The Kenton County School District A System of Excellence

Transcription

1 Big Idea: Government and Civics The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. SS-EP Explain how a police officer and fire Students will identify the basic purposes of local fighter help protect us. government (to establish order, provide security and I can tell you how community accomplish common goals); give examples of helpers protect us. services local governments provide (e.g., police and fire protection roads and snow removal, garbage pick-up,) and identify how they pay for these services taxes). Identify who provides services to the community. I can tell you the names of community helpers. Police Officer Fire Fighter Fire Hose Fire Truck Ladder Siren Badge Community Helpers SS-EP Students will identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws. SS-EP Students will describe how their local government is structured (e.g., mayor, city council, judge-executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky. Explain why rules are important. I can tell you why it is important to have rules. I can tell you why it is important to have laws. Name the rules of the school and classroom. I can tell you the rules of my school. I can tell you the rules of my classroom. Demonstrate appropriate behavior. Rules Consequences 4.1 Core for Assessment Page 1 of 9 Bold State Assessment Statement Updated October 2009 Italics Supporting Statement

2 SS-EP Explain why it is important to be fair Students will define basic democratic ideas (e.g., and responsible. liberty, justice, equality, rights, responsibility) and I can tell you why it is important explain why they are important today. to be fair and responsible. SS-EP Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important. Demonstrate being respectful (socially, rights of others, property and authority) I can show respect for my teacher. I can show respect for others. I can show respect for things that do not belong to me. Describe how people demonstrate citizenship. List ways you can be a good group member. I can show or tell you ways to be a good group member. Understand what it means to be a part of a group. I can tell you why it is important to be a good group member. Respect Responsibility Fairness Citizenship Member Peer Community Group Helping Others Understand what it means to be a good citizen. 4.1 Core for Assessment Page 2 of 9 Bold State Assessment Statement Updated October 2009 Italics Supporting Statement

3 Big Idea: Cultures and Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World and that issues and challenges unite and divide them Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world. SS-EP Know your birthday. Students will describe cultural elements (e.g., I can tell you my birthday. beliefs, traditions, languages, skills, literature, the arts). Understand that other people may not DOK 1 live like you. Know about life in other places (rural, urban) and what is important to them. I can show, or tell you how people live in other places. I can show, or tell you why people move to other places. Beliefs Traditions SS-EP Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures. SS-EP Students will identify social institutions (government, economy, education, religion, family) and explain how they help the community. Know how others lived in the past and what was important to them. I can show, or tell you how people lived long ago. I can show, or tell you what was important to people who lived long ago. 4.1 Core for Assessment Page 3 of 9 Bold State Assessment Statement Updated October 2009 Italics Supporting Statement

4 SS-EP Describe how you can solve Students will describe various forms of interactions conflicts. (compromise, cooperation, conflict, competition) I can show or tell you what to do that occur between individuals/ groups at home to solve a problem. and at school. I can show or tell you what to do to be fair. I can show or tell you how to get along with someone. I can show or tell you how to get along in a group. Know how to be responsible (learn, grow, develop potential). Cooperation Compromise Fairness Conflict Differences SS-EP Students will identify appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). Big Idea: Economics Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others and the nation as a whole. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments Students understand economic principles and are able to make economic decisions that have consequences in daily living. SS-EP Describe difference in wants and Needs Students will define basic economic terms related needs. Wants to scarcity (e.g., opportunity cost, wants and needs, I can show or tell you about a limited productive resources-natural, human, want. capital) and explain that scarcity requires people to I can show or tell you about a make economic choices and incur opportunity need. costs. Explain why you can t have everything you want. I can show or tell you why I cannot have everything that I want. 4.1 Core for Assessment Page 4 of 9 Bold State Assessment Statement Updated October 2009 Italics Supporting Statement

5 SS-EP Students will identify and give examples of economic institutions (banks) and explain how they help people deal with the problem of scarcity (e.g., loan money, save money) in today s market economy. SS-EP Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). SS-EP Students will explain different ways that people acquire goods and services (by trading/bartering goods and services for other goods and services or by using money). SS-EP Students will define basic economic terms related to production, distribution and consumption (e.g., goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (e.g., by price, first-come-first-served, sharing equally). SS-EP Students will describe how new knowledge, technology/tools, and specialization increases productivity in our community, state, nation and world. SS-EP Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services. 4.1 Core for Assessment Page 5 of 9 Bold State Assessment Statement Updated October 2009 Italics Supporting Statement

6 Big Idea: Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. SS-EP Know about life in other places Students will use geographic tools (e.g., maps, globes, (rural, urban). mental maps, charts, graphs) to locate and describe familiar places at home, school and the community. Know what it is like where you live. I can show or tell you about life where I live. Know where you live (address). I can tell you my address. Explain how to get from the classroom to a location within the school (office, cafeteria). I can show or tell you how to get from my class to other places in my school. Know when to use a map. I can show or tell you the difference between a map and a globe. Know how to give directions. I can show or tell you simple directions. Name colors on a globe. I can tell you the colors on a globe. Address Country City Directions Globe Map Land Water Tool Neighborhood 4.1 Core for Assessment Page 6 of 9 Bold State Assessment Statement Updated October 2009 Italics Supporting Statement

7 SS-EP Know about life in other places Students will use geographic tools to identify major (rural, urban). landforms (e.g., continents, mountain ranges), bodies I can show or tell you about life of water (e.g., oceans, major rivers) and natural in other places. resources on Earth s surface and use relative location. Understand when to use a map. Mountain Globe Map Land Water Tool SS-EP Students will describe how different factors (e.g. rivers, mountains) influence where human activities are located in the community SS-EP Students will describe places on Earth s surface by their physical characteristics (e.g., climate, landforms, bodies of water). SS-EP Students will describe patterns of human settlement in places and regions on the Earth s surface. Name colors on a globe. I can show you bodies of water on a globe or a map. I can show you where land is located on maps and globes. SS-EP Students will describe how technology helps us move, settle and interact in the modern world. SS-EP Students will describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing). DOK 1 SS-EP Students will describe how the physical environment can both promote and restrict human activities. Identify basic needs. I can show or tell you the things that people need to live. Know that adults have to work in order to provide food, clothing and shelter (money). I can show or tell you why adults have to work. Food Shelter Clothing SS-EP Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past. 4.1 Core for Assessment Page 7 of 9 Bold State Assessment Statement Updated October 2009 Italics Supporting Statement

8 Big Idea: Historical Perspective History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States, and the World Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. SS-EP Identify symbols which are important Symbol Students will identify significant patriotic and to you. Holiday historical songs, symbols, I can begin to tell you some Pledge of monuments/landmarks (e.g., The Star-Spangled important symbols about my Allegiance Banner, the Underground Railroad, the Statue of country. Veterans Day Liberty) and patriotic holidays (e.g., Veteran s I can begin to tell you some American Flag Day, Martin Luther King s birthday, Fourth of important songs about my country. July) and explain their historical significance. Identify the American flag and how we show respect for it. Be able to recite the Pledge of Allegiance. I can say the Pledge of Allegiance. Explain why the Pledge of Allegiance, Fourth of July (Independence Day), Veterans Day, and the American flag are important. I can show or tell you about the American flag and why it is important to me. Identify important holidays and explain their significance. I can begin to tell you about our holidays and why they are important to me. 4.1 Core for Assessment Page 8 of 9 Bold State Assessment Statement Updated October 2009 Italics Supporting Statement

9 SS-EP Understand why people move and Students will identify and compare the early settle in new places. cultures of diverse groups of Native Americans I can show and tell you the different (e.g., Northwest, Southwest, Plains, Eastern groups of people who moved and Woodlands) and explain why they settled in what settled in my country. is now the United States. Know that families change in size. I can show or tell you that families are all different sizes. Families SS-EP Students will describe change over time in communication, technology, transportation and education in the community. Know we can communicate by different means. I can show or tell you about ways we can communicate. Identify different types of transportation. I can show or tell you about different types of transportation. Communicate Computer Transportation Horses Car Airplane Train 4.1 Core for Assessment Page 9 of 9 Bold State Assessment Statement Updated October 2009 Italics Supporting Statement