This document contains the Westlake City Schools’ Social Studies Course of Study completed at the end of the 2003-2004 school year. The Social Studies Course of Study has been reviewed and was approved by the Westlake City Schools’ Board of Education on May 20, 2004.

Committee Members..............................................................................................	Page	2
District Beliefs, Vision and Mission....................................................................	Page	3
Introduction............................................................................................................	Page	5
Scope and Sequence..............................................................................................	Page	7
Philosophy and Goals............................................................................................	Page	10
Social Studies Standards.......................................................................................	Page	11
Kindergarten...........................................................................................................	Page	14
Grade One................................................................................................................	Page	22
Grade Two...............................................................................................................	Page	32
Grade Three.............................................................................................................	Page	43
Grade Four...............................................................................................................	Page	56
Grade Five................................................................................................................	Page	70
Grade Six..................................................................................................................	Page	83
Grade Seven............................................................................................................	Page	99
Grade Eight..............................................................................................................	Page	112
9^th Grade World History.........................................................................................	Page	130
English 9/World History Interdisciplinary.........................................................	Page	148
10^th Grade American History ................................................................................	Page	163
English 10/20^th Century American History.........................................................	Page	181
12^th Grade American Government.........................................................................	Page	198
American Government: We The People..............................................................	Page	215
Contemporary Thought and Issues................................................................................................................................... Ecology Honors	Page	232
Applied Economics................................................................................................	Page	242
Economic Principles................................................................................................................................... Ecology Honors	Page	253
Global Awareness..................................................................................................	Page	265
Global Geography...................................................................................................	Page	277
Law...........................................................................................................................	Page	289
Ohio Mock Trial......................................................................................................	Page	299
Psychology.............................................................................................................	Page	300
High School Course Offerings................................................................................................................................... Ecology Honors	Page	310
Advanced Placement Statement................................................................................................................................... Ecology Honors	Page	315
Assessment.............................................................................................................	Page	316

Kindergarten

A Child’s Place in Time and Space

The kindergarten year is a time for getting acquainted with the school setting and routines. Students begin to understand the importance of rules, responsibility and decision-making. They are introduced to the cultural heritage of the United States and democratic principles through the study of national symbols and holidays. They also learn about other cultures so that they can begin to form concepts about the world beyond their own classroom and community.

Grade One

Families Now and Long Ago, Near and Far

The first-grade year builds on the concepts developed in kindergarten by focusing on the individual as a member of a family. Students begin to understand how families lived long ago and how they live in other cultures. They develop concepts about how the world is organized spatially through beginning map skills. They build the foundations for understanding principles of government and their role as citizens.

Grade Two

People Working Together

Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago in the United States and in other parts of the world. They become familiar with biographies of people whose work has made a difference and use historical artifacts as clues to the past. They deepen their knowledge of diverse cultures and begin to understand how cooperation can help to achieve goals.

Grade Three

Communities: Past and Present, Near and Far

The local community serves as the focal point for third grade as students begin to understand how their community has changed over time and to make comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how communities are governed and how the local economy is organized.

Grade Four

Ohio: Its Past, Its Location, Its Government

The state of Ohio is the focus for fourth grade. Students learn about the geography, history, government and economy of their state. They learn about issues and ways that citizens participate in Ohio’s government. Students develop their research skills through individual and group activities.

Grade Five

Regions and People of North America

The fifth-grade year focuses on the geography of the continent of North America. Students learn how people came to the continent and about the land and resources that they found. Citizenship skills build as students learn about U.S. history and the democratic government of the United States. Students continue to develop their research skills by obtaining information from multiple sources.

Grade Six

Regions and People of the World

The sixth-grade year focuses on the study of world regions. The concentration is geographic rather than historic. Students study some of the earliest people who lived in each region in order to understand how humans interacted with the environmental conditions at that time. Connections are made to present-day world regions including characteristics of governments and economic interactions.

Grade Seven

World Studies from 1000 B.C. to 1750:

Ancient Civilizations Through the First Global Age

In the seventh grade, students begin the four-year historical sequence with a study of the ancient world. This study incorporates each of the seven standards into the chronology. Students learn that each historic event is shaped by its geographic setting, culture of the people, economic conditions, governmental decisions and citizen action. Students also expand their command of social studies skills and methods.

Grade Eight

U.S. Studies from 1607 to 1877: Colonization Through Reconstruction

The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study incorporates each of the seven standards into the chronology. While students are studying a particular historic event in the United States they also look at its geographic settings, economic implications, developments in government and the role of citizens.

Grade Nine

World Studies form 1750 to the Present: Age of Revolutions Through the 20^th Century

Ninth-grade students continue the chronological study of world history. This study incorporates each of the seven standards. As students study historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government. Students gain a deeper understanding of the role of citizens and continue to develop their research skills.

Grade Ten

U.S. Studies form 1877 to the Present: Post-Reconstruction Through the 20^th Century

Tenth-grade students continue the chronological study of the history of the United States with emphasis on domestic affairs. They study incorporates each of the seven standards. As students study historic eras, they consider the geographic, cultural, economic and governmental changes that have occurred. Students develop a deeper understanding of their role as citizens and continue to expand their command of social studies skills and methods.

Grade Eleven

Preparing for Citizenship

The 11^th grade year serves as a capstone in which students apply the knowledge and skills that they have learned during previous grades. It focuses on current events and recent history while allowing students to choose topics of particular interest. Students demonstrate skills necessary for active, effective citizenship.

Grade Twelve

Political and Economic Decisions

The focus of 12^th grade is an in-depth study of the U.S. government and economy. This study incorporates all seven standards. Students study the historic roots of the political system and how it has changed over time. They continue to develop an understanding of the rights and responsibilities of citizenship, as well as personal economic responsibilities.

National Council for the Social Studies Curriculum Standards

The ten themes that form the framework of the National Council for the Social Studies (NCSS) social studies standards are:

I. Culture

The study of culture prepares students to ask and answer questions such as : What are the common characteristics of different cultures? How do belief systems, such as religion or political ideas, influence other parts of the culture? How does the culture change to accommodate different ideas and beliefs? What does language tell us about the culture?

II. Time, Continuity and Change

Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows one to develop a historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change?

III. People, Places and Environment

The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world beyond their personal locations. Students need the knowledge, skills and understanding to ask and answer questions such as: Where are things located? Why are they located where they are? What do we mean by region? How do landforms change? What implications do these changes have for people?

IV. Individual Development and Identity

Personal identity is shaped by one’s culture, by groups, and by institutional influences. Students should consider such questions as: How do people learn? Why do people behave as they do? What influences how people learn, perceive and grow? How do people meet their basic needs in a variety of contexts? How do individuals develop from youth to adulthood?

V. Individuals, Group and Institutions

Institutions such as schools, churches, families, government agencies and the courts play an integral role in people’s lives. It is important that students learns how institutions are formed, what controls and influences the, how they influence individuals and culture, and how they are maintained or changed. Students may address such questions as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role in institutional change?

VI. Power, Authority and Governance

Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. In exploring this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained, used and justified? What is legitimate authority? How are governments created, structured, maintained and changed? How can individual rights be protected within the context of majority rule?

VII. Production, Distribution and Consumption

Because people have wants that often exceed the resources available to them, a variety of ways have evolved to answer such questions as: What is to be produced? How is production to be organized? How are goods and services to be distributed? What is the most effective allocation of the factors of production (land, labor, capital, and management)?

VIII. Science, Technology and Society

Modern life as we know it would be impossible without technology and the science that supports it. But technology brings with it many questions: Is new technology always better than old? What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated? How can we cope with the ever-increasing pace of change? How can we manage technology so that the greatest number of people benefit from it? How can we preserve our fundamental values and beliefs in the midst of technological change?

IX. Global Connections

The realities of global interdependence require understanding the increasingly important and diverse global connections among world societies and the frequent tension between national interests and global priorities. Students will need to be able to address such international issues as health care, the environment, human rights, economic competition and interdependence, ago-old ethic enmities, and political and military alliances.

X. Civic Ideals and Practices

An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Students confront such questions as: What is civic participation and how can I be involved? What is the role of the citizen in the community and the nation, and as a member of the world community? How can I make a positive difference?

Grade K

Course Description:

Kindergarten - A Child’s Place in Time and Space

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Use a calendar to determine the day, week, month and year.

Recite the days of the week.

Benchmark B: Place events in correct order on a time line.

Use vocabulary associated with time to distinguish broad categories of historical time such as long ago, yesterday, today and tomorrow.

Demonstrate understanding of one’s own personal life history (e.g., birth, toddler and preschool).

Benchmark C: Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.

No indicators present for this benchmark.

Benchmark D: Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States.

Recognize state and federal holidays and explain their significance.

Listen to and discuss songs, poetry, literature and drama that reflect the cultural heritages of the people of the United States.

People in Societies

Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

Benchmark A: Identify practices and products of diverse cultures.

Identify ways that individuals in the family, school and community are unique and ways that they are the same.

Benchmark B: Identify ways that different cultures within the United States and the world have shaped our national heritage.

Identify different cultures through the study of holidays, customs and traditions utilizing language, stories, folktales, music and the arts.

Geography

Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

Benchmark A: Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations.

Identify and correctly use terms related to location, direction and distance including:

a.	Up/Down;
b.	Over/Under;
c.	Here/There;
d.	Front/Back;
e.	Behind/In front of

Recite home address

Make models and maps representing real places including the classroom.

Distinguish between land and water on maps and globes.

Benchmark B: Identify physical and human features of places.

Demonstrate familiarity with the school’s layout.

Describe the immediate surrounding of home (e.g., streets, building, fields, woods or lakes).

Benchmark C: Explain how the environmental processes influence human activity and ways humans depend on and adapt to the environment.

Identify key natural resources that are used in the students’ daily lives.

Economics

Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.

Benchmark A: Explain how the scarcity of resources requires people to make choices to satisfy their wants.

Recognize that people have many wants.

Explain how people make decisions in order to satisfy their wants.

Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.

Identify goods and services.

Benchmark C: Explain ways that people may obtain goods and services.

No indicators present for this benchmark.

Government

Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

Benchmark A: Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority.

Identify authority figures in the home, school and community.

Benchmark B: Recognize and explain the importance of symbols and landmarks of the United States.

Recognize symbols of the United States that represent its democracy and values including:

The national flag;

The Pledge of Allegiance.

Benchmark C: Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.

Identify purposes for having rules and ways that they provide order, security and safety in the home, school and community.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Describe the results of cooperation in group settings and demonstrate the necessary skills.

Participate and cooperate in classroom activities.

Social Studies Skills and Methods

Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

Benchmark A: Obtain information from oral, visual, print and electronic sources.

Listen for information.

Benchmark B: Predict outcomes based on factual information.

Sort objects or pictures according to appropriate criteria.

Compare similarities and differences among objects or pictures.

Benchmark C: Communicate information orally, visually or in writing.

Communicate information.

Benchmark D: Identify a problem and work in groups to solve it.

Work with others by sharing, taking turns and raising hand to speak.

Technology Standard I

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Introduce the use of a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Introduce the use of draw and paint applications.

Introduce the use of electronic resources to practice skills and remediate deficits.

Technology Standard II

The student as en effective communicator through a variety of appropriate technologies/media.

Benchmark A: Publishing - design, develop, publish and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard III

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Introduce terminology related to technology.

Technology Standard IV

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Grade 1

Course Description:

Grade One: Families Now and Long Ago, Near and Far

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Use a calendar to determine the day, week, month and year.

Recite the months of the year.

Benchmark B: Place events in correct order on a time line.

Place events from one’s own life in chronological order.

Distinguish among past, present and future.

Benchmark C: Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.

Raise questions about how families lived in the past and use photographs, letters, artifacts and books to clarify what is known and what is unknown.

Compare past and present, near and far, with emphasis on daily life including:

The roles of men, women and children;

The identification of basic human needs;

Various ways people meet human needs.

Benchmark D: Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States.

Relate stories of the heroism and the achievements of the people associated with state and federal holidays.

People in Societies

Benchmark A: Identify practices and products of diverse cultures.

Describe similarities and differences in the ways different cultures meet common human needs including:

a.	Food;
b.	Clothing;
c.	Shelter;
d.	Language;
e.	Artistic expressions.

Benchmark B: Identify ways that different cultures within the United States and the world have shaped our national heritage.

Identify cultural practices of a culture on each continent through the study of the folktales, music and art created by people living in the culture.

Describe family and local community customs and traditions.

Describe life in other countries with emphasis on daily life, including roles of men, women and children.

Geography

Benchmark A: Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations.

Identify and correctly use terms related to location, direction and distance including:

Left/Right

Near/Far

Construct simple maps and models using symbols to represent familiar places (e.g., classroom, school or neighborhood).

Identify and use symbols to locate places of significance on maps and globes.

Locate the local community, state and the United States on maps or globes.

Benchmark B: Identify physical and human features of places.

Identify and describe the physical features (lake, river, hill, mountain, forest) and human features (town, city, farm, park, playground, house, traffic signs/signals) of places in the community.

Compare areas within the local community to identify similarities.

Benchmark C: Explain how the environmental processes influence human activity and ways humans depend on and adapt to the environment.

Describe human adaptations to variations in the physical environment including:

a.	Food;
b.	Clothing;
c.	Shelter;
d.	Transportation;
e.	Recreation.

Economics

Benchmark A: Explain how the scarcity of resources requires people to make choices to satisfy their wants.

Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices.

Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.

Describe the ways people produce, consume and exchange goods and services in their community.

Benchmark C: Explain ways that people may obtain goods and services.

Explain ways that people may obtain goods and services that they do not produce including the use of money and barter.

Government

Benchmark A: Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority.

Recognize the role of authority figures in providing for the safety and security of individuals.

Explain how voting can be used to make group decisions.

Benchmark B: Recognize and explain the importance of symbols and landmarks of the United States.

Recognize symbols of the United States that represent its democracy and values including:

a.	The bald eagle;
b.	The White House;
c.	The Statue of Liberty;
d.	The national anthem.

Benchmark C: Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.

Recognize the need for rules in different settings and the need for fairness in such rules.

Discuss the consequences of violating rules.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Describe the results of cooperation in group settings and demonstrate the necessary skills.

Demonstrate the importance of fair play, good sportsmanship, respect for the rights and opinions of others and the idea of treating others the way you want to be treated.

Benchmark B: Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

Demonstrate self-direction in school tasks.

Demonstrate accountability for actions.

Demonstrate pride in personal accomplishments.

Demonstrate citizenship traits including:

a.	Trustworthiness;
b.	Fairness;
c.	Self-control;
d.	Respect for those in authority.

Social Studies Skills and Methods

Benchmark A: Obtain information from oral, visual, print and electronic sources.

Obtain information about a topic using a variety of oral and visual sources.

Benchmark B: Predict outcomes based on factual information.

Sequence information.

Determine categories for sorting information.

Identify main ideas from oral, visual and print sources.

Benchmark C: Communicate information orally, visually or in writing.

Communicate information orally or visually.

Benchmark D: Identify a problem and work in groups to solve it.

Display courtesy and respect for others in group settings including:

Staying on the topic;

Focusing attention on the speaker.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Introduce the use of the Internet and other electronic resources for research and digital media retrieval.

Introduce the use of electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.

Use draw and paint applications.

Use electronic resources to practice skills and remediate deficits.

Technology Standard III

The student as en effective communicator through a variety of appropriate technologies/media.

Print, post, publish and/or distribute technology products.

Technology Standard IV

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Technology Standard V

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Grade One: Families Now and Long Ago, Near and Far

Note: These important terms are contained in the grade one Grade Level Indicators

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

achievements

artifacts

calendar

daily life

heroism

human needs

months

near/far

past, present,

future

roles

community

customs

community

traditions

continent

cultural practices

cultures:

clothing

food

language

shelter

artistic

expressions

differences similarities

adaptations

direction

left/right

near/far

globes

human features:

town

city

farm

park

playground

house

traffic signs/

symbols

local community

maps

models

physical

environment

physical features:

forest

hill

lake

mountain

river

recreation

symbols

transportation

barter

choices

consume services

exchange goods

money

produce

scarce resources

authority figures

consequences

democracy

fairness

group decisions

rules

security

symbols of U.S.:

bald eagle

national anthem

Statue of Liberty

White House

voting

fair play

good

sportsmanship

respect for those in

authority

trustworthiness

courtesy

main ideas

Note: This presentation of Standards-based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

Must Introduce

#1.

time lines:

beginning

middle

end

#6.

hero

Must Introduce

#4.

compass rose

country (USA)

map key

(N/S/E/W)

state (Ohio)

world

Must Introduce

#1.

earn

limited resources

organize data

production resources

scarcity (trade-off)

save

spend

Must Introduce

#1.

facts/opinions

laws

Must Introduce

#1.

cooperation

honest

#2.

responsibility

self-direction

#5.

citizenship

Must Introduce

#1.

facts/opinions

Grade 2

Course Description:

Grade Two - People Working Together

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Use a calendar to determine the day, week, month and year.

Measure calendar time by days, weeks, months and years.

List the days of the week and months of the year in order.

Benchmark B: Place events in correct order on a time line.

Place a series of related events in chronological order on a time line.

Benchmark C: Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.

Use historical artifacts, photographs, biographies, maps, diaries and folklore to answer questions about daily life in the past.

Identify the work that people performed to make a living in the past and explain how jobs in the past are similar and/or different from those of today.

Identify and describe examples of how science and technology have changed the daily lives of people and compare:

Forms of communication from the past and present;

Forms of transportation from the past and present.

Benchmark D: Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States.

Recognize the importance of individual action and character and explain how they have made a difference in others’ lives with emphasis on the importance of:

Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman, Abraham Lincoln, Sojourner Truth, Susan B. Anthony and Martin Luther King Jr.);

Explorers, inventors and scientists (e.g., George Washington Carver, Thomas Edison, Charles Drew, Rachel Carson and Neil Armstrong).

People in Societies

Benchmark A: Identify practices and products of diverse cultures.

Describe the cultural practices and products of people on different continents.

Benchmark B: Identify ways that different cultures within the United States and the world have shaped our national heritage.

Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture.

Explain how contributions of different cultures within the United States have influenced our common national heritage.

Describe the contributions of significant individuals, including artisans, inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States.

Geography

Benchmark A: Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations.

Read and interpret a variety of maps.

Construct a map that includes a map title and key that explains all symbols that are used.

Name and locate the continents and oceans.

Benchmark B: Identify physical and human features of places.

Describe and locate landforms (plateaus, islands, hills, mountains, valleys) and bodies of water (creeks, ponds, lakes, oceans) in photographs, maps and 3-D models.

Benchmark C: Explain how the environmental processes influence human activity and ways humans depend on and adapt to the environment.

Compare how land is used in urban, suburban and rural environments.

Identify ways in which people have responded to and modified the physical environment such as building roads and clearing land for urban development.

Economics

Benchmark A: Explain how the scarcity of resources requires people to make choices to satisfy their wants.

Explain how resources can be used in various ways (e.g., a bushel of corn could be fed to cows, used to make sweetener, or converted to fuel).

Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.

Explain how people are both buyers and sellers of goods and services.

Recognize that most people work in jobs in which they produce a few special goods or services.

Explain why people in different parts of the world earn a living in a variety of ways.

Benchmark C: Explain ways that people may obtain goods and services.

Recognize that money is a generally accepted medium of exchange for goods and services and that different countries use different forms of money.

Government

Benchmark A: Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority.

Identify leaders such as mayor, governor and president, and explain that they are elected by the people.

Explain how a system of government provides order to a group such as a school or community and why government is necessary including:

a.	Making and enforcing laws;
b.	Providing leadership;
c.	Providing services;
d.	Resolving disputes.

Benchmark B: Recognize and explain the importance of symbols and landmarks of the United States.

Explain the importance of landmarks in the United States and the ideals that they represent including:

The Washington Monument:

The Jefferson Memorial;

The Lincoln Memorial.

Benchmark C: Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.

Explain the purpose of rules in the workplace.

Predict the consequences of following rules or violating rules in different settings.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Describe the results of cooperation in group settings and demonstrate the necessary skills.

Demonstrate skills and explain the benefits of cooperation when working in group settings:

Manage conflict peacefully;

Display courtesy;

Respect others.

Benchmark B: Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

Demonstrate self-direction in tasks within the school community (e.g., classroom, cafeteria and playground).

Demonstrate citizenship traits including:

a.	Honesty;
b.	Self-assurance;
c.	Respect for the rights of others;
d.	Persistence;
e.	Patriotism.

Social Studies Skills and Methods

Benchmark A: Obtain information from oral, visual, print and electronic sources.

Obtain information from oral, visual and print sources.

Identify sources used to gather information:

People;

Printed materials;

Electronic sources.

Benchmark B: Predict outcomes based on factual information.

Predict the next event in a sequence.

Distinguish the difference between fact and fiction in oral, visual and print materials.

Benchmark C: Communicate information orally, visually or in writing.

Communicate information in writing.

Benchmark D: Identify a problem and work in groups to solve it.

Use problem-solving/decision-making skills to identify a problem and gather information while working independently and in groups.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Use the Internet and other electronic resources for research and digital media retrieval.

Use electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.

Use draw and paint applications.

Use electronic resources to practice skills and remediate deficits.

Technology Standard III

The student as en effective communicator through a variety of appropriate technologies/media.

Create multimedia and/or online projects.

Present multimedia and/or online projects to audiences inside and outside the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard IV

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Goal 1:	Students will gather information using a variety of resources and technology to develop skills that actively engage learners in all fields of social studies.
Goal 2:	Students will explain how the world’s people cope with the challenges of existence, examine issues from multiple perspectives, and respond to individual and cultural diversity.
Goal 3:	Students will explore economic, geographic, historical, social and political concepts and understand their influence on individuals and groups.
Goal 4:	Students will make informed judgments and decisions, and act in accordance with democratic processes and principles.

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DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

VISION STATEMENT

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Course Description:

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

Technology Standard I

Technology Standard II

Technology Standard III

Technology Standard IV

Kindergarten: A Child’s Place in Time and Space

History

Must Introduce

Course Description:

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

Technology Standard I

Technology Standard II

Technology Standard III

Technology Standard IV

Technology Standard V

Grade One: Families Now and Long Ago, Near and Far

History

History

Must Introduce

Course Description:

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

Technology Standard I

Technology Standard II

Technology Standard III

Technology Standard IV