Social Studies Curriculum Table of Contents

Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM TABLE OF CONTENTS

Philosophy

Curriculum Map

Alaska Content Standards K-12 Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade

High School 9-12

World History-Grade 10 U.S.History-Grade 11 Electives - Grade 12 U.S. Government-Grade 12 Alaska Studies Advanced Placement Current Issues Economics Geography Humanities Psychology Sociology Appendix: Materials List

KENAI PENINSULA BOROUGH SCHOOL DISTRICT 148 N. Binkley

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Soldotna, AK 99669

SOCIAL STUDIES CURRICULUM K - 12

Spring 2002

Dr. Donna Peterson Dr. Gary Whiteley Superintendent Assistant Superintendent of Instruction

Ms. Paula Christensen Mr. Sam Stewart Director of Elementary Education Director of Secondary Education

Social Studies Curriculum Committee

Patricia Jay - Homer High School Terri Carter - K-Beach Elementary Liana Bigham - Kenai Central High School Candy Goldstein - Redoubt Elementary Sandy Lewis - Redoubt Elementary Sandy Miller - North Star Elementary Kris Green - Sears Elementary Laurie Cowgill - Sears Elementary Dan Harbison - Soldotna High School Shelli Church - Soldotna Middle School Sammie Crawford - School Board Member Marlene Pearson - Community Representative

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Philosophy

Philosophy

The Kenai Peninsula Borough School District (KPBSD) Social Studies Curriculum, based on the Alaska State Standards (2000), is integrative and conceptual in nature. It is designed to integrate the major strands of social studies: geography, government, history, economics, and culture while enhancing writing and reading skills. In addition, technology and research provide the foundation for acquiring knowledge, skills, and content. The intent is that students will be provided with multiple opportunities for rich experiences and in-depth study as they progress through the grades. Problem solving, collaboration, and civic responsibility are emphasized throughout the curriculum.

Definition

The National Council for the Social Studies (NCSS) defines social studies as follows: “Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” (Expectations of Excellence: Curriculum Standards for Social Studies, 1994, Washington, D.C.)

Civic Participation

This curriculum document emphasizes civic participation, the opportunity to become involved in various aspects of the community, at all grade levels with culminating efforts coming in the high school years. Each individual high school site will develop its own program; however, all programs are to include a minimum of 10 hours, maximum of 50 hours of civic participation. The individual site’s program may contain a menu of options, fitting the unique and individual learning styles and needs of each community’s students. Furthermore, this civic participation will be part of a specific class, with the grade’s weight for this participation not exceeding 25% of the student’s total grade in the class.

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Content Curriculum Map KINDERGARTEN THEME: Awareness of Self In a Social Setting ALASKA THEME: Knowing My Alaskan School

FIRST GRADE THEME: Individual In Primary Social Groups ALASKA THEME: My Alaskan Family

SECOND GRADE THEME: Meeting Basic Needs In Nearby Social Groups ALASKA THEME: My Alaskan Neighborhood

THIRD GRADE THEME: Expanding My Horizons: Exploring Communities ALASKA THEME: Knowing My Alaskan Community

FOURTH GRADE THEME: Human Life In Varied Environments: Regions of the United States ALASKA THEME: Knowing My Alaskan Region, Southcentral Alaska, and Anchorage

FIFTH GRADE THEME: People of the Americas: Age of Exploration Through Westward Expansion ALASKA THEME: Knowing About Alaskan Government

SIXTH GRADE THEME: Alaska, The Crossroads of World Geography ALASKA THEME: Knowing About Alaska History, Geography, and Economics.

SEVENTH GRADE THEME: Exploring World Geography and History Pre-History to Ancient Greece EIGHTH GRADE THEME: United States Studies: Tracing Origins of American Democracy Age of Exploration up to Civil War

SOPHOMORE THEME: Exploring World History and Cultures Hellenistic Greece to World War I JUNIOR THEME: Exploring U.S. History: The Civil War to the Present

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SENIOR THEME: U.S. Government: The American Political System Alaska’s Distinctive Physical and Human Resources

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Alaska Standards K-12 ALASKA CONTENT STANDARDS GEOGRAPHY

Standard A A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. A student who meets the content standard should: 1) use maps and globes to locate places and regions; 2) make maps, globes, and graphs; 3) understand how and why maps are changing documents; 4) use graphic tools and technologies to depict and interpret the world’s human and physical systems; 5) evaluate the importance of the locations of human and physical features in interpreting geographic patterns; and 6) use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems. Standard B A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. A student who meets the content standard should: 1) know that places have distinctive geographic characteristics; 2) analyze how places are formed, identified, named, and characterized; 3) relate how people create similarities and differences among places; 4) discuss how and why groups and individuals identify with places; 5) describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty; 6) make informed decisions about where to live, work, travel, and seek opportunities; 7) understand that region is a distinct area defined by one or more cultural or physical features; and 8) compare, contrast, and predict how places and regions change with time. Standard C A student should understand the dynamic and interactive natural forces that shape the earth’s environments. A student who meets the content standard should: 1) analyze the operation of the earth’s physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics; 2) distinguish the functions, forces, and dynamics of the physical processes that cause variations in natural regions; and 3) recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.

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ALASKA CONTENT STANDARDS GEOGRAPHY

Standard D A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. A student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity; and 5) analyze how conflict and cooperation shape social, economic, and political use of space. Standard E A student should understand and be able to evaluate how humans and physical environments interact. A student who meets the content standard should: 1) understand how resources have been developed and used; 2) recognize and assess local, regional, and global patterns of resource use; 3) understand the varying capacities of physical systems, such as watersheds, to support human activity; 4) determine the influence of human perceptions on resource utilization and the environment; 5) analyze the consequences of human modification of the environment and evaluate the changing landscape; and 6) evaluate the impact of physical hazards on human systems. Standard F A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future. A student who meets the content standard should: 1) analyze and evaluate the impact of physical and human geographical factors on major historical events; 2) compare, contrast, and predict how places and regions change with time; 3) analyze resource management practices to assess their impact on future environmental quality; 4) interpret demographic trends to project future changes and impacts on human environmental systems; 5) examine the impacts of global changes on human activity; and 6) utilize geographic knowledge and skills to support interdisciplinary learning and build competencies required of citizens.

ALASKA CONTENT STANDARDS GOVERNMENT

Standard A A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should: 1) understand the necessity and purpose of government; 2) understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty; 3) understand how nations organize their governments; and 4) compare and contrast how different societies have governed themselves over time and in different places. file:///C|/Documents%20and%20Settings/e02472/Desktop/social_studies/Alaska_Standards.htm (2 of 7)10/18/2006 4:14:49 PM Alaska Standards K-12 Social Studies Curriculum

Standard B A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. A student who meets the content standard should: 1) understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights; 2) recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion; 3) understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights; 4) know how power is shared in the United States’ constitutional government at the federal, state, and local levels; 5) understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy; 6) recognize the significance of diversity in the American political system; 7) distinguish between constitution-based ideals and the reality of American political and social life; 8) understand the place of law in the American political system; and 9) recognize the role of dissent in the American political system. Standard C A student should understand the character of government of the state. A student who meets the content standard should: 1) understand the various forms of the state’s local governments and the agencies and commissions that influence students’ lives and property; 2) accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes; 3) understand the Constitution of Alaska and sec.4 of the Alaska Statehood Act, which is known as the Statehood Compact; 4) understand the importance of the historical and current roles of Alaska Native communities; 5) understand the Alaska Native Claims Settlement Act and its impact on the state; 6) understand the importance of the multicultural nature of the state; 7) understand the obligations that land and resource ownership place on the residents and government of the state; and 8) identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships. Standard D A student should understand the role of the United States in international affairs. A student who meets the content standard should: 1) analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries; 2) evaluate circumstances in which the United States has politically influenced other nations and how other nations have influenced the politics and society of the United States; 3) understand how national politics and international affairs are interrelated with the politics and interests of the state; 4) understand the purpose and function of international government and non-governmental organizations in the world today; and 5) analyze the causes, consequences, and possible solutions to current international issues.

ALASKA CONTENT STANDARDS GOVERNMENT

Standard E

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A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. A student who meets the content standard should: 1) know the important characteristics of citizenship; 2) recognize that it is important for citizens to fulfill their public responsibilities; 3) exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting; 4) establish, explain, and apply criteria useful in evaluating rules and laws; 5) establish, explain, and apply criteria useful in selecting political leaders; 6) recognize the value of community service; and 7) implement ways of solving problems and resolving conflict. Standard F A student should understand the economies of the United States and the state and their relationships to the global economy. A student who meets the content standard should: 1) understand how the government and the economy interrelate through regulations, incentives, and taxations; 2) be aware that economic systems determine how resources are used to produce and distribute goods and services; 3) compare alternative economic systems; 4) understand the role of price in resource allocation; 5) understand the basic concepts of supply and demand, the market system, and profit; 6) understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks investors, and the stock market; 7) understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy; 8) understand the indicators of an economy’s performance, including gross domestic product, inflation, and the unemployment rate; 9) understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority; and 10) understand how international trade works. Standard G A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should: 1) apply economic principles to actual world situations; 2) understand that choices are made because resources are scarce; 3) identify and compare the costs and benefits when making choices; 4) make informed choices on economic issues; 5) understand how jobs are created and their role in the economy; 6) understand that wages and productivity depend on investment in physical and human capital; and 7) understand that economic choices influence public and private institutional decisions.

ALASKA CONTENT STANDARDS HISTORY

Standard A

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A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should: 1) understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences; 2) know that the interpretation of history may change as new evidence is discovered; 3) recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians; 4) understand that history relies on the interpretation of evidence; 5) understand that history is a narrative told in many voices and expresses various perspectives of historical experience; 6) know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction; 7) understand that history is dynamic and composed of key turning points; 8) know that history is a bridge to understanding groups of people and an individual’s relationship to society; and 9) understand that history is a fundamental connection that unifies all fields of human understanding and endeavor. Standard B A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should: 1) comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: a. the development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations; b. human communities and their relationships with climate, subsistence base, resources, geography, and technology; c. the origin and impact of ideologies, religions, and institutions upon human societies; d. the consequences of peace and violent conflict to societies and their cultures; e. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender; 2) understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world; 3) recognize that historical understanding is relevant and valuable in the student’s life and for participating in local, state, national, and global communities; 4) recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns; and 5) evaluate the influence of context upon historical understanding.

ALASKA CONTENT STANDARDS HISTORY

Standard C

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A student should develop the skills and processes of historical inquiry. A student who meets the content standard should: 1) use appropriate technology to access, retrieve, organize, and present historical information; 2) use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers; 3) apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and 4) use historical perspective to solve problems, make decisions, and understand other traditions. Standard D A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. A student who meets the content standard should: 1) understand that the student is important in history; 2) solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions; 3) define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others; 4) recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; 5) base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and 6) create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

ALASKA CONTENT STANDARDS CULTURAL

Standard A Culturally-knowledgeable students are well grounded in the cultural heritage and traditions of their community. Students who meet the content standard are able to: 1) assume responsibilities for their role in relation to the well being of the cultural community and their life-long obligations as a community member; 2) recount their own genealogy and family history; 3) acquire and pass on the traditions of their community through oral and written history; 4) practice their traditional responsibilities to the surrounding environment; 5) reflect through their own actions the critical role that the local heritage language plays in fostering a sense of who they are and how they understand the world around them; 6) live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior, and 7) determine the place of their cultural community in the regional, state, national, and international political and economic systems. Standard B Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life. Students who meet the content standard are able to: 1) acquire insights from other cultures without diminishing the integrity of their own; 2) make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live; 3) make appropriate choices regarding the long-term consequences of their actions, and; 4) identify appropriate forms of technology and anticipate the consequences of their use for improving the quality of life in the community. Standard C

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Culturally-knowledgeable students are able to actively participate in various cultural environments. Students who meet the content standard are able to: 1) perform subsistence activities in ways that are appropriate to local cultural traditions; 2) make constructive contributions to the governance of their community and the well-being of their family; 3) attain a healthy lifestyle through which they are able to maintain their social, emotional, physical, intellectual, and spiritual well-being, and; 4) enter into and function effectively in a variety of cultural settings. Standard D Culturally-knowledgeable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning. Students who meet the content standard are able to: 1) acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders; 2) participate in and make constructive contributions to the learning activities associated with a traditional camp environment; 3) interact with Elders in a loving and respectful way that demonstrates an appreciation of their role as culture-bearers and educators in the community; 4) gather oral and written history information from the local community and provide an appropriate interpretation of its cultural meaning and significance; 5) identify and utilize appropriate sources of cultural knowledge to find solutions to everyday problems, and; 6) engage in a realistic self-assessment to identify strengths and needs and make appropriate decisions to enhance life skills.

ALASKA CONTENT STANDARDS CULTURAL

Standard E Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. Students who meet the content standard are able to: 1) recognize and build upon the inter-relationships that exist among the spiritual, natural, and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others; 2) understand the ecology and geography of the bioregion they inhabit; 3) demonstrate an understanding of the relationship between world view and the way knowledge is formed and used; 4) determine how ideas and concepts from one knowledge system relate to those derived from other knowledge systems; 5) recognize how and why cultures change over time; 6) anticipate the changes that occur when different cultural systems come in contact with one another; 7) determine how cultural values and beliefs influence the interactions of people from different cultural backgrounds, and; 8) identify and appreciate who they are and their place in the world.

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Kindergarten Social Studies

Grade THEME: Awareness of Self In a Social Setting ALASKA THEME: Knowing My Alaskan School K

This list may be customized for individual lesson plans and records. Alaska Content Standards (in geography, government, and history) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in geography, government, history) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*). Geography Government History Cultural

CONTENT LIST

Basic geographic concepts

Cultural diversity

Home/family

Introduction to maps and globes

Physical environment of school

Rules for social relationships

School

Self

Self and family

Self in relation to others in a social setting

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The major focus of the kindergarten program is to provide socialization experiences that help children bridge their home lives with the group life of the school. Learning about the physical and social environments of the school may, therefore, be different for individual children. Nevertheless, they all need to begin to learn the reasons for rules as required for orderly social relationships. Awareness of self should be developed through face-to-face relationships with others in social settings. It is important at this level to provide children with successful experiences to help them develop self-esteem. Some structured experiences to sensitize children to a world of many diverse peoples and cultures need to be included. For example, life in their Alaskan school may be compared and contrasted with the school and culture in Alaskan Native villages. IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY w No Mastery items at this grade level

DEVELOPMENTAL Geography w Use a spatial perspective to study home and school by identifying, making, and comparing maps. (A1, A2) w *Describe human and geographic characteristics of home and school. (B1) w *Identify and compare similarities and differences between home and school. (B2) w *Identify symbols (e.g., safety, school, and culture). (B5) w *Name, identify, and characterize local places. (B2)

Government w Explore rules and the reasons for their existence. (E4) w Analyze the rights, responsibilities, and roles of the individual in a class setting. (E2) w Examine the extrinsic and intrinsic value of classroom participation. (E6) w Explore the fundamental ideas of privacy, property, equality, and responsibility. (A2) w Recognize the role of the individual in class rules and resolving conflicts. (E7) w Explore types of authority. (A) w Explore roles of individuals within families and classroom. (B2) w Begin to explore democratic process. (E3) w Participate in classroom service. (E2, E6)

History w Explore and discuss family traditions. (A4, A8) w Identify cultural diversity. (A6) w *Explore personal history. (B4, D1) w *Compare and contrast how families address similar needs and concerns. (B1) w *Recognize that personal history is a bridge to understanding self and others. (A8) w *Know that cultural elements including language, literature, the arts, music, and customs reflect the attitudes and beliefs of a specific time. (A6) w *Understand that people, places, and ideas experience continuity and change through time. (A9) ENRICHMENT Geography w Investigate how the earth’s features impact human settlements, structures, and activities. w Explore how human and physical systems interact; include use and modification. w Identify the diversity and productivity of environments. w Use geographical perspectives to investigate individual interests.

Government w Examine persisting issues involving the rights of others. w Identify causes, consequences, and possible solutions to classroom issues.

History w *Place significant ideas, institutions, people, and events within time sequences.

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POSSIBLE ACTIVITIES Geography w Begin to differentiate “right” and “left.” w Explore the use of toys to create “map” perspectives. w Construct personal experience maps of home and school. w Locate Alaska and own community on a globe and several different maps. w When discussing other places and cultures, locate their origins on maps and globes. w Experiment with various media and tools to create maps. w Begin to identify and create models of various local landforms. w Observe and record seasonal changes at school and home. w Explore and examine artifacts, music, costumes, languages, stories, food, and art of varied cultures. w Learn names, locations, and uses of various places within the school. w Learn the name of local community and state. w Create a visual representation of our community. w Brainstorm similarities and differences between local and nearby communities. w Discuss and graph daily weather. w Investigate local environment and the plants, animals, and other natural resources that it provides and supports. w Investigate activities that occur within local environments. w Learn about clothes and activities appropriate for local weather and seasons. w Examine transportation and how it impacts our community. w Investigate and record various kinds of shelter in our community. w Share personal experiences surrounding travel and living in other geographical locations. w Survey classmates and family members about favorite places to vacation and/or work. Organize information in a way to make comparisons and discuss results.

Government w Throughout the year, discuss ways to make life in the classroom more comfortable, pleasant, and productive by ü sharing and responsibly using materials and equipment; ü taking responsibility for assigned classroom jobs; ü respecting others’ rights and property; ü caring for classroom, school, and playground; and ü using respectful language and behavior. w Participate in setting classroom rules to accomplish the above. w Review, practice, evaluate, and revise classroom rules throughout the year. Draw and write about the rules. Role-play situations involving the rules. w Learn, practice, and review school, playground, and bus rules throughout the year. w Make a class list of ways to be a good learner at school. w Explore through role-playing, discussion, and literature what is involved in being a good friend. w Work cooperatively in a variety of group structures to accomplish many different kinds of tasks. w Learn the name of the President of the United States. w Conduct class interview of the school principal. w Explore the roles of family members and how families work through literature, role-playing, and sharing personal experiences. w Explore election process by voting on a variety of classroom choices and discussing pertinent local/national elections. w Celebrate cultural diversity within the classroom by having students and families share their own cultural heritage through food, costumes, traditions, stories, music, and art.

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Government (continued) w Share multi-culture literature, music, and art. w Participate in class survey on pertinent class or school issues. Discuss results. w Learn the “Pledge of Allegiance.” w Learn patriotic songs, “George Washington” and “When the Flag Goes By.” w Use media sources to follow current events of interest to students. w Select a school problem and identify possible consequences and solutions. w Learn about service and volunteering. Participate in a school or community service project such as clean-up or recycling, collecting or volunteering at food bank, helping with community projects. w Explore how money is used to meet needs at home and at school. w Role-play buyer, seller, producer, and consumer. w Develop and practice disaster drills at school and at home.

History w Explore and share personal and family stories as history through speaking, drawing, dictated stories, role-playing, and dramatizations. w Interview family and community members to learn how our lives have changed and/or remained the same over time. w Practice asking and answering questions about own and classmates’ stories, experiences, observations, and literature. w Make a personal record of significant life events using a variety of formats. w Maintain a class calendar or timeline throughout the year, noting significant events. w Keep a class photo album arranged in chronological order. w Build time awareness (today, tomorrow, yesterday) into classroom activities. w Observe and record own physical changes throughout the year with photos, growth charts, tooth loss records, etc. w Record and celebrate academic growth throughout the year through collections of student work. w Share literature representing different places and time periods, observing and identifying past and present through text and illustrations. w Compare different authors’/artists’ records using art, literature, or children’s own memories of a common experience. w Explore the traditions of family, cultural, and world holidays. w Use newspapers, magazines, TV, radio, multimedia, and Internet access to follow current events of interest to students. w Explore the arts to better understand personal, family, or community history.

ASSESSMENTS w Demonstration of appropriate behaviors w Group or individual projects and presentations w Interviews w Observations of student actions and participation w Participation in discussions and activities w Personal history writing, such as pictures or journals w Personal maps w Projects, work samples, and presentations w Record of community service w Rubrics w Self assessment with a rubric

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM First Grade Social Studies Grade

THEME: Individual In Primary Social Groups ALASKA THEME: My Alaskan Family 1

CONTENT LIST

Basic geographic concepts

Family history

Family structure

Introduction to globes

Introduction to school culture

Myself in family, school, and community

Physical environment of school

Roles within a school

Rules for social relationships

School

Self in relation to others in a social setting

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The socialization to school, which began in kindergarten, is continued and extended in first grade. Basic concepts related to social studies content can be introduced. Children can learn the specialized roles of school personnel as an example of division of labor. The need for rules and responsibility should be taught as a natural extension of orderly group life. Family life and structure including variations of life in Alaska should be included, including essential activities of a family in meeting basic material and psychological needs. Children should learn that families cooperate and that the family is the primary support group for people everywhere. History can be presented through the study of the children’s own families and family life in earlier times. Learning about the family in other cultures provides opportunities for comparing ways of living. The globe should be introduced, along with maps and basic geographic concepts. Direct hands-on experiences are essential at this level and should be organized around specific social studies themes and standards.

** The bold print indicates items that are new to the Mastery or Developmental strand at each grade level, but they may appear in earlier grades in the Enrichment strand.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY Geography w Name, identify, and characterize local places. Compare similarities and differences. (B2)

Government w Explain roles of individuals within families and school. (B2) w Describe the democratic process of voting. (E3) w Identify types of school authority. (B4, C1)

History w No Mastery items at this grade level

Government w Explore rules and laws and the reasons for their existence. (E4) w Analyze the rights, responsibilities, and roles of the individual in a school setting. (E2) w Examine the extrinsic and intrinsic value of school participation. (E6) w Explore and apply the fundamental ideas of privacy, property, equality, and responsibility. (A2) w Recognize the role of the individual in creating and evaluating class and school rules to resolve conflicts. (E7) w Participate in school service. (E2, E6) w Develop an awareness of the American political system and recognize national identity. (B)

History w *Compare/contrast family traditions and customs. (A6, B1) w *Identify cultural diversity. (C2, A1) w *Explore and organize personal history. (B4, D1) w Compare and contrast how families and social groups address similar needs and concerns. (B1) w *Understand that family history is a bridge to understanding self and others. (A8) w *Know that cultural elements including language, literature, the arts, music, and customs reflect the cultural attitudes and beliefs of a specific time. (A6) w *Understand that people, places, and ideas experience continuity and change through time. (A9)

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w *Place significant people and events within time sequences. (A1)

* Meets Cultural Standards

ENRICHMENT Geography w Investigate how the earth’s features impact human settlements, structures, and activities. w Identify the diversity and productivity of environments. w Use geographical perspectives to investigate individual interests.

Government w Examine persisting issues involving the rights, roles, and status of individuals and groups in relation to the general welfare. w Identify causes, consequences, and possible solutions to pertinent issues. w Explore the forces and influences of economics such as environmental issues, resources, transportation, communication, money, personal wants and needs, and natural disasters.

History w *Explore that history is written in different voices.

* Meets Cultural Standards

POSSIBLE ACTIVITIES Geography w Begin to differentiate cardinal directions. w Construct school/playground maps. w Use simple school maps for various activities. w Create simple maps to locate home on street or in a neighborhood. w Locate Alaska and own community on a globe and several different maps. w When discussing other places and cultures, locate their origins on maps and globes. w Experiment with various media and tools to create maps. w View local landmarks and illustrate them. w Create a map of Alaska, including landforms and water. w Observe and record seasonal changes at school and home. w Explore and examine artifacts, music, costumes, languages, stories, food, and art of varied cultures. w Learn street address, city, and state. w Brainstorm similarities and differences between local and nearby community. w Discuss and graph daily weather. w Use newspaper forecast to predict weather and learn weather symbols. w Investigate local environment; include plants’, animals’, and humans’ impact on the environment. w Investigate activities that occur within local environments. w Review clothing and activities appropriate for local weather and seasons. w Examine and compare transportation in a variety of Alaskan communities. w Locate places where students and their family members were born. w Survey classmates and family members about favorite places to vacation and/or work. Organize information in a way to make comparisons and discuss results.

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w Learn, practice, and review school, playground, and bus rules throughout the year. w Make a class list of ways to be a good learner at school. w Explore through role-playing, discussion, and literature what is involved in being a good friend and family member. w Examine individual roles within the family setting through literature, art, and class discussions. w Work cooperatively in a variety of group structures to accomplish many different kinds of goals. w Visit/interview leaders within the community and school, such as the city manager, police, and fire chief, and invite them to speak about civic duties. w Learn how school works as a community, and interview various school workers. w Explore election process by voting on a variety of classroom choices and discussing pertinent local/national elections. w Celebrate cultural diversity within the classroom by having students and families share their own cultural heritage through food, costumes, traditions, stories, music, and art. w Share multicultural literature, music, and art. w Participate in class survey on pertinent class or school issues. Discuss results. w Review and practice the “Pledge of Allegiance.” w Learn patriotic songs, “My Country ‘Tis of Thee” and “You’re a Grand Old Flag.” w Draw the American and Alaskan flags. w Use media sources to follow current events of interest to students. w Select a school problem and identify possible consequences and solutions. w Learn about service and volunteering. Participate in a school or community service project such as clean up or recycling, collecting food or volunteering at food bank, helping with community projects. w Explore how money is used to meet needs at home and at school. w Discuss local production and import needs. w Role-play buyer, seller, producer, and consumer. w Develop and practice disaster drills at school and at home.

History w Explore and share personal family history and community history through literature, art, music, movement, writing, and interviews. w Construct a family tree to map family historical background. w Interview family and community members to learn how our lives have changed and/or remained the same over time. w Practice asking and answering questions about own and classmates’ stories, experiences, observations, and literature. w Make a personal record of significant life events using a variety of formats. w Maintain a class calendar or timeline throughout the year, noting significant events. w Create personal or class time capsule at the beginning of the year; revisit at end of the school year. w Build time awareness (today, tomorrow, yesterday) into classroom activities. w Observe and record own physical changes throughout the year with photos, growth charts, tooth loss records, etc. w Record and celebrate academic growth throughout the year through collections of student work. w Compare/contrast life of other Alaskan students through journals, videos, pen pals, or the Internet. w Share literature representing different places and time periods, observing and identifying past and present through text and illustrations. w Compare different authors’/artists’ interpretations of historical events using art, literature, or children’s own memories of a common experience. w Explore the traditions of family, cultural, and world holidays. w Use newspapers, magazines, TV, radio, multimedia, and Internet access to follow current events of interest to students. w Debate issues, recognizing the importance of listening to all views.

ASSESSMENTS

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w Demonstration of appropriate behaviors w Group and individual projects and presentations scored by a rubric w Interviews w Participation in discussions and activities w Personal maps w Personal or family history writing w Projects, work samples, and presentations w Record of community service w Rubrics w Student participation w Student self assessment

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Second Grade Social Studies Grade

THEME: Meeting Basic Needs In Nearby Social Groups ALASKA THEME: My Alaskan Neighborhood 2

CONTENT LIST

Basic geographic concepts and physical features of the landscape

Impact of geographic features on where and how people live

My Alaskan neighborhood, school, and neighborhood functions

Neighborhood environment and culture

Rules for social relationships

Social group responsibilities (caring, giving, and living harmoniously)

Meeting basic requirements of living in social groups is the central theme of grade two. The program emphasizes that the neighborhood is the students’ own unique place in the world, and that they should learn firsthand the elemental human relationships such as sharing and caring, helping others in time of need, and living harmoniously with neighbors. The study of social functions such as education, production, and transportation in a neighborhood context are appropriate as children develop an understanding of people in groups. The need for rules and laws should be stressed and illustrated by examples from the everyday lives of the children. Geographic concepts related to location and the physical features of the landscape need to be included. A global perspective is important and should be sought through the study of neighborhood life in another culture. Contrasting neighborhood life today with what it was in an earlier time should be included to provide historical perspective. Students should explore life in their Alaskan neighborhood and other Alaskan neighborhoods.

** The bold print indicates items that are new to the Mastery or Developmental strand at each grade

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level, but they may appear in earlier grades in the Enrichment strand. IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY Geography w Describe human and geographic characteristics of the local neighborhood. (B1)

Government w Recognize the role of the individual in creating and evaluating class and school rules to resolve conflicts. (E4, E7) w Analyze the rights, responsibilities, and roles of the individual in a neighborhood setting. (E2) w Explain and apply the fundamental ideas of privacy, property, equality, and responsibility. (A2) w Explain rules and laws, and the reasons for their existence. (E4)

History w Organize personal history into time periods. (B4, D1) w Place significant people and events within time sequences. (A1)

DEVELOPMENTAL Geography w Use a spatial perspective to study the world in relationship to our neighborhood by identifying, making, and comparing maps. (A1, A2) w Identify state, national, and cultural symbols. (B5) w Identify land and water forms. (C1) w Explore the physical systems of the neighborhood and how they interact, including use and modification. (E, A5) w Investigate how the earth’s features impact the structures and activities of our neighborhood. (E3) w *Describe how different people perceive places and neighborhoods (e.g., how children, joggers, mothers, and city park workers view a park). (E4)

Government w Examine the extrinsic and intrinsic value of neighborhood participation. (E6) w Develop an awareness of the American political system and recognize national identity. (B) w Participate in neighborhood/school service. (E2, E6) w Explore the democratic process. (E3)

History w *Compare and contrast family traditions and customs. (A6, B1) w Compare and contrast how families and social groups address similar needs and concerns. (B1, A6)) w *Identify cultural diversity. (C2, A1, C) w *Understand that cultural elements including language, literature, the arts, and customs reflect the attitudes and beliefs of a specific time. (A6) w *Understand that history is a bridge to understanding self and others. (A8) w *Recognize that history is written in different voices representing different perspectives. (A5) w Demonstrate that history relies on evidence. (A2, A4) w Explore that people, places, and ideas experience continuity and change through time. (A9)

* Meets Cultural Standards

ENRICHMENT

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Geography w Identify the diversity and productivity of environments. w Use geographical perspectives to investigate individual interests.

Government w Examine persisting issues involving the rights, roles, and status of individuals and groups in relation to the general welfare. w Identify causes, consequences, and possible solutions to pertinent issues. w Examine global perspectives. w Explore the forces and influences of economics such as environmental issues, resources, transportation, communication, money, personal wants and needs, and natural disasters. w Study, observe, and participate in government action.

History w Use historical perspectives to analyze world events and explore personal positions, as well as the causes, consequences, and possible solutions to global issues.

* Meets Cultural Standards

POSSIBLE ACTIVITIES Geography w Make relief maps or globes of school, neighborhood, Alaskan community, or world. w Construct personal experience maps. w Incorporate knowledge of “left,” “right,” and cardinal directions. w Use a neighborhood map to pinpoint students’ homes, and graph how many live on each bus route, street, etc. w Observe and record changes within a local environment during the year. w Construct a representation of human and physical features of local community. w Explore how habitat/location influences a variety of cultures within Alaska. w Use newspapers to enhance discussion about similarities and differences between own community and other larger/smaller communities through current events. w Discuss seasonal changes and how the work forces are affected. w Identify physical forces that have shaped the local environment (e.g., glaciers, volcanoes, rivers, earthquakes). w Define, diagram, and evaluate the water cycle in relation to the local environment. w Make relief maps of local physical systems. w Predict and graph weather systems. w Explore how weather impacts where and how we live. w Interview family or community members on how they came to settle in Alaska. w Discuss important state resource issues. w Explore causes and types of pollution in the local community, and discuss possible courses of action. w Visit a park or recreation area and look for evidence of pollution. Government w Throughout the year, discuss ways to make life in the classroom more comfortable, pleasant, and productive by ü sharing and responsibly using materials and equipment; ü taking responsibility for assigned classroom jobs; ü respecting others’ rights and property; ü caring for classroom, school, and playground; and ü using respectful language and behavior. w Participate in setting classroom rules to accomplish the above. w Use regular classroom meetings to solve problems. w Develop skills for conflict resolutions within the family, the school, and the community. w Review, practice, evaluate, and revise classroom rules throughout the year. Role- play situations involving the rules. w Learn, practice, and review school, playground, and bus rules throughout the year. w Make a class list of ways to be a good learner at school.

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w Explore through discussion and literature what is involved in being a good friend and community member. w Examine family responsibilities through literature, art, drama, and class discussions. w Work cooperatively in a variety of group structures to accomplish many different kinds of goals. w Identify the concept and qualities of leadership in students’ lives. w Visit/interview leaders within the community and school such as the city manager, police, and fire chief, and invite them to speak about civic duties. w Examine democratic ideals and responsibilities within the school setting. w Review the election process through classroom voting and discussions of pertinent local/national elections. w Explore the responsibilities and benefits of citizenship. w Celebrate cultural diversity within the classroom by having students and families share their own cultural heritage through food, costumes, traditions, stories, music, and art. w Use literature, music, and art to identify cultural diversity, as well as persisting issues, rights, and roles. w Conduct class survey on pertinent class or school issues. Discuss results. w Review and practice the “Pledge of Allegiance.” w Review and practice patriotic songs, “My Country ‘Tis of Thee” and “You’re a Grand Old Flag.” w Read biographies of people involved in political and social change. w Define power, and role-play appropriate and inappropriate ways of using power. w Use media sources to follow pertinent current events and begin to critically analyze the information gathered. w Select a school problem and identify possible consequences and solutions. w Establish a school improvement project. w Study occupations and identify those, locally, that involve production, distribution, and consumption of goods and services (e.g., oil, lumber, tourism, fishing). w Identify natural resources in our community. w Learn how local goods and merchandise are distributed throughout the community. w Role-play buyer, seller, producer, and consumer. w Develop and practice disaster drills at school and at home, including evaluating current safety of classroom.

History w Explore and share personal family history and community history through literature, art, music, movement, writing, and interviews. w Interview family and community members to learn how our lives have changed and/or remained the same over time. w Choose a historical figure and study him/her through literature. w Practice asking and answering questions about own and classmates’ stories, experiences, observations, and literature. w Make a personal record of significant life events using a variety of formats. w Maintain a class calendar or timeline throughout the year, noting significant events. w Create personal or class time capsule at the beginning of the year; revisit at end of the school year. w Record and celebrate academic growth throughout the year through collections of student work. w Compare/contrast life of other Alaskan students through journals, videos, pen pals, or the Internet. w Explore cultural past and current customs of the Denaina people on the Kenai Peninsula, including food, shelter, recreation, art, music, and stories. w Identify Denaina, Russian, and European influences on the communities of the Kenai Peninsula. w Examine past and present seasonal subsistence activities of local people. w Compare and contrast traditional folklore from a variety of Alaskan Native peoples. w Examine the historical events surrounding early interactions between Native Americans and the first European settlers.

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w Explore the concept of slavery through literature; include significant people and events. w Gain an understanding of cultural diversity through an in-depth comparison of life in another country with an emphasis on daily life, the arts, and literature. w Share literature representing different places and time periods. w Compare different authors’/artists’ interpretations of historical events using art, literature, or children’s own memories of a common experience. w Explore the traditions of family, cultural, and world holidays. w Use newspapers, magazines, TV, radio, multimedia, and Internet access to follow current events of interest to students. w Begin to judge the accuracy, value, and relevance of information gathered from a variety of sources (e.g., media, newspapers, Internet). w Debate issues, recognizing the importance of listening to all views.

ASSESSMENTS w Demonstration of appropriate behaviors w Group and individual projects and presentations scored by a rubric w Interviews w Maps and journals w Observations of student actions and participation w Participation in discussions and activities w Personal or family history writing w Projects, work samples, and presentations w Record of community service w Rubrics w Small group problem solving w Student self assessment w Timeline

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Third Grade Social Studies Grade THEME: Expanding My Horizons: Exploring Communities ALASKA THEME: Knowing My Alaskan Community 3

Geography Government History Cultural

CONTENT LIST

Community government

Community rules, laws, and responsibilities

Geographic influences on local culture

Interactions of humans with their environment

Local community

My Alaskan community, history, and functions

Place, location, and map

Study and comparison of local communities

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The community in a global setting is the focus of study in the third grade. The local community provides an excellent laboratory for the study of social life because all aspects of social life exist there. Students should learn about production, transportation, communication, distribution, and government, including their community’s international connections. The concepts of dependence and interdependence can be emphasized at the local, national, and international levels. Geographic concepts and skills should be extended to include the interactions of humans with their environment. Place, location, and map use should be stressed. Some emphasis should be given to the study of the local Alaskan community, especially relevant social history and multicultural biographies of prominent local citizens.

** The bold print indicates items that are new to the Mastery or Developmental strand at each grade level, but they may appear in earlier grades in the Enrichment strand.

Grade 3/Social Studies IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY Geography w Identify state, national, and cultural symbols. (B5) w Use a spatial perspective to study the community by examining, making, and comparing maps. (A1, A2) w Understand that a community has distinct geographic characteristics defined by physical features. (B1) w Compare, contrast, and predict how human and physical systems interact within a community and change over time. (E) w Explain how the local area features impact human settlements, population characteristics, structures, and activities. (E)

Government w No mastery items at this grade level

History w *Understand that communities experience continuity and change through time. (A9)

DEVELOPMENTAL Geography w *Identify and explore land and water forms and the forces that shape them. (C2) w *Map the movement of people and products within the community. (D1) w Understand that maps are changing documents. (A3) w Gather, analyze, and report the geographic information found in maps, charts, and globes. (A4) w Examine, compare, and investigate cultural symbols and community identity. (B4, B5)

Government w Describe the extrinsic and intrinsic value of community participation. (E6) w Explore the sharing of power among people, branches, and levels of local government. (B4) w Examine and apply the fundamental ideas of equality, authority, power, freedom, justice, privacy, and responsibility. (B3) w Analyze the rights, responsibilities, and roles of citizenship. (E1, E2) w Examine persisting issues involving the rights, roles, and status of individuals and groups in relation to the general welfare. (A2) w Understand and participate in the election process. (E2) w Explore the forces and influences of economics such as environmental issues, resources, transportation, communication, money, personal wants and needs, and natural disasters. (F, G)

History w *Compare/contrast family traditions and customs. (A6, B1) w Identify cultural diversity. (C2, A1, C) w *Compare/contrast how community groups, societies, and cultures address similar needs and concerns. (B1) w Understand that cultural elements include language, literature, the arts, and customs, and reflect the attitudes/ beliefs of a specific time. (A6) w *Understand that history is a bridge to understanding self, groups of people, and their relationship to society. (A8)

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w *Recognize that human experience is written in different voices representing different perspectives. (A5) w *Understand that community history relies on interpretation of evidence, which is subject to change. (A2) w *Organize community history into time periods. (B4, D1) w *Apply critical thinking to examine community history. (C3) w Recognize that history is composed of key turning points. (A7) w *Use historical perspectives to analyze local community events; explore personal positions; and determine the causes, consequences, and possible solutions to community global issues. (C4)

* Meets Cultural Standards

ENRICHMENT Geography w Investigate diversity and the productivity of environments. w Discuss how conflict and cooperation shape social, economic, and political use of space. w Use a geographic perspective to analyze the causes, consequences, and possible solutions to global issues. w Use graphic tools and technologies to depict and interpret the world’s human and physical systems. w *Analyze ecosystems, climate systems, erosion systems, water cycles, and tectonics.

Government w Explore the fundamental ideas of responsibilities and limits of rule by law. w Examine the role of the individual in creating and evaluating rules and laws, selecting political leaders, and resolving conflicts. w Study, observe, and participate in government action. w Identify causes, consequences, and possible solutions to pertinent issues.

History w Differentiate between historical interpretation and historical fiction. w Discuss the changing patterns of society.

* Meets Cultural Standards

POSSIBLE ACTIVITIES Geography w Use grid coordinates to locate features of local areas on maps. w Create a map of school, neighborhood, and community. w Identify locations suited to specific activities or functions. w Construct a community model and incorporate local geographic and human features. w Use samples from local ecosystems to convey information about ecosystems and their changes. w Investigate origins of local street names. w Plan changes in street names, community features, and structures to be more consistent with the cultural, historical, and geographic features of the local area. w Visit a local community. Compare and contrast it with own community. w Develop reciprocal relationship with students from another community. Create projects to teach students from other areas about the cultural and physical systems of communities. w Investigate physical systems (e.g., water cycle, erosion, and glaciation). w Identify and describe physical landforms in your area, including how they were formed or changed by physical systems or events (e.g., rivers, glaciers, earthquakes, volcanoes). w Examine different habitats of your local area. w Examine local resources and the ways they are used in local communities. w List different modes of transporting goods, information, and services in your community and what types of jobs are needed for them. w Use technology to gather, sort, and organize information for a variety of purposes. w Judge the accuracy, value, and relevance of information gathered from a variety of sources (e.g., media, newspapers, Internet). file:///C|/Documents%20and%20Settings/e02472/Desktop/social_studies/3SS.12.3.htm (3 of 5)10/18/2006 4:14:57 PM Third Grade Social Studies Curriculum

Government w Compare the figures of authority in a variety of communities. w Develop, review, and revise classroom rules. w Use regular classroom meetings to solve problems. w Review and practice skills for conflict resolution within the family, the school, and the community. w Define personal and collective power by role-playing appropriate and inappropriate ways of using it. w Determine who has the authority to implement and uphold the rules within various situations (e.g., classroom, school, community, government).

Government (continued) w Consider the consequences of laws and rules and the limitations imposed on the individual. w Interview community members involved in local issues and identify their positions. w Identify a community problem and write letters to a newspaper editor and/or local and state officials. w Visit a local newspaper, radio station, or Web site to determine how communication makes the world a global community. w Discuss local elections (e.g., school board, city council, mayor). w Learn how decisions are made concerning local resources (e.g., subsistence, river management). w Use literature, art, and music to investigate cultural diversity and current issues. w Read biographies of people involved in political and social changes, including biographical sketches of people in local communities. w Use technology to gather, sort, and organize information for a variety of purposes. w Use media sources to follow pertinent current events and begin to critically analyze the information gathered. w Learn about community service and volunteering. Consider community benefits as well as personal rewards derived from community projects. w Participate in a school or community service project. w Discuss the effects of local industry on your community and determine factors that influence the economy. w Invite community members in to discuss various occupations and the skills they require (e.g., reading, writing, math). w Assess factors of supply and demand on a school project. w Develop and practice disaster drills at school and at home, including evaluating current safety of classroom.

History w Make a historical time line of the Kenai Peninsula. w Study history of your community and the Kenai Peninsula using pictures, interviews of elders and others, artifacts, visits to historical sites, and books. w Prepare a presentation on local history incorporating drawings, photos, interviews, and music. w Examine past and present seasonal subsistence activities of local people, exploring cultural traditions and conflicting beliefs. w Compare and contrast past and current needs of the community, including food, shelter, recreation, and kinds of work. w Examine changing demographics in our communities. w Write and illustrate events from personal, family, or community history. w Examine Denaina, Russian, and European influences on the communities of the Kenai Peninsula. w Explore how the development of roads and transportation has influenced our communities. w Plan and carry out a community project. w Relate the life of an early family to a present day family. Include perspective on careers/work affecting men, women, and children. w Study history through interpretations in the arts and literature. w Read a variety of books to compare and contrast historical fiction and file:///C|/Documents%20and%20Settings/e02472/Desktop/social_studies/3SS.12.3.htm (4 of 5)10/18/2006 4:14:57 PM Third Grade Social Studies Curriculum

interpretations. w Read diaries and journals representative of historical figures and events, including significant local individuals. w Discuss what types of jobs may be needed to handle emerging global issues. w Use technology to gather, sort, and organize information for a variety of purposes. w Judge the accuracy, value, and relevance of information gathered from a variety of sources.

ASSESSMENTS w Demonstration of appropriate behaviors w Group and individual projects and presentations scored by a rubric. w Maps and journals w Opinion paper w Participation in discussions and activities w Personal or family history writing w Projects, work samples, and presentations w Record of community service w Rubrics w Student participation w Student self assessment w Written reports

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Fourth Grade Social Studies Grade THEME: Human Life In Varied Environments: Regions of the United States ALASKA THEME: Knowing My Alaskan Region, Southcentral Alaska, and 4 Anchorage This list may be customized for individual lesson plans and records. Alaska Content Standards (in geography, government, and history) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in geography, government, history) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*).

Geography Government History Cultural

CONTENT LIST

Basic map and globe reading skills

Human adaptation of physical environments

Regional government

Regions of the United States

Southcentral region of Alaska

The major emphasis in the fourth grade is regions of the United States, including Southcentral Alaska. These regions are: Northeast Region, Southwest Region, Southeast Region, Midwest Region, Rocky Mountain Region, and the Pacific Region. Cultural regions of the past and present may also be included. The primary focus of regional social studies should include how people interact with government, economics, and geography. Instruction should provide students with hands-on, in-depth experiences and exposure to high quality, relevant, multi-cultural literature. All the basic map-globe-reading skills should be included in the program. History may be included in the units of study to demonstrate how places have changed over time.

** The bold print indicates items that are new to the Mastery or Developmental strand at each grade level, but they may appear in earlier grades in the Enrichment strand.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY

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Geography w Use a spatial perspective to study U.S. and Alaska Southcentral Regions by making, comparing, and interpreting maps and globes. (A1, A2) w Analyze and understand earth’s geographical systems, such as land and water forms and geological systems. (A4) w Examine, compare, and investigate cultural symbols and identity of U.S. regions. (B4, B5)

Government w Understand persisting issues involving rights, roles, and status of individuals and groups in relation to the general welfare. (A2) w Understand and participate in the election process. (E2) w Identify groups who make, apply, interpret, and enforce rules and laws. (B8, E4)

History w No Mastery items at this grade level

DEVELOPMENTAL Geography w Map and analyze the movement of people, products, and resources in and between regions. (E) w Understand how and why maps are changing documents. (A3) w Analyze and utilize information about the distinctive geographical features, the culture, and the changes of regions. (B1) w Evaluate and discuss the impact of human modifications to the environment and the environment’s impact on humans. (E5) w Investigate diversity and the productivity of environments. (C3) w Use a geographic perspective to analyze the causes, consequences, and possible solutions to global issues. (E, F)

Government w Explore the extrinsic and intrinsic value of civic participation. (E6) w Explore the sharing of power among people, branches, and levels of government (i.e., federal, state, local). (B4) w Examine and apply the fundamental ideas of equality, authority, power, freedom, justice, privacy, property, and responsibility. (B3) w Analyze the rights, responsibilities, and roles of citizenship. (E1, 2) w Explore the economic factors that influence regional growth and development. (F, G) w Know how to distinguish among national, state, and local governments. (G)

History w *Compare/contrast family traditions and customs. (A6, B1) w Identify cultural diversity. (A1, C, C2) w *Compare and contrast how groups, societies, and cultures address similar needs and concerns. (A5) w Understand that cultural elements include language, literature, the arts, and customs, and reflect the attitudes/beliefs of a specific time. (A6) w *Understand that history is a bridge to understanding self, groups of people, and their relationship to society. (A8) w *Recognize that human experience is recorded in different voices representing different perspectives. (A5) w Demonstrate that history relies on interpretation of evidence, which is subject to change. (A2) w *Place significant ideas, institutions, people, and events within time sequences. (A1) w *Demonstrate understanding that history is composed of key turning points. (A7)

* Meets Cultural Standards

ENRICHMENT

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Geography w Use geographical perspective to analyze the causes, consequences, and possible solutions to global issues. w Discuss how conflict and cooperation shape social, economic, and political use of space.

Government w Investigate causes, consequences, and possible solutions to pertinent issues. w Relate the importance of individuals, media, public opinion, diversity, law, and dissent to school and local issues. w Explore ideals as expressed in the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.

History w Demonstrate that history relies on interpretation and historical fiction. w Apply critical thinking to examine history. w Discuss the consequences of peace and violent conflict. w Define personal positions on issues. w Use historic perspectives to analyze world events and explore personal positions including the causes, consequences, and possible solutions to global issues.

* Meets Cultural Standards

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Government w Participate in community. w Investigate current events. w Develop rules for the classroom. w Elect class officers to establish rules, consequences, and conflict resolution. w Identify and explain an issue of public concern that is a personal interest (e.g., a bike trail or nature trail). w Determine how the demand for products from other places in the world changes or influences a region (e.g., sport fishing on the Kenai River vs. commercial fishing in Cook Inlet, logging vs. no logging on the Kenai Peninsula). w Examine the structure of the Kenai Peninsula Borough government. w Identify a school problem. Research its history and present a plan of action to the principal or parent group. w Learn about service learning. w Understand local election/voting process. w Discuss how the development of natural resources has changed on the Kenai Peninsula (e.g., fishing, coal, gold, oil, tourism). w Determine why major regional industrial centers are located on river systems or along coastlines. w Practice conflict resolution.

History w Describe and present family history in a picture timeline, drawing, or an oral presentation. w Discuss key historical events in the geographic regions of the United States (Northeast, Southwest, Southeast, Mid-Atlantic, Midwest, Rocky Mountain, and Pacific). w Identify the Native groups that live within the regions of the U.S., including the study of regional art and music. w Discuss Native American perspectives through literature. w Interview a senior citizen to obtain understandings of life in the past. w Identify the Native groups in Southcentral Alaska. w Analyze the cause and effect of key turning points in history. w Visit a museum and identify subsistence items that have been used for trade. w Examine the consequences of Russian settlement in Southcentral Alaska. w Learn about significant local people, past and present, and describe how they have shaped transportation, communication, or public utilities in the community. w Identify a famous historical person and, through research, create and perform a character speech in costume. w Become a historical figure and give an oral presentation. w Consider a critical issue of a region and discuss various aspects, pro and con, of the issue (e.g., spruce beetle).

ASSESSMENTS w Anecdotal records w Content testing w Construction of a “personal” budget w Diagram of “your” economic system w Group and individual multimedia projects and presentations scored by a rubric w Opinion paper w Participation in an economic simulation w Participation in discussions and activities – mock situations and role playing w Personal history writing, such as pictures and journals w Projects, work samples, presentations (group or individual) scored on a rubric w Record of civic/community service w Research projects w Rubrics w Self and peer assessment with a rubric

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w Timeline w Written report

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Fifth Grade Social Studies Grade THEME: People of the Americas: Age of Exploration Through Westward Expansion ALASKA THEME: Knowing About Alaskan Government 5

CONTENT LIST

Alaskan government

Basic map and globe reading skills

Democratic principles of the United States

Exploration of America

Explorers in the United States

Human adaptation to physical environments

Regions of the United States

Southcentral region of Alaska

Time period of early American people to mid 19th century

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The fifth grade program focuses on the development of the United States as a nation in the Western Hemisphere, with particular emphasis on those principles on which this nation was founded and that guided its development. The diverse cultural, ethnic, and racial origins of the American people should be included. Attention should be directed to individuals and groups who have contributed to the political, social, economic, and cultural life of the nation. The inclusion of literature of people and events is essential to highlight the development of our country. The historical timeline will extend from early American peoples through the mid 19th century. Inclusion of the Civil War is optional. A strand covering Alaskan statehood and government should be interwoven at this grade level.

** The bold print indicates items that are new to the Mastery or Developmental strand at each grade level, but they may appear in earlier grades in the Enrichment strand.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY Geography w Use a spatial perspective to study the world by examining, making, comparing, and interpreting maps and globes. (A1, A2) w Analyze and understand earth’s geographical systems, such as land and water forms, and geological systems as they impacted exploration and westward expansion. (C1) w Understand that maps are changing documents and recognize the impact of westward expansion and exploration. (A5)

Government w Describe the sharing of power among people, branches, and levels of government (federal, state, local). (B4)

History w Identify significant ideas, institutions, people, and events of the exploration of America. (B2, 4) w *Organize early American history into time periods. (B4, D1) w Recognize that human experience is recorded in different voices representing different experiences. (A5)

DEVELOPMENTAL Geography w Map and analyze the movement of people, products, and resources through exploration. (E) w Evaluate and discuss the impact of human modifications to the environment and the environment’s impact on humans. (E5) w Discuss how conflict and cooperation shape social, economic, and political use of space. (D5) w Examine how people view the attainment and loss of land as a result of exploration and expansion. (D4, 5)

Government w Examine and apply the fundamental ideas of equality, authority, power, freedom, justice, privacy, property, and responsibility. (B3) w Analyze the rights, responsibilities, and roles of citizenship. (E1, 2) w Explore the economic factors that influenced westward expansion and exploration. (F, G) w Explore the role of the individual in creating and evaluating rules and laws, selecting political leaders, and resolving conflicts. (E) w Explore the concepts of individualism, state, and national identity. (B) w Explore ideals as expressed in the Declaration of Independence and the U.S. Constitution, including the Bill of Rights. (B) w Investigate causes, consequences, and possible solutions to current issues. (D) w Discuss the interdependence of local, state, and national governments and economies, past and present. (G)

* Meets Cultural Standards

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DEVELOPMENTAL History w *Compare/contrast family traditions and customs. (A6, B1) w Identify cultural diversity. (C1, A1, C) w Compare and contrast how groups, societies, and cultures address similar needs and concerns. (A5) w Understand that cultural elements include language, literature, the arts, and customs, and reflect the attitudes/beliefs of a specific time. (A6) w Demonstrate that history is a bridge to understanding self, groups of people, and their relationship to society. (A8) w *Demonstrate understanding that history is composed of key turning points. (A7) w *Differentiate between historical interpretation and historical fiction. (C2) w *Apply critical thinking to examine history. (C3) w *Discuss the consequences of peace and violent conflict. (B1) w Define personal positions on issues. (D3) w *Discuss the changing patterns of society. (B1) ENRICHMENT Geography w Use geographical perspective to analyze the causes, consequences, and possible solutions to current and emerging global issues. w Use graphic tools and technology to depict and interpret the world’s human and physical systems.

Government w Examine persisting issues involving the rights, roles, and status of individuals and groups in relation to the general welfare. w Study, observe, and participate in government action. w Discuss the causes, consequences, and possible solutions to current issues. w Relate the importance of individuals, media, public opinion, diversity, law, and dissent to school and local issues. w Identify the relationships among local, tribal, state, and federal governments. w Discuss how the policies and actions of states, nations, and international organizations influence each other.

History w Explore causes, consequences, and possible solutions to persisting contemporary and emerging global issues.

*Meets Cultural Standards

POSSIBLE ACTIVITIES Geography w Identify the four main Indian regions and compare the geographical and cultural characteristics that influenced them (e.g., Pueblo, Eastern Woodland). w Map the theory of how the first Natives got to North or South America. w Construct Alaska population maps and relate them to representation in state government. w Determine the climatic factors that influenced travel during westward expansion (e.g., Oregon Trail). w Examine how various land and water forms affected westward expansion (e.g., Rocky Mountains, Mississippi River). w Explain how and why different regional environments affect the way of life of people (e.g., Southern vs. Northern colonies). w Consider how water availability affected population growth (e.g., river, ocean). w Choose a physical system and determine all the factors that affect humans (e.g., Mississippi River, Rocky Mountains). w Suggest reasons for the distribution of people on Earth (e.g., a few people live where it is very dry or cold) by comparing maps of population distribution with maps that show climate, precipitation, length of growing season, natural resources, and other physical features.

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Government w Participate in a school or community service project. w Explore how decisions are made in the Alaska State Legislature. w Follow the process of making a law. w Diagram the three branches of government. w Follow a local or state current event. Find articles and letters to the editor, and follow the issue to resolution. w Hold mock or real elections. w Examine a current event in Alaska and determine how it is influenced by and influences other states or the nation (e.g., ANWR, aerial wolf hunting). w Determine the revenue sources for the State of Alaska and how those moneys affect individual and borough economics (e.g., past: boycotting of tea, Shay’s rebellion; present: oil revenue and taxation). w Analyze and discuss both sides of issues/events (e.g., the French and Indian War, England’s late 1700’s trade laws’ effect on the colonies, Triangular Trade Route). w Compare and contrast how colonists provided for their needs in comparison to people today. w Use weekly news magazine/newspapers, current events, and Internet.

History w Use a timeline to explore a specific period of exploration. w Place significant events in the proper time frame (e.g., Declaration of Independence, Revolutionary War). w Select a specific position and defend/debate your point of view (e.g., Patriots vs. Loyalists). w Describe key turning points from a historical stand point (e.g., the downfall of the Aztec nation, English rule in America). w Determine the factors that cause a need for change in society (e.g., Bill of Rights, immigration, technology). w Evaluate the effects of different groups as they interacted (e.g., European claims and the effects on Native Americans). w Choose a contemporary issue and relate it to a similar event in history (e.g., acquisition of new lands, taxation, recreation, technology). w Choose an issue, event, or person in history and incorporate other disciplines into your presentations (e.g., research project, poster, diagrams).

ASSESSMENTS w Anecdotal records w Content testing w Construction of a “personal” budget w Diagram of “your” economic system w Group and individual multimedia projects and presentations scored by a rubric w Maps and journals w Opinion paper w Participation in an economic simulation w Participation in discussions and activities – mock situations and role playing w Personal history writing, such as pictures and journals w Projects, work samples, and presentations (group or individual) scored on a rubric w Record of civic/community service w Research projects w Rubrics w Self and peer assessment with a rubric w Timeline w Written report

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Sixth Grade Social Studies Grade THEME: Alaska, The Crossroads of World Geography ALASKA THEME: Knowing About Alaska History, Geography, and Economics. 6

CONTENT LIST

Alaska and National government

Alaska statehood

Alaska’s place in global issues

Alaskan history and cultures

Democratic principles in the development of the United States

Multi-cultural literature – Alaska culture emphasis

Regions of Alaska

The focus of the sixth grade program is the study of Alaskan history and the interdependence among the people and cultures of the Pacific Rim. Instruction should provide students with hands-on, in-depth experiences; exposure to high quality, relevant multi-cultural literature; and essential knowledge related to the state's past and present. Analyzing movement patterns and relationships of Alaska's cultures will provide students the necessary awareness to understand and interpret Alaska's interaction with Pacific Rim cultures. Students should study Alaska's unique geographic location and realize how this condition challenges Alaskans to better know, understand, and work cooperatively with other Pacific Rim nations.

** The bold print indicates items that are new to the Mastery or Developmental strand at each grade level, but they may appear in earlier grades in the Enrichment strand. IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

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MASTERY Geography w Use a spatial perspective to study Alaska by examining, making, comparing, and interpreting maps and globes. (A1, A2) w Identify the distinct geographic and geological characteristics of Alaska’s regions as defined by cultural and/or physical features. (B2, 7) w Examine and compare Alaska’s cultures and investigate individual and regional identity, including past, present, and future. (D4, 5)

Government w Describe the fundamental ideas of responsibilities and limits by rule of law. (B8) w Analyze the rights, responsibilities, and roles of citizenship. (E1, 2)

History w Demonstrate understanding that history is composed of key turning points. (A7) w *Demonstrate that history is a bridge to understanding self, groups of people, and their relationship to society. (A8) w *Compare and contrast how groups, societies, and cultures address similar needs and concerns. (A5)

DEVELOPMENTAL Geography w Map and analyze the movement of people, products, and resources within the state of Alaska. (A5) w Evaluate and discuss the impact of human modifications to the environment and the environment’s impact on humans within Alaska. (E5) w Discuss how conflict and cooperation shape social, economic, and political use of space. (D5) w Use graphic tools and technology to depict and interpret Alaska’s human and physical systems. (B) w Investigate diversity and the productivity of Alaskan environments. (C3) w Use a geographic perspective to analyze the causes, consequences, and possible solutions to Alaskan global issues. (A6, F4)

Government w Examine the meaning of fundamental ideas, such as equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty. (B3) w Analyze the interdependence of local, state, and national governments and economies, past and present. (G) w Analyze the causes, consequences, and possible solutions to current issues. (D5) w Analyze the forces and influences of economics, such as environmental issues, resources, transportation, communication, money, personal wants and needs, and natural disasters. (F, G) w Identify cultural diversity as it relates to the community, Alaska, the United States, and such issues as Alaska Native Claims Settlement Act (ANCSA), the Statehood Act, and subsistence. (C2, 3, 4) w Study, observe, and participate in government action (e.g., state, local). (E)

* Meets Cultural Standards

DEVELOPMENTAL History w *Compare/contrast family traditions and customs. (A6, B1) w Identify cultural diversity. (C2, A1, C) w Understand that cultural elements include language, literature, the arts, and customs, and reflect the attitudes/beliefs of a specific time. (A6) w Apply critical thinking to examine history. (C3) w *Define personal positions on issues. (D3) w *Understand that societies, communities, and environments experience continuity and change through time. (A8) w *Differentiate between historical interpretation and historical fiction. (C2) w *Classify the changing patterns of Alaskan culture. (A1) w *Understand and organize Alaska history through a chronological framework. (A1) w Explore history as a fundamental connection that unifies human experiences. (A9)

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ENRICHMENT Geography w Use geographical perspective to analyze the causes, consequences, and possible solutions to current and emerging global issues.

Government w Analyze the causes, consequences, and possible solutions to current state, national, and international issues.

History w Selected topics for investigation

* Meets Cultural Standards

POSSIBLE ACTIVITIES Geography w Use grid coordinates to locate features on maps of local areas. w Create a map. w Identify locations suited to specific activities or functions. w Construct a community model and incorporate local geographic and human features. w Use samples from local ecosystems to convey information about ecosystems and their changes. w Investigate origins of local street names. w Plan changes in street names, community features, and structures to be more consistent with the cultural, historical, and geographic features of the local area. w Visit a local community. Compare and contrast it with own community. w Develop reciprocal relationships with students from another community. Create projects to teach students from other areas about the cultural and physical systems of communities. w Investigate physical systems (e.g., water cycle, erosion, and glaciation). w Identify and describe physical landforms in your area, including how they were formed or changed by physical systems or events (e.g., rivers, glaciers, earthquakes, volcanoes). w Examine different habitats of your local area. w Examine local resources and the ways they are used in local communities. w List different modes of transporting goods, information, and services in your community and what types of jobs are needed for them. w Use technology to gather, sort, and organize information for a variety of purposes. w Judge the accuracy, value, and relevance of information gathered from a variety of sources (e.g., media, newspapers, Internet).

Government w Describe the purpose of government agencies (e.g., Department of Fish and Game, the Fisheries Board, State School Board). w Explain conditions, actions, and motivations that contribute to conflict and cooperation within and among Alaskan communities. w Examine controversial issues such as commercial and sport fishing, and debate a hypothetical legislative bill such as the banning of commercial fishing in Cook Inlet. w List those powers not delegated to the United States by the Constitution, which are reserved to states (e.g., Alaska retains the right and power to pass laws governing actions of people). w Participate in a school or community service project. w Debate from the position of different user groups, the issue of “over-fishing” in the Gulf of Alaska and Northern Pacific waters. w Explain the contributing forces that led to the Alaska Native Claims Settlement Act (ANCSA). w Develop a diagram tracing the life cycle of Alaskan salmon: how they are produced, caught, commercially prepared, distributed, and consumed throughout the world. w Identify the ways Alaskan gold was located and extracted in 1900 versus the processes utilized today. file:///C|/Documents%20and%20Settings/e02472/Desktop/social_studies/6SS.12.3.htm (3 of 4)10/18/2006 4:15:03 PM Sixth Grade Social Studies Curriculum

w Explore Native subsistence economy and traditional trade routes. w Describe how the depletion of seals led to the near extinction of an animal family. w Describe the environmental deterioration around the Pacific Rim related to industrial growth and economic prosperity. w Explain how surplus world oil influences the value of a barrel of Alaskan crude oil, which in turn impacts all Alaskans. w Develop a list of careers that are impacted by the Alaskan oil economy. w Use economic reasoning to compare different proposals for dealing with contemporary social issues such as unemployment, acid rain, or quality education.

History w Read various accounts of Alaskan history through the years (e.g., Paleontology along the Colville River, The Land Bridge and Early People, Russian Discovery, The Klondike, Homesteading, World War II). w Chart significant Alaskan events by using an Alaskan timeline (e.g., Land Bridge, Russian America, American Exploration). w Explore and debate past events/issues and compare how they were viewed in the past to how they are viewed today (e.g., evacuation of Native Alaskans from Aleutians, statehood vs. territorial status, the missionary movement in rural Alaska, construction of the pipeline). w Interview original homesteaders to obtain original stories of settlement conditions. w Analyze impact of migration patterns on local Alaskan environment (e.g., Klondikers from the lower 48, commercial fishermen from the Pacific Rim countries such as Japan and Korea, Russian Old Believers, Native Alaskans). w Identify three Pacific Rim nations or cities to compare and contrast patterns of human activity. w Partition Alaska into Native cultural regions based on societal similarities. w Discuss how the third voyage of Captain James Cook influenced European understanding of the world. w Analyze how man has interacted with natural resources such as oil, gold, and fishing. w Compare and contrast life in Bering Coast Alaska to that found along the coast of the Kamchatka Peninsula of Russia. w Determine those factors that contributed to the near extinction of several Pacific Rim animals. What can we learn from this? Are there current issues that might have similar results? w Research and formulate an opinion on the appropriateness of opening ANWR to oil production. ASSESSMENTS w Content testing w Group and individual multimedia projects and presentations scored by a rubric w Identification of geographic themes in news articles w Opinion paper w Personal history writing, such as pictures and journals w Personal maps and journals w Possible portfolio inclusion w Pre and Post drawn maps w Projects, work samples, and presentations (group or individual) scored on a rubric w Research projects w Rubrics w Self and peer assessment with a rubric w Timeline w Written reports

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM World Geography/History Grade 7 World Geography/History Grade Pre-History to Ancient Greece THEME: Exploring World Geography and History 7

This list may be customized for individual lesson plans and records. Alaska Content Standards (in history, geography, and government) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in history, geography, government) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*). History Geography Government Cultural

CONTENT LIST

World Geography

Prehistory

Mesopotamia: social, religious, economic, political aspects

Egypt: social, religious, economic, political aspects

China: social, religious, economic, political aspects

India: social, religious, economic, political aspects

Ancient Americas, including Aztecs, Mayans, and Incas: social, religious, economic, political aspects

Ancient Greece, including philosophers and mythology: social religious, economic, political aspects

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The seventh grade program explores how the interaction between people and their environment led to the development of major world civilizations, from Pre-History to Ancient Greece. The course should give students a sense of the everyday lives of people, their problems, and accomplishments. The study of each society should emphasize the contributions and belief systems that have endured to the present day.

Students should use geography skills to understand problems that arise when people interact with their environments. A significant portion of the course should include a study of unresolved problems of the modern world. Problems should be examined to illustrate the relationships between current issues and their historic, geographic, political, and economic contexts.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY History w Know the eight (8) aspects of civilization: (B1, B2) ü religion, ü government, ü writing, ü cities, ü architecture/art, ü specialized labor, ü public works, and ü social classes. w Know various methods used in the archaeological field (e.g., radiocarbon dating, artifact identification). (A1, A2, A4, C2) w *Understand the social and cultural characteristics of hunter-gatherer communities, including Mesolithic and Neolithic life (e.g., tools, weapons, communication, housing, transportation, food). (B1 a, b, c, C2) w *Compare and contrast how groups, societies, and cultures address similar needs and concerns, such as religious beliefs, art, literature, and mythology. (A4, 5, 6, 8, B1 a, b, c, D6, C2, 3, D4) w Understand the environmental factors that influenced the rise of ancient civilizations (e.g., mountain and river civilizations). (B1 a, b, B2) w Understand the social, religious, economic, and political aspects of the Mesopotamian civilization, such as cuneiform, origins and basic beliefs of Judaism and Islam, walled cities, Ishtar Gate, artwork, Hammurabi’s code of laws, Sargon, Gilgamesh, Phoenician alphabet, and the barter system. (B1 a, b, c, e, B2, C3, C4, D4) w Understand the social, religious, economic, and political aspects of the Egyptian civilization, such as hieroglphyics, Hatshepsut, barter system, importance of river floods, art, mythology (Osiris, Isis, Set, Horus), pyramid building, relics, and Assyrians. (B1 a, b, c, e, B2, C3, C4, D4) w Understand the social, religious, economic, and political aspects of the Indian civilization, such as origin and basic beliefs of Hinduism and Buddism, caste system, Mohenjo-Daro, and Harappa. (B1 a, b, c, e, B2, C3, C4, D4) w Understand the social, religious, economic, and political aspects of the Chinese civilization, such as the origin and basic beliefs of Taoism, Confucianism, Legalism, and Moaism; Shang, Zhou, Chin, Han dynasties; importance of rivers; and the Silk Road. (B1 a, b, c, e, B2, C3, C4, D4) w Understand the social, religious, economic, and political aspects of the Ancient American civilizations, such as the scientific, mathematical, and medicinal achievements of the Incas, Aztecs and Mayans. (B1 a, b, c, e, B2, C3, C4, D4) w Understand the social, religious, and economic aspects of the ancient Greek civilization, such as Greek mythology; development and differences between city-states, architecture, and art; trade; Athens v. Sparta; origin of Olympic games; responsibilities of citizenship; Persian and Peloponnesian Wars; major philosophers; and the development of theatre. (B1 a ,b, c, e, B2, C3, C4, D4) w Understand the origin and beliefs of basic world religions. w Know how to construct and interpret multiple tier time lines. (A1) w Know how to calculate calendar time, including Before the Common Era (BCE) and Common Era (CE). (A1) w Understand and organize historical thought through a chronological framework. (A1, C2, C3)

*Meets Cultural Standards

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MASTERY (continued) Geography w Make and use maps, graphs, and globes to gather, analyze, and report spatial (geographic) information. (A1, A2, A4, A6, B) w Know the history and concepts associated with time, distance, and longitude and latitude coordinates. (A6, B2) w Explain the purposes and distinguishing characteristics of different map projections. (A3) w Understand the difference between cities/towns, countries/continents, seas/oceans. (A1) w Identify the current location of countries of the world, the seven (7) continents, and the four (4) oceans. (A1, A2) w *Know factors that contribute to changing regional characteristics. (A5, E1, E2, E5, C3) w *Know the similarities and differences in various settlement patterns of the world. (A5, B3) w *Understand factors that contribute to cooperation or conflict. (A3, D5, D4) w *Know how the physical environment affects life in different regions. (A5, E1, E2, E5, C3) w Know significant physical features that have influenced historic events. (F1) w Know various geographical terms, such as bay, strait, channel, delta, valley, mouth, mesa, plateau, etc. (A5, A6, B1) w Find locations on a map or globe using latitude and longitude coordinates. (A1, A2, A4)

Government w Demonstrate a basic understanding of the different types of government in ancient Greece, such as monarchies, oligarchies, dictatorships, and democracies. (A3) w Examine the meaning of fundamental ideas, such as equality, authority, power, freedom, justice, property, and responsibility. (A2) w *Analyze the rights, responsibilities, and roles of citizenship. (E1, E2)

* Meets Cultural Standards

DEVELOPMENTAL History w *Understand the role of art, literature, and mythology in Ancient civilizations. (A6, B1 c, C2) w Differentiate between historical interpretation and historical fiction. (A4, C1-4) w Recognize that human experience is recorded in different voices representing different perspectives. (C2) w Demonstrate understanding of history as a fundamental connection that unifies fields of human endeavors. (A8, A9) w Demonstrate critical thinking to solve problems, make decisions, evaluate actions, and understand traditions. (C2, C3) w Understand persisting issues involving the rights, roles, and status of individuals and groups in relation to the general welfare. (B1 e) w Know how conflict and cooperation shape social, economic, and political use of space. (B1 d) w Explore causes, consequences, and possible solutions to persisting contemporary and emerging global issues. (C3, D2-6) w Know conflicts that have arisen regarding fundamental values and principles, such as the caste system. (B1 a, c)

Geography w Know the consequences of specific physical processes operating on Earth’s surface (e.g., plate tectonics, flooding, hurricanes). (C1, C2) w Know how maps help find patterns of movement in space and time. (D1) w Understand how physical places and human characteristics of places are connected. (B1-5) w *Know the ways in which human movement and migration influence the character of a place. (D, E1) w Understand the primary geographic, historic, and contemporary economic causes for world trade. (D1) w Understand how human changes in the physical environment in one place can cause changes in other places (e.g., dams, canals, irrigation systems, timber). (E2, E5, F1-5) w *Compare, contrast, and predict how places and regions change with time. (B1-4) *Meets Cultural Standards

DEVELOPMENTAL (continued)

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Government w Understand persisting issues involving the rights, roles, and status of individuals and groups in relation to the general welfare. w Understand the basic structure of authoritarian systems and totalitarian systems. w Describe types of economic systems, past and present. (F, G) w Analyze the forces and influences of economics, such as environmental issues, resources, transportation, communication, money, personal wants and needs, and natural disasters. (F, G)

ENRICHMENT History w Demonstrate understanding of the historical aspects of the positions and roles assumed by others. w *Understand that societies, communities, and environments experience continuity and change through time.

Geography w *Understand the influences and effects of particular regional labels and images. w *Know the ways in which culture influenced the perceptions of places and regions. w Know changes that have occurred over time in ecosystems. w *Know the distinctive cultural landscapes associated with migrant populations. w Understand patterns of land use in urban, suburban, and rural areas. w *Discuss how conflict and cooperation shape social, economic, and political use of space.

Government w Study, observe, and participate in government action. w Understand the possible consequences of the absence of a rule of law. w Develop thinking and decision making skills for different purposes and audiences through the use of multiple strategies, technology, community, and other resources to solve problems and complete projects. w Acquire and use personal and group interaction skills to develop interpersonal relationships and social participation. w Analyze the causes, consequences, and possible solutions to current state, national, and international issues. w Discuss international trade and organizations.

* Meets Cultural Standards

POSSIBLE ACTIVITIES History w Create personal, thematic, and cause and effect timelines. w Prepare a presentation on a country at a particular point in history, integrating fine arts, literature, and architecture. w Read and analyze primary source materials. w Examine “turning points.” w Analyze the cause and effect of the rise and fall of empires. w Compare and contrast how various societies meet basic needs of food, shelter, and water; and chart results. w Discuss contemporary world problems from a historical perspective. w Develop a multimedia project to study a current issue.

Geography w Choose a location for a settlement and defend your decision. w Use maps, charts, and graphic technology to determine latitude, longitude, and distance between locations. w Develop compare and contrast maps of early civilizations and empires. w Prepare a multimedia presentation proposing a solution to a world problem. w Use a topographical map to plan an invasion. w Create a map of an ancient empire which outlines the growth, sharing of ideas, and increase in trade. w Create a set of political maps that show how a place has changed over time. w Identify geographic themes in a news article.

Government w Define monarchy, oligarchy, dynasty, and democracy. w Compare and contrast Athens and Sparta by looking at the role of the individual and types of government. w Develop class simulations and mock trials.

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w Write a description of the role and rights of the individual in past societies. w Compare and contrast ancient declarations/proclamations of rights to current documents of freedom. w Discuss current world problems. w Participate in real and mock elections. w Compare the Code of Hammurabi to classroom/school rules. w Compare and contrast foreign policy in resource-rich and resource-poor regions of the world. w Judge the accuracy, value, and relevance of information gathered from a variety of sources. w Diagram an economic system: ü barter system, ü spice trade, ü raw material to product, and ü gold for salt. w Analyze economic influences of the Nile: ü transportation, ü communication, ü personal wants/needs, and ü natural disasters. w Discuss related current economic problems.

ASSESSMENTS w Essays w Hand-drawn maps w Interviews and conferences w Multimedia projects w Peer assessments w Personal histories w Personal maps and journals w Portfolios w Presentations w Problem solving w Projects w Reports w Rubric assessments w Self-assessments w Seminars w Shared inquiry w Teacher assessments w Tests and quizzes w Timelines w Written and other work samples

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM U.S. History/Geography Grade 8 U.S. History/Geography Grade Age of Exploration up to Civil War THEME: United States Studies: Tracing Origins of American Democracy 8

This list may be customized for individual lesson plans and records. Alaska Content Standards (in history, geography, and government) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in history, geography, and government) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*).

History Geography Government Cultural

CONTENT LIST

Age of Exploration: Americas/Native American cultures

American colonization

French and Indian War, War of 1812

American Revolution

Development of American democracy, including foundations in Ancient Greek and Roman democracy, Mayflower Compact, Declaration of Independence, Articles of Confederation, Constitution, Bill of Rights, rights and responsibilities of American Citizens Western Expansion, including Manifest Destiny, Louisiana Purchase, Lewis and Clark, Oregon Trail, Texas/Mexico relations, Mexican – American War (1846 – 1848) United States map and capitals

Native American issues and government policies/treaties: Iroquois Federation, Tecumseh Federation, Trail of Tears/Native removal, Western movement.

The eighth grade program explores the historical events, experiences, and processes that produced the United States and the unique rights and responsibilities of American citizenship. The course should examine the concepts of citizenship and governance developed by the Greeks and Romans and how these and other concepts have evolved into the “Western European tradition.” The course should stress the rights and responsibilities of American citizens as outlined in the founding documents. The study of rights and responsibilities should be presented thematically in ways that are perceived by adolescents as meaningful. Such approaches should help them develop confidence in exercising their rights and fulfilling their responsibilities as citizens.

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IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY History w Know how to sort events of the nation into broadly defined eras, such as Age of Discovery, Colonial, Revolutionary, and Federalist. (A1) w Understand the differing political, economic, geographic, and religious factors that influenced colonization in the Americas (e.g., Quakers, Puritans, “economic sectionalism” – plantation South vs. business North). (B1 c, e, A6, B2, C2, C3) w Understand the events and tensions that contributed to the American Revolution from 1763 – 1783, including the French and Indian War, British legislative acts/colonial policy, the Declaration of Independence, the Revolutionary War, and the Articles of Confederation. (B4, C2, C3, C4, A3, A5, A6) w Understand events that led up to and shaped the Constitutional Convention and the Bill of Rights. (C2, C4, A3) w Apply critical thinking to examine history. (C3) w Demonstrate understanding that history is composed of key turning points (e.g., French and Indian War, Great Awakening, Louisiana Purchase, Mexican/American War, Treaty of Paris -1783). (A7) w Identify cause and effect relationships throughout history. (A4, A7) w Classify the changing patterns of society, such as slavery, gender roles, migration, American Indians, social class, immigration. (A8, B1 e) w Demonstrate critical thinking: solve problems, make decisions, evaluate actions, and understand traditions. (C3, C4) w Understand the development of the political parties: Federalists/Anti-Federalists. w Know the issues involved with Westward Expansion: Louisiana Purchase, Texas annexation, Jacksonian Era, Indian removal, Trail of Tears, California Gold Rush, Oregon Territory, Lewis and Clark. w Identify the causes and effects of the first wave of immigration (Germans and Irish). w Identify the causes and effects of the War of 1812.

Geography w Know the location of physical and human features on maps and globes. (A1) w *Understand the patterns and processes of migration and diffusion. (D1-3, F4) w *Understand criteria that gives a region identity. (B1, B4, B5, B7) w Understand factors that influence the location of industries in the United States. ((E1- 4, F3) w Understand the various factors involved in the development of cities, states, and countries. (D1-3, D5) w *Compare, contrast, and predict how places and regions change with time. (B8, F1, F4) w *Know the ways in which human movement and migration influence the character of a place. (B2, B3, B5) w Understand why different points of view exist regarding contemporary geographic issues. (E4) w Memorize the map of the U.S. and the capitals.

Government w Understand the responsibilities of each branch of government in a system of shared powers. (A3, B1, B3) w Explore the fundamental ideas of responsibilities and limits of rule by law. (A2, B3, B8) w Analyze the rights, responsibilities, and roles of citizenship. (E1, E2) w Examine persisting issues involving the rights, roles, and status of individuals and groups in relation to the general welfare. (B1, B5, B6, B9)

*Meets Cultural Standards

DEVELOPMENTAL

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History w Analyze the influences of specific ideas and beliefs on a period of history (e.g., slavery). (A3-5) w Demonstrate that history relies on interpretation of evidence, which is subject to change. (A2) w Understand events that shaped African slavery in America (e.g., triangular trade). (A5, B1 a, e) w Know how to construct and interpret multiple tier time lines. (A1) w Compare and contrast how groups, societies, and cultures address similar needs and concerns (e.g., Western Movement, slavery, Cajuns, Native American cultures: Plains, West Coast, Southwest). (B1, B2)

Geography w Know the ways in which the environment affects decisions regarding locations for human activities. (E3) w Know how physical and human geographic factors have influenced major historic events. F1) w Understand the process of urban growth in the United States by mapping the locations of cities over time and noting differences in their site characteristics, situations, and functions. D1, D3) w Make predictions for the future growth and development of own community. (F2)

Government w Explore concepts such as republican form of government, capitalism, limited government, free-enterprise system, national identity, family units, and individualism. (A2, B2) w Understand major ideas about why government is necessary. (A1) w Understand the function of “checks and balances.” (B3)

ENRICHMENT History w Explore persisting contemporary and emerging global issues from their historical contexts.

Geography w Evaluate how geographic features influenced the development of cities and population throughout the history of the United States. w Understand the primary geographic influence of world trade. w Investigate diversity and the productivity of environments.

Government w Know how constitutions have been used to protect rights of citizens and even promote the interests of a particular group. w Participate in community service. w Analyze the causes, consequences, and possible solutions to current state, national, and international issues. w Study, observe, and participate in government action.

*Meets Cultural Standards

POSSIBLE ACTIVITIES History w Create timelines that increase in complexity in terms of volume and range of historical data displayed. w Participate in class nomination, debate, and vote on the top ten events in a period of American history. w Dramatize historic events and situations. w Read and analyze primary source documents. w Use visual images of historical conflicts; suggest a solution to a current conflict. w Find events in American history which parallel current events. w Pick a leader from American history and identify methods used to gain and maintain political power. w Research traditions that have influenced or created our American cultures. w Apply the Monroe Doctrine to modern issues.

Geography

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w Create map overlays to show the growth and development of roads and population throughout the history of the United States. w Graph population trends in the United States. w Explain movements of two groups of people throughout history. w Develop a rubric to determine the top ten most desirable cities. w Analyze battlefield maps. w Create simplified maps that display human distribution.

Government w Judge the accuracy, value, and relevance of information gathered from a variety of sources. w Discuss the need for class rules. w Define monarchies, dictatorships, democracies, and republics. w Use a democratic process to plan and present a class project. w Participate in a school or community service project. w Create a class Constitution, Bill of Rights, and Declaration of Independence. w Compare class Constitution, Bill of Rights, and Declaration of Independence to those of the United States. w Participate in real and mock elections in class, school, and community.

w Projects w Reports w Rubric assessments w Self-assessments w Seminars w Shared inquiry w Teacher assessments w Tests and quizzes w Timelines w Written and other work samples

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM World History Grade 10 World History Grade Hellenistic Greece to World War I THEME: Exploring World History and Cultures 10

This list may be customized for individual lesson plans and records. Alaska Content Standards (in history) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the history Content Standard that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*). Since this is a history class, only standards in history are addressed.

History Geography Government Cultural

CONTENT LIST

Hellenistic Greece

Rome

Feudalistic China and Japan

Feudalistic Europe

Age of Exploration/Civilizations of the Americas and Africa

Renaissance

Reformation

Age of Reason/Scientific Revolution

Age of Democratic Revolutions/Rise of Nations

Industrial Revolution

World War I

Current World Issues

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The tenth grade program focuses on the history of the major cultures and societies of the world from Hellenistic Greece to the present. Historical perspective is provided on major world events, movements, and conditions. The course enables the student to understand the world through exploration of the histories and cultures of past and present societies. The course will emphasize the acquisition and application of social studies skills within the context of world history. Students will apply concepts and knowledge from social studies disciplines such as geography, government, and economics. Current events will help students see the link between past and present. IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY History w *Understand the impact religion can have on cultures; address political and economic structures as well as cultural works such as art, architecture, and literature (e.g., Islam, Christianity, Buddism, mythology, feudalism, mercantilism, Renaissance artists). (B1 c) w Understand the importance of advancements in math, science, medicine, and technology to the development of world culture (e.g., Arabic scientists, Scientific Revolution, Chinese inventions, Industrial Revolution, Age of Exploration). (B4, D6) w Understand and show the relationship between cause and effect (e.g., Fall of Rome, Crusades, Plague, Golden Horde). (C3, D2) w Understand and show the impact/effect of war and conquest on geography, culture, and political and economic structures (e.g., Punic Wars; 100 Years War; 30 Years War; Crusades; American, French, and English Revolutions). (B1 d, C2, D4) w *Understand and show the influence of geography on cultural, political, and economic structures. (B1 b) w Know and understand various social structures and the ways they affect life in civilizations around the world (e.g., India’s caste system; feudal systems in China, Europe, and Japan). (B1 a, c, e, B4) w Know that literature can reflect the culture of a civilization at various points in time (e.g., Dante, Machiavelli, Chaucer, Erasmus, and Shakespeare, as well as Japanese and Chinese poetry styles, and epic poems). (C2, D6) w *Know that communication systems differ from culture to culture and evolve over time (e.g., Chinese calligraphy, alphabet, printing press, telegraph, telephone). (C2, B4) w Know, identify, and evaluate theories and ideas of important thinkers through time (e.g., Confucius, Socrates, Plato, Aristotle, Rousseau, Locke, Voltaire, Luther, Calvin, Mohammad, Jesus). (A5, B1 c, B4, C2) w Know, identify, and understand the impact various figures had on history (e.g., Caesar, Constantine, Peter the Great, Genghis Khan, Leonardo da Vinci, Michelangelo, Charlemagne, Queen Elizabeth I, Napoleon, Mansa Musa, Marco Polo). (B2, C2, D2, D3) w Understand and organize historical thought through a chronological framework. (A1, C3) w Construct accurate timelines placing significant ideas, institutions, people, and events in appropriate time sequences. (A1, A8, B1 b, C1) w *Recognize that human experience is recorded in different voices representing different perspectives. (A5) w Examine the origins and importance of ideologies, religions, and institutions. ((A9, B1 c) w Analyze effects of human interactions with one another (e.g., Russia and the Mongols, Arabic invasions, manor societies, development of a global trade network). (A7, B1 a, c d, C) w Demonstrate critical thinking: solve problems, make decisions, evaluate actions, and understand traditions. (C1-4) w Define personal positions on issues. (D3) w Apply critical thinking to examine historical theory. (C3) w Identify and analyze historical evidence and documents; utilize primary sources and writing to demonstrate an understanding of historical events. (C2)

* Meets Cultural Standards

DEVELOPMENTAL

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History w Demonstrate that history relies on interpretation of evidence, which is subject to change. (A2, A4) w Differentiate between historical interpretation and historical fiction. (A5) w Demonstrate understanding that history is composed of key turning points. (A7, C2) w Understand that people, places, and ideas experience continuity and change through time. (A6) w Evaluate the consequences of peace and conflict. (B1 d) w *Compare and contrast how groups, societies, and cultures address similar needs and concerns. (A6, A9) w Demonstrate understanding of history as a fundamental connection that unifies fields of human understanding and endeavors. (A9) w Demonstrate understanding of the historical aspects of the positions and roles assumed by others. (A6, A7, B4) w Create new approaches to issues by incorporating history with other disciplines, such as the arts, science, technology, geography, and literature. (D6) w *Explores causes, consequences, and possible solutions to persisting contemporary and emerging global issues. (D2-6) w *Understand that societies, community, and environments experience continuity and change through time. (B1) ENRICHMENT w Selected topics for investigation

* Meets Cultural Standards

POSSIBLE ACTIVITIES w Read myths (out loud and to oneself), poetry, epics. w Write about paintings and sculpture. w Write letters from the point of view of a particular person in history (e.g., Chinese peasant, European knight at the Crusades, Confucius). w Create timelines. w Debate the pros and cons of various power systems (e.g., Greek democracy, tribal government, feudalism, the woman’s role in various societies). w Employ the Socratic method of teaching. w Practice story telling. w Write Haiku and tanka poetry. w Prepare and deliver speeches. w Memorize terms and maps. w Listen to the “1812 Overture” and visualize what is happening during the battle by the music they hear; this music tells the story of the battle between French and Russian troops during Napoleon’s invasion. It is a musical battle between “God Save the Czar” and the “Marseilles.” w Listen to pieces of music from the Renaissance, the different instruments used, and the “new” types of music created. w Identify various pieces of music and the musicians who wrote them (e.g., Handel, Beethoven, Bach). w Create review songs for chapters. w Explore Mayan mathematical systems, Roman numerals, abacus. w Create compare/contrast charts (e.g., Spartan and Athenian societies, religious belief systems). w Practice open-ended problem solving. w Create Venn diagrams (e.g., Korea/China, French Revolution/English Revolution). w Create and interpret graphs and charts (e.g., growth of cities). w Calculate the difference between Fahrenheit and Centigrade. w Sequence events. w Prepare a Power Point presentation.

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w Create diagrams (e.g., fishbone, series of events, round cycle charts, spider maps). w Employ mapping strategies (e.g., clusters, concept mapping). w Use Internet surfing for research. w Practice Chinese calligraphy. w Construct geographical/political maps; label and draw. w Create flow charts as timelines. w Create visual outlines of essays and drawings. w Enact myths, epics, and plays. w Create mosaics. w Build castles. w Make a “Newscast of the Past” video for a specific time period. w Participate in mock trials, mock United Nations, and debates.

ASSESSMENTS w Artistic recognition: slides, drawings, sculptures w Cause and effect charts w Compare and contrast charts w Creative writing assignments w Diagrams w Essays w Individual projects/presentations w Journaling w Maps of all different kinds w Multimedia projects/presentations w Opinion papers, current events w Research papers. w Small group projects/presentations w Timelines: pictorial, cartoon, computer derived, and basic

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM U.S. History Grade 11 U.S. History Grade Advanced Placement History may substitute for 11th grade U.S. History requirement 11

Civil War to the Present THEME: Exploring U.S. History

This list may be customized for individual lesson plans and records. Alaska Content Standards (in history, geography, and government) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in history, geography, and government) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*).

History Geography Government Cultural

CONTENT LIST

Causes of Civil War

Civil War and Reconstruction

Industrial Revolution and Gilded Age

American Expansion and Imperialism

Progressive Era

World War I

Twenties and Thirties

World War II

Cold War Era at Home and Abroad (1945 – 1989)

1960s – Domestic and Foreign Policies

1970s – Domestic and Foreign Policies

1980s – Domestic and Foreign Policies

1990s – Domestic and Foreign Policies

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Current Issues

The eleventh grade program is a comprehensive, integrated course in United States history from the Civil War to the present. This course is organized chronologically but may be taught thematically; it is intended to serve as a capstone for U. S. history studies in the elementary and secondary schools. In-depth, student-centered exploration of issues relevant to historical inquiry and methodology will be emphasized. Forces and events that shaped and continue to shape political, economic, and social institutions will be examined. IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY History w Understand and show the relationship between cause and effect. (A4, A7) w *Understand and show the impact of war and conquest on geography, culture, and political and economic structures. (B1 d) w *Analyze events, issues, or problems with attention to social, political, economic, scientific/ technological, and cultural positions. (C3) w Explore corporate mergers that produced trusts and cartels, and the economic and political policies of industrial leaders. (B2, B5) w Know that literature can reflect the culture of a civilization at various points in time (e.g., The Jungle, The Scarlet Letter, Thoreau, Walden). (A6, B4, C2) w Know, identify, and evaluate theories and ideas of important thinkers in U.S. history, and identify and understand the impact various figures had in U.S. history (e.g., Martin Luther King, Jr., Thurgood Marshall, Susan B. Anthony, Cesar Chavez, Harriet Tubman, Clara Barton). (B2) w *Demonstrate an understanding of the role of multiculturalism. (B1 e) w Understand the impact religion has had in the United States. (B1 c) w Understand the Missouri Compromise, Kansas/Nebraska Acts, Lincoln/Douglas Debates, Uncle Tom’s Cabin, Abolitionist Movement, and underground railroad as precursors to the Civil War. (B1 e, B2, B4) w Analyze the effects of urban political machines and responses to them by immigrants and middle-class reformers. (B1 e, B4) w Analyze the international and domestic events, interests, and philosophies that have prompted discussion/ repression of civil liberties (e.g., Pottsdam Treaty, Yalta Treaty, Civil Liberties Act, Great Society, Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, development of the NAACP). (B4, C3) w Examine the passage of various amendments and their effects on the country (e.g., Bill of Rights, 18th, 19th, Civil War Amendments, 21st). (A1, B2) w Understand the impact various presidents had during their terms of office and major eras in American politics, (e.g., the Open Door Policy, the Big Stick diplomacy, Civil Rights Movement in the 1960s, the Great Depression and the New Deal, the Civil War and Reconstruction, the Marshall Plan, the Cold War, and the World Wars). (B1 d, B2) w Understand the impact of war, major battles of major wars, and how different leaders approached war and peace (e.g., Civil War, World Wars, internment camps, Supreme Court cases, World Court cases and Nurembourg Trials, Vietnam War, Korean War, Cold War, Persian Gulf War, nuclear testing, disarmament policies, and treaties). (B1 d, B2) w Understand the impact of the Cold War in the United States (e.g., McCarthyism, Truman Doctrine, Berlin Blockade, Bay of Pigs Invasion, Cuban Missile Crisis, atomic bomb testing). (B2) w Discuss the impact of new technology in the world (e.g., automobiles, radios, television, movies, electricity, refrigeration). (B1 b) w Understand reasons for American imperialism: Spanish/American War, acquisition of Philippines, Panama Canal. (B1 c, B2, B4) w Understand and organize historical thought through a chronological framework; construct accurate timelines placing significant ideas, institutions, people, and events in appropriate time sequences. (A1) w *Demonstrate that history relies on interpretation of evidence, which is subject to change, and recognize that human experience is recorded in different voices representing different perspectives. (A5) w Demonstrate critical thinking: solve problems, make decisions, evaluate actions, and understand traditions; apply critical thinking to examine historical theory. (C3) w Define personal positions on issues. (D1, D3) w *Identify and analyze historical evidence and documents; utilize primary sources and writing to demonstrate an understanding of historical events. Accurately identify what information is known, unknown,

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and contradictory for given issues. (C2) w Differentiate between historical interpretation and historical fiction (e.g., Pocohontas, Mulan, Hercules, The Mummy, Gladiator). (C3)

*Meets Cultural Standards

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY (continued) Geography w Make and use maps, graphs, and globes to gather, analyze, and report spatial (geographic) information. (A1, A2) w Develop and use mental maps to organize information about people, places, and environments. (A) w Know that places have distinctive geographic characteristics. (B1) w Understand that a region is a distinct area defined by one or more cultural and/or physical feature. (B1) w *Identify cultural symbols. w Know and understand geography and how it affects people and places by identifying factors affecting decisions to migrate; analyzing relationships between specific human activities and place; and understanding how extreme physical conditions such as floods or droughts affect human settlement. (E6) w *Understand and explain various types of regions (physical, political, cultural), the factors that transform regions and change regional boundaries, and how people perceive regions and place. w Create, name, identify, and characterize places. (A1) w Identify major land and water forms and major political centers across the United States. (B1)

Government w Examine the meaning of fundamental ideas such as equality, authority, power, freedom, justice, property, responsibility, and sovereignty. (A1) w Analyze the role of the individual in active political and social participation, such as evaluating rules and laws, selecting political leaders, and resolving conflict. (E3) w Understand that law codes reflect the values of civilizations (e.g., American Bill of Rights, Supreme Court rulings). (B8) w Explore concepts such as republican form of government, capitalism, limited government, free- enterprise system, national identity, family units, and individualism. (B2) w Understand the characteristics of different economic systems, institutions, and incentives (e.g., various forms of exchange, division of labor/specialization, and property rights). (F3) w Understand the basic features of market structures and the interaction of supply and demand in a market economy (e.g., the relationship between prices and quantity of goods). (F5) w Understand the production, distribution, and consumption of goods and services; the impact of scarcity of resources; competition; and government control, including the impact of national or world events on the economy (e.g., Great Depression, World War I, World War II). (F2, F4) w Explore indicators of economic performance, such as the stock market, employment rate, gross national product, and trade balance. (F8)

*Meets Cultural Standards

DEVELOPMENTAL History w Explore causes, consequences, and possible solutions to persisting contemporary and emerging global issues. (D3, D6) w Discuss various immigration policies through the years and the political, economic, and social impact of those policies. (B2, C2) w Examine persisting issues involving the rights, roles, and status of individuals and groups in relation to the general welfare. (B1 e, D4)

Geography w Use graphic tools and technologies to depict and interpret the world’s human and physical systems and to develop explanations and solutions to geographic problems. (A6)

Government

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w Analyze the rights, responsibilities, and roles of citizenship in the U.S. and how those have evolved. (A2) w Explore the sharing of power between levels of government (e.g., federal, state, local). (B4) w Identify the roles and relationships among tribal, state, and federal governments. (B4, C8) w Analyze how the policies and actions of state, national, and international organizations influence one another in the world community (e.g., NATO, SEATO, and the United Nations). (D1, D2) w Understand, compare, and contrast how powers and responsibilities are distributed, shared, or limited in the U.S. government (e.g., executive, legislative, and judicial bodies). (B3, B4) w Explore types of economic systems, past and present (e.g., communism, capitalism, socialism, laissez- faire policy). (F3) w Discuss relationships and tensions among personal wants and needs, national sovereignty, and global interests. (F2, F5, F7) w Demonstrate an understanding of the American economic system. (F5, F6) w Explore multicultural issues in Alaska, such as the Alaska Native Claims Settlement Act (ANCSA), the Statehood Act, and subsistence. (C5, C6) w Discuss various monetary policies instituted by the government (e.g., the events leading to the Great Depression, the development of the Federal Reserve, establishment of Social Security Fund). (F1, F6)

ENRICHMENT w Selected topics for investigation

* Meets Cultural Standards

POSSIBLE ACTIVITIES History w Write a song about an event that had a great impact upon society. w Role-play an issue from the Depression from the perspective of an industrialist, a poor immigrant, or a government official. w Identify boundary disputes between cultural groups and assess the consequences on the boundaries; read a book such as Bury My Heart at Wounded Knee or When the Legends Die and discuss the clash of cultures. w Compare and contrast maps of Indian Reservations and evaluate the impact of reservation life on American Natives. w Examine the Great American Desert (e.g., cattle drives, trans-continental railroad, and Native American disputes). w Use a map to describe and explain the economic, political, and social impact of the Missouri Compromise, Compromise of 1850, or the Louisiana Purchase. w Create an effective campaign poster or jingle for a historical political figure. w Create a political cartoon of a past or present political issue. w Read and evaluate a piece of historical fiction for historical accuracy and social criticism. w Create a flow chart of the social structure and how it influenced economies in various civilizations. w Create diagrams (e.g., fishbone, series of events, round cycle charts, spider maps, compare/contrast charts). w Employ mapping strategies (e.g., clusters, concept mapping, Internet surfing for research). w Create cause and effect charts showing how an event impacted a civilization. w Create and perform plays (e.g., American frontier, women’s movement, labor movement). w Make a “Newscast of the Past” video for a specific time period of U.S. history. w Conduct interviews.

Geography w Chart the growth of major U.S. cities. w Analyze topographical maps for the regions crossed by Lewis and Clark, the Transcontinental Railroad, and the Oregon Trail. w Draw from memory a map of the U.S. with major mountains, bodies of water, and other landforms. w Create a video/slide/power point presentation that describes and identifies a region and the cultural groups that have settled there. file:///C|/Documents%20and%20Settings/e02472/Desktop/social_studies/US%20History_11_Dec.%203.htm (4 of 5)10/18/2006 4:15:11 PM U.S. History Grade 11 Social Studies Curriculum

w Label and draw geographical/political maps.

Government w Examine electoral maps of the presidential elections to determine trends of voting. w Participate in a mock election, mock United Nations, mock economic simulation, mock trial, or debate. w “Invest” in the stock market and chart your stock over the school year.

ASSESSMENTS w Artistic recognition: slides, drawings, sculptures w Creative writing assignments w Diagrams w Essays w Hand drawn and computer generated maps w Individual projects/presentations w Journaling w Mock situations w Multimedia projects/presentations w Opinion papers w Research papers w Small group projects/presentations w Tests/Quizzes w Timelines: pictorial, cartoon, computer derived, and basic

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Grade 12 Social Studies & Social Studies Electives

High school seniors must take a full year of social studies. One semester of government is required

GOVERNMENT or ADVANCED PLACEMENT GOVERNMENT (Required for grade 12) The following electives may be taken for one semester of social studies elective credit in grade 12 or general elective credit in grades 9-11 Suggested grade level placement is indicated for each elective. One semester of Alaska Studies is highly recommended.

ALASKA STUDIES Grades 9-12 (Recommended for grade 12)

CURRENT ISSUES ECONOMICS GEOGRAPHY Grades 9-12 Grades 11-12 Grades 9-12

HUMANITIES PSYCHOLOGY SOCIOLOGY Grades 10-12 Grades 11-12 Grades 11-12

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM U.S. Government Grade 12 U.S. GOVERNMENT Grade 12

This list may be customized for individual lesson plans and records. Alaska Content Standards (in government) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in government) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*). Since this is a government class, only standards in government are addressed.

History Geography Government Cultural

CONTENT LIST

Civil liberties

Constitution

Current issues

Electoral process

Executive branch

Federalism and Alaska State government

Judicial branch

Legislative branch

Origins of American democracy

Political parties

Principles of government

Voting and voter behavior

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This course offers the student an opportunity to participate in an in-depth study of the American political system: its framework, traditions, values, and the rights and responsibilities of the citizens of the United States. IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY Government w Examine the meaning of fundamental ideas such as equality, authority, power, freedom, justice, property, responsibility, and sovereignty. (A1, A2) w Demonstrate an understanding of the former U.S. government under the Articles of Confederation. (A1, A3, A4, B2) w *Analyze the rights, responsibilities, and roles of citizenship (e.g., obligations to obey the law, serve as a juror, pay taxes). (E1, E2, E3, E6, C2) w Analyze the role of the individual in politics, such as evaluating rules and laws, selecting political leaders, and resolving conflict. (E4, E5, E7) w Demonstrate understanding of the Declaration of Independence, the Constitution, and the Bill of Rights; memorize the first 10 Amendments and the Preamble. (A1, A2, B1, B2, B3) w Demonstrate basic factual understanding of the legislative branch as outlined in Article I of the Constitution (e.g., organizational structure and powers of the legislative branch, length of terms, age requirements, law making processes, impeachment proceedings). (B3, A3) w Demonstrate basic factual understanding of the executive branch as outlined in Article II of the Constitution (e.g., powers of the President and Vice President; federal departments and agencies; budget; war powers; foreign policy). (D1, F6, A3) w Demonstrate basic factual understanding of the judicial branch as outlined in Article III of the Constitution (e.g., number of justices; length of term; major Supreme Court rulings: Roe v. Wade, Brown v. Board of Education, Marbury v. Madison, Plessy v. Ferguson, McCulloch v. Maryland, Arizona v. Miranda). (B3, B7, E4, B8, F1, A3) w Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights. (B5, B6) w Describe the systems of separated and shared powers, checks and balances, the importance of an independent judiciary, enumerated powers, rule of law, and federalism. (B3) w Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). (B1) w Understand that law codes reflect the values of civilizations (e.g., American Bill of Rights; Supreme Court rulings: Roe v. Wade, Plessy v. Ferguson, Brown v. Board of Education). (B3, B7, E3, E4) w Understand, compare, and contrast how powers and responsibilities are distributed, shared, or limited in government. (B3, C8) w Demonstrate an understanding of federalism. (B4, C8) w Demonstrate basic knowledge of the Alaska Statehood Act, the Alaska Native Claims Settlement Act (ANCSA), Arctic National Wildlife Refuge (ANWR), and the Alaska Permanent Fund. (C3, C5, D3) w Analyze the origin, development, and role of political parties in the United States. (B5, B9) w Analyze trends in voter turnout. (E1, E2) w Analyze the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities. (B6, B9) w Analyze the function of the Electoral College. (E5)

* Meets Cultural Standards

DEVELOPMENTAL w *Explore the extrinsic and intrinsic value of civic participation. (E1, E3, E6) w Relate the importance of individuals, media, public opinion, diversity, law, and dissent to local, state, federal, and international issues. (B6, B8, B9, D3, D5) w Identify the roles and relationships among tribal, state, and federal governments. (C3) w Analyze how the policies and actions of states as well as national and international organizations influence one another in the world community (e.g., NATO, SEATO, and the United Nations). ((D2, D4) file:///C|/Documents%20and%20Settings/e02472/Desktop/social_studies/US_Government%2001.08.htm (2 of 3)10/18/2006 4:15:13 PM U.S. Government Grade 12 Social Studies Curriculum

ENRICHMENT w Study, observe, and participate in government action. w Participate in elections, political parties, and voting. w Analyze the causes, consequences, and possible solutions to current state, national, and international issues.

* Meets Cultural Standards

POSSIBLE ACTIVITIES w Attend a public meeting on a school issue and record responses of individuals and members; share the information with your class and critique it as a group. w Conduct interviews and polls. w Conduct a debate on a current issue, such as ANWR or commercial/subsistence/ sport-fishing industries. w Create an exhibit addressing important issues of a democracy. w Create an effective campaign poster. w Create a campaign jingle/slogan. w Create a political cartoon of a past or present political issue. w Create a budget for the United States. w Create flow charts showing structure and organization of the branches of government. w Debate the issue of federalism and states’ rights related to past and current issues and events. w Describe and create a perfect voter or citizen in writing, through art, or using technology. w Design and produce a national symbol and explain its relationship to American values. w Examine a current issue from the perspective of the Bill of Rights. w Investigate a bill currently in Congress. w Participate in a community service project within the school, community, or neighborhood. w Participate in a mock election or mock Senate. w Prepare position papers on public policies. w Work on small group projects. w Track an issue through the media for a given time period. w Write a law and appropriate penalties. w Write an essay about how the rights in the Bill of Rights apply to you; pick the five (5) rights from the American Bill of Rights that you believe to be the most important and explain why. w Write letters to the editor regarding state or local issues.

ASSESSMENTS w Comparison/contrast charts w Multimedia projects/ w Creative writing assignments presentations w Diagrams w Opinion papers, current w Essays events w Individual projects/ w Political cartoons presentations w Public forum/panel w Journaling discussions w Mock situations w Research papers w Small group projects/ presentations w Tests/quizzes

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Alaska Studies ALASKA STUDIES Grade

9-12

This list may be customized for individual lesson plans and records. Alaska Content Standards (in history, geography, and government) should be recorded as they are addressed throughout the year. For your convenience, each item in the Mastery and Developmental lists on the following pages is matched to the Content Standard (in history, geography, and government) that it supports. Items that meet the Alaska Cultural Standards are marked with an asterisk (*).

History Geography Government Cultural

CONTENT LIST

Physical geography of Alaska: Land forms, climate, ecosystems, and coastal environment Alaska Natives: pre-European contact Archaeological evidence, Native economics, and Native cultures Euro-American exploration

Russian-American: Governmental structure, settlement patterns, resource development, trade, transportation, and communication U.S. acquisition to territorial status (1912): Treaty of Cession, government, resource development, and settlement patterns Territorial status to Statehood (1959): Government structure, resource development and management, World War II, and Cold War era Statehood to the Present: State and local government, land water acts (Statehood, ANCSA, ANILCA, and Magnuson-Stevens Fisheries Conservation Act), regions and economics, Alaska Permanent Fund, and national and international geopolitical status Alaska’s economic resources: Utilizing resources, transferring natural resources, the future of the state’s economic resources Alaska’s cultural landscape

Alaska’s future: Emerging global community, economy and government, and strategic

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The Alaska Studies course gives students the opportunity to learn about Alaska and to learn why active Alaskan citizenship is important. The course emphasizes Alaska's distinctive physical and human geography. It examines historical events, economic resource development, and the changing political structures of Alaska. The major federal laws that govern Alaska's lands and waters are studied as well as Alaska's changing geopolitical significance. Public ownership dominates Alaska's land and water resources, a situation requiring informed citizen-owners who will need to continue managing the state for a sustainable future. IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY History w *Recognize that human experience is recorded in different voices representing different perspectives. (A5) w Demonstrate understanding that Alaska history is composed of key turning points. (A7) w *Demonstrate that Alaska history is a bridge to understanding self, groups of people, and their relationship to society. (D) w *Understand that Alaskan societies, communities, and environments experience continuity and change through time. (B1) w Analyze Alaskan historical data from a variety of primary resources, including letters, diaries, oral accounts, archaeological sites, artifacts, art, maps, photos, historical sites, documents, and secondary research materials. (C2)

Geography w *Know and understand Alaskan geography and how it affects people and places. Identify factors affecting decisions to migrate, analyze relationships between specific human activities and place, and understand how extreme physical conditions affect human settlement. (C, D) w *Understand and explain various types of regions (e.g., physical, political, cultural), the factors that transform regions and change regional boundaries, and how people perceive region and place. (B) w Identify major land and water forms and major population centers in Alaska. (A) w *Understand why different points of view exist regarding contemporary geographic issues. (F) w Know the ways in which human movement and migration influence the character of a place. (D) w Make and use maps, graphs, and globes to gather, analyze, and report spatial (geographic) information about Alaska. (A1, A2, A4, A6, B)

Government w Analyze the forces and influences of economics, such as environmental issues, resources, transportation, communication, natural disasters, competing/cooperating interests, international trade, and organizations on the State. (G) w Understand the importance of Alaska’s economic resources and how they impact citizens as they manage the state for a sustainable future. w Analyze the causes, consequences, and possible solutions to current and emerging global issues as they affect Alaska. (D5) w Make informed decisions about where to work, travel, and seek new opportunities in Alaska. (G) w Understand the organization of Alaska’s state government. (C1) w Understand the various forms of the State’s local governments and the agencies and commissions that influence students’ lives and property. (C1) w Accept responsibility for protecting and enhancing the quality of life in the State through the political and governmental processes. (C2) w Understand the Constitution of Alaska and Sec. 4 of the Statehood Act known as the Statehood Compact. (C3) w Understand the importance of the historical and current roles of Alaska Native communities. (C4) w Understand the Alaska Native Claims Settlement Act and its impact on the State. (C5) w Understand the importance of the multicultural nature of the State. (C6) w Understand the obligations that land and resource ownership place on the residents and government of the State. (C7)

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w Identify the roles of and relationships among the federal, tribal, and State governments and understand the responsibilities and limits of the roles and relationships. (C8)

* Meets Cultural Standards POSSIBLE ACTIVITIES

w Compare and contrast Alaska’s major resource booms (beginning with the Russian fur trade and continuing to the present). w Chart the growth of Alaskan cities using a variety of indicators. w Construct an economic map of Alaska. w Debate the pros and cons of receiving a Permanent Fund check and how it can best be used to help Alaskans in the present and future. w Prepare a costs/ benefits analysis of constructing a road to Bethel (or any other off- road Alaskan community). w Describe erosion systems and other physical process (e.g., earthquakes, permafrost) at work in cold climate regions. w Research and debate a local issue that impacts Alaska and its neighboring countries. w Write a position paper on the use of Alaska’s resources and send it to a local, state, or federal agency. w Testify before a board, commission, or other governmental agency on a current Alaskan issue. w Participate in a panel discussion on a historical or contemporary issue that incorporates a variety of perspectives (e.g., Russian traders, explorers, Aleuts, Athabaskans). w Create a map showing trade patterns of Russian-America, items being traded, and explanations for why they were traded. w Create a travel brochure and accompanying map describing the environmental regions and characteristics along the trans-Alaska pipeline. w Debate the pros and cons of the impact of the Magnusen-Stevens Fisheries Act on state, national, and international fisheries in waters off Alaska’s coast. w Propose a new law for Alaska’s youth and forward it to your representative for consideration.

ASSESSMENTS w Artistic renditions: drawings, sculptures, models, dioramas w Brochures w Charts w Debates w Diagrams w Essays w Hand-drawn and computer-generated maps w Individual or group projects and presentations w Journals w Multimedia projects and presentations w Panel discussions w Political cartoons w Position papers w Research papers w Test and quizzes w Timelines

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Advanced Placement ADVANCED PLACEMENT Grades 10-12

Advanced Placement Economics Advanced Placement Sociology Advanced Placement Geography Advancement Placement United States Advanced Placement Government History Advanced Placement Psychology Advanced Placement World History

The Advanced Placement courses are College Board courses that offer the student an opportunity to participate in an in-depth study in preparation for the Advanced Placement Exam at the end of the year. POSSIBLE ACTIVITIES w Read and write a variety of essays: ü formal expository; ü document based; ü analytical; ü interpretive; and ü personal. w Read and evaluate primary source documents. w Read and evaluate literature from historical time periods. w Demonstrate critical thinking in written and oral forms. w Demonstrate synthesis and application in written and oral forms. w Prepare an oral presentation using technology to gather, sort, and present the information. w Use technology to gather, sort, and organize information for a variety of purposes.

ASSESSMENTS

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w Advanced Placement Rubric w College Board Advanced Placement Examination w Teacher Evaluation

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Current Issues Grades 9-12

This course introduces the student to the diversity of people and cultures and their involvement in current world issues, with an eye toward resolution. This course may include Foreign Policy, Pacific Rim, Latin America, and Middle East studies.

The individual instructor will determine the specific content for this course based on available materials, resources, and the specific needs of the school sites.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY w Discuss and understand local, state, national, and international events. w Practice interpersonal skills. w Understand current event issues. w Research historical background of issues. w Relate geography to current issues. w Explore political and economic systems. w Evaluate sociology and psychology effects on current world problems.

POSSIBLE ACTIVITIES w Develop a list of current local, state, national, or world problems and how they affect the student's life. w Analyze two or more writings on the same issue and interpret the viewpoints of the different writers. w Develop a series of conflict resolution strategies for a given problem. w Research the historical background of a world problem. w Use technology to gather and present a current world issue to a panel. w Explore careers in international relations, diplomacy, foreign policy, and related fields.

ASSESSMENTS

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w Oral presentations w Portfolio w Projects w Rubric scored seminar w Rubrics w Teacher evaluations

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Economics ECONOMICS Grade

11-12

This course introduces students to major economic theories and systems, business organizations, and practices with an emphasis on the U.S. economy.

The individual instructor will determine the specific content for this course based on available materials, resources, and the specific needs of the school site.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY w Understand how supply and demand function in society. w Understand basic concepts of economic systems. w Identify forms of business organization and relationships to labor and market. w Understand the role of government in economics. w Examine international trade and world markets. w Evaluate stock, bond, and commodities markets.

POSSIBLE ACTIVITIES

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w Create a business. w Interview business leaders. w Invest in the stock market. w Conduct market surveys. w Generate feasibility studies. w Analyze the role of taxation at local, state, and federal levels. w Use technology to research the impact of government regulations on the local economy. w Prepare a presentation using market symbols to demonstrate importance of commodity sales in daily living. w Prepare a personal budget. w Explore careers and work place skills related to economics. w Use technology to gather, sort, and organize information for a variety of purposes. w Complete written assignments related to producing, exchanging, consuming, saving, and investing. w Participate in problem solving simulations. w Identify and discuss work place skills. w Interview members of the community in selected career clusters. w Present project to class. w Role-play and practice job interview skills. w Explore corporate structure and decision-making.

ASSESSMENTS w Oral presentation evaluation w Rubrics for products/projects w Projects w Small group presentations w Research paper and evaluation w Teacher evaluation

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Geography GEOGRAPHY Grade 9-12

This course is designed to cover one or more of the following elements of geography as related to the world: political, cultural, physical, economic, and demographic.

The individual instructor will determine the specific content for this course based on available materials, resources, and the specific needs of the school site.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY w Understand the basic foundation of geography. w Understand construction and use of maps. w Explore interrelationships of land, water, and people. w Understand effects of climate on local and world environments. w Examine world cultures. w Evaluate economic systems of the world. w Analyze physical, climatic, economic, demographic, political, and cultural geography of the world.

POSSIBLE ACTIVITIES w Use technology to research the different kinds of geography. w Examine local land use policies. w Investigate careers in resource development, management, and conservation. w Examine the role the geographers play in political and social policy. w Use technology to explain the geography of your local area. w Use a variety of maps, globes, charts, and atlases to explore geographic and cultural concepts. w Examine the arts, literature, and music of various regions or cultures.

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ASSESSMENTS w Oral presentations w Rubric scored projects w Teacher evaluations

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Humanities Grade 10-12

This course is designed to teach world history and cultures with emphasis on the art, literature, music, laws, and religions of the world rather than political issues.

The individual instructor will determine the specific content for this course based on available materials, resources, and the specific needs of the school site.

IN ORDER TO MEET THESE STANDARDS STUDENTS NEED TO

MASTERY w Define culture. w Identify the seven (7) major religions of the world and their impact on cultures. w Identify architectural styles of major world cultures. w Understand government styles and law codes. w Study major pieces of literature written in cultures throughout time. w Recognize important artists and works of art styles used, and how they reflect society. w Define beauty and how it has changed. w Study the impact of minor religions on cultures (e.g., Skihism, Jainism). w Explore historical themes from the perspective of the arts.

POSSIBLE ACTIVITIES w Visit various religious houses. w Invite guest speakers from different cultures. w Map geographical/cultural items. w Produce artistic statements. w Complete research projects. w Analyze art forms.

ASSESSMENTS

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w Art recognition w Essays w Literature analysis w Opinion papers/research papers w Tests/quizzes

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Psychology Grades 11-12

This course introduces the student to the principles of psychology by examining the major theories and discovering how they relate to people in their environments. The course is designed to promote student curiosity about the causes of human behavior. Specific courses may emphasize either the scientific basis of psychology or the personal insight and adjustment side of psychology.

The five content domains cited by the American Psychological Association (APA) are Methods, Biopsychological, Cognitive, Developmental, and Socio-emotional. The Kenai Peninsula Borough School District courses are organized around these domains.

The individual instructor will determine the specific content for this course based on available materials, resources, and the specific needs of the school site.

In order to meet the APA National Standards for the Teaching of High School Psychology* students need to

MASTERY w Understand the methodological aspects of the discipline of psychology. w Improve in the ability to reason scientifically about human behavior. w Read and interpret psychological findings. w Use a variety of perspectives to explain causality. w Evaluate the quality of psychological findings. w Use psychological concepts to explain behavior. w Acknowledge the role of psychology in promoting human welfare. w Understand the biological basis of behavior. w Examine theories of intelligence. w Recognize the depth and complexity of behavior and mental processes. w Investigate patterns of behavior that are considered deviant or distressful in our culture, and understand how psychologists diagnose disorders.

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*A copy of the “National Standards for the Teaching of High School Psychology” can be found on the World Wide Web at http://www.apa.org/ed/natlstandards.html. POSSIBLE ACTIVITIES w Examine theories of personality (e.g., behavioral, cognitive, psychoanalytic, humanistic). w Demonstrate environmental effects on behavior. w Complete learning styles inventories. w Conduct research using a variety of appropriate and current research. w Produce brochures on psychological topics (e.g., how to improve memory). w Explore careers in psychology and related fields. w Conduct panel discussions on controversial topics in psychology. w Participate in debates on a variety of psychology topics (e.g., violence in the media and its influence on behavior). w Design an intelligence test. w Construct models (with corresponding keys) of brain structures and functions. w Participate in demonstrations of learning theories (e.g., shaping, classical conditioning). w Conduct surveys. w Read and analyze the works of leading figures in psychology, historical and current (e.g., Freud, Jung, Rogers, Maslow). w Review case studies in psychology. w Invite practicing psychologists to serve as guest speakers. w Create treatment plans for a variety of disorders.

ASSESSMENTS w Brochures w Case studies w Current event portfolios on selected topics w Debates w Diagrams and models w Essays w Journals w Lab write-ups w Multimedia presentations w Position papers w Research papers w Simulations and demonstrations w Small group presentations and projects (rubric- scored) w Tests and quizzes

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Kenai Peninsula Borough School District 148 N. Binkley Soldotna, AK 99669 Social Studies Curriculum Spring 2002 Table of Contents SOCIAL STUDIES CURRICULUM Sociology Grade 11-12 SOCIOLOGY Grade 11-12

This course introduces students to major social institutions in the United States and explores the role of the student as an individual and a member of society.

The individual instructor will determine the specific content for this course based on available materials, resources, and the specific needs of the school site.

In order to meet the National Council of Social Studies Standards for Sociology* students need to

MASTERY w Apply scientific method to sociology. w Understand the relationships among culture, society, and the individual. w Explore the functions of social institutions. w Investigate current events.

* A copy of the “National Council of Social Studies Standards for Sociology” can be found on the World Wide Web at http://www.ncss.org POSSIBLE ACTIVITIES

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w Explore elements of culture: ü language, ü social structure, ü customs, ü economic systems, ü religion, ü education, ü individual, ü family, ü authority structures, and/or ü childhood, adolescence, and adulthood. w Use technology to research and publish a social issue paper on a current U.S. social institution. w Visit a variety of social institutions: ü prison, ü schools, ü hospitals, and/or ü city hall. w Participate in seminars, panel discussions, and debates examining opposing view points on social issues. w Design questions for a variety of guest speakers: ü law enforcement, ü educators, ü physicians, ü politicians, ü social workers, ü elected officials, and/or ü religious leaders. w Explore careers and work place skills in sociology and related social science. w Use technology to gather, sort, and organize information for a variety of purposes.

ASSESSMENTS w Oral presentations w Research paper and evaluation w Rubrics for products/projects w Small group presentations w Teacher evaluation

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Elementary K-3 Literature/Supplemental Materials (Each school selected own student materials) Elementary 4 Our Country's Regions Macmillan/McGraw-Hill (2003) Elementary 5 Our Nation Macmillan/McGraw-Hill (2003) Elementary 6 Alaska: A land In Motion Nancy Warren Ferrell (2001) Alaska Through the Years KPBSD Homer Intermediate School Middle School 7 Ancient Civilizations (6th grade text) Harcourt Brace (2002) Middle School 8 Call to Freedom: Beginnings to 1877 Holt (2003) Secondary 10 World History: Continuity and Change Holt (1999) World History (Spielvogel) Glencoe (2003) Secondary 11 The Americans: Reconstruction through the McDougal Littlel (2002) 20th Century Secondary 12 McGruder's American Government Prentice Hall (2003) American Government Great Source (2000)

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