Missoula Area Curriculum Consortium Kindergarten-Grade 12 SOCIAL STUDIES CURRICULUM May 6, 2009 Alberton K-12, Bonner Elementary, Clinton Elementary, DeSmet Elementary, Drummond K-12, Florence-Carlton K-12, Frenchtown K-12, Lolo Elementary, Potomac Elementary, Seeley Lake Elementary, Sunset Elementary, Superior K-12, Swan Valley Elementary, Valley Christian K-12, Woodman Elementary TABLE OF CONTENTS MCCC 2008-2009 K-12 SOCIAL STUDIES COMMITTEE MEMBERS 1 MCCC STUDENT EXPECTATIONS 3 CURRICULUM PHILOSOPHY 3 GUIDING PRINCIPLES 4 CONTENT SCOPE AND SEQUENCE 5 SOCIAL STUDIES STANDARDS 6 NCSS CURRICULUM STANDARDS FOR SOCIAL STUDIES 6 LEARNER COMPETENCIES 8 MEETING DIVERSE STUDENT NEEDS 8 MONTANA CODE ANNOTATED-INDIAN EDUCATION FOR ALL 9 TEACHING ABOUT CONTROVERSIAL ISSUES 10 ASSESSMENT 10 GRADE/COURSE LEVEL LEARNER COMPETENCIES: Kindergarten: Learning and Working Now and Long Ago 11 Grade 1: A Child’s Place in Time and Space 15 Grade 2: People Who Make a Difference 20 Grade 3: Community and Change 23 Grade 4: Montana and Regions of the United States 28 Grade 5: United States History and Geography: Beginnings to 1850 31 Grade 6: World History and Geography: Ancient Civilizations 39 Grade 7: World History and Geography: Medieval and Early Modern Times 48 Grade 8: United States History and Geography: Constitution to WWI 59 Grade 6-8: Historical and Social Sciences Analysis Skills 71 Grades 9-12: World Geography 72 Grades 9-12: Montana: People and Issues 76 Grades 9-12: Modern World History 79 Grades 9-12: Ancient World History 87 Grade 10: Modern World History/Honors English 2 93 Grades 10-12: Psychology 98 Grades 10-12: Sociology and Criminology 104 Grades 11-12: World Issues Seminar 111 Grades 11-12: United States History: World War I to Present 117 Grades 11-12: Advanced Placement: United States History 123 Grades 12: United States Government and the Political Economy 131 Grades 12: Advanced Placement United States Government and the Political Economy 140 Grades 12: Comparative Political Systems 145 APPENDIX INSTRUCTIONAL PRACTICES 151 READING COMPREHENSION STRATEGIES 153 BEST PRACTICES IN SOCIAL STUDIES 154 HABITS OF MIND—HISTORY 155 ESSENTIAL SKILLS FOR SOCIAL STUDIES: Acquiring Information 156 Organizing & Using Information 160 Interpersonal Relationships & Social Participation 164 SOCIAL STUDIES WEBSITES 165 SOCIAL STUDIES MATERIALS SELECTION INSTRUMENT 173 MISSOULA AREA CURRICULUM CONSORTIUM 2008-2009 K-12 SOCIAL STUDIES COMMITTEE MEMBERS AND CONSORTIUM MEMBER DISTRICTS Marlene Froelich Alberton SD #2 Jean Belangie PO Box 330 Jessica Cox 306 Railroad Avenue Maureen Edwards Alberton, MT 59820 Sandy Welch 406/722-4413 Sue Peterson Fax: 406/722-3040 Lolo Elementary SD #7 11395 Highway 93 South Marlene Greil Lolo, MT 59847 Jack Swenk 406/273-6686 (K-4) Bonner Elementary SD #14 406/273-6141 (5-8) PO Box 1004 Fax: 406/273-2628 Bonner, MT 59823 406/258-6151 John Arvish Fax: 406/258-6153 Kim Kingston, Principal Potomac Elementary SD #11 Rachal Edwards 29750 Potomac Road Clinton Elementary SD #32 Bonner, MT 59823 PO Box 250 406/244-5581 Clinton, MT 59825 Fax: 406/244-5840 406/825-3113 Fax: 406/825-3114 Seeley Lake Elementary SD #34 PO Box 840 DeSmet Elementary SD #20 Seeley Lake, MT 59868 6355 Padre Lane 406/677-2265 Missoula, MT 59802 Fax: 406/677-2264 406/549-4994 Fax: 406/549-4994 Sunset Elementary SD #30 PO Box 344 Caleb Hutchins Greenough, MT 59836 Clint Barkell 406/244-5542 Janet Hauptman Drummond School District #11 Superior School District #3 PO Box 349 PO Box 400 Drummond, MT 59832 Superior, MT 59872 406/288-3281 406/822-3600 406/288-3299 (fax) 406/822-3601 (fax) Karen Branzell Colleen Kesterson Rachel Camp Susan Bracha Leanne Deschamps Swan Valley Elementary SD #33 Scott Stiegler 6423 Highway 83 Archie Tamietti Condon, MT 59826 Florence-Carlton SD #15-6 406/754-2320 5602 Old Highway 93 South Fax: 406/754-2627 Florence, MT 59833 406/273-6741 (K-5) Cyndi Parsons 406/273-0547 (6-8) Valley Christian 406/273-6301 (9-12) 2526 Sunset Lane Fax: 406/273-2802 Missoula, MT 59804 406/549-0482 Dalene Normand Fax: 406/549-5047 Carol Flint John Fred Woodman Elementary SD #18 Merle Johnston 18740 Highway 12 West Judy McKay, 4-6 Principal Lolo, MT 59847 Frenchtown School District #40 406/273-6770 PO Box 117 Frenchtown MT 59834 Christine Kuschel, Ed.D. 406/626-5762 Professional Consultant 406/626-4571 406/251-5885 MISSOULA AREA CURRICULUM CONSORTIUM STUDENT EXPECTATIONS By the time MACC students reach grade 12, it is expected that they will achieve the following skills, perspectives, and behaviors: 1. Read, write, compute, and communicate effectively 2. Know how to access, evaluate, and use information 3. Think creatively and critically 4. Solve problems cooperatively and individually 5. Use technology effectively 6. Recognize and develop their talents 7. Respect themselves and the rights and property of others 8. Appreciate world events, history, and cultural diversity 9. Appreciate and participate in the fine and performing arts 10. Understand, appreciate, and practice healthy lifestyle 11. Be committed to active citizenship, and community service 12. Continue to learn, grow, and adapt to a rapidly changing job market and world. CURRICULUM PHILOSOPHY Those who study history and social science develop an appreciation of how ideas, events, and individuals have produced change over time and recognize the conditions and forces that maintain continuity within human societies. They understand the value, the importance, and the fragility of democratic institutions and develop a keen sense of ethics and citizenship. They come to care deeply about the quality of life in their community, their nation, and their world. They see the connection between ideas and behavior, between the values and ideals that people hold and the ethical consequences of those beliefs. They learn about the cultures, societies, and economic systems that prevail in other parts of the world and recognize the political and cultural barriers that divide people, as well as the common human qualities that unite them. These opportunities afforded by a study of history and the social sciences must be provided to all students in order to ensure they are prepared to participate effectively as citizens in our democratic society and in our increasingly global society. This social studies curriculum is based on guiding principles developed by the full committee as a result of its study of current research in best practices and strategies in social studies. Most of these principles can be placed in one of three categories: Knowledge and Cultural Understanding, incorporating learnings from history and the other humanities, geography, and the social sciences; Democratic Understanding and Civic Values, incorporating an understanding of our national identity, constitutional heritage, civic values, and rights and responsibilities; and Skills Attainment and Social Participation, including basic study skills, critical thinking skills, and participation skills that are essential for effective citizenship. 4 GUIDING PRINCIPLES Knowledge and Cultural Understanding 1. Major historical events and periods are best studied within a recognizable chronology. 2. The teaching of history and social science requires both an integrated and correlated approach. To understand human events, students must understand the characteristics of the places in which those events occurred. 3. The study of history is enriched by literature, both literature of the period and literature about the period, and by primary source documents. 4. Major historical events and periods must be studied in depth as opposed to superficial skimming of enormous amounts of material. 5. An effective curriculum is sequential; knowledge and understanding are built up in a carefully planned and systematic fashion from kindergarten through grade twelve. 6. A multicultural perspective must be incorporated throughout the history and social science curriculum, connecting the past to the present and emphasizing indigenous people. The history of community, state, region, nation, and world must reflect the experiences of men and women and of different racial, religious, and ethnic groups. Students should develop respect for the human dignity of all people and understanding of different cultures and ways of life. 7. Teachers must present controversial issues honestly and accurately within their historical or contemporary context. Through the study of controversial issues, students learn that judgments must be based on reasonable evidence and not on bias and emotion. 8. The importance of religion in human history must be acknowledged. Students must become familiar with the basic ideas of the major religious and ethical traditions of each time and place… and the role of religion in the founding of this country. 9. A variety of content-appropriate teaching methods that engage students actively in the learning process are necessary. 10. Political economics must be a part of the social studies curriculum. Students must understand the basic economic problems confronting all societies. 11. Social studies must always connect the past to the present. Current events and an awareness of changing historical interpretations must be an integral part of the curriculum. 12. Learn about the cultural heritage and contemporary contributions of American Indians, with particular emphasis on Montana Indian tribal groups and governments. Democratic Understanding and Civic Values 1. The development of civic and democratic values is an integral element of good citizenship. Students must appreciate the value and fragility of our democracy. Students must understand the qualities and individual responsibilities required of citizens in a democracy for the full realization of this government’s highest ideals. 2. Frequent study and discussion of the fundamental principles embodied in the United States Constitution and the Bill of Rights are essential. Students must understand the nation’s constitutional heritage and the principles of the Constitution that created our democratic form of government. Students must understand political and social systems, the relationship between a society and its laws, and the differences between democratic and non-democratic political systems.