|
Social Studies Skills Objective
|
Students Will Be Introduced to the Process of...
|
Continued Reinforcement Will Be Placed on...
|
By Year’s End, Students Will be Able to...
|
4th
|
The Fourth Grade Social Studies Program is committed to educate our students to: Understand emigration and social change as it applies to the United States and themselves.
|
Recognizing other viewpoints and biases and interacting with them in speech and writing
The concept of oral history as a primary source in the context of immigration
|
Examination and evaluation of Cause and Effect
Making and evaluating inferences based on information and evidence
Understanding basic geographic terms and place names including: oceans, continents, countries, states and physical features
|
Analyze and interpret information from age-appropriate primary source documents both textual and visual
Memorize locations specific to study
Acquire and understand vocabulary specific to study
|
5th
|
The Fifth Grade Social Studies Program is committed to educate our students to reconstruct the past through the examination of artifacts, ancient texts, and secondary sources, and the application of critical thinking skills necessary for an ongoing study of history.
|
Analyzing maps and geographic resources to make substantial inferences about the relationship between the location of human settlements and geography
Interpreting the significance of resources and resource systems in the development of human geography
Recognizing multiple viewpoints and biases
Evaluating their inferences based on further evidence
Understanding chronology and how history can be studied in eras and ages
making connections to today from what is learned about the past
|
Using observable and explicit information to make reasonable inferences based on that evidence
Identifying and locating important sites, geographic areas and geographical features (rivers, mountains) on maps
Inquiry-based research of visual and textual primary sources
|
Use the experiences and activities of the study to make hypotheses and connections that apply to other civilizations
Memorize locations and events specific to the study of Mesopotamia and Egypt
acquire and use vocabulary specific to the study of Bronze Age cultures
|
6th
|
The Sixth Grade Social Studies Program is committed to educate our students to: Be historians who ask their own questions and make their own inferences about the classical past.
|
Examining and evaluating Cause and Effect
Archaeological Site Mapping, i.e.,:
- Developing a hypothesis from information on a map about a culture or to determine the effects of geography on a culture
|
Analyzing and interpreting information from documents and textual evidence
Analyzing and interpreting information from visual evidence
Understanding chronology and how history can be studied as periods and eras
Making and evaluating inferences based on information and evidence
Recognizing other viewpoints and biases and interacting with them in speech and writing
|
Acquiring vocabulary specific to study and demonstrate understanding
Memorize locations specific to study
Demonstrate mastery of basic geographic terms and place names (country names, physical features, and cities as they relate to curriculum)
|
7th
|
The Seventh Grade Social Studies Program is committed to educate our students to: Continue the journey of becoming mature and sophisticated historians through the study of the early modern period of Europe and the Middle East.
|
Integrating their understanding of the early modern world with what is unfolding in the world today
Making meaning of history in terms of the content, context, and significance of a primary or secondary source
Recognizing the variety of resources that are available to help them make these connections
|
Make connections between the history they are studying and current events
Analyze primary sources and secondary sources for Content,Context and Significance
Acquiring and integrating the vocabulary and concepts appropriate to the topic
|
Explain and support with details or quotations, information they have gained from primary and secondary sources, visual and textual and then to begin to critically analyze this information
Speak and write confidently about their understanding of chronology and how history can be studied as periods and eras
|
8th
|
The Eighth Grade Social Studies Program is committed to educate our students to: Become responsible and prepared students, ready to assume the demands of high school history study through a chronological survey of the US.
|
Independently managing the research and writing process, especially as it relates to structuring an essay or presentation, and developing a valid argument based on historical evidence
|
Analyzing and interpreting information from documents and textual evidence
Analyzing and interpreting information from visual evidence
Analyzing maps and geographic resources to make substantiated inferences about the relationship between the location of human settlements and geography
|
Examine and evaluate Cause and Effect
Make and evaluate inferences based on information and evidence
Recognize other viewpoints and biases and interact with them in speech and writing
|
|
Students Will Be Introduced to the Process of...
|
Continued Reinforcement Will Be Placed on...
|
By Year’s End, Students Will be Able to...
|
4th
|
Organizing and annotating primary and secondary sources
Analyzing primary and secondary sources for content, context and significance.
|
Social Studies reading skills learned and practiced in the First Program.
|
Organize and annotate primary and secondary sources
Select and recall factual information and differentiate between main ideas and supporting details.
|
5th
|
Reading non-fiction secondary sources critically and with purpose to gain a wider
Understanding of ancient city development.
Taking notes on non-fiction texts for research or study skills
|
Comprehending literature, as well as primary historical texts, of the time (translations and adaptations) in order to make cultural inferences.
Selecting and recalling information from non-fiction texts
Discriminating main ideas and essential information from non-essential in non-fiction texts
Organizing and annotating primary and secondary sources
|
Acquire vocabulary specific to study
Reading secondary source texts for main ideas
|
6th
|
Analyzing language of primary sources for the author’s perspective, audience, tone, and objective
|
Organizing and annotating primary and secondary sources
|
Acquiring vocabulary specific to study and demonstrating understanding
|
7th
|
Reading and analyzing more difficult primary source material with greater independence
|
Acquiring vocabulary specific to study and demonstrating understanding
Organizing and annotating primary and secondary sources
Understanding how to analyze a piece of text.
|
Reading and outlining a secondary source
Assessing a primary source for content, context, and significance
Annotating both primary and secondary source material
|
8th
|
Reading and independently selecting primary and secondary sources for the purposes of research and building an argument
|
Organizing and annotating primary and secondary sources
Analyzing language of primary sources for perspective, audience, tone, and the writer’s objective
|
Analyzing primary and secondary sources for content, context, and significance to support and defend an original thesis
Selecting and recalls factual information and can differentiate between main ideas and supporting details
Acquiring vocabulary specific to study and demonstrates understanding
|