Civics and Government :: RESA, MAISA MC3 Units :: Grade 10 :: Wayne RESA – SS :: Social Studies

Title: Civics and Government
This one-semester course deepens students’ knowledge of government, with a particular focus on national, state, and local government in America. Through discussion and writing, they practice making reasoned decisions about matters of public policy. Five questions guide students’ study: What are civic life, politics, and government?; What are the origins and foundations of the American political system?; How does the government established by the Constitution function to embody the purposes, values, and principles of American constitutional democracy?; What is the relationship of the United States to other nations and its role in world affairs?; and, What are the roles of citizens in American society? Students engage in investigations, analysis, and arguments about civic life in the Untied States and the role of the United States in the world. In making reasoned and evidentiary-based interpretations, arguments, or decisions, they frame important questions, locate and analyze appropriate evidence and data, consider differing points of view, and apply concepts and principles of American constitutional democracy. Through participating in democratic deliberations around public policy issues students strengthen their understanding of the legal rights and accompanying responsibilities shared by all citizens.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. The first two units of this course set the foundation for understanding government in the United States. The remainder of the units can be addressed in any order.

Course Rationale:

Citizens across the political spectrum recognize the need for each generation to become knowledgeable, thinking, and active citizens. This course in civics and government prepares students for their role in a democratic republic by teaching them how to effectively participate in the deliberative and policymaking contexts. In additional to understanding how our system of government works, students develop skills for civic engagement by addressing public problems individually and collaboratively in an effort to maintain, strengthen, and improve the communities to which they belong.

Alignment to Michigan Grade Level Content Expectations

This course is aligned to the Michigan social studies content expectations adopted by the Michigan State Board of Education in 2007, the common core state standards for literacy in history and social studies, and the C3 Framework.

Economics :: RESA, MAISA MC3 Units :: Grade 10 :: Wayne RESA – SS :: Social Studies

Title: Economics
This one-semester required course builds economic literacy in students. The overarching problem of scarcity, unlimited human wants pursuing limited resources, is a focal point of the course. Students deepen their prior knowledge of basic economic concepts and apply them to national and international economic systems and problems as a whole. In addition to their study of macroeconomics, students study how interactions of buyers and sellers impact prices and supplies, as well as the role of trade-offs and incentives in consumer and business decisions. Using a variety of media, they compile, analyze, and present statistical data pertinent to economic problems. Students use their economic knowledge to make informed decisions as consumers and to participate as citizens in deciding matters of economic policy. This course is designed to develop students' global perspective in an economically interdependent world.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. For example, the first unit should remain at the beginning of the course, but teachers have flexibility in the order in which they teach microeconomics and macroeconomics. However, teachers should bear in mind that literacy scaffolds have been deliberately designed for the gradual release of responsibility for intellectual work to students. Since the global economy unit contains the most sophisticated and cognitively challenging content, its placement at the end of the course enables students to apply micro- and macro- economic decision-making strategies in a more complex environment.

Course Rationale:

"Effective economic decision making requires that students have a keen understanding of the ways in which individuals, businesses, governments, and societies make decisions to allocate human capital, physical capital, and natural resources among alternative uses. This economic reasoning process involves the consideration of costs and benefits with the ultimate goval of making decisions that will enable individuals and societies to be as well off as possible. The study of economics provides students with the concepts and tools necessary for an economic way of thinking and helps students understand the interaction of buyers and sellers in markets, workings of the national economy, and interactions within the global marketplace." C3 Framework p. 35.

Alignment to Michigan Grade Level Content Expectations

This course is aligned to the Michigan social studies content expectations adopted by the Michigan State Board of Education in 2007, the common core state standards for literacy in history and social studies, and the C3 Framework.

Social Studies 1 :: RESA, MAISA MC3 Units :: Grade 1 :: Wayne RESA – SS :: Social Studies

Title: Families and Schools
The first grade social studies curriculum uses the context of “Families and Schools” to guide students in the study of history, geography, civics and government, and economics. Using family histories, students develop historical thinking skills as they explore how life today (present) is like or different from family life in the past. As they use ideas of time and chronology, students also learn about the people and events that are celebrated as part of the national holidays of the United States. Students address geographic concepts and develop spatial skills through map construction and visual representations. In addition, students begin to explore how humans interact with their environments and some of the consequences of those interactions. In civics and government, school is used as a context for learning about why people create rules, the distinction between power and authority, and the characteristics of citizenship. Economic principles are explored using the context of family. Students investigate ways in which families consume goods and services, how people make a living, and how scarcity and choice affect economic decisions. Students continue to develop an understanding of public issues, the importance of citizen action, and begin to communicate their positions on public issues.

Sequencing of Units within this Course

The order in which the units are taught are interchangeable and can be moved into any order. However, the last unit in the proposed sequence is the most cognitively challenging and it is recommended that it be placed at the end of the course.

Rationale

In order to sustain our democratic republic, students must be "aware of their changing cultural and physical environments; know the past; read, write, and think deeply; and act in ways that promote the common good." - C3 Framework, P. vii. Using the expanding environments model of social studies from kindergarten through grade 4, students apply historical, economic, geographic, and civic concepts to increasingly sophisticated social environments. Social studies in first grade sets the foundation for developing skills essential in a participatory democracy by focusing on how children can respect the individual rights of others while advancing the common good. Students at this early age need guidance to develop the practices of citizenship and to understand how diversity strengthens the groups to which they belong. As students move through elementary school, it is essential that they understand their social world and develop the academic vocabulary and cultural competencies that will enable them to be successful in later grades, as well as in career and civic life.

Alignment

This curriculum is aligned to the Michigan Content Expectations as promulgated by the Michigan Department of Education and adopted by the State Board of Education in 2007.

Social Studies 2 :: RESA, MAISA MC3 Units :: Grade 2 :: Wayne RESA – SS :: Social Studies

Title: The Local Community
The second grade social studies curriculum addresses concepts in geography, history, government, and economics through the lens of the local community. Students examine what is a community, how citizens live and work together in community, how communities change over time, and the role of citizens in a community. Using historical thinking, students create timelines of key events from their community’s past, explore changes over time, and investigate how descriptions of common events can differ. Students draw upon prior knowledge of spatial awareness, physical and human systems, and human-environment interaction from earlier grades to create more complex understandings and apply these concepts to the local community. They begin to understand how people, goods, and services move within the community. By exploring the role of local businesses in the community, students consider what happens when people cannot produce everything they want and how they depend on trade to meet those wants. Students are also introduced to local government and its functions. Through an examination of local public issues, students practice public discourse and decision making around community issues.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. In an effort to answer the fundamental question, "How should we live together?" students first learn what a community is and its geographic attributes before considering questions about how citizens should live and work together. The historical perspective and civic action units are deliberately placed at the end of the course so that students have an opportunity to revisit economic and geographic concepts by engaging in historical analysis and problem solving.

Rationale

In order to sustain our democratic republic, students must be "aware of their changing cultural and physical environments; know the past; read, write, and think deeply; and act in ways that promote the common good." - C3 Framework, P. vii. Using the expanding environments model of social studies from kindergarten through grade 4, students apply historical, economic, geographic, and civic concepts to increasingly sophisticated social environments. Social studies in second grade sets the foundation for developing skills essential in a participatory democracy by focusing on how children can respect the individual rights of others while advancing the common good. Students at this early age need guidance to develop the practices of citizenship and to understand how diversity strengthens the groups to which they belong. As students move through elementary school, it is essential that they understand their social world and develop the academic vocabulary and cultural competencies that will enable them to be successful in later grades, as well as in career and civic life.

Alignment

This curriculum is aligned to the Michigan Content Expectations as promulgated by the Michigan Department of Education and adopted by the State Board of Education in 2007. It is also aligned to the C3 Framework promulgated by the National Council for the Social Studies.

Social Studies 3 (Old Unit - 2007 Standards) :: RESA, MAISA MC3 Units :: Grade 3 :: Wayne RESA – SS :: Social Studies

Title: Michigan Studies
The third grade social studies curriculum introduces the history, geography, government, and economy of Michigan. Students learn about people and events from the past that have influenced the state in which they live. They study the geography of Michigan including the physical and cultural characteristics of different areas of the state. Using the context of their state, students explore human-environment interactions and their consequences. Using a geographic lens, students also examine the movement of people, products, and ideas across the state, and investigate how Michigan can be divided into distinct regions. Economic concepts are applied to the context of Michigan as students explore how Michiganians support themselves through the production, consumption, and distribution of goods and services. By studying economic ties between Michigan and other places, students discover how their state is an interdependent part of both the national and global economies. The purposes, structure, and functions of state government are introduced. Students explore the relationship between rights and responsibilities of citizens. They examine current issues facing Michigan residents and practice making and expressing informed decisions as citizens. Throughout the year, students locate, analyze, and present data pertaining to the state of Michigan.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. The geography unit is strategically placed first in this course because the availability and types of natural resources has affected and continues to shape our economic and political decisions. Moreover, the geography of Michigan has huge implications for how Michigan developed and grew into a state. As a result, history, government, and civics units are deliberately placed at the end of the course so that students have an opportunity to revisit economic and geographic concepts by engaging in historical analysis and problem solving.

Rationale

In order to sustain our democratic republic, students must be "aware of their changing cultural and physical environments; know the past; read, write, and think deeply; and act in ways that promote the common good." - C3 Framework, P. vii. Using the expanding environments model of social studies from kindergarten through grade 4, students apply historical, economic, geographic, and civic concepts to increasingly sophisticated social environments. Social studies in third grade develops skills essential in a participatory democracy by focusing on how children can respect the individual rights of others while advancing the common good. Students at this age need guidance to develop the practices of citizenship and to understand how diversity strengthens the groups to which they belong. As students move through elementary school, it is essential that they understand their social world and develop the academic vocabulary and cultural competencies that will enable them to be successful in later grades, as well as in career and civic life.

Alignment

This curriculum is aligned to the Michigan Content Expectations as promulgated by the Michigan Department of Education and adopted by the State Board of Education in 2007. It is also aligned to the C3 Framework promulgated by the National Council for the Social Studies.

Social Studies 4 :: RESA, MAISA MC3 Units :: Grade 4 :: Wayne RESA – SS :: Social Studies

Title: United States Studies
The fourth grade social studies curriculum introduces students to geographic, economic, governmental concepts through the lens of the United States. They study the physical geography of the United States as well as the cultural characteristics of regions of the country. Students analyze human systems in the United States by exploring the interaction between the people and their natural environments, the movement of people, products, and ideas, and the distinguishing features of various regions within the country. By focusing on the characteristics of the U.S. economy, students learn fundamental economic concepts and apply these to their own lives. They study economic ties between the United States and other places, and discover how their country is an interdependent part of the global economy. Students are introduced to the purposes, structure, and function of our federal government. They also examine the relationship between the rights and responsibilities of citizens in a democratic republic. Students examine current issues facing the United States and practice making and expressing informed decisions as citizens.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. The first unit provides students with an understanding of the different perspectives that the social sciences provide to understanding our social world. Each discipline within the social sciences is then explored; however, it is important that the geography unit precede the economics unit as the types and availability of natural resources affects economic decisions. Since the government and citizenship units contains the most cognitively challenging concepts, they have been place towards the end of the course.

Rationale

In order to sustain our democratic republic, students must be "aware of their changing cultural and physical environments; know the past; read, write, and think deeply; and act in ways that promote the common good." - C3 Framework, P. vii. Using the expanding environments model of social studies from kindergarten through grade 4, students apply historical, economic, geographic, and civic concepts to increasingly sophisticated social environments. Social studies in fourth grade is designed to develop skills essential in a participatory democracy by focusing on geographic, economic, and civics concepts that affect people throughout our nation. Moreover, the curriculum reinforces how we, as a nation, respect the individual rights of others while advancing the common good. Students need guidance and practice to develop skills essential to citizenship in a participatory democracy, and to reinforce how diversity strengthens our ability to address national public issues. As students move through elementary school, it is essential that they understand their social world and develop the academic vocabulary and cultural competencies that will enable them to be successful in later grades, as well as in career and civic life.

Alignment

This curriculum is aligned to the Michigan Content Expectations as promulgated by the Michigan Department of Education and adopted by the State Board of Education in 2007.

Social Studies 5 :: RESA, MAISA MC3 Units :: Grade 5 :: Wayne RESA – SS :: Social Studies

Title: Early American History
The fifth grade social studies curriculum is a chronological study of early American history through the adoption of the United States’ Bill of Rights. By applying the tools of historians, including the use of primary and secondary sources, students explore how significant events shaped the nation. They begin with an introduction to the United States Constitution which, as the first unit of study, retrospectively frames their study of the early history of the nation. As they study the meeting of “Three Worlds” they explore interactions among American Indians, Africans, and Europeans in North America. Students also examine how these interactions affected colonization and settlement. They explore how the geography of North America influenced daily life and economic activities as the three distinct English colonial regions developed. Throughout the course, students learn how ideas about government, colonial experiences with self-government, and interactions with Great Britain influenced the decision to declare independence. Within the historical study, emphasis is placed on ideas about government as reflected in the Declaration of Independence, Articles of Confederation, the U.S. Constitution, and the Bill of Rights. Students examine how and why the Founders gave and limited the power of government through the principles of separation of powers, checks and balances, federalism, protection of individual rights, popular sovereignty, and the rule of law (core democratic values). Throughout the course students develop capacity for responsible citizenship as they apply the values and principles of constitutional democracy in the United States to contemporary issues facing the nation.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. The first unit provides students with an understanding of our current system of government and coincides with the setting of classroom norms. Students then investigate how and why the constitution created the type of government we have through an historical perspective (chronological approach). It is important for students to develop a chronological narrative of our nation's shared history. Without developing this mental timeline, students will be challenged to understand the historical context and developments, explore different perspectives of the events, analyze continuity and change over time, and evaluate cause and effect relationships in this course and subsequent history courses.

Rationale

In order to sustain our democratic republic, students must be "aware of their changing cultural and physical environments; know the past; read, write, and think deeply; and act in ways that promote the common good." - C3 Framework, P. vii. Fifth grade is critical to developing students understanding of our shared national past. It also provides the first truly discipline-specific approach to social social studies. By positioning history as accounts of the past, the curriculum gives voice to perspective and enables students to take up more cognitively challenging investigations and analyses. Through history, students learn how to gather and evaluate evidence to support claims about the past as well as how to assess the arguments others make about the past. As they prepare to enter middle school, this course exposes students to academic vocabulary essential to success at the secondary level and to cultural competencies in preparation for career and civic life.

Alignment

This curriculum is aligned to the Michigan Social Studies Content Expectations and Common Core State Standards for Literacy in History/Social Studies as adopted by the State Board of Education. It is also aligned to the C3 Framework promulgated by the National Council for the Social Studies.

Social Studies 6 :: RESA, MAISA MC3 Units :: Grade 6 :: Wayne RESA – SS :: Social Studies

Course Rationale: Why study world geography? Why focus on global issues? Why does geographic thinking matter?

In an ever flattening world, nearly all Americans are affected by world events. The global impact of events emanates not only from political and diplomatic forces and events, but also from the powerful “crosscurrents of an increasingly global economy.”[1] Traditional human concerns about economic, political, social, and environmental issues manifest themselves across the globe in a variety of ways. Using a geographic lens to explore global phenomena provides a means for students to compare how humans in different places address similar issues. It also enables students to study broad patterns of human behavior and the global consequences of those actions. Knowledge, understanding, and application of geographic content and perspectives are essential to bring coherence to the causes and effects of physical and human events that occur on Earth’s surface.[2] While traditionally schools have adopted a hemispheric approach to studying the world, this course adopts a more holistic view of the world. Instead, this course is designed to challenge students to think globally, exploring global or cross regional patterns and interactions, which are essential if students are to be successful in an increasingly flat, interconnected world.

The Course

The sixth grade social studies curriculum is a geography-based course which introduces students to the physical and human geography of the world. Beginning with a spatial perspective, students explore different ways in which the earth has been represented, how geographers use specific tools and technologies in geographic inquiry, and some of the limitations of these tools. They investigate patterns of natural and human characteristics and use case studies to examine how the physical environment has provided both benefits and obstacles to human societies. In doing so, students explore how humans have used, adapted, or modified their environment and the consequences. Through the study of culture, cultural characteristics and cultural diffusion, students learn how culture both influences and affects people throughout the world in similar yet distinct ways. Students also consider globalization and its impact on economic and political institutions and people worldwide.

In this course, students will examine a variety of global issues that emanate from human activities such as population change, migration, urbanization, culture and cultural diffusion, resource use, increased networks of trade and economic interdependence, and the interactions among nations. Students investigate how local, national, and international governmental and non-governmental organizations respond to a variety of contemporary issues. The different regions of the world are used to illuminate examples of how these global issues or problems affect people in places around the world. Thus, students explore the similarities among regions of the world in terms of causes and consequences of global issues. They also assess the extent to which geographic, historical, political, socio-cultural, and/or economic factors account for differences in the causes and/or consequences of global phenomena. Simply put, the curriculum and accompanying materials push students to take a global view of their world.

Throughout the course, students employ different spatial scales (local, regional, interregional, and global), to study human patterns and global issues throughout the course. In doing so, students deepen their understanding of the disciplines of history, geography, economics and political science, as well as broaden their understanding to other fields within the social studies such as anthropology, sociology, and archeology. Students explore how all of these social studies fields are both complementary and interdependent. Grounded in research on students’ thinking and learning in geography and other social science disciplines, the curriculum emphasizes how evidence from a myriad of social studies fields collectively provides a broad and detailed picture of our world.

[1] NAEP Geography Framework Project. 3 August 2012 .

[2] Ibid.

Integrated through the Lens of Geography

Throughout the course, students will use different spatial scales (local, regional, interregional, and global), to study human patterns and global issues. In doing so, students deepen their understanding of the disciplines of history, geography, economics and political science, as well as broaden their understanding to other fields within the social studies such as anthropology, sociology, and archaeology. Students explore how all of these social studies fields are both complementary and interdependent. Grounded in research on students’ thinking and learning in geography and other social science disciplines, the curriculum emphasizes how evidence from a myriad of social studies fields collectively provides a broad yet detailed picture of our world.

Focus on Content Literacy

Particular attention has been placed on the English Language Arts Common Core State Standards for English Language Arts and the CCSS for Literacy in History and Social Studies. The development of content literacy skills is a critical component in this course and is integrated throughout the materials. By leveraging the content of social studies to teach students to read, write, and think deeply about their world, students gain additional instruction and support in the development of their literacy skills.

Sequencing of Units within this Course

Traditional human concerns about economic, political, social, and environmental issues manifest themselves across the globe in a variety of ways. Using a geographic lens to explore global phenomena provides a means for students to compare how humans in different places address similar issues. It also enables students to study broad patterns of human behavior and the global consequences of those actions. Knowledge, understanding, and application of geographic content and perspectives are essential to bring coherence to the causes and effects of physical and human events that occur on the Earth’s surface.[2] While traditionally schools have adopted a hemispheric approach to studying the world, this course adopts a more holistic view of the world. Instead of a hemispheric or regional approach to world geography, this course is designed to challenge students to think globally, exploring global or cross regional patterns and interactions, which are essential if students are to be successful in an increasingly flat, interconnected world.

Rationale

In an ever flattening world, nearly all Americans are affected by world events. The global impact of events emanates not only from political and diplomatic forces and events, but also from the powerful “crosscurrents of an increasingly global economy.” (NAEP Geography Framework Project). Traditional human concerns about economic, political, social, and environmental issues manifest themselves across the globe in a variety of ways. Using a geographic lens to explore global phenomena provides a means for students to compare how humans in different places address similar issues. It also enables students to study broad patterns of human behavior and the global consequences of those actions. Knowledge, understanding, and application of geographic content and perspectives are essential to bring coherence to the causes and effects of physical and human events that occur on the Earth’s surface. While traditionally schools have adopted a hemispheric approach to studying the world, this course adopts a more holistic view of the world. Instead of a hemispheric or regional approach to world geography, this course is designed to challenge students to think globally, exploring global or cross regional patterns and interactions, which are essential if students are to be successful in an increasingly flat, interconnected world.

Alignment to Michigan Grade Level Content Expectations, CCSS, and NAEP

Oakland Schools is committed to helping schools meet the social studies content expectations adopted by the Michigan State Board of Education in 2007. The Grade Level Content Expectations document explicitly provides for flexibility in organizing how schools meet the content expectations, stating “districts are afforded flexibility on the organization delivery models for the content in grades 6 and 7” (K-8 Social Studies Content Expectations, page 41). One of the overarching goals of the intermediate school district is to design curricula and instructional materials that systematically address the development of students’ social studies knowledge and skills for increasingly sophisticated understandings from one grade to the next. In providing an on-ramp for future success, this curriculum goes beyond the content expectations in terms of rigor, depth of knowledge, and connections to content literacy. It also is designed to address the NAEP’s three content outcomes: Space and Place, Environment and Society, and Spatial Dynamics and Connections.

Social Studies 7 :: RESA, MAISA MC3 Units :: Grade 7 :: Wayne RESA – SS :: Social Studies

Seventh Grade Early World History

The seventh grade social studies curriculum focuses on early world history and geography with a deliberate focus on the content literacy. Students begin their exploration into world history with a focus on historical thinking. By unpacking historical and geographic thinking, students learn how these disciplines are distinct in how they ask questions and frame problems to organize and drive inquiry. Students learn that historians must have some evidence to support the claims they make in their accounts. They investigate how these social scientists select, analyze, and organize evidence, and then use that evidence to create accounts that answer questions or problems. By introducing students to the “invisible” tools that historians use to create historical accounts -- significance, social institutions, temporal frames (time), and spatial scales (space) – the course deepens students’ historical habits of mind and builds students’ social and content literacy.

In this grade, students investigate human history from the beginning until around 1500. They explore major and significant changes in each era through a chronological organization. Students learn about the earliest humans and explore early migration and settlement patterns. In studying the origins of farming and its impact upon emerging human cultures, students analyze evidence from the fields of archaeology and anthropology, and employ a wide range of data sources including artifacts, photographs, and geographic information. Students examine how the emergence of pastoral and agrarian societies set the stage for the development of powerful empires, trade networks, and the diffusion of people, resources, and ideas.

Extending students study of world history through Era 4 (300 CE – 1500 CE) places world religions and development of empires in the Americas (Aztecs, Incas, Mayans) in their historical context. The rise and fall of empires, as well as the nomadic groups in Afro-Eurasia, generated new zones of cultural and commercial exchange that linked regions across the world and enabled ideas to spread. Students also examine the development of belief systems in their historical context. These new belief systems had distinctive beliefs, texts, and rituals. Each shaped cultures by developing ethical practices and establishing codes within which diverse people were able to communicate and interact, often well beyond their local neighborhood. In doing so, students consider why some belief systems grew into world religions. In studying the precursors to the meeting of the “Three Worlds,” students expand their view of human history and begin to see the story of the United States in a more global context. The course concludes with students analyzing global patterns of continuity and change over time, and using evidence to construct historical arguments about the past.

Scope and Sequence

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. It is essential that the introductory be taught first as students are expected to apply these "invisible thinking tools" in subsequent units. Moreover, the chronological approach of the course is designed to develop students' understanding of the narrative of human history. The chronological approach better positions students to examine and make arguments about cause-effect relationships, change and continuity over time, and turning points.

Rationale

History provides us with the “invaluable mental power we call judgment.” Recent research supports the “basic assumption that history teaches us a way to make choices, to balance opinions, to tell stories, and to become uneasy – when necessary – about the stories we tell.” Ultimately, democracy and effective citizenship rests significantly on each generation’s ability to think historically. Moreover, as reflected in the C3 Framework, "[n]ow more than ever, students need the intellectual power to recognize societal problems; ask good questions and develop robust investigations into them; consider possible solutions and consequences; separate evidence-based claims from parochial opinions; and communicate and act upon what they learn." This is the vein of social studies education.

Alignment to Michigan Grade Level Content Expectations and Common Core Literacy Standards for History/Social Studies

These materials are aligned to the Michigan Social Studies Content Expectations adopted by the State Board of Education in 2007, as well as the Common Core State Standards for Literacy in History/Social Studies and the C3 Framework promulgated by the National Council for the Social Studies.

Social Studies 8 :: RESA, MAISA MC3 Units :: Grade 8 :: Wayne RESA – SS :: Social Studies

Eighth Grade Social Studies: Integrated American History

This course introduces students to American history from the Revolution through the Reconstruction Era, with an emphasis on the values and ideals of our constitutional republic. Using the text of the Preamble to the U.S. Constitution as the touchstone for the course, students assess how the meaning of the phrases “We the People” and “to form a more perfect Union” are reflected in past decisions and events and have inspired generations of Americans.

Beginning with the political and intellectual transformations that preceded the American Revolution, students explore how the ideas of inalienable rights, limited government, social compact, rule of law, equality and the right of revolution stimulated English colonists to declare independence. Students further their understanding of American government from an in-depth study of the United States Constitution and the evolution of the government created during its first century. They examine the challenges faced by the new nation and the role of political and social leaders in meeting these challenges. Students also analyze the nature and effect of territorial, demographic, and economic growth during the 19th century. Using economic, social/cultural, and geographic/environmental events, trends and issues, students also assess the nature and effect of territorial, demographic, and economic growth through 1877. They analyze and evaluate early attempts to abolish or contain slavery and to realize the ideals of the Declaration of Independence for all. In studying the Civil War and Reconstruction, students evaluate multiple causes, key events, and complex consequences of the war and its aftermath.

While a chronological frame structures the course, there are many opportunities for students to consider how contemporary public issues. Disagreements on public issues emanate from the inherent tensions among the values found in our nation’s founding documents such as liberty, common good, security, diversity, equality, etc. This course will highlight how the nation addressed these tensions within their historical context.

Significant attention is paid to developing students’ content literacy skills including reading informational text, writing, and speaking. Using primary and secondary sources, the course also develops students’ disciplinary literacy in history. Students become investigators of the past as they engage in the analytical skills of sourcing, contextualizing, and corroborating evidence, thereby restoring agency to students in the learning process. Students deepen their understanding of the evidentiary nature of history as they use historical evidence to both support and analyze historical arguments and narratives. In an effort to cultivate students’ analytical reasoning skills, students use multiple texts to explore ideas of significance, continuity and change over time, and the importance of perspective in understanding the past.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Following a traditional chronological approach, the units build upon each other and provide opportunities for students to make arguments about cause-effect relationships, turning points, and continuity and change over time. Embedded literacy scaffolds are gradually removed as students move through the units and subsequent units require students to apply knowledge and skills learned in earlier ones.

Course Rationale

American history plays a unique role in educating the next generation for democratic public life in the United States. First, engagement in civic life requires culturally aware citizens who have a sense of our shared national past. Secondly, by framing the course around values identified in the Preamble, students learn how Americans have balanced competing national interests and values in addressing public issues and events over time and within a variety of historical contexts. Third, historical reading and thinking skills empower students to be critical consumers of information. By providing students with tools and practice to evaluate evidence, students will be well equipped to traverse their political world and develop the skills necessary for democratic practices. Finally, this course seeks to cultivate students’ critical thinking, problem-solving, and collaborative skills, so that they will develop the "invaluable mental power we call judgment.” (Sam Wineburg quoting Woodrow Wilson in Historical Thinking and Other Unnatural Acts).

Alignment to Michigan Grade Level Content Expectations

This course is aligned to the Michigan Social Studies Content Expectations adopted by the Michigan State Board of Education in 2007 and the Michigan English Language Arts Standards for Literacy in History/Social Studies. This course also implements the inquiry arc from the C3 (College, Career, and Civic Life) Framework promulgated by the National Council for the Social Studies.

Units of Study

Unit 1: Foundations of United States History

Additional units to be added as they are completed.

Social Studies K :: RESA, MAISA MC3 Units :: Kindergarten :: Wayne RESA – SS :: Social Studies

Title: Myself and Others
The kindergarten social studies curriculum is designed to help students gain an increased awareness of themselves and the world around them. Using the framework of “Myself and Others,” students learn about the social studies disciplines of history, geography, civics and government, and economics. Using events from their own lives, they begin to explore and learn the basic historical concept of time and to distinguish past, present, and future. They develop the geographic concept of space by learning positional words and recognizing that maps and globes represent places in the world. To lay the foundation for the study of civics and government, students identify the flag as an important symbol of the United States. They also act as classroom citizens by following appropriate rules for individual and group activities and decision making. An awareness of economics is developed as students connect familiar economic wants to how those wants are met. Throughout the year students are introduced to simple core values of democracy as they learn to respond appropriately to classroom issues and individual responses.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. In an effort to answer the question, "How should we live together?" students first learn about who they are (historical context) and where they live (geographic context) as this information will affect the economic and political choices they make and their consequences.

Rationale

In order to sustain our democratic republic, students must be "aware of their changing cultural and physical environments; know the past; read, write, and think deeply; and act in ways that promote the common good." - C3 Framework, P. vii. Using the expanding environments model of social studies from kindergarten through grade 4, students apply historical, economic, geographic, and civic concepts to increasingly sophisticated social environments. The kindergarten course sets the foundation for developing skills essential in a participatory democracy by focusing on how children can respect the individual rights of others while advancing the common good. Students at this early age need guidance to develop the practices of citizenship and to understand how diversity strengthens the groups to which they belong. As students move through elementary school, it is essential that they understand their social world and develop the academic vocabulary and cultural competencies that will enable them to be successful in later grades, as well as in career and civic life.

Alignment

This curriculum is aligned to the Michigan Content Expectations as promulgated by the Michigan Department of Education and adopted by the State Board of Education in 2007. It is also aligned to the C3 Framework promulgated by the National Council for the Social Studies.

US History and Geography :: RESA, MAISA MC3 Units :: Grade 9 :: Wayne RESA – SS :: Social Studies

Title: United States History and Geography
The study of United States history and geography prepares students to take up the challenges of life in contemporary society. This full year course introduces students to the history of the United States with a focus on the post-Civil War Industrial Age to the present day. Beginning with a review of prior political, intellectual, and demographic transformations that shaped the nation, students learn about major political, philosophical, and historical underpinnings of our government. Throughout the course, students analyze how ideas of freedom and equality have shaped our collective past and explore implications for the future. Adopting a chronological approach, students analyze their causes and effects of events in the nation’s past. They use primary and secondary sources to explore time and place in the twentieth century. Within their historical study of twentieth century America, students deepen their understanding of major geographical themes, economic principles, and significant concepts in United States government. Throughout the course students learn to develop important questions, conduct inquiry, and evaluate evidence. They also read a variety of historical arguments and develop skills in writing evidentiary-based arguments and historical narratives. By helping identify common and diverse strands that formed and continue to shape life in America, students develop the habits of mind essential for democratic citizenship.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. Following a traditional chronological approach, the units build upon each other and provide opportunities for students to make arguments about cause-effect relationships, turning points, and continuity and change over time. Embedded literacy scaffolds are gradually removed as students move through the units and subsequent units require students to apply knowledge and skills learned in earlier ones.

Course Rationale:

History is an evidentiary field in which students investigate questions relating to change and continuity over time by using historical evidence to answer questions and construct arguments. By teaching students how to think historically, they learn how to "wrestle with issues of causality, connections, significance, and context with the goal of developing credible explanation of historical events and developments based on reasoned interpretation of evidence." C3 Framework, p. 45. Moreover, engagement in civic life requires culturally aware citizens who have a sense of our shared national past. This course is designed to develop students disciplinary practices and literacies required for success in college as well as the critical thinking, problem-solving, and collaborative skills for the world beyond school.

Alignment to Michigan Grade Level Content Expectations

This course is aligned to the Michigan social studies content expectations adopted by the Michigan State Board of Education in 2007, the common core state standards for literacy in history and social studies, and the C3 Framework.

World History and Geography :: RESA, MAISA MC3 Units :: Grade 11 :: Wayne RESA – SS :: Social Studies

Title: World History and Geography
This full year course introduces students to the study of world history in order to construct a common memory of where humankind has been and what accounts for present circumstances. Building upon foundations from middle school, the course begins with a period of expanding and intensified hemispheric interactions (circa 300 C.E.) and continues to the present. Within each historical era, students work at three interconnected spatial scales to study world history through several lenses: global, interregional, and regional. Through a global and comparative approach, students examine worldwide events, processes, and interactions among the world’s people, cultures, societies, and environment. Interregional and regional scales provide students the opportunity for deep investigation of examples of global trends. Emphasis is placed on skills that enable students to evaluate evidence, develop comparative and causal analyses, interpret the historical record, construct sound historical arguments, and recognize perspectives on which informed decisions in contemporary life can be based. In addition, this course enables students to focus on large historical and geographic patterns, as well as their causes and consequences. Students study human governance systems, patterns of interactions among societies and regions, and patterns of cultural, intellectual, religious, and social changes. They analyze the impact of demographic, technological, environmental, political, and economic changes on people, their culture, and their environment. The integration of historical thinking skills and historical understandings throughout this course equips students to analyze issues and problems confronting citizens today.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. Following a traditional chronological approach, the units build upon each other and provide opportunities for students to make arguments about cause-effect relationships, turning points, and continuity and change over time. Embedded literacy scaffolds are gradually removed as students move through the units and subsequent units require students to apply knowledge and skills learned in earlier ones.

Course Rationale:

History is an evidentiary field in which students investigate questions relating to change and continuity over time by using historical evidence to answer questions and construct arguments. By teaching students how to think historically, they learn how to "wrestle with issues of causality, connections, significance, and context with the goal of developing credible explanation of historical events and developments based on reasoned interpretation of evidence." C3 Framework, p. 45. This course is designed to develop students disciplinary practices and literacies required for success in college as well as the critical thinking, problem-solving, and collaborative skills for the world beyond school.

Alignment to Michigan Grade Level Content Expectations

This course is aligned to the Michigan social studies content expectations adopted by the Michigan State Board of Education in 2007.