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SS midterm
| Question | Answer |
|---|---|
| Knowledge of human societies | Social Understanding |
| Readiness and willingness to assume citizenship responsibilities (democratic citizenship) | Civic Competence |
| refers to the subject matter – the knowledge, values, and attitudes – that the program is to include | Scope |
| the order in which the various subject matters are to be presented | Sequence |
| What is the grade level for this scope and sequence Awareness of self in a social setting. | Kindergarten |
| What is the grade level for this scope and sequence Family and School. | First grade |
| What is the grade level for this scope and sequence neighborhood . | Second grade |
| What is the grade level for this scope and sequence communities. | Third grade |
| What is the grade level for this scope and sequence regions. | Fourth grade |
| What is the grade level for this scope and sequence People of the Americas: The U.S. and its Neighbors. | Fifth grade |
| What is the grade level for this scope and sequence People and Cultures: The Eastern Hemisphere. | Sixth grade |
| What took place yesterday, the week before, and the century before is what. | History |
| Historical knowledge and know-how: Help people develop better judgment Give us political intelligence - help us learn from others’ experience | Judgment |
| History builds children’s knowledge of the world’s peoples. History helps students understand peoples’ struggles and appreciate their humanity. Children see that many people live differently from how they do. Studying others helps students learn about | Empathy and self knowledge |
| History enlarges and excites children’s imagination- gives them new experiences. History introduces students to people behaving nobly and people behaving horribly, to inspiring ideas and despicable ones, and to remarkable events and ordinary life. | Imagination |
| The power to take action, to do something about personal and public problems. People are shaped by their circumstances and people can make a difference. Historical study helps children see that just as they have been shaped by the past, so will they sha | Agency |
| Long term thinking. The need to serve the long-term interests of the family, the community, and the planet. | The long view |
| Actual items used by people from another time period Often inspire children to engage in their own inquires as questions are sparked | Artifacts |
| are documents, images or artifacts that provide firsthand testimony or direct evidence concerning an historical topic under research investigation. | Primary source |
| are summaries of information taken from primary sources, such as the information found in school textbooks | Secondary source |
| is not limited to the study of politics and society; it also encompasses participation in classrooms and schools, neighborhoods, groups, and organizations. | Civics |
| Listen as well as talk. Encourage others to participate. Criticize ideas but not people. Support opinions with reasons Weigh alternatives. | Deliberation |
| Holding real elections Holding mock elections Preparing for an election Making a polling place Mock press conferences Speech competitions Deliberation Bulletin boards | Voting and elections |
| Saving a creek Getting out the vote Making a Difference: Giraffes Stick Their Necks Out Good neighbor club Adopt a part of the school Civic letter writing Creating Public information campaigns | Community service and actions |
| Knowledgeable deliberators Knowledgeable voters Knowledgeable community servants | Citizenship Knowledge |
| Individual rights to life, liberty, and the pursuit of happiness The public or common good Justice Equality of opportunity Diversity Responsibility | Citizenship values |
| Responsibility and civility Courage Fairness (justice) Other virtues | Citizenship Dispositions and Virtues |
| The study of how people (and governments and businesses and societies) decide to use limited resources. | Economics |
| Deals with individual households, companies, and markets Money Budgeting Banking Scarcity Opportunity cost Cost-benefit-analysis | Personal economics |
| Encompasses our nation as a whole and demonstrates how individuals and groups fit into our economy Supply and demand Gross National Product (GNP) Consumption Inflation Stock Market Goods and services Import/Export | Consumer economics |
| Refers to ways the economy affects or is affected by the conditions of our society. War Welfare Lottery Homeless Wealth Poverty Inflation Depression | Social economics |
| The study of human beings in their cultures and environments. | Anthropology |
| Broad social science that is concerned with social organizations- the way people organize themselves into groups, subgroups, social classes, and institutions | Sociology |
| is a field of study that enables us to find answers to questions about the world around us – about where things are and how and why they got there. derives from a Greek word meaning “writing about the Earth.” | Geography |
| Humans interacting on Earth This theme answers the question, “How do people, goods, and ideas get from one place to another?” | Movement |
| How they form and change This theme answers the question: “How are places alike?” | Regions |
| This theme answers the question, “What do people have to do to live there?” This theme considers how humans adapt and modify the environment. | Human-environment interaction |
| Position on Earth’s surface This theme answers the question, “Where is that?” Locations can be absolute of relative | Location |
| Physical and human characteristics This theme answers the question, “What is it like there?” Describes the human and physical characteristics of a location. | Place |
| A latitude and longitude (global location) or a street address (local location). | Absolute Location |
| Described by landmarks, time, direction, or distance from one place to another. | Relative location |
| What is it like there? What are the main languages, customs, and beliefs. How many people live, work, and visit a place. | Human characteristics |
| What kind of place is it? Landforms (mountains and rivers), climate, vegetation, wildlife, soil, etc. | Physical characteristics |
| How do humans and environment affect each other? | We depend on it. People depend on the Tennessee River for water and transportation. We modify it. People modify our environment by heating and cooling buildings for comfort. We adapt to it. We adapt to the environment by wearing clothing s |
| How are people, goods, ideas moved from place to place? | Human Movement Trucks, Trains, Planes Information Movement Phones, computer (email), mail Idea Movement How do fads move from place to place? TV, Radio, Magazines |
| How are Regions similar to and different from other places? | Formal Regions Regions defined by governmental or administrative boundaries (states, countries, cities) Regions defined by similar characteristics (Corn Belt, Rocky Mountain region, Chinatown). Functional Regions Regions defined by a function (n |
| Focuses solely on the state and national boundaries of a place. Usually, the first type of map that students are introduced to in school. A typical example of a political map would be one showing the 50 U.S. states and their borders along with the Unit | Political map |
| Designed to show the natural landscape features of Earth. Generally show things like mountains, oceans, seas, rivers, and lake, etc. Bodies of water are commonly shown in blue. Different elevations are shown in different colors (For example, mountains | Physical maps |
| Similar to physical map in that it shows different physical landscape features. Uses contour lines instead of colors to show changes in the landscape. Frequently used by hunters, hikers, skiers, and others seeking outdoor recreation. | Topographic maps |
| Shows information about the climate of an area Can show things like the specific climate zones of an area based on the temperature, the amount of snow an area receives or the average number of cloudy days. Normally use colors to show different climatic | Climate maps |
| Most widely used map type Show major and minor highways and roads as well as things like airports, cities, and points of interest such as parks, campgrounds, and monuments. Google Maps is the world’s most popular online mapping system. Google Earth all | Road maps |
| By international agreement there are 24 time zones around the world. Time zone maps are reference maps that people use to determine the time in different parts of the world. | Time zone maps |
| Shows the democratic states in blue Shows the republic state in red | Election maps |
| is interpreted reasoning using evidence found in primary sources, artifacts, and secondary sources. | Historical Reasoning |
| What are the 3 facets of economic education | Personal Economics Consumer Economics Social economics |
| Regions defined by governmental or administrative boundaries (states, countries, cities) Regions defined by similar characteristics (Corn Belt, Rocky Mountain region, Chinatown). | Formal region |
| Regions defined by a function (newspaper service area, cell phone coverage area). | Functional region |
| Change and Continuity in American Democracy | Democracy |
| The Gathering and Interactions of Peoples, Cultures, and Ideas | Culture |
| Economic and Technological Changes and Their Relation to Society, Ideas, and the Environment | Technology |
| The Changing Role of America in the World. | World role |
| Trains, planes, and trucks | Human Movement |
| Phones, computer, email, and mail | Information movement |
| TV, radio, magazines. | Idea movement |
| On the Tennessee river for eater and transportation. | We depend on it |
| Our environment by heating and cooling buildings for confort | We modify it |
| To the environment by wearing clothing suitable for summer (shorts) and winter (Coats), rain and shine. | We adopt to it |
Created by:
karlie2004