|
Poyen School |
| Strand 1: Time Continuity and Change |
|
Content Standard 1
The learner will be able to students will demonstrate an understanding of the chronology and concepts of history and explain historical relationships.
|
|
Analyze Cause/Effect of Historical Event
The learner will be able to use chronological order to explain the cause and effect of events throughout history. Students will explain the impact of an event on a nation's economic, political, and social systems.
|
|
Analyze Events in History
The learner will be able to analyze how past decisions and events affect subsequent decisions or events throughout the world. Students will explain how historical figures, ideas, events, and decisions influenced or changed the course of history.
|
|
Mental Mapping
The learner will be able to use the process of mental mapping to understand spatial relationships and to locate places on maps. Students will create a mental map of the world's major physical features.
|
|
Compare/Contrast Conflicts
The learner will be able to compare and contrast the causes and consequences of conflict within the state, the nation, and the world. Students will demonstrate and understanding of the causes and consequences of conflict.
|
|
Content Standard 2
The learner will be able to demonstrate an understanding of how ideas, events, and conditions bring about change.
|
|
Understand Continuity and Change
The learner will be able to demonstrate an undersanding of continuity and change in the state, nation, and world. Students will identify how time, continuity, and change impact global societies.
|
|
Investigate Cultural Effects on Society
The learner will be able to investigate how political events, technological changes, and cultural diffusion have affected and been affected by literature, language, and the arts. Students will investigate how global cultures developed.
|
|
Understand Political Ideas
The learner will be able to understand how the foundations of government and United States political ideals as set forth in documents such as the Declaration of Independence, the Constitution, the Bill of Rights, and others have brought about change throughout the world. Students will demonstrate and understanding of how the central ideas of American constitutional government have been affected by and do affect other governments.
|
|
Research/Present Oral Presentation
The learner will be able to use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. Students will present an original work exhibiting and understanding of continuity and change.
|
| Strand 2: People, Places, Environments |
|
Content Standard 1
The learner will be able to students will demonstrate an understanding that people,cultures, and systems are connected and that commonalities and diversities exist among them.
|
| People, Places, Environments |
|
Explore/Predict Human Interactions
The learner will be able to explore and predict the effects of human interactions with their environments and with technology. 1. Students will examine the impact of geography on the industrial growth and economic prosperity of communities in the state, nation and world. 2. Students will identify and discuss significant environmental and technological trends that have had an impact on the modern world.
|
|
Examine Influences of Ancient Cultures
The learner will be able to demonstrate an understanding that one's identity is connected to ideas and traditions from the past and from other cultures. Students will identify the impact of cultural diffusion on societies and give examples on how it influences individuals.
|
|
Compare/Contrast Cultures
The learner will be able to compare commonalities and differences in the ways groups, societies, and cultures meet human needs and concerns. 1. Students will explain the emergence of agricultural societies around the world. 2. Students will describe how humans in different parts of the world and in times of crisis meet their needs and concerns.
|
|
Examine Primary/Secondary Sources
The learner will be able to examine primary and secondary sources and experiences to understand historical and cultural perspectives. Students will use primary and secondary sources to analyze historical and global cultural perspectives.
|
|
Examine Cultural Interactions/Influences
The learner will be able to explore how language, literature, the arts, architecture, traditions, history, beliefs, values, and behavior contribute to the development, transmission, and diffusion of cultures and ideas. Students will trace the expansion of major religions and cultural traditions throughout the world.
|
|
Analyze Historical Data
The learner will be able to use appropriate methods and tools, such as field studies, simulations, interactive technologies, maps, globes, literature and primary sources, to compare cultural perspectives. Students will use the appropriate methods and tools to explore and compare cultural perspectives.
|
|
Explain Conflict/Cooperation of Society
The learner will be able to illustrate the relationship between tolerance and cooperation. Students will explain the reasons for political alliances as they relate to tolerance and cooperation.
|
|
Analyze Cultural Perspectives
The learner will be able to demonstrate an awareness of cultural perspectives. Students will research and describe what are acceptable behaviors in social groups.
|
|
Content Standard 2
The learner will be able to students will demonstrate an understanding of the significance of physical and cultural characteristics of places and world regions.
|
|
Interpret Information/Describe Landforms
The learner will be able to locate and describe varying landforms and geographic features, such as mountains, plateaus, islands, rain forests, deserts, and oceans and explain their relationships within the ecosystems. Students will interpret information and describe landforms by looking at photos, Internet resources, and world maps, and globes.
|
|
Identify Processes of Environments
The learner will be able to apply a knowledge of the major processes (e.g, weathering, vulcanism, etc.) shaping natural environments. Students will explain the effects of a physical process or natural disaster e.g. migration of the Sahara, erosion of riverbanks, reshaping of shorelines, Pompeii.
|
|
Evaluate Modifications of Environment
The learner will be able to analyze how humans have altered and been affected by physical environments in the world's sub-regions. Students will identify ways in which people.have used and adapted to their environments ; housing, clothing, modes of transportation.
|
|
Analyze Cultural Patterns/Interactions
The learner will be able to identify and interpret physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural diffusion, values, ideas, and ecosystem changes. 1. Students will interpret information and make generalizations from distribution and historical maps. 2. Students will identify and explain the major cultural patterns of human activity in the world's subregions. 3. Students will compare and contrast physical features of places e.g. landforms and bodies of water/waterways, latitudinal location, distance from equator or poles, altitude, climate zones, precipitation patterns, vegetation, ecosystems. 4. Students will compare and contrast human characteristics associated with specific places e. g. migration, settlement, patterns, cultural diffusion, population density, land use.
|
|
Analyze Cultural/Physical Patterns
The learner will be able to analyze cultural and physical patterns through the five themes of geography: location, place, human-environment interaction, movement, and region. 1. Students will identify the physical features, and water forms, climate, natural vegetation, etc that influence cultural development. 2. Students will explain patterns of migration throughout the world. 3. Students will explain how geographic characteristics influence the location of human activities. 4. Students will explain how human interests affect the uses of places or regions, e.g. religion, fame, and wealth. 5. Students will explain how technology and modern innovations affect the use of places and regions, e.g. rain forests vs. industrial development, population expansion vs natural habitat, survival and conservation.
|
|
Utilize Mental Mapping
The learner will be able to develop and use a mental map (personal geographic reference). Students will use mental maps of the world to demonstrate relative and absolute locations and characteristics of major physical features, political divisions, and human settlements.
|
|
Construct/Interpret Graphs, Charts, Maps
The learner will be able to demonstrate an understanding of the uses of maps and geographic information systems(GIS). Students will identify and describe characteristics, functions, or applications of various types of maps e.g. physical, distribution, climate, vegetation, precipitation, natural resources, relief, elevation, political, economic, historical.
|
|
Evaluate Effects of Science/Technology
The learner will be able to evaluate how science and technology change places, regions, movement patterns, and human-environment interaction. Students will research how technological advances have affected human and environmental interactions e.g. transportation, communication, etc.
|
| Strand 3:Production,Distrib.,Consumption |
|
Content Stardard 1
The learner will be able to students will demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making.
|
| Production,Distribution,and Consumption |
|
Describe Economic Systems
The learner will be able to describe the various institutions at local, state, and national levels that constitute economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations. Students will describe how the world's economies are changing.
|
|
Explore/Explain Economic Activity
The learner will be able to explore and explain how changes in areas such as technology, transportation, and communication affect economic activity. 1. Students will explain how physical geography, specialization, and trade influence the way people earn income. 2. Students will explain how changes in technology , factories, machinery, transportation, communication, new technology, impact the global economies.
|
|
Analyze Scarcity in Societies
The learner will be able to analyze how individuals, governments, and socieites deal with scarcity. 1. Students will compare the resources and weath of various countries and the impact on the standard of living, the stability within the country, and relationships with other powers. 2. Students will explore the development of trade between nations, e.g. scarcity of resources, lower cost imports, humanitarianism, and the impact of international trade e.g. higher quality of living, increased competition, increased specialization, and interdependence.
|
|
Analyze Choice/Opportunity Cost
The learner will be able to anaylze the roles of choice and opportunity cost in decision making. Students will explain the relationship between economic development and the ways people satisfy their needs and wants.
|
|
Use Tools/Methods/Research Techniques
The learner will be able to demonstrate understanding of scarcity and choice by using appropriate methods, research techniques, and tools, such as field studies,simulations, interactive technologies, charts, maps, graphs, statistics, and primary sources. 1. Students will use appropriate tools to analyze situations involving scarcity to determine the need for choices or what is gained/lost by a decision; e.g. lack of water and irrigation over population. 2. Students will identify state and national exports e.g. grain and imports e.g. electronics, clothing.
|
|
Analyze Effects of Resources on Trade
The learner will be able to demonstrate how limited resources necessitate decision-making. 1. Students will explain why people trade or make choices that contain opportunity costs. 2. Students will analyze the relationship between the availibility of natural, capital, and human resources, and the production of goods and services in the past and present.
|
|
Analyze Economic Disparity
The learner will be able to analyze how disparities in power and economic status lead to conflict. Students will explain the difference between traditional, command, and market economy; e.g. traditional based on custom, command based on central authority, market based on decision made by businesses and the consumer.
|
|
Identify/Evaluate Current Events
The learner will be able to identify and evaluate critical current issues related to the use of resources. 1. Students will distinguish between renewable and nonrenewable resources. 2. Students will explore how different economic systems; traditional, command, market; answer the economic questions of production.
|