Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Identifies oneself as an individual and as part of a family, community, and cultural history
* Uses a calendar to recognize everyday and historical events
* Reads and constructs simple timelines

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Makes personal connections between people important to history and US historical events (e.g., holidays, elections, civil rights)
* Describes similarities and differences between individuals, families, communities, and cultures over time through stories, folktales, and art

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Recognizes their individual and cultural contributions to recent history (e.g., within their family, classroom, community)

Social Studies Skills
1. Inquiry and Information
Selects a social studies topic from those presented in the classroom and asks questions that guide the study
Identifies key points
Locates particular facts from information presented; identifies main idea
Uses graphic organizers
Presents a product, e.g., drawings, homemade books, stories, etc., that demonstrate some understanding of information and responds to central questions

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; listens to others; asks questions
* Serves as a contributing member of different groups, e.g., family, classroom, small/large group
* Identifies appropriate people to gain needed information

3. Critical Thinking Skills
* Identifies central issue; asks appropriate questions
* Compares pros and cons, suggests solutions, chooses appropriate solution
* Explores cause and effect relationships in the family and classroom
* Places people and events in correct sequence
* Listens to others

Instructional Support Materials

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Use daily, weekly, and monthly calendars and lists with a Flow Map. Orally review the order of the day.
* Use vocabulary and concepts in language/reading and math units (e.g., write simple sentences placing events in time).
* Invite parents and grandparents into the classroom to talk about their past and cultural contributions to recent history (e.g., within their family, classroom, community).
* Explore nationally celebrated events and individuals, using a Bubble Map
* Compare similarities and differences between individuals and families through stories and art using a Double Bubble Map.

Assessment
* Read and construct simple timelines.
* Compare characters in a book(s). How are they alike or different?
* Make a book of cultural contributions within their family, classroom, or community.

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Understands how ideas have affected self and family

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Is aware of how technology affects their immediate lives

Social Studies Skills
1. Inquiry and Information
* Identifies key points
* Locates particular facts from information presented; identifies main idea
* Uses graphic organizers
* Presents a product (e.g., drawings, stories) that demonstrate some understanding of information and responds to central questions

2. Interpersonal and Group Process Skills
Communicates own feelings and beliefs; listens to other viewpoints
Identifies roles of different members of a group; serves in different roles in groups

3. Critical Thinking Skills
* Identifies central issue; asks appropriate questions
* Compares pros and cons; suggests solutions; chooses appropriate solution
* Explores cause and effect relationships in the family and classroom
* Places people and events in correct sequence· Listens to others

Instructional Support Materials

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Use literature and videos on a variety of families e.g., Families by Aylette Jenness (Boston: Houghton Mifflin, 1989). Compare different types of families to find how ideas have affected self and family.
* Experience concrete examples of cause and effect. As experience is gained, students can begin to find examples of cause and effect in technology
* Experience writing with pencil and paper, typewriter, then a computer for comparison.

Assessment

* Teacher observation of brainstorming charts
* Oral discussions
* Simulation activities

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Uses timelines and calendars to recognize and place events in past, present, and future
* Identifies some major historical events and holidays using inclusive timelines

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Understands that environment and individuals' personal choices shape the climate of the classroom and the community
* Explores similarities and differences among families, communities, and cultures, and how they address human needs, including exploration of celebrations and daily life
* Demonstrates ways in which language and the arts express culture and influence behavior

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Examines the influence of different cultures on the classroom, family, and on their neighborhood

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; develops a question to study
* Identifies key points to research
* Uses basic research skills (e.g., library research, interviews, reading, videos, internet)
* Locates and cross-checks relevant facts
* Uses graphic organizers
* Makes a presentation (report, dramatic presentation, artwork)

2. Interpersonal and Group Process Skills
* Communicates new feelings and beliefs; listens to others' views
* Identifies and serves in different roles in groups (family, classroom, teams, school)
* Interviews people to gain information and records answers

3. Critical Thinking Skills
* Identifies the problem
* Distinguishes between fact and opinion
* Compares pros and cons of solutions and decides on a course of action
* Explores cause and effect in relationships
* Can place some events in past, present, and future sequence

Instructional Support Materials

Storypath
Families In Their Neighborhoods
The Parade

Harcourt Brace
My World

Nystrom Geography
Exploring Where and Why
Neighbors Near and Far
Block Buddy Atlas
World/US Desk Maps
Globes

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Use daily and monthly calendars, using Flow Maps. Construct sequence maps in all curriculum areas.
* Invite elders to talk to class (during Family Life unit) and be interviewed by students about childhood in the past.
* Compare and contrast during American holidays (e.g., Washington, Lincoln) life in olden times and present day, using a Double Bubble Map
* Talk about pivotal historical figures. How did their choices great leaders have made. Do great leaders have things in common?
* Celebrate holidays by expanding study to include culture of countries.
* Read folktales of other countries. Look for common themes
* Read books that show families from all over the world

Assessment

* Research papers
* Artwork illustrating major historical events
* Compares/contrast graphic organizers distinguishing between past and present daily life
* Read and construct simple timelines
* Show pictures, identify "before" and "after"
* Orally share family cultural traditions (use props or pictures)

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Understands how ideas have affected school and neighborhood

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Understands that ideas and technology influence school and neighborhood
* Recognizes examples of technology and its impact on the immediate environment

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; develops a question to study
* Identifies key points to research
* Uses basic research skills (library research, interviews, reading, videos, Internet)
* Locates and cross-checks relevant facts
* Uses graphic organizers
* Makes a presentation (report, dramatic presentation, artwork)

2. Interpersonal and Group Process Skills
* Communicates new feelings and beliefs; listens to others' views
* Identifies and serves in different roles in groups (family, classroom, teams, school)
* Interviews people to gain information and records answers

3. Critical Thinking Skills
* Identifies the problem
* Distinguishes between fact and opinion
* Compares pros and cons of solutions and decides on a course of action

Instructional Support Materials

Storypath
Families In Their Neighborhoods
The Parade

Harcourt Brace
My World

Nystrom Geography
Exploring Where and Why
Neighbors Near and Far
Block Buddy Atlas
World/US Desk Maps
Globes

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Show how advances in technology have impacted our lives using before and after pictures (e.g., washboard, washing machine, pencil, computer) using Multi-flow Maps
* Read Little House on the Prairie or other historical fiction books

Assessment

* Persuasive paper (class or individual) on an issue of current interest
* Before and after drawings to illustrate the impact of technology
* Exploration of common themes in folklore

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Groups personal and local events in chronological sequence on a timeline identifying past, present, and future events
* Understands cultural components within a community (e.g., traditions, values)

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Identifies similarities and differences between families, communities, and cultures past and present
* Recognizes ways that stories, folktales, and the arts represent various world cultures
* Describes patterns of life within a neighborhood over a period of time

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Recognizes the contributions of people from various cultural groups to the development of a community

Social Studies Skills
1. Inquiry and Information
* Identifies social studies topic and asks questions to relevant topic
* Identifies key words
* Uses varied resources
* Uses basic research skills
* Familiar with index and table of contents to help search
* Locates facts
* Depicts data using maps, tables, and timelines
* Presents a product (e.g., model, such as a map, that demonstrates an understanding of information and responds to central question
* Presents product to an audience/public

2. Interpersonal and Group Process Skills
* Communicates own feelings; listens to other viewpoints
* Identifies roles of different members of a group; serves in different roles in a group
* Asks relevant questions of identified appropriate people

3. Critical Thinking Skills
* Identifies the problem
* Explores fact vs. opinion
* Identifies solutions to problems; explores the choices involved in taking particular actions
* Recognizes and defines cause and effect relationships
* Places items in proper sequence on timeline
* Recognizes other peoples' points of view

Instructional Support Materials

Storypath
The Wampanoags and the First Thanksgiving
Main Street

Harcourt Brace
Meeting Many People

Nystrom Geography
Exploring Where and Why
Communities Here and There
Nystronaut Atlas
World/US Desk Maps
Globes

http://inside.seattleschools.org/
area/libraryservices/bibliographies/bibindex.xml

Instructional Strategies

* Explore cause and effect in literature with a Multi-flow Map
* In class meetings or problem solving activities students look at a variety of effects certain actions may cause
* Develop a set of questions and interview an elder to develop a simple family album with photos and biographies
* Create a photographic timeline of classroom events using the Flow Map
* Brainstorm customs celebrated in family, school, and community. Choose a custom and create a poster
* Identify groups of people/cultures that have moved into the Pacific NW and examine their contributions to the community (e.g., Chinese American, East Indian)

Assessment

* Choose one event from each year of the students' life, starting at birth, and organize the events on a timeline
* Develop a new custom for the classroom and write an invitation to another second grade class, inviting them to take part
* Create a Venn Diagram or Double Bubble Map comparing and contrasting the student's life with the person they interviewed
* Research an immigrant group and identify one cultural contribution they have made to the community

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Describes how an idea has affected neighborhood and community

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Recognizes examples of technology and its impact on the larger community
* Understands that ideas and technology influence neighborhood and community

Social Studies Skills
1. Inquiry and Information
* Identifies social studies topic and asks questions to relevant topic
* Identifies key words
* Uses varied resources
* Uses basic research skills
* Familiar with index and table of contents to help search
* Locates facts
* Depicts data using maps, tables, and timelines
* Presents a product (e.g., model, such as a map, that demonstrates an understanding of information and responds to central question
* Presents product to an audience/public

2. Interpersonal and Group Process Skills
* Communicates own feelings; listens to other viewpoints
* Identifies roles of different members of a group; serves in different roles in a group
* Asks relevant questions of identified appropriate people

3. Critical Thinking Skills
* Identifies the problem
* Explores fact vs. opinion
* Identifies solutions to problems; explores the choices involved in taking particular actions
* Recognizes and defines cause and effect relationships
* Places items in proper sequence on timeline
* Recognizes other peoples' points of view

Instructional Support Materials

Storypath
The Wampanoags and the First Thanksgiving
Main Street

Harcourt Brace
Meeting Many People

Nystrom Geography
Exploring Where and Why
Communities Here and There
Nystronaut Atlas
World/US Desk Maps
Globes

http://inside.seattleschools.org/
area/libraryservices/bibliographies/bibindex.xml

Instructional Strategies

* Share a picture from "Second Step", a story, or a video with a different point of view and discuss how people see and feel things in different ways
* Expose students to a variety of cultures by sharing celebrations and traditions. Compare these celebrations and traditions by looking at the beliefs and values without judging. Use Double Bubble Maps
*Choose an election issue (e.g., Monorail, school levy) and examine how it would change the community
* Examine how life has changed since cars or computers were invented and developed

Assessment

* Choose an election issue and create a before and after poster illustrating how, if passed, it would change the community
* Following up study/discussion on a big idea that has changed the community, reflect and write a response to the question: "How has life changed since___?"

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Identifies historical events and present day effects of those events on the community

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Describes and compares patterns of life over time in the community
* Describes similarities and differences in the ways families, communities, and cultures address human needs over time
* Describes ways in which stories, folktales, and the arts serve as expressions of culture

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Investigates and describes the contributions and influence of cultures and people on the larger community

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic and explores that topic guided by central question
* Identifies key words
* Identifies appropriate and varied sources
* Uses basic search skills
* Uses table of contents and indexes as social studies reference materials
* Locates particular facts
* Depicts data using graphic organizers (e.g., timelines, maps, tables, charts)
* Presents a product (e.g., models, reports, newspapers) that demonstrates understanding of information and responds to central questions
* Presents product to audience

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; recognizes that there are other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in group
* Asks relevant questions of appropriate people and records answers

3. Critical Thinking Skills
* Identifies central issue
* Recognizes fact and opinion, recognizes point of view, identifies main message
* Suggests solutions to problems describing why to take a specific course of action
* Recognizes cause and effect relationships and explores the impacts
* Constructs a timeline and places events (past, present, and future) in chronological order
* Recognizes and values other people's points of view

Instructional Support Materials

Storypath
Communities and Their Decisions
Radio Station
Toy Company

Harcourt Brace
Living In Our World

Nystrom Geography
Exploring Where and Why
People and Places Everywhere
Map Champ Atlas
World/US Desk Maps
Globe Skills
World/US Map Skills

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Create timelines of their own lives, past, present, and future
* Calculate the number of years between historical events
* Calculate the age of historical figures
* Examine cause and effect in literature and science, explaining the relationship
* Looking at history through the eyes of generations, compare/contrast their lives with the lives of a grandparent, using a Double Bubble Map
*Write a "Heritage Album" including the stories or interview of several key family members
* In class meetings and problem-solving situations, look at the various effects a specific action may cause

Assessment

* Read and construct simple timelines
* Create power point slide show. Each slide is divided in half where one side is the students' life, the other side, a grandparent's
* Determine how many years ago was (a historical event)?
* Identify examples of historical change

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Describes how an idea has affected the larger community

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Identifies examples of technology and describes how technology has changed the community's ideas and culture

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic and explores that topic guided by central question
* Identifies key words
* Identifies appropriate and varied sources
* Uses basic search skills
* Uses table of contents and indexes as social studies reference materials
* Locates particular facts
* Depicts data using graphic organizers (e.g., timelines, maps, tables, charts)
* Presents a product (e.g., models, reports, newspapers) that demonstrates understanding of information and responds to central questions
* Presents product to audience

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; recognizes that there are other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in group
* Asks relevant questions of appropriate people and records answers

3. Critical Thinking Skills
* Identifies central issue
* Recognizes fact and opinion, recognizes point of view, identifies main message
* Suggests solutions to problems describing why to take a specific course of action
* Recognizes cause and effect relationships and explores the impacts
* Constructs a timeline and places events (past, present, and future) in chronological order
* Recognizes and values other people's points of view

Instructional Support Materials

Storypath
Communities and Their Decisions
Radio Station
Toy Company

Harcourt Brace
Living In Our World

Nystrom Geography
Exploring Where and Why
People and Places Everywhere
Map Champ Atlas
World/US Desk Maps
Globe Skills
World/US Map Skills

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Examine patterns in historical fiction (e.g., series)
* Read various stories that reflect significant events in time and provide background on historical events
* Show the film "Eye of the Beholder"
* Jigsaw: Study another culture and compare that with their own and share information with classmates present (e.g., "cultural fair")
* Explore with class how an idea has changed the local community (e.g., as Seattle population increases, what impact does that have on traffic, housing)

Assessment

* After reading books from ___ series, choose a character and write an ___
* Identify specific attributes of a culture (e.g., dress, food, religion) and compile information to create an invitation to a cultural celebration (e.g., Children's Day in Japan)
* Write a reflection on what the movies "Eye of the Beholder" meant to each student
* Construct a plan for an idea for the classroom. Present it to the class. Identify the positive/negative change and accept feedback from peers

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Identifies and sequences events that led to the settling and developing of regions of the United States, including the impact of different cultures on history and the present

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Describes and compares indigenous people of a region before and after formation of statehood, with emphases on creation tales, other folktales, and lifestyle changes
* Investigates explorers and settlers of regions and westward expansion with emphasis on Washington State
* Compares and describes patterns of life among regions of the United States

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Describes the contributions of people from various cultural groups in the development of states and regions of the U.S.

Social Studies Skills
1. Inquiry and Information
* Identifies key words
* Uses basic search skills
* Locates particular facts in social studies documents
* Identifies main idea
* Depicts data using graphic organizers
* Presents a product (e.g., models or books that demonstrate understanding of information and responds to central question

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups

3. Critical Thinking Skills
* Distinguishes among fact and opinion; clarifies point of view; identifies main message and target audience
* Investigates cause and effect relationships and their impact on people, environments, and economic systems
* Groups human and natural events into broad, defined eras and places in proper sequence on a timeline
* Assumes and portrays others' points of view

Instructional Support Materials

Storypath
Early Northwest Coast People
Travel Agency

Harcourt Brace
States and Regions

Discovering Washington. Ruth Pelz Peregrine
Smith Books, 1997

Nystrom Geography
Washington State Hands on Geography
Washington State Desk Maps
Geo Themes Atlas
Globe Skills
World/US Map Skills

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Write a picture or pop-up book of a significant historical event and its influence on lives
* Make timelines of historical events or movements using a Flow Map. Tracy the history at least two generations back
* Choose an event in history:
- list the causes
- list the effects
using a Multi-flow Map
* Create a Double Bubble Map to compare Native American lives before and 100 years after European arrival

Assessment

* Trace a historical pattern that shows an action that repeatedly caused similar responses
* Construct a basic timeline
* Write cause and effect statements
* Create dioramas, radio theatre, original plays, or reports on historical events

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Understands how an idea has affected the region

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Describes how technology and ideas affect lifestyle and environment in a region

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify subtopics
* Identifies key words, appropriate and varied sources
* Uses basic search skills
* Uses table of contents and indexes as social studies reference materials
* Locates particular facts in social studies documents
* Identifies main idea
* Depicts data using graphic organizers
* Presents a product

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; listens to other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in groups
* Identifies appropriate people to gain needed information, asks relevant questions, records answers

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions
* Distinguishes among fact and opinion
* Compares advantages and disadvantages, suggests solutions, decides appropriate choice of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems
* Groups human and natural events into broadly defined eras and places in proper sequence on a timeline
* Assumes and portrays others' points of view

Instructional Support Materials

Storypath
Early Northwest Coast People
Travel Agency

Harcourt Brace
States and Regions

Discovering Washington. Ruth Pelz Peregrine
Smith Books, 1997

Nystrom Geography
Washington State Hands on Geography
Washington State Desk Maps
Geo Themes Atlas
Globe Skills
World/US Map Skills

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Explore ideas and technological developments which demonstrate cause and effects. Write the causes for technological development and the effects of its use

Assessment

* Write cause and effect statements using a Multi-flow Map concerning the technological developments
* Report on the cause and effect of a technological development

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Identifies major events in US history in chronological order and analyzes the relationships between events

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Describes and compares patterns of life over time in the United States and influences of world cultures on United States history

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Analyzes the contributions of various cultural groups to the development of US history from prehistory to the present

By the end of fifth grade, the student:
1.1
* Groups personal, local, state, and national events in terms of past, present, and future, and places in proper sequence on a timeline
* Identifies and analyzes relationships between historical events
1.2
United States History
* Describes and compares patterns of life over time in the following historical periods:
- "Indian" cultures (prehistory to 1492)
- Worlds Meet: Western Europe, West Africa, the Americas
- Settlement and Colonization (1607 to 1776)
- Revolution and Constitution (1754 to 1789)
- US Expansion (1776 to 1850)
World History
* Describes similarities and differences between families, communities, and cultures past and present; describes similarities and differences in the ways families, communities, and cultures address human needs over time; describes ways in which stories, folktales, and the arts serve as expressions of cultures
Washington State History
* Describes, and compares patterns of life over time in Washington State including:
- Native cultures of Washington
- Maritime and overland exploration and trade (1774-1849)
- Immigration, settlement, and interaction of cultures (1830-statehood)
1.3
* Describes the contributions of people from various cultural groups to the development of local, Washington State, and US history

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify sub-topics
* Identifies key words; identifies appropriate and varied sources; uses basic research skills; uses table of contents and indices as social studies reference materials
* Locates particular facts in social studies documents; identifies the main idea
* Creates a product that demonstrates understanding of information and responds to central questions; presents product to a meaningful audience

2. Interpersonal and Group Skills
* Communicates own feelings and beliefs; listens to viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in a group
* Identifies appropriate people to gain needed information, asks relevant question, records answers

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions
* Distinguishes between fact and opinion, clarifies point of view, identifies main message and target audience
* Compares advantages and disadvantages, suggests solutions, decides appropriate course of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems
* Groups human and natural events into broadly defined eras and places in proper sequence on a timeline
* Assumes and portrays others' points of view

Instructional Support Materials

Storypath
Colonial Boston and the Struggle for Independence
Oregon Trail
Museum

Harcourt Brace
America's Story
Website: bibliography

Nystrom Geography
US Hands on Geography
United States Desk Maps
Exploring Our Country Atlas
Globe Skills
World/US Map Skills

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Take on the role of a person living during a specific time period. Write about the events from the point of view of that person
* Trace the pattern of reservation policies carried out as the western movement pushed native peoples from their land
* Create a cause/effect timeline for a particular period of time. Illustrate how one event led to another using a Multi-flow Map
* Simulate particular historic events
* Using fold songs, explore the changes people made to the United States and how they felt about those changes (e.g., Erie Canal, Roll on Columbia). Write a "folk song" about the way we have changed our environment

Assessment

* Report on a historical pattern (e.g., when a new group of people move into an area occupied by another group, conflict occurs). Discuss the predictability of such a pattern
* Write a letter to an historical figure sharing effects the person has caused
* Use a panel discussion or debate to compare patterns of life over time. Have participants take on the persona of a person from a specific time period

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Understands how an idea has affected the nation

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Analyzes how technological innovations have affected the development of the United States

By the end of fifth grade, the student:
2.1
* Explains how an idea has affected the way people live
2.2
* Describes instances in which new technology has led to changes in values, beliefs, and attitudes

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify sub-topics
* Identifies key words; identifies appropriate and varied sources; uses basic search skills; uses table of contents and indices as social studies reference materials
* Locates particular facts in social studies documents, identifies the main idea
* Locates data into graphic organizers
* Creates a product that demonstrates understanding of information and responds to central questions; presents product to a meaningful audience

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; listens to viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in a group
* Identifies appropriate people to gain needed information, asks relevant question, records answers

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions
* Distinguishes between fact and opinion, clarifies point of view, identifies main message and target audience
* Compares advantages and disadvantages, suggest solution, decides appropriate course of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems
* Groups human and natural events into broadly defined eras and places in proper sequence on a timeline
* Assumes and portrays others' points of view

Instructional Support Materials

Storypath
Colonial Boston and the Struggle for Independence
Oregon Trail
Museum

Harcourt Brace
America's Story
Website: bibliography

Nystrom Geography
US Hands on Geography
United States Desk Maps
Exploring Our Country Atlas
Globe Skills
World/US Map Skills

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
bibindex.xml

Instructional Strategies

* Select an idea such as freedom, equality, or the right to vote. Have students prepare a poster or report showing and discussing how that idea has affected the nation
* Choose an invention and trace its source and the results of it development

Assessment

* Have students write a paper that begins "without freedom..." or, "without equality..."
* Create an invention that will affect the future of the United States

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Investigates and describes basic elements of civilizations and their interrelationships by studying selected civilizations from around the world
* Understands the chronology and interactions between ancient civilizations

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Understands that culture is a system of beliefs, traditions, and life styles in which stories, folktales, and the arts serve as expressions of culture(s)
* Compares and contrasts elements of culture e.g., society, government, economy, technology, arts, ideas, and beliefs in the following contexts:
* Ancient history (Prehistory to 600), river civilizations, Greece, Rome, China, and India
* Feudalism and the Renaissance (600 to 1600) Medieval Europe/Renaissance, Islam, African Kingdoms, Meso-America, and Japan

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Develops awareness of ancient cultures including the components of language, literature, arts, architecture, artifacts, traditions, beliefs, and religions that represent ancient cultures and determines how the cultural components affect history

Social Studies Skills
1. Inquiry and Information
* Uses a variety of strategies to generate and narrow a focus on a specific topic
* Gathers information from a variety of sources e.g., primary documents, interviews, reference materials, periodicals)
* Evaluates historical fiction for reality
* Draws conclusions based on text
* Uses ideas and perspectives to produce a product with focus on details, organization, and voice
* Writes for different purposes across content areas and genres

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentations
* Identifies appropriate people to gain needed information

3. Critical Thinking Skills
* Identifies central issue
* Identifies multiple perspectives
* Compares advantages, disadvantages and suggests alternate solutions
* Analyzes and evaluates the impact of ideas, events, and/or people on groups, environments, economic systems, and/or subsequent events
* Identifies ideas, events, and people of ancient civilizations and classifies into particular time periods or chronological order
* Understands and takes perspective based on the time period, group of people, and social hierarchy being studied

Instructional Support Materials

Silver Burdett Ginn
The World and Its People

http://inside.seattleschools.org/
area/libraryservices/bibliographies/socstud/
mssindex.xml

Instructional Strategies

* Define and explore basic vocabulary related to time and chronology
* Place a series of events on a timeline using a Flow Map
* Place oneself on a kinesthetic timeline, representing different events
* Emphasize the amount of time elapsed between significant historical events
* Emphasize other events occurring in the nation and world simultaneous to the particular events being studies
* Create comparative timelines and develop maps relating to the study
* Explore patterns in history and make future predictions based on these patterns
* Create and share students' cultural and family histories
* Reinforce components of culture while studying ancient civilizations
* Read and analyze folk tales, myths, and legends from ancient cultures
* Read biographies about individuals of significance. Relate study of time and important events to this individual's life
* Compare and contrast cultures being studied
Compare and contrast ancient cultures with cultures of today using a Double Bubble Map. Discuss similarities and how these similarities have affected the history of these people
* Research countries from around the world and create books about the cultural aspects of this country
* Use simulations relating to culture
* Create an ancient culture
* Read biographies of people of importance in world history and determine how culture impacted the lives of these individuals
* Use newspapers to find current events relating to culture so students can predict how it might affect the future
* Read and perform folktales from various ancient cultures and explore how they reflect the cultures and geography they come from
* Compare/contrast folktales from different cultures. Discuss similarities and why people of different cultures might have similar proverbs, stories, or celebrations
* Compare events on timelines of different ancient cultures. Determine what impact the culture had on the development of the history of these cultures
* Read survival stories. Discuss what humans need to survive
* Recognize the common needs of human beings and determine how their cultures met their needs
* Trade lessons - Junior Achievement
* Research family history and culture by interviewing family members. Determine how their own family history was impacted by their culture

Assessment

* Place events accurately on a timeline
* Evaluate accuracy of placement of events on a timeline
* Analyze patterns and cycles of past events
* Hold classroom discussion
* Give student presentations
* Class discussions
* Compare/contrast folktales
* Student generated comparative essays based on compare and contrast or timelines
* Performances - group folktales
* Group writes a biography with discussion on if times affected person or person affected times
* Individual family history/culture projects
* Family tree
* Story of how came to America
* Create Culture Book about one country, given geographical setting
* Group work on basic needs
* Create mural of group with cultural component and meeting basic needs

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Compares and contrasts the origins and impact of ideas on people, events, culture, change, and technological development

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Examines the impact of an idea on people, events, culture, and environment
* Describes how new technologies influence individuals and groups

Social Studies Skills
1. Inquiry and Information
* Uses a variety of strategies to generate and narrow a focus on a specific topic
* Gathers information from a variety of sources (e.g., primary documents, interviews, reference materials, periodicals)
* Evaluates historical fiction for reality
* Draws conclusions based on text
* Uses ideas and perspectives to produce a product with focus on details, organization, and voice
* Writes for different purposes across content areas and genres

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentations
* Identifies appropriate people to gain needed information

3. Critical Thinking Skills
* Identifies central issue
* Identifies multiple perspectives
* Compares advantages, disadvantages and suggests alternate solutions
* Analyzes and evaluates the impact of ideas, events, and/or people on groups, environments, economic systems, and/or subsequent events
* Identifies ideas, events, and people of ancient civilizations and classifies into particular time periods or chronological order
* Understands and takes perspective based on the time period, group of people, and social hierarchy being studied

Instructional Support Materials

Silver Burdett Ginn
The World and Its People

http://inside.seattleschools.org/
area/libraryservices/bibliographies/socstud/
mssindex.xml

Instructional Strategies

* Research and determine, focusing on one of the components of culture, how this component influenced the history of this culture. Make a map showing the spread of ideas or technological advancement, and how this impacted each history
* Consider enduring issues (e.g., land use, environmental issues)
* Create editorial cartoons or newspaper articles showing the impact of ideas on people, event, culture, change, or technological development
* Discuss the increased rate of cultural change and the role of technological changes in spreading culture quickly. Discuss how they have contributed to a global culture

Assessment

* Cause and effect charts for ideas, inventions, events, and cultures
* Create timelines of technological development for ancient civilizations

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Identifies and describes historical periods through 1877, including patterns of change within and across cultures, such as the rise of civilization, the development of transportation systems, the growth and breakdown of colonial systems
* Acquires a greater understanding of world civilizations prior to migration to the western hemisphere to foster appreciation for our cultural heritage

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Identifies and analyzes major issues, people, and events in United States history from pre-colonization to 1877, including:
- Native American history, culture, and civilization
- Revolution, Constitution, and New Nation (1763-1820)
- Expansion and Reform (1801-1861)
- Civil War and Reconstruction (1850-1877)
- Introduction to industrialization, immigration, urbanization in the post-Civil War period
* Analyzes multiple perspectives in creation of our nation, its reciprocal effect on indigenous and other peoples and cultures

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Examines the development of different cultures and diverse groups in the United States and their impact on past and present day America

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify sub-topics
* Identifies key words, appropriate and varied sources
* Uses basic search skills
* Locates particular facts in social studies documents
* Identifies main idea
* Depicts data using graphic organizers
* Presents a product that demonstrates understanding of information and responds to central questions

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; listens to other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in groups
* Identifies appropriate people to gain needed information, asks relevant questions, records answers

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions
* Investigates cause and effect relationships and their impact on people, environments, and economic systems
* Groups human and natural events into broadly defined eras and places in proper sequence on a timeline

Instructional Support Materials

Prentice Hall
The American Nation. Beginnings to 1877

http://inside.seattleschools.org/
area/libraryservices/bibliographies/socstud/
mssindex.xml

Instructional Strategies

* Place a series of events on a timeline summarizing events and illustrating each with appropriate graphic symbols and Flow Maps. Have students place themselves on kinesthetic timelines representing different events. Use and display published timelines of national history (books, posters)
* Display large classroom timelines using Flow Maps. Have students illustrate events/eras and place illustrations on a timeline
* Recreate events through experiential activities in which students can make emotional connections and have an opportunity to learn kinesthetically
* Develop cause and effect with Multi-flow Maps for major events. Hypothesize from timelines the causes and effects of certain events
* Apply appropriate NUA strategies
* Identify with Circle Frame Map diverse cultural components and their impact on community, state, or nation through maps and name origins, research on Internet, etc.
* Group students to study different ethnic groups within the United States or other regions. Role-play and/or debate issues of adaptation

Assessment

* Student-generated essays and charts
* Group biographies
* Participate in experiential activity with follow-up discussion and writing
* Color-coded map and written project in identifying diverse cultural components
* Group reports, comparison charts, participation in debate or role-play
* Classroom-based assessments
* Portfolio assessments

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Evaluates how social, political, and cultural forces have brought about major historical change

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Understands the technological advancements that occurred from the time of the indigenous people to present day

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify sub-topics
* Identifies key words, appropriate and varied sources
* Uses basic search skills
* Locates particular facts in social studies documents
* Identifies main idea
* Depicts data using graphic organizers
* Presents a product that demonstrates understanding of information and responds to central questions

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; listens to other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in groups
* Identifies appropriate people to gain needed information, asks relevant questions, records answers

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions
* Investigates cause and effect relationships and their impact on people, environments, and economic systems
* Groups human and natural events into broadly defined eras and places in proper sequence on a timeline

Instructional Support Materials

Prentice Hall
The American Nation. Beginnings to 1877

http://inside.seattleschools.org/
area/libraryservices/bibliographies/socstud/
mssindex.xml

Instructional Strategies

* Study the impact of institutions (e.g., legal, educational, social, religious, political) on current life, then go back in time to trace the beginning of those institutions and their agencies by using a Sequence of Events Thinking Map
* Use photographs, stories, music, news, articles, visual art, political cartoons, and artifacts in the study of any historical era, which express the essential cultural aspects of the era
* Discuss the increased rate of cultural change and the role of technological changes in spreading culture quickly; discuss how they have contributed to a global culture
* Discuss suppression of minority cultures through stories, case studies, speakers, etc. (e.g., African, Native-American, Japanese-American, Mexican-American). Compare with current issues of cultural conflict

Assessment

* Timelines, collages, presentations, classroom museum
* Students use a story, photograph, or political cartoon to summarize the essential history of the era using the art artifact as reference
* Multimedia presentations

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Groups historical events and individuals by broadly defined eras and develops related timelines; compares and contrasts different cultural measurements of time
* Understands and analyzes historical events and individuals from the Pacific Northwest and the world

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
Washington State History
* Identifies and analyzes past and present interactions between:
- The emergence of Washington State (1890-1930)
- The Great Depression and World War II (1930-1945)
- Post World War II domestic political, social, and economic issues (1945-1980)
- Contemporary Washington (1980-present)
- Native American culture and civilization
- The emergence of the Pacific Northwest states
- Rise of the Wobblies
- The Great Depression and World War II
- Post World War II

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Examines the development of different cultures in the Pacific Northwest and world history

By the end of eighth grade, the student:
1.1
* Groups events and individuals by broadly defined historical eras and develops related timelines; compares and contrasts different cultural measurements of time
* Using evidence for support, identifies, analyzes, and explains possible causal factors contributing to given historical events
1.2
United States History
* Identifies and analyzes major issues, people, and events in US history from the Revolution to 1900 including:
- Revolution, Constitution, & New Nation (1763-1820)
- Expansion & Reform (1801-1861)
- Civil War & Reconstruction (1850-1877)
- Industrialization, Immigration, Urbanization (1870-1900)
World History
* Compares and contrasts elements of culture (e.g., society and government, economy, technology, arts, ideas, and beliefs) in the following contexts:
- Ancient history (pre-history to 600): river civilizations, Greece, Rome, China
- World History (600-1600) Medieval Europe/Renaissance, Islam, African Kingdoms, Meso-America, Japan
Washington State History
* Identifies and analyzes the contributions of the following eras in the development of Washington State:
- The emergence of Washington State (statehood-1930)
- The Great Depression and World War II (1930-1945)
- Post World War II domestic political, social, and economic issues (1945-1980)
- Contemporary Washington (1980-present)
1.3
* Examines the development of different cultures in Washington State, US, and world history

Social Studies Skills
1. Inquiry and Information
* Depicts/interprets data (e.g., outline, chart, graph, map, timeline)

2. Interpersonal and Group Process Skills
* Anticipates a particular perspective/value orientation; demonstrates content knowledge

3. Critical Thinking Skills
* Understands the chronological sequence of events that relate to both local and international events.

Instructional Support Materials

Glencoe McGraw-Hill
World Geography

Pacific Publishing Co
The Washington Story. History of Our State

http://inside.seattleschools.org/
area/libraryservices/bibliographies/socstud/
mssindex.xml

Instructional Strategies

* Display large classroom timelines using Flow Maps. Have students illustrate events/eras and place illustrations on timeline
* Emphasize the amount of time elapsed between significant historical events. Emphasize other event occurring in the nation and world simultaneous to the particular events being studied

Assessment

* Evaluate accuracy of placement; classroom discussions
* Classroom discussion

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Explains the origin and historical context of major ideas and their impact on societies in the Pacific Northwest and the world

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Interprets how changing technologies have shaped ideas and attitudes and analyzes the impact of ideas on society and culture in the Pacific Northwest and the world

By the end of eighth grade, the student:
2.1
* Explains the origin and historical context of major ideas and their impact on societies
2.2
* Interprets how changing technologies have shaped ideas and attitudes, and analyzes the impact of ideas and technological developments on society and culture

Social Studies Skills
1. Inquiry and Information
* Evaluates fact vs. opinion
* Recognizes relevant facts and ideas in social studies documents; evaluates bias of sources/authors; classifies information as fact/opinion

2. Interpersonal and Group Process Skills
* Anticipates a particular perspective/value orientation; demonstrates content knowledge

3. Critical Thinking Skills
* Analyzes and evaluates the impact of ideas, events, and/or people on groups, environments, economic systems, and/or subsequent events

Instructional Support Materials

Glencoe McGraw-Hill
World Geography

Pacific Publishing CO
The Washington Story. History of Our State

http://inside.seattleschools.org/
area/libraryservices/bibliographies/socstud/
mssindex.xml

Instructional Strategies

* Discuss/learn about multiple points of view related to an event, the write a narrative which explains and evaluates the different perspectives
* Write editorials or historical newspapers on historical events/eras from different perspectives. Have students write imaginary letters or diary entries on a historical event/era from specific points of view

Assessment

* Narrative essay, evaluate for accuracy and insight
* Editorials, newspapers, or creative writing. Evaluate for consistency of point of view and appropriateness of the use of facts

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Analyzes the development of early civilizations in Africa, Asia, Europe, and the Americas

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Understands the concept of civilization
* Traces the evolution of civilization
* Compares and contrasts elements of civilization, e.g., society and government, economy, technology, arts, ideas, and beliefs in the following contexts:
* Ancient history (Prehistory to 600): river civilizations, Greece, Rome, China
* Feudalism and The Renaissance (600 to 1600): Medieval Europe/Renaissance, Islam, African Kingdoms, Meso-American, Japan
* Traces elements of cultural diffusion through cross-cultural interaction

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Compares and contrasts elements of culture from various civilizations
* Identifies multiple aspects of culture
* Examines how culture shapes social, economic, and political institutions of various civilizations

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Identifies key words
* Uses appropriate search method and strategies
* Finds vital information (e.g., online/media)
* Analyzes the sources
* Refers to a variety of social studies sources and compares for validity and reliability
* Creates and explains outlines, maps, charts, timelines, tables that help resolve problems
* Produces a product that supports the thesis and presents to a meaningful audience

2. Interpersonal and Group Process Skills
* Demonstrates original ideas, show content knowledge, listens critically and builds upon the ideas of others, asks clarifying questions, and challenges statements of others
* Participates in constructing and planning a mock trial, debate, panel discussion, or group discussion
* Identifies appropriate subjects for a specific topic and poses relevant questions

3. Critical Thinking Skills
* Identifies a particular problem and gathers and synthesizes information
* Distinguishes between fact and opinion and comes to relevant conclusions
* Gathers factual information and opinions and finds conclusions based on the gathered data
* Takes an issue or problem and finds relevant cause and effect information
* Takes relevant information and finds causes and effects related to changes in time
* Analyzes a cause, effect, and perspectives based on different views of causation

Instructional Support Materials

Prentice Hall
World Cultures. A Cultural Mosaic

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
socstud/hssindex.xml

Instructional Strategies

* Construct a Double Bubble Map or comparison chart of major factors in a representative civilization in each continent
* Define civilization, using a Bubble Map
* Examine and analyze the factors that make a society "civilized"
* Explain how these factors are manifested in the contexts

Assessment

* Define culture
* Examine and analyze the cultural differences between ancient Greece, ancient Rome, and ancient Chinese civilizations

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Understands the context and essential meaning of major religious, philosophical, economic, and political ideas
* Traces the impact of ideas on the political, economic, social, and religious movements in history

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Follows the origin and impact of major technological developments within and across cultures
* Analyzes how technology has influenced the growth of civilizations
* Examines the role of technology in people's relationship with their environment

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Identifies key words
* Uses appropriate search method and strategies
* Finds vital information (e.g., online/media)
* Creates and explains outlines, maps, charts, timelines, tables that help resolve problems
* Produces a product that supports the thesis and presents to a meaningful audience

2. Interpersonal and Group Process Skills
* Demonstrates original ideas, show content knowledge, listens critically and builds upon the ideas of others, asks clarifying questions, and challenges statements of others
* Identifies appropriate subjects for a specific topic and poses relevant questions

3. Critical Thinking Skills
* Identifies a particular problem and gathers and synthesizes information
* Gathers factual information and opinions and finds conclusions based on the gathered data
* Takes an issue or problem and finds relevant cause and effect information

Instructional Support Materials

Prentice Hall
World Cultures. A Cultural Mosaic

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
socstud/hssindex.xml

Instructional Strategies

* Identify and define, using a Circle Frame Map, major religious, philosophical, economic, and political ideas
* Examine and analyze the impact of a major invention on the course of a specific civilization
* Create, using a Flow Map, a timeline of major inventions in a given century

Assessment

* Essay test on major religions
* Write an essay on the role of technology in third world countries

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Groups historical events and individuals by broadly defined eras and uses timelines to examine cause and effect relationships and change over time
* Understands the relationship of major ideas to historical turning points

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Investigates significant events, people, and conditions in the growth of monarchial and imperial systems of government

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Examines the influence of culture in regions of the world

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Uses a variety of sources to identify key words
* Analyzes sources for reliability
* Refers to alternative sources to analyze validity of sources and information
* Creates and explains charts and graphs, timelines and tables with diverse perspectives
* Produces a product that reflects two different points of view of historical perspective

2. Interpersonal and Group Process Skills
* Articulates diverse perspectives
* Demonstrates relevant content knowledge and builds on a continuum of ideas
* Participates in a mock trial, debate, panel discussion, or group discussion
* Selects appropriate people with diverse perspectives on a specific topic and asks questions that do not exhibit bias

3. Critical Thinking Skills
* Identifies an issue and gathers information from diverse points of view
* Discusses and analyzes the relevance of diverse points of view
* Gathers information and opinions from diverse perspectives and finds conclusions based on the gathered data
* Finds diverse perspectives of a specific issue and analyzes differences in views of causation
* Gathers information relative to a specific issue/event from different time frames and analyzes the difference in perspectives
* Analyzes different views of cause and effect based on diverse scholarly points of view

Instructional Support Materials

Holt, Rinehart
World History. Continuity and Change

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
socstud/hssindex.xml

Instructional Strategies

* Upon reading a selected group of sources, both primary and secondary, analyze and explain the relationships of major ideas, eras, themes, developments, and turning points on a timeline. Use the Flow Map
* Identify the characteristics of monarchial and imperial systems of government, using the Bubble Map. Create a magazine that show the major events, people, and conditions that contributed in the growth of monarchial and imperial systems
* Study and know the dynamics of a culture in a region. Use the dynamics involved in influencing a region. Select a region from a supplied list, and then explain how the region is influenced by culture

Assessment

* Give an oral presentation to the class
* Explain the shaping of monarchial and imperial systems of government based on events, trends, individuals, and movements
* Apply the dynamics of culture to explain the influence of culture on a region

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Assesses the causes and effects of movements seeking change, and evaluates the sources and consequences of nationalism

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Considers the short and long-term consequences of the development of new technology

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Uses a variety of sources to identify key words
* Analyzes sources for reliability
* Refers to alternative sources to analyze validity of sources and information
* Creates and explains charts and graphs, timelines and tables with diverse perspectives
* Produces a product that reflects two different points of view of historical perspective

2. Interpersonal and Group Process Skills
* Articulates diverse perspectives
* Demonstrates relevant content knowledge and builds on a continuum of ideas
* Participates in a mock trial, debate, panel discussion, or group discussion
* Selects appropriate people with diverse perspectives on a specific topic and asks questions that do not exhibit bias

3. Critical Thinking Skills
* Identifies an issue and gathers information from diverse points of view
* Discusses and analyzes the relevance of diverse points of view
* Gathers information and opinions from diverse perspectives and finds conclusions based on the gathered data
* Finds diverse perspectives of a specific issue and analyzes differences in views of causation
* Gathers information relative to a specific issue/event from different time frames and analyzes the difference in perspectives
* Analyzes different views of cause and effect based on diverse scholarly points of view

Instructional Support Materials

Holt, Rinehart
World History. Continuity and Change

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
socstud/hssindex.xml

Instructional Strategies

* Introduce the concept of nationalism. Identify the growth of nationalism in each region
* Identify the cause and effects of nationalism in each region, using the Multi-flow Map
* Compare and contrast the growth of nationalism in different places, time periods, and cultures, using the Double Bubble Map
* Introduce technological developments in distinctly different time periods, using the Flow Map
* Explain the influence of technology on each of the distinct cultures
* Trace the growth of technology in each of the distinct cultures

Assessment

* Demonstrate understanding of how ideas and technological developments influence people and culture, using a PowerPoint presentation
* Debate various views of significant social movements in US history (e.g., abolition, women's suffrage, environmental)

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Uses the major ideas, eras, themes, developments, turning points, and chronology to identify and analyze major issues, movements, and events in United States history

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Identifies and analyzes events, trends, individuals, and movements shaping the United States, highlighting growth and conflict

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Investigates and analyzes the growth of a particular "American"culture

By the end of eleventh grade, the student:
1.1
* Groups events and individuals by broadly defined historical eras and uses timelines to identify and explain patterns of historical continuity and change in a succession of related events; compares and contrasts different cultural perceptions of time
* Compares and evaluates competing historical narratives, analyzes multiple perspectives, and challenges arguments of historical inevitability
1.2
World History
* Identifies and analyzes major concepts, people, and events in world history from 1600 to the present including:
- Global expansion and encounter (1450-1770)
- Age of Revolutions (1750 to 1914)
- Causes and consequences of WW1 and WW11 (1870-1989)
- Emergence and development of new nations (1945-present)
- Challenges to democracy and human rights (1900-present)
Washington State History
* The essential learnings for Washington State History are completed for most students at the second benchmark
1.3
* Examines and analyzes how the contributions of various cultural groups influence society

Social Studies Skills
1. Inquiry and Information
* Formulates a thesis statement in the social studies that examines whys as well as hows
* Identifies key words; uses advanced search strategies; independently locates appropriate and varied information sources; evaluates primary/secondary sources
* Evaluates reliability, credibility, and validity of information from a variety of social studies sources
* Produces and interprets outlines, charts, graphs, maps, tables, timelines, and decision-making grids that explain and/or construct solutions
* Creates a product that uses social studies content to support a thesis and presents product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Voices original ideas; demonstrates content knowledge; persuades audience; listens critically and builds upon the ideas of others; asks clarifying questions and challenges statements of others; negotiates and compromises
* Participates in developing group process, persuades, compromises, debates, resolves conflicts, and negotiates differences
* Selects appropriate people to gain needed information, identifies bias of subject, asks questions to refine and verify understanding

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions; identifies multiple perspectives; compares and contrasts; validates data using multiple sources; determines relevant information; paraphrases problem
* Distinguishes between fact, opinion, and reasoned argument; clarifies point of view and context; identifies assumptions and fallacies; recognizes stereotypes, clichés, bias, and propaganda techniques; evaluates accuracy and timeliness of information; determines main message and identifies target audience; analyzes credibility and authenticity
* Compares benefits and costs, suggests logical alternatives, predicts probable consequences, provides evidence to justify best solution, selects most effective manner of communicating solution
* Hypothesizes possible outcomes from an initial event, recognizing multiple causes and accidental factors
* Groups human and natural events into broadly defined eras and uses timelines to explain patterns of continuity and change in the succession of events
* Reconstructs and expresses multiple points of view and integrates an historic, geographic, civic, or economic perspective

Instructional Support Materials

Addison-Wesley
The United States and Its People. 1993.

McDougal, Littell
The Americans. 1994.

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
socstud/hssindex.xml

Instructional Strategies

* Use a variety of sources to study important turning points from different perspectives and to identify varying points of view of the people involved (e.g., European settlement and the impact of diseases on Native American Indian populations, writing the Declaration of Independence and the Constitution, the Civil War, industrialization, significant reform movements, and the Cold War).
* Debate various views of United States; foreign policies and involvement during the Mexican-American War, World Wars I and II, Vietnam, and the Cold War

Assessment

* Write an essay on substantial movements for social change in the US history
* Timeline of major movements

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Chronicles origins and impacts of ideas and technological development on the United States and the world

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Examines and analyzes the effects of technology on America's growth and expansion

By the end of eleventh grade, the student:
2.1
* Compares and analyzes major ideas in different places, times, and cultures, and how those ideas have brought about continuity, change, or conflict
2.2
* Analyzes how technological developments have changed people's ideas about the natural world and evaluates their short and long-term consequences

Social Studies Skills
1. Inquiry and Information
* Formulates a thesis statement in the social studies that examines whys as well as hows
* Identifies key words; uses advanced search strategies; independently locates appropriate and varied information sources; evaluates primary/secondary sources
* Creates a product that uses social studies content to support a thesis and presents product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Voices original ideas; demonstrates content knowledge; persuades audience; listens critically and builds upon the ideas of others; asks clarifying questions and challenges statements of others; negotiates and compromises

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions; identifies multiple perspectives; compares and contrasts; validates data using multiple sources; determines relevant information; paraphrases problem
* Distinguishes between fact, opinion, and reasoned argument; clarifies point of view and context; identifies assumptions and fallacies; recognizes stereotypes, clichés, bias, and propaganda techniques; evaluates accuracy and timeliness of information; determines main message and identifies target audience; analyzes credibility and authenticity
* Reconstructs and expresses multiple points of view and integrates an historic, geographic, civic, or economic perspective

Instructional Support Materials

Addison-Wesley
The United States and Its People. 1993.

McDougal, Littell
The Americans. 1994.

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
socstud/hssindex.xml

Instructional Strategies

* Analyze the decisions leading to major turning points in United States history, comparing alternative courses of action, and hypothesizing within the context of the historic period about what might have happened if the decision had been different. Investigate decisions and actions such as:
~ The signing of the Declaration of Independence in 1776
~ The forced relocation of Native American Indians
~ The Mexican-American War
~ Lincoln's resolve to sustain the Union
~ Plessy v. Ferguson Supreme Court decision
~ Progressive reforms
~ United States' entry into World Wars I and II
~ Ratification of the Nineteenth Amendment
~ Roosevelt's View Deal
~ The decision to challenge the Jim Crow laws in Alabama in 1955
~ American involvement in Southeast Asia in the 1960s and 1970s
~ The end of the Cold War and the democratic revolutions in Eastern European countries
* List problems which affect the environment and the quality of life in the United States. Research federal, state, and local government programs developed to resolve these problems. Evaluate the costs and benefits of each governmental action and propose additional action

Assessment

* Write an essay on the end of the Cold War
* Make a chart on major decisions made by FDR

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State History.

1.1 HISTORY - Understands and analyzes historical time and chronology
* Understands and analyzes the development of the American political system
* Analyzes and examines the development of institutions of American government

1.2 HISTORY- Understands events, trends, individuals, and movements shaping United States, world, and Washington State History
* Describes and analyzes important individuals and movements that affected the growth of our democratic system

1.3 HISTORY - Examines the influence of culture on United states, world, and Washington State history
* Describes and examines themes of a distinct American political culture

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought that questions traditional concepts of how and why
* Finds and synthesizes information from different historical perspectives
* Assesses the reasons for the differences in diverse historical perspectives
* Produces and interprets charts, graphs, maps, tables, and timelines, that reflect diverse perspectives
* Creates a product that reflects the synthesis of diverse perspectives of a historical event or issue

2. Interpersonal and Group Process Skills
* Uses Socratic techniques
* Plans and prepares a Socratic seminar and constructs and leads such a discussion
* Selects appropriate government officials to gain needed information and synthesizes the information relative to a specific topic

3. Critical Thinking Skills
* Compares and contrasts diverse points of view of a specific issue
* Analyzes perspectives and potential bias relative to a specific issue or event
* Reaches conclusions as to why diverse points of view exist relative to a specific issue or event
* Hypothesizes possible reasons for diverse points of view relative to a specific issue or event
* Analyzes the effect of time on diverse points of view relative to a specific issue or event
* Analyzes and discusses the reliability of diverse points of view vis a vis time and place

Instructional Support Materials

McDougal, Littell
Government in America

Holt, Rinehart and Winston
American Government

For Advanced Placement Classes:
Addison Wesley Longman
Government in America. People, Politics and Policy

Harper Collins
American Government, Readings, and Cases

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
socstud/hssindex.xml

Instructional Strategies

*Examine the creation and development of the United States Constitution. Coach students to see major ideas, turning points, chronology in the development of the United States
* Analyze important debates in American history, focusing on the opposing positions and the historical evidence used to support these positions

Assessment

* Create a project on the creation and development of the United States Constitution The project accurately includes each of the bulleted items in Standard 1.1, 1.2, and 1.3
* Historiography comparing and contrasting interpretation of significant debates
* Create a chart comparing significant social movements

Standard 2. The student understands the origin and impact of ideas and technological developments on history.

2.1 HISTORY- Compares and contrasts ideas in different places, time periods, and cultures, and examines the interrelationships between ideas, change, and conflict
* Explains the relationship of conflicts between the different branches of government and the states: the national government to significant changes in American history

2.2 HISTORY- Understands how ideas and technological developments influence people, culture, and environment
* Analyzes the effects of technology on the scope of American government

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought that questions traditional concepts of how and why
* Finds and synthesizes information from different historical perspectives
* Assesses the reasons for the differences in diverse historical perspectives
* Produces and interprets charts, graphs, maps, tables, and timelines, that reflect diverse perspectives
* Creates a product that reflects the synthesis of diverse perspectives of a historical event or issue

2. Interpersonal and Group Process Skills
* Uses Socratic techniques
* Plans and prepares a Socratic seminar and constructs and leads such a discussion
* Selects appropriate government officials to gain needed information and synthesizes the information relative to a specific topic

3. Critical Thinking Skills
* Compares and contrasts diverse points of view of a specific issue
* Analyzes perspectives and potential bias relative to a specific issue or event
* Reaches conclusions as to why diverse points of view exist relative to a specific issue or event
* Hypothesizes possible reasons for diverse points of view relative to a specific issue or event
* Analyzes the effect of time on diverse points of view relative to a specific issue or event
* Analyzes and discusses the reliability of diverse points of view vis a vis time and place

Instructional Support Materials

McDougal, Littell
Government in America

Holt, Rinehart and Winston
American Government

For Advanced Placement Classes:
Addison Wesley Longman
Government in America. People, Politics and Policy

Harper Collins
American Government, Readings, and Cases

http://inside.seattleschools.org/
area/libraryservices/bibliographies/
socstud/hssindex.xml

Instructional Strategies

* Research the use of computers in our daily lives
* Compare and analyze the major political developments in US history such as the ratification of the constitution, reconstruction, the New Deal, and the Great Society programs of the 1960's

Assessment

* Use the bulleted items in Standards 2.1 and 2.1 to discuss the use of computers in our daily lives
* Participate in debates on the relative merits of Reconstruction, the New Deal, etc.