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GRAM OR AGES: Grades K-12. SUBJECT NATTER: Social Studies DOCUMENT RESUME ED 051 159 SP 007 213 TITLE Social Studies Guide. Kindergarten-Level Twelve. INSTITUTION Hazelwood School District, Mo. PUB DATE Jun 70 NOTE 198p. EDRS PRICE EDRS Price MV-50.65 HC-$6.58 DESCRIPTORS *Curriculum Guides, Economics, *Elementary School Curriculur, Geography, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, likstory, Kindergarten, Political Science, *Secondary Education, *Social Sciences, *Social Studies Units ABSTRACT GRAM OR AGES: Grades K-12. SUBJECT NATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has three main sections: 1) kindergarten-grade 6; 2) required courses, grades 7-11; and 3) electives, grades 10-12. In each subsection the objectives arz listed, an outline of the course is given, concepts and suggested activities are listed in two parallel columns, and evaluation questions are provided. A sample unit is included for each course, including overview, objectives, initiation of the unit, suggested activities, evaluation, selected references, and other resources. The guide is niseographed and spiral-bound with a soft cover. OBJECTIVES. ANt ACTIVITIES: Objectives are listed at the begiuning of the course for each grade. Suggested activities are listed for each course, and more detailed activities are included in the sample units. INSTRUCTIONAL NATER1ALS: References to books, periodicals, and audio-visual materials ace included in the sample units for elementary grades and in both the general course descriptions and the simple units for secondary grades. STUDeNT ASSESSMTNT: Typical evaluation questions are included for each grade, with more detailed questions in the sample units. An explanation of evaluation techniques, together with sample evaluation charts, is included at the end of the section on elementary grades.(KBa) U.B. OEPARTMENT OF HEALTH. EOUCATION, & WELF ARE SOCIAL STUDIES GUIDE OFFICE OF EOUCATION THIS DOCUMENT HAS SEEN REPRO. CUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATIONORIG. INATiNG IT POINTS OF VIEW OR OPIN. KUNZ/GARTER - LEVEL TWELVE IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY HAZZLWCUD SCSOOL DISTRICT ?CU BOVDERWISLLROAD VASIUMOD KOMORI AMOY= IT MUD CT wOCTiOlt nil 4, 1970 TABLE OF CONTENTS PHILOSOPHY OF EDUCATION .. iii COMMON 'MEADS OF :_12.ARNING IN SOCIAL STUDIES iv SOCIAL STUDIES GUIDEUNES v SCOPE AND MUESLI el ACKNOWLEDGEMENTS ix Kindergarten Level 1 Kindergarten LevelAampla Unit 6 Level One 9 Level One-Sample Unit 17 Level TM6 22 Level Two-Sample Unit 25 Level Three 27 Level Three-Semple Unit 38 Level ]tam: . 42 Tavel Pour-Semple Unit 49 Level Five 54 Level Five-Semple L'..it .. 61 Level Six 63 Leval Sit-Sasple Dolt 70 !valuation Technicper 72 REqUIRED COURSES Level Seven-Problem and Decisions is the United States Today' A Study of P:obless in Our Society ... ... 74 Level Seven-SAtplo Uniti Missouri Cepetitution 62 Level EigA-United rcates Hietory and Government 85 Level Eight-Staple Uiitt Greet Crisis 95 Level Nine Civics-United States and Selected Saistie. 98 Level Nine-Semple rnits Artless Culture tw Level. Ten Social Studies II-World History 111 Level TenAlemple Dalt Economic Development is India 117 Leta Pleven-WWI States History 137 Level Eleven-Sample Unit 143 ELECTIVES Level Ten-Missouri hietori 118 Level Tim-Sample Milli T21 Civil War in Missouri 124 Loral Ten-World Geoeraphy 125 Len: Tea -Beetle Units Latta America 131 Level rievea-Ameriosm.Govermment 149 Level gleves-Semple Units Ast:icen Government end Government of the Soviet Union 158 Level :levee seta !Vele- :mite Psychology 159 Level lacve and %elm-Semple ttsitt Mental Health 164 Level Elam tool Teel,* -KsidlyNelet.toes 167 Level Elam aid Twelve ..Semple Units Family Finance 173 Level twelve 41miology 175 Level Tvelve-Semple UnitsKimotitylieleliese 177 Level Twelve-Rummies Level twelve-lemelle VoltsThe What end Nov in a Commend Economy li? Level TmelveInteratlosal Relations 186 Level Twelve-Sample Unlit he Milted States end World Affairs 188 Ii 11 II II HAZELWOOD SCHOOL DISTRICT ST. LOUIS COUNTY HAZELWOOD, MISSOURI 11 PHILOSOPHY OF EDUCATION Democracy in the only acceptable way of life by us as Americans. We know it is not inherited and it must be learned anew by each generation. (1 The wpose of the educational program then becomes evident: the practice of demo- cratic principles, aid the preservation sad improvement of the democratic way of life. We understand that l a democratic society the dignity and worth of the individual are of prime important'.A democratic society is dependent upon the education and develop- ment of each individual to his maximum cepabilities. Mtuly agencies such as home, church, school and community share the responsibility of the growth of all individuals, but the school is perhaps the only one that has as its specific purpose the direction of formal 11 educational growth. Each individual maintains his own unique rate of gradual, continuous change of physical, mental, social, emotional ani academic characteristics. We believe that each child has 111 the right to a basic program of individual education which develops his petentialities to the utmost. In achieving these purposes we are obligated to provide a continuously evolving edu- cational program whereby each individual has the opportunity to develop self-realization, 11 human relationships, economic efficiency, and civic responsibility. Self-realization maybe developed through critial thinking, competency la tools of learning, good habits, awareness of self-potentialities, and building of character. [1 !NEW' zelationshipo sky he developed through understanding of human i.od 12iritual values and an appreciation of democratic living. Economic efficiency may be developed through knowledge of intelligent consumer habits, conservation of resources, and essentials to earning a living. Civic responsibility way be developed through practicing good citizenship. 11 We propose to teach the academic skills demanded by our nation's society, but never at the sacrifice of the individual.WA will do this through the beat methc4s known to the profession. I * * 11 VMMON LEARNINGS -.-11=1 HAZELWOOD SCHOOL DISTRICT KINDERGARTEN A SOCIAL STUDIES GUIDELINES FOREWORD Social Studies is subjective by nature. Its purpose is to understand the relationship.. among inherent concepts in the various disciplines of the sciences and to develop ettitudes, values &ad ideals. It encompasses messy of the skills if hums relations, meuy of the attitudes, values 3nd ideals men need to uoderstand, to make decisions, to question prior judgements, to invite *Id to ex- 'lora new solutions to old, continuing, and new problems. With this in aiud, the Social Studies Guidelines have been prepared to facilitate caminuity in the learning process K-12. I. ACQUIRE KNOWLEDGE AND APPRECIATION OF OUR PERrfAGE A. Decome acquainted with sipnificaot elements of our social, moral, spiritual, cultural, political, and scotioic heritage B. Analysis the pressing issues of our social, moral, spiritual, cultural, political and economic life C. Develop a social consciousness that is built on the understanding that 4301 individual le in part responsible for the preeervatiin and improvement of sen's cultural heritage D. Develop wbolesomn allegiance to ideals of American democracy I. Develop an accurate understanding of the semiotic systems of the world -s dstermlned by industrial, rtitical, geographical, social, cultural, moral, and spiritual influences F. Understand lure-relationship. and inter-..nlationships among social, moral, spiritual, cultural, political, and economic probleme tad issues 0. Understand reiationahips of all peoples through the study of geographical, oocial, economic, and political divisions li. DEVELOP RESPONSIBLE CITIEENSEIP A. Learn to live with self and others throe ii 2. Understanding behavior 2. Respecting humanity 3. Respecting righte and property 4. Respecting authority S. Appreciating purposes and values of rule, and laws B. Apply acquired learning C. Understand and apply moral, Spiritual, 4104 ethical values underlying good citiaeaship D. Lure to deal with controversial issues in proper perspective I. Lure :o rseogaise and deal rationally PAU% propaganda P. Learn to Nam ietelligeat decisions based on the best available information from varied media 0. Investigate basis of attitudes, beliefs, and V41u0, E. Assure respossibilitiss and duties, as well as rights and privileges, in a democracy I. Study problems of hone, family, and community living and their effects on a successful family life J. Understand commonality of ail peoples of the world K. Lean, to appreciate sad wisely use natural resources L. Develop and coastructively use bums resources M. Develop essential attitudes which would motivate participation as a responsible citisou III, MEW TO DIAL EFTECTIVILT VIII MIKA R. Dide.taed ever increasiag iaterdependence of PAS E . Datong aware of the mead for greeter understanding of society as affected b, dolomitic and foreiga Lallans** C. MIMS a smepesilible role in *octet/ as result of experiesces and changes D. Suareise eelf-diseiplima sad self-reepomeibility thr,ugh developmental stages of the isdivi:val S . Require a reset:sal sad theoretical usderstmAltig of oeoloade concepts whidi makes poosihle ea adeptIbility to show I.Adapt (*tweet and Allitiss to meet the setts of a changing society O. Dos individual poteatialitios is a changing soesty to wait,* telfrealimition IL lietahlieh a mitotic philesophic approach
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