334, 405 Hilgard Avenue, Los Angeles, California 90024. National Commission on Social Studies in the Schools. Charting a Course: Social Studies for the 21st Century. 1989. National Council for the Social Studies, 3501 Newark Street N.W., Washington, D.C. 20003. (202) 966-7840. $7.00. Bulk rates available on request. National Council for the Social Studies. Curriculum Standards for the Social Studies (May 3, 1993 Draft). National Council for the Social Studies, 3501 Newark Street N.W., Washington, D.C. 20003. National Council for the Social Studies. Social Studies Planning Resources. 1990. Kendall/Hunt Publishing Company, 2460 Kerper Boulevard, P.O. Box 539, Dubuque, Iowa 52004-0539. $12.95. Ohio Council on Economic Education. K-12 Model Course of Study in Economics. The Ohio State University, 160 Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, Ohio 43210-1177. (614) 292-1178. $20.00. Parker, Walter. Renewing the Social Studies Curriculum. Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, Virginia 22314. $13.95. Study Commission on Global Education. The United States Prepares for its Future: Global Perspectives in Education. Global Perspectives in Education, Inc., 45 John Street, Suite 1200, New York, N.Y. 10038. (212) 732-8606. $10.00.