GEOGRAPHY
|
K-12: Where people live influences how they live.
|
K-12: Key geographic & environmental characteristics of a region impact the history, political development, economy & culture of the community of the region.
|
K-12: Nations & regions around the world can be analyzed spatially using maps, globes, & other images & models.
|
K-12: Some nations have been more successful in using geographic & natural resources to support economic, social, & political growth.
|
|
|
SOCIAL, POLITICAL, ECONOMIC
|
K-12:
|
In order for a community to sustain itself, it must organize into political, economic, and social systems.
|
K-12:
|
Communities change over time politically, economically and/or socially.
|
K-12:
|
Across time, technological innovations have had both positive and negative effects on people, places and regions.
|
K-12:
|
When cultures meet there is an exchange and /or a clash which have intentional & unintentional consequences
|
K-12:
|
Individuals and groups within society use their agency to impact the political, economic, and social systems of their community, nation, and region of the world.
|
K-12:
|
People explore, migrate, or emigrate for varying social, political, and economic reasons.
|
K-12:
|
Organizations within society may impact other systems & individuals on a community, regional, &/or global scale.
|
K-12:
|
Legal, political, and historical documents define the values, beliefs, and principles of a society.
|
5-12:
|
Across time and place, people have held differing assumptions regarding power, authority, governance, law, civic values, principles, and views of the roles and rights of citizens.
|
|
|
ECONOMICS
|
K-12: Any unit of society needs to respond to 3 basic economic questions:
What is produced?
How is it produced?
For whom is it produced?
How are goods & services distributed?
|
K-12: Individuals & groups attempt to satisfy their basic needs & wants by utilizing scarce capital, natural & human resources.
|
4-12: As the economic systems of global communities become more interdependent , decisions made in one nation or region have intentional & unintentional implications for all regions & nations.
|
|
Grade Level & Topic
|
Enduring Understanding
|
District Outcome
|
Assessment
|
|
|
The students will:
|
|
Grade 3:
World Communities
|
2D: Belief systems have both united and divided peoples of the world.
|
Analyze a variety of artifacts and /or primary and secondary documents to interpret how each serves as an expression of culture
|
Artifacts- students bring in artifacts and explain how each reflects the culture of our town (Irondequoit)
|
Grade 6:
World Civilizations
|
2D: Belief systems have both united and divided peoples of the world.
|
Evaluate reasons why individuals and groups respond differently to their physical and social environments, and/or changes to them, based on values and beliefs as they establish and sustain a civilization
|
Extended Paragraph: Evaluate how a person’s belief system effects the way they live by making connections between the beliefs of Hindus and Buddhists and their actions.
|
Grade 8:
US History
|
2D: Belief systems have both united and divided peoples of the world.
|
Sequence the evolution of changing democratic ideas within US culture
|
CEEI Paragraph: How did the Progressive Era improve the democratic culture of the U.S.?
|
Grade 10:
Global History and Geography
|
2D: Belief systems have both united and divided peoples of the world.
|
Investigate the causes and effects of conflicts such as: religious, ethnic, linguistic, geographical, and/or racial factors.
|
Thematic Essay: Evaluate the role of the U.N. in mediating and resolving international conflict.
|
Grade 12:
Participation in Government
|
2D: Belief systems have both united and divided peoples of the world.
|
Evaluate the role of belief systems on the shaping of public policy, considering how specific interest groups lobby for change
|
Special Interest Research Paper
|
|