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GEOGRAPHY
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K-12: Where people live influences how they live.
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K-12: Key geographic & environmental characteristics of a region impact the history, political development, economy & culture of the community of the region.
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K-12: Nations & regions around the world can be analyzed spatially using maps, globes, & other images & models.
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K-12: Some nations have been more successful in using geographic & natural resources to support economic, social, & political growth.
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SOCIAL, POLITICAL, ECONOMIC
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K-12:
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In order for a community to sustain itself, it must organize into political, economic, and social systems.
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K-12:
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Communities change over time politically, economically and/or socially.
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K-12:
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Across time, technological innovations have had both positive and negative effects on people, places and regions.
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K-12:
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When cultures meet there is an exchange and /or a clash which have intentional & unintentional consequences
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K-12:
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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.
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K-12:
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People explore, migrate, or emigrate for varying social, political, and economic reasons.
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K-12:
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Organizations within society may impact other systems & individuals on a community, regional, &/or global scale.
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K-12:
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Legal, political, and historical documents define the values, beliefs, and principles of a society.
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5-12:
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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.
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ECONOMICS
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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?
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K-12: Individuals & groups attempt to satisfy their basic needs & wants by utilizing scarce capital, natural & human resources.
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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.
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Grade Level & Topic
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Enduring Understanding
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District Outcome
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Assessment
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The students will:
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Grade 3:
World Communities
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2D: Belief systems have both united and divided peoples of the world.
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Analyze a variety of artifacts and /or primary and secondary documents to interpret how each serves as an expression of culture
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Artifacts- students bring in artifacts and explain how each reflects the culture of our town (Irondequoit)
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Grade 6:
World Civilizations
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2D: Belief systems have both united and divided peoples of the world.
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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
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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.
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Grade 8:
US History
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2D: Belief systems have both united and divided peoples of the world.
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Sequence the evolution of changing democratic ideas within US culture
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CEEI Paragraph: How did the Progressive Era improve the democratic culture of the U.S.?
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Grade 10:
Global History and Geography
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2D: Belief systems have both united and divided peoples of the world.
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Investigate the causes and effects of conflicts such as: religious, ethnic, linguistic, geographical, and/or racial factors.
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Thematic Essay: Evaluate the role of the U.N. in mediating and resolving international conflict.
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Grade 12:
Participation in Government
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2D: Belief systems have both united and divided peoples of the world.
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Evaluate the role of belief systems on the shaping of public policy, considering how specific interest groups lobby for change
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Special Interest Research Paper
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