| MI: Literacy in History/Social Studies, Science, & Technical Subjects 6-12 Reading: History/Social Studies Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 6. Assess how point of view or purpose shapes the content and style of a text. RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. WHST.6-8.1. Write arguments focused on discipline-specific content. WHST.6-8.1a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. MI: Social Studies (2007) H1.2 Historical Inquiry and Analysis
Use historical inquiry and analysis to study the past. 6 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). 6 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. 6 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. 6 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof. H1.4 Historical Understanding
Use historical concepts, patterns, and themes to study the past. 6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and today. G1.2 Geographical Inquiry and Analysis
Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context. 6 – G1.2.4 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. 6 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere. G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth. 6 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. 6 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. 6 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. G2.2 Human Characteristics of Place
Describe the human characteristics of places. 6 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). 6 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel). 6 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists). G4 Human Systems
Explain that human activities may be seen on Earth’s surface.
G4.1 Cultural Mosaic
Describe the characteristics, distribution and complexity of Earth’s cultural mosaic. 6 – G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.2 Technology Patterns and Networks
Describe how technology creates patterns and networks that connect people, products, and ideas. 6 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service the Western Hemisphere; the United States and Canada as hubs for the Internet; transport of people and perishable products; and the spread of individuals’ ideas as voice and image messages on electronic networks such as the Internet). G4.4 Forces of Cooperation and Conflict
Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources. 6 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity). G5 Environment and Society
Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human action modifies the physical environment and how physical systems affect human systems.
G5.1 Humans and the Environment
Describe how human actions modify the environment. 6 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region). G6 Global Issues Past and Present (H1.4.3, G1.2.6)
Throughout the school year the students are introduced to topics that address global issues that integrate time and place. Included are capstone projects that entail the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. The topics and issues are developed as capstone projects within units and at the end of the course. Regular experiences with those topics and issues are necessary during each grade in order to build the background students will require to complete in-depth capstone projects.
G6.1 Global Topic Investigation and Issue Analysis (P2) 6 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4) C4 Relationship of United States to Other Nations And World Affairs
Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force, and threat of force.
C4.3 Conflict and Cooperation Between and Among Nations Explain the various ways that nations interact both positively and negatively. 6 – C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua). 6 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues in the Western Hemisphere (e.g., migration and human rights). 6 – C4.3.3 Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), United Nations (UN)). 6 – E1.1.1 Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods, wanting to avoid loss in position in society, job placement). E2 The National Economy
Use economic concepts, terminology, and data to identify and describe how a national economy functions and to study the role of government as a provider of goods and services within a national economy.
E2.3 Role of Government
Describe how national governments make decisions that affect the national economy 6 – E2.3.1 Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources. E3 International Economy
Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments.
E3.1 Economic Interdependence
Describe patterns and networks of economic interdependence, including trade. 6 – E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence. 6 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing). E3.3 Economic Systems
Describe how societies organize to allocate resources to produce and distribute goods and services. 6 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.) H1.2 Historical Inquiry and Analysis
Use historical inquiry and analysis to study the past. 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). 7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. 7 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. 7 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof. H1.4 Historical Understanding
Use historical concepts, patterns, and themes to study the past. 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. 7 – G1.1.1 Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales. G1.2 Geographical Inquiry and Analysis
Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context. 7 – G1.2.3 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. 7 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Eastern Hemisphere. G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth. 7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. 7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. 7 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. G2.2 Human Characteristics of Place
Describe the human characteristics of places. 7 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). 7 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., increased manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and automobiles). 7 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., that beaches are places where tourists travel, cities have historic buildings, northern places are cold, equatorial places are very warm). G4 Human Systems
Explain that human activities may be seen on Earth’s surface.
G4.1 Cultural Mosaic
Describe the characteristics, distribution and complexity of Earth’s cultural mosaic. 7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe). 7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies. G4.2 Technology Patterns and Networks
Describe how technology creates patterns and networks that connect people, products, and ideas. 7 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual’s ideas as voice and image messages on electronic networks such as the Internet). G4.4 Forces of Cooperation and Conflict
Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources. 7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth). G5 Environment and Society
Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human action modifies the physical environment and how physical systems affect human systems.
G5.1 Humans and the Environment Describe how human actions modify the environment. 7 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere as has happened historically in China; building dams floods land upstream and permits irrigation downstream as in Southern Africa, the Aswan Dam flooded the upper Nile Valley and permitted irrigation downstream). C4 Relationship of United States to Other Nations And World Affairs
Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force, and threat of force.
C4.3 Conflict and Cooperation Between and Among Nations
Explain the various ways that nations interact both positively and negatively. 7 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues (e.g., migration and human rights). 7 – E1.1.2 Describe the circular flow model (that businesses get money from households in exchange for goods and services and return that money to households by paying for the factors of production that households have to sell) and apply it to a public service (e.g., education, health care, military protection). E2 The National Economy
Use economic concepts, terminology, and data to identify and describe how a national economy functions and to study the role of government as a provider of goods and services within a national economy.
E2.3 Role of Government
Describe how national governments make decisions that affect the national economy 7 – E2.3.1 Explain how national governments make decisions that impact both that country and other countries that use its resources (e.g., sanctions and tariffs enacted by a national government to prevent imports, most favored trade agreements, the impact China is having on the global economy and the U.S. economy in particular). E3 International Economy
Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments.
E3.1 Economic Interdependence
Describe patterns and networks of economic interdependence, including trade. 7 – E3.1.1 Explain the importance of trade (imports and exports) on national economies in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum Africa, mineral resources in Asia). 7 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing). E3.3 Economic Systems
Describe how societies organize to allocate resources to produce and distribute goods and services. 7 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. |
