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327P.: Some Pages May Not Reprodue Clearly from EDRS in Paper Copy Or Microfiche Due to Small and Fading Print Throughout Original Document DOCUMENT RESUME BD 201 591 SO 013 356 AUTHOR Stockhaus, Stuart, Ed. TITLE Essential Social Studies Skills for Senior High Students. INSTITUTION ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, Colo.: Social Science Education Consortium, Inc., Boulder, Colo. SPONS AGENCY Minnesota Council on Quality Education, St. Paul.: National Inst. of Education (DHEW), Washington, D.C. REPORT NO ISBN-0-89994-262-8 PUB DATE 81 CONTRACT 400-78-0006 NOTE 327p.: Some pages may not reprodue clearly from EDRS in paper copy or microfiche due to small and fading print throughout original document. AVAILABLE FROMSSEC Publications, 855 Broadway, Boulder, CO 80332 ($15.00). EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *Educational Objectives: Educational Practices: Evaluation: Lesson Plans: *Process Education: Secondary Education: *Skill Development: *Social Studies: Testing IDENTIFIERS *Social Studies Curriculum ABSTRACT A project is described which identifies essential social studies skills and presents information to high school classroom teachers on how to inculcate skills in students.Fourlajor categories of skills are discussed--locating information, evaluating information, using time and place concepts, and analyzing social problems. Specific project goals were to define essential social studies skills for senior high students, createa test item bank which could be used to create skills tests for diagnosisand post-instructional analysis, and to create skill lessonmodels which could be used for student remediation and/or enrichment. The document is presented in five major chapters. In chapterone, the project rationale and goals are presented. In chapter two, informationis offered on the essential skills. Chapter three focuseson the essential learner outcomes in social studies process objectiveswhich were developed by the Minnesota Department of Educator. Chapter four presents a test item bank which includes test (plastic:Is-relatingto each of the essential skill categories. Chapter five, the bulk ofthe document, presents 125 lessons relating to the skill For each lesson, information is presented on objectives,backs,Anr.3 information, directions, and special instructionsonftcti.vities such as using the dictionary, using the telephone book, *omOng and interpreting charts, and finding percentages. Studenftere invllved in a variety of activities, including determining bi 232 selections from social studies textbooks, discussingissues in_ass,using primary' sources, using chronology and time lines, inferences from maps, identifying value statements, and identigy-4Wconseguences of actions. (DB) U.S. DEPARTMENT OPMEAGML EDUCATION S. WELFARE NATIONAL PISMO:1TE OF EDUCATION DOCUMENT HAS SEEN Q:esupc DUCE° EXACTLY AS RECEIVED F41.011 1-4.6 PERSON OR OR GA N1.1"ION ORIGIN =nu* I T POINTS OF V IE,P4.74TOPPPOPE! 5."AE0 00 NOT NECESSARILY REPRE SENTOFFICsAL NATIONAL iNSTiTLITE0g EDUCATION POSITION OP POLICY r--1 "PEOMMMONTORSMEMOCEMMS cr% MMERIALHASBENIMMOOEBEW u-N ESSENTIAL TOE EDUCATIONAL SaalletL STUDIES SIIIIMS MMORMATIONCENTERVOCr SENIOR HIGHS St.ui=mrt S-toc aaus, Editor Sc ial 75c-3enc,a Education Consortium,_._- ERIC Clearin=ouse fmr S :ial Studies/Social Science Frtnu-ation Boulder, Colorado 1981 Developed under a grant from the Minnesota Council orrIpmeY Education ( ORBIER1NL, :INFORMATION This pubs lion is available from: SSEC PubLtmetions 855 Broadway Boulder, 'Zolorado 80302 ISBN 0-e9994-262 -8 :1:15-0.0 his publication was prepared with funding fmom err :National nstitute of EducationU.S. Department of Hnsimil. Education, nd Welfare under contract no. 400-78-0006. 15leatinions ressed in this report do not necessarily reflecr the 111111ritions or policies of NIE or HEW. TABLE OF CONTENTS PROJECT PERSCWEE7 1 District Skills Committee Replicamion rommtittee Test Item Writers Testing Consultant Skills Lesson Wri'..ers INTRODUCTION" 2 ESSENTIAL SOCIAL STUDIES SKILLS OBJECTIVESFOR SENIOR HIGH STUDENTS 4 MINNESOTA DEPARTMENT OF EDUCATION'S "SOMEESSENTIAL LEARNER OUTCOMES IN' SOCIAL STUD.u.S" PROCESS OBJECTIVES 6 TvcT ITEM BANK 9 I. Locating Information 9 II. Evaluating Information 41 Time and Place Skills 57 IV. Analmzing Scsr-ial Problems 77 LESSOSS 93 I. Locating Information 93 Using Home Resources Using the Yellow .ges, Lesson 1 95 Using the Yellow Pages, Lesson 2 96 Dictionary Lesson, Lesson 3 97 Dictionary Lesson, _Lesson 4 98 Dictionary Lesson, Lesson 5 99 Using Community Resources Using the Card Catalog, Lesson 6 100 Using the Card Catalog,- Lesson 7 102 Using the Card Catalog, Lesson 8 10, Using the Card Catalog, Lesson 9 105 Using the Readers' Guide, Lesson 10 105 Using the Readers' Guide, Lesson 11 108 Using the Readers' Guide, Lesson 12 110 Using the Readers' Guide, Lesson 13 111 Using the Readers' Guide, Lesson 14 112 Using the Readers' Guide, Lesson 15 113 Using the Readers' Guide, Lesson 16 114 Using the Atlas, Lesson 17...,. 115 Using the Atlas, Lesson 18 116 Making a General Search, Lesson 19 117 Using Government/Community Agencies,Lesson 20 118 Using Government/Community Agencies,Lesson 21 120 Using Government/Community Agencies, Lesson22 1.21 Using Multiple Sources of Information Introduction to Charts and Graphs, Lesson23 122 Charts, Lesson 24 126 Charts, Lesson 25 128 Charts, Lesson 26 130 Charts, Lesson 27 132 Charts. Lesson 28 134 Charts, Lesson 29 136 Line Graphs, Lesson 30 138 Line Graphs, Lesson 31 141 Lire Graphs, Lesson 32 143 Line Graphs, Lesson 33 145 Line Graphs, Lesson 34 147 Line Graphs, Lesson 35 149 Line Graphs, Lesson 36 150 Bar Graphs, Lesson 37 151 Bar Graphs, Lesson 38 153 Bar Graphs, Lesson 39 155 Bar Graphs, Lesson 40 157 Bar Graphs, Lesson 41 158 Bar Graphs, Lesson 42 159 Bar Graphs, Lesson 43 160 Circle Graph Pretest, Lesson 44 161 Circle Graph, Post-test, Lesson 45 162 Circle Graphs, Lesson 46A 163 Circle Graphs, Lesson 46B 166 Circle Graphs, Lesson 47 171 Circle Graphs, Lesson 48 173 Circle Graphs, Lesson 49 _.....175 Circle Graphs, Lesson 50 177 Circle Graphs, Lesson 51 178 II. Evaluating Information 181 Determining Bias The American Revolution, Lesson 52 183 American Foreign Policy, Pre-World War II, Lesson 53 184 The Soviet Union,.Lesson 54 186 The Soviet Union, Lesson 55 China, Lesson 56 190 China, Lesson 57 192 Nuclear Power and the Environment, Lesson 58 194 The Federal Budget and Economic Goals, Lesson 59 195 Differentiating Between Fact and Opinion The Great Depression, Lesson 60 197 Slavery, Lesson 61 198 Russian History, Lesson 62 199 Russian History, Lesson 63 201 Russian History, Lesson 64 203 Russian History, Lesson 65 205 Defense Spending, Lesson 66 207 Union Election, Lesson 67 208 Identifying Relevant and Irrelevant Information Colonization of the United States, Lesson 68 209 President Roosevelt and the Revolution in Panama, Lesson 69 210 European History, Lesson 70 211 European History, Lesson 71 213 European History, Lesson 72 215 European History, Lesson 73 217 Congressional Investiga=j2am of it Prices, Lesson 74 ---- 219 Selection of a Supreme C --z=t 3ud Less, ____.220 III. Using Time and Place 221 Using Chronology Constructing a Time Line_ -esson 223 Constructing a Time Line_ -_-es.son Civil War, Lesson .227 World Population urcwth, Using Time Schedules Reading a Bus Schedule, Les ,,-,-,:on _-_-_-231 Using Local Geography Simple Maps, Lesson 81 - .232 Hennepin County, Lesson 82- Minnesota Highway Map, Lessmr83----. Minnesota Highway Map, Les=s== 84____, ..-...237 Using American History Territorial Expansion, Les_nr 85- 238 Using World Area Studies Alexander the Great, Lesson 86 240 Russian Expansion, Lesson 87= 242 Drawing Inferences from Mew United States Railroads _.anuf_alict.Ittring Centers, 1860, Lesson____.. 244 United States ImmignAtion:"t-om 18SI-O, 1901-10, Lesson 89__..___ 245 Travel Patterns of SeasommE 4.1.g=a=ry tural Workers, Lesson 249 Migration Trends in the ttr S=a=es, 1970-76, Lesson 91 251 Congressional ApportionmertAl-Lesson 92 254 Voter Participation in tizeL..-2 Elections, Lesson 93 256 TV. Analyzing Social Problems 259 Defining Social Problems News Headline Events, Lesson 261 ?omen in the Labor Force, Lessmfr 95 263 Contemporary Iran, Lesson 9i 267 Identifying Value Statement_ American History, Lesson 97 ._.269 American History, Lesson 98 270 American History, Lesson 99 271 African Area Studies, Lesson 100 272 African Area Studies, Lesson 101 273 African Area Studies, Lesson 102 274 United States Energy Problem_ Lesson 103..........275 Un4.tAd States Energy Alterroandve, Lesson 104 276 The 55 MPH Speed Limit, Lesson 105 278 00( 6 Identifyitalues in Conflict Note to -Fitumients: Lesson 106-107 779 United Stlz,es Immigration, Lesson 106_ United Sr; i,-s Immigration, Lesson 10- Note to Stunts: Lessons 108-110 United St-z,.:sVS.Russian Values, 1e!--son Unit2d St: VS.Russian Values, le----s;on 109 28f United St_ rzs VS.Russian Val.:es, L. n 110 2138 Note to S--' tints: LessOns Contemporzr-y United States Pr-7_ L esson 111-291 Co,..1cmporcry United States P1-7.7--'--r-H, _Lesson 112-29: Conr:niporory United States Pr Lesson 113..-:n 3 Recognizinz Implicit Values United Sta:es Immigration, 1_,__-.son 14 29- United States Immigration, 15_ 296 United Stares vs. Russian Va:=L-es. ,.sson 116 297 Compulsory School Attendance ton -z. Lesson L17 30C Medical Care Conflict, Lesscn 118. 3C Debate on Affirmative Actic,-:7-'rogrnms, Lesson -19 flentifyin.%, the Consequence AL..__Lons The Pueblo Decision, Lesson 10 304 Unemployment, Lesson 121 306 Understanding Othe: Culture:- Social Problems, Education in the Third World, Lesson 122 33'7 Understanding
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