Standard I: Analyze how individuals, groups, and institutions create and change structures of power, authority, and governance
Individuals, Groups, & Institutions
Power, Authority, & Governments
1. Participate in group-decision making.
1. Identifies the responsibilities as an individual and in relation to their families and school community.
1. Describe the groups that people belong to and why they belong to them
1. Describe how and why groups are organized within communities
1.
1. Explain how individuals and groups organize and govern themselves
1. Distinguish between local, state/provincial and national government
2.
2. Recognizes that everybody deserves respect.
2.
2. Identify the rights and responsibilities of belonging to a group
2. Describe how and why people make and implement rules and laws
2.
2. Identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations
3. Identify similarities and differences among people.
3.
3. Give examples of the different roles people fulfill within groups
3. Identify purposes of authority in the home and school and surrounding settings
3. Identify qualities that leaders of groups need in order to meet their responsibilities
3. Identify qualities of a successful ruler
Standard II Explore and apply geographic knowledge and skills
People, Places & Environments
1. Recognize where one lives and where s/he is from.
1. Recognize where one lives and where s/he is from.
1. Describe how activities are influenced by location
1. Give examples of ways people’s activities are influenced by location and physical features (i.e. landforms, natural resources, sports, farming, climate, food, clothing).
1. Describe how a community has changed over time
1. Describe geographic factors that influence humans
1. Explain types and patterns of human settlement and land use
2. Interpret a simple map of a familiar environment.
2.
2. Identify features of a basic globe
2. Identify continents and oceans
2. Use map keys or legends to describe communities
2. Identify and recreate the physical features of a map (e.g., bodies of water, landforms, and man-made structures)
2. Describe locations using physical and cultural geographic features, including map coordinates (longitude, latitude, GPS)
3.
3.
3.
3. Identify and describe the affects of human migration
Standard III Recognize how time, continuity, and change affect perspectives and relationships
Time, continuity & Change
Global Connections
1. Relate their personal life to the process of change (e.g., while talking about day to day events)
1. Relate the concept of time and change to personal experience.
1. Describe ways in which people's lives are influenced by time and change
1. Describe personal and family traditions over time
1. Explain the difference between the recent past and the distant past
1. Describe ideas and actions that changed societies in particular times and places
2. Talk about the past, the present, and the future
2. Describe personal and family events over time
2. Give examples of changes that have affected family and community life
2. Identify special events that occur within their communities
2. Give examples of how knowing one’s past helps people to understand who they are
2. Give examples of why people in the past are remembered in current times
3. Reconstruct the past from located sources.
Standard IV Applies economic concepts
Production, Distribution, & Consumption
1. Identify jobs at school and home.
1. Identify and describe jobs in our school community and how they help us in our daily lives.
1. Describe different ways people use resources to meet their needs and wants
1. Gain an understanding of different roles within the school community
1.
1. Describe the characteristics and locations of renewable and nonrenewable resources and their uses
1. Identify divisions of labor
2. Describe what people need.
2. Distinguish between needs and wants
2. Distinguish between needs/wants and goods/services using the basic vocabulary of a market economy
2. Distinguish among different types of resources, (natural, human, renewable and nonrenewable, spiritual, aesthetic, recreational, and industrial)
2. Describe how changes in transportation and communication have affected the trade of goods and services
2. Explain relationships between the locations of resources and patterns of population distribution
1. Identify cultural groups in the school community 2. Compare and contrast different cultures
3.
3. Identify different values people may attach to resources
Standard V Examines cultural practices and human interactions
Culture
Individual Development & Identity
Science, Technology & Society
1. Identify traditions and cultures within the class and their families
1. Identify traditions and cultures within the classroom and their families.
1. Describe features of different cultures within the classroom
1. Identify cultural groups in the school community
1. Describe how cultural practices reflect tradition
1. Explain ways people attach importance to their culture.
1. Explain how people retain their cultural identity
2. Identify special celebrations people may share within their communities.
2. Identify similarities and differences between cultures
2. Compare different cultures.
2. Identify common needs across different cultures
2. Explain how cultures are influenced by people in positions of power..
2. Describe cultural interactions that occur as a consequence of human migration
Standard VI Apply literacy skills and understandings of key ideas, details, structure, and integration of knowledge. (inclusive of Digital Literacy) (new literacy standard in history/social science added 8 Oct. 2010)
English LA IV: Research Use skills and strategies of the research process: Gather, Analyze & Interpret, Respond
1. ELA-6.PK.2. Begins to identify relevant information
1. ELA-6.K.1. Identify factual information with guidance
1. COMBO: ELA-6.1.1. Select appropriate material to gather factual information AND ELA-6.1.2. Understand how to read for information.
1. ELA-6.2.2. Use a variety of sources to gather information (e.g., informational books, charts, own observations)
1. ELA-6.3.1. Use text media and electronic media to gather information (with guidance)
ELA-6.4.1 Use text media and electronic media to gather information
ELA-6.5.1. Use organizational features of printed text (e.g., bold topics and words, glossary, table of contents) to locate relevant information
2. ELA-6.PK.1. Begins to differentiate between non-fiction and fiction
2. ELA-6.K.2. Make links with own knowledge and information from non-fiction text with guidance
2. ELA-6.1.2 Sort and classify information into two or more categories. Understand concept of categories.
2. ELA-6.2.1. Generate questions about topics of personal interest
2. COMBINATION: ELA-6.3.2. Organize ideas chronologically or around major points of information (with guidance) AND ELA-6.3.5 Distinguish between opinion and verifiable facts
ELA-6.4.2 Organize ideas chronologically or around major points of information
COMBINATION: ELA-6.5.4. Use and list resources (e.g., encyclopedias, articles, Internet, and nonfiction texts) to locate information AND ELA-6.5.3. Organize information according to a focus question or topic in the form of note taking or basic outlining
3. ELA-6.PK.3 Begins to apply information TO??
3. ELA-6.K.3. Report information.
3. ELA-6.2.3 Present information in written and oral format (Exp. 2)
3. ELA-6.3.3. Present information in written, oral and electronic format.
ELA-6.4.3 Present information in written, oral and electronic format
4. ELA-6.3.4. Clarify and enhance oral and written presentations through the use of appropriate props (e.g., objects, pictures, charts)
ELA-6.4.4 Clarify and enhance oral and written presentations through use of appropriate props (e.g., objects, pictures, charts)
ELA-6.5.2. Use resources (e.g., thesaurus and dictionary) to identify alternative word choices and meanings and to increase vocabulary in different subject areas
Comments welcomed through discussion link above. Please do not edit this version.
SAS STRANDS (SKILLS)
NCSS STRANDS
(Grade 6)
(Grade 7)
(Grade 8)
Asian History
Grade 10 (World History)
Standard I: Analyze how individuals, groups, and institutions create and change structures of power, authority, and governance
Individuals, Groups, & Institutions
Power, Authority, & Governments
1.1. Describe major issues involving rights, responsibilities, roles, and status of individuals and social groups
1. Examine the various forms institutions take and the interactions of people with and within institutions
1. Examine issues involving the rights, roles and status of the individual in relation to society
1. Identify the structures of power, authority, and governance within and between societies
1. Analyze major responsibilities of governing bodies for domestic and foreign policy
2. DESCRIBE reasons AND INDIVIDUAL’S MOTIVATION for change
2. Analyze the role of individuals and institutions in furthering both continuity and change
2. IDENTIFY motivations behind changes within society (MOVED FROM G10)
2. Analyze the cause and effect relationships of changes within society
2. EXPLAIN the motivations within groups to affect changes (moved from G9)
3. Describe how leadership powers are acquired, and used]
3. Breakdown the purposes of government and how power is acquired, used and justified
3. Explain how ideologies and laws are set and shape society
Standard II Explore and apply geographic knowledge and skills
People, Places & Environments
1. Describe ways that humans have been influenced by geographic conditions
1. Examine ways that humans have influenced, and are influenced by, geographic conditions
1) Explain and give examples of voluntary and involuntary movement of humans
1) Explain how human actions impact geography and vice versa USING GEOGRAPIC TERMINOLOGY AND SKILLS
1) Apply geographic resources as a tool to understand history
2. ANALYZE THE RELATIONSHIP BETWEEN PEOPLE, PLACES AND ENVIRONMENTS using a variety of TOOLS (e.g. charts, graphs, MAPS, GLOBES AND OTHER GEOSPATIAL TECHNOLOGIES)
2. Locate and identify physical and political features of selected regions
2) Integrate demographic and visual information to analyze and make inferences relative to different populations
2) Describe how natural boundaries shape history and society using geographic terminology
2) Recognize how geography can cause alliances and divisions between and amongst states (i.e., geography – political/ social)
3. Locate and identify physical and political features of selected regions
3) Recognize that people create places and institutions that reflect cultural values and ideas
3) Apply geographic terminology and skills in relation to history
Analyze the cause of geographic changes and their effects
Standard III Recognize how time, continuity, and change affect perspectives and relationships
Time, continuity & Change Global Connections
1. Identify patterns of historical change using key terminology such as chronology, causality, and conflict to explain.
1. Uncover causes and effects of key events in selected historical periods
1. Analyze multiple interpretations of a historical or current event or issue, to distinguish between fact and opinion within the texts
1) Describe the role of enduring belief systems in society over time
1. Describe the various perspectives on historical events in and over time
2.
2. Explain current events utilizing knowledge of the past and its trends
2. Defend a point of view by examining historic and current resources
2) Interpret historical events citing a variety of sources
2. Explain why historic interpretations vary
3. Establish a point of view, make decisions and form opinions on historic events drawing from historical resources
3. Justify how knowledge of the past and trends can help explain current events
3) Identify the long and short term effects behind the sequence of historical events
3. Categorize and explain the effects that cause historical change
4) Analyze the impact of change on societies (i.e., politics and economies)
4. Explain forces of change that impact on societies (i.e., politics and economies)
Standard IV Applies economic concepts
Production, Distribution, & Consumption
1. Describe the role of specialization in the division of labor in society.
1. Examine how societies address the economic problem of scarcity.
1. Explain historic events, current events, and social issues through the distinction and description of economic systems
1. Analyze ways in which trade has contributed to economic change in selected societies
1. Analyze how economic forces can change and influence governments and/or government policies
2. Identify patterns of resource distribution and use (trade, ideas)
2. Investigate the factors that motivate trade (e.g., technology and innovation)
2. Explain the allocation of goods and services in a market economy.
2. Analyze and evaluate economic issues from a geographical point of view
2. Recognize the interconnectedness of national economies throughout the world
3. Explain how values and beliefs influence economic decisions
3. Project the impact of values and beliefs on economic forces.
3. Describe how economic forces determine an individuals and groups power and status in society
Standard V Examines cultural practices and human interactions
Culture Individual Development & Identity Science, Technology & Society
1. Identify the values and beliefs that motivate cultural identity
1. Examine how elements of culture develop during selected periods of history
1. Illustrate how information and experiences may be interpreted by people from diverse cultural perspectives
1. Describe the development of cultures in relation to forces of change
1. Recognize how states attempt to assert their cultural identity
2. Find examples of tension between individuality and social conformity
2. Interpret examples of tension between expressions of individuality and forces of social conformity
2. Examine examples of tension between expressions of individuality and forces of social conformity
2. Evaluate the causes and effects of cultural diffusion
2. Examine the development of culture of selected time periods
Standard VI Apply literacy skills and understandings of key ideas, details, structure, and integration of knowledge. (inclusive of Digital Literacy) (new literacy standard in history/social science added 8 Oct. 2010)
1. Draw inferences from archaeological evidence (from V.2)
1. Determine the central idea of information from primary or secondary sources
2. Apply digital tools to gather, evaluate, and use information
1. Determine the nature and extent of the information needed.
1. Determine the nature and extent of the information needed.
2. Cite specific textual evidence to support analysis
2. Break down the differences between fact, opinion, and reasoned judgment in a text. (From v.2)
1. Locate, synthesize, and ethically use information from a variety of sources including media
2. Access the needed information effectively and efficiently.
2. Access the needed information effectively and efficiently.
3. Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others
3. Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others
3. Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others
3. Evaluate information and its sources critically and incorporate selected information into ones knowledge base and value system.
3. Evaluate information and its sources critically and incorporate selected information into ones knowledge base and value system.
SAS Social Studies Standards and Benchmarks
Grades PK - 5 (Final)
Comments welcomed through discussion link above. Please do not edit this version.
groups, and institutions create and change
structures of power, authority, and governance
Power, Authority, & Governments
Global Connections
2. Compare and contrast different cultures
Individual Development & Identity
Science, Technology & Society
(inclusive of Digital Literacy)
(new literacy standard in history/social science added 8 Oct. 2010)
English LA IV: Research
Use skills and strategies of the research process: Gather, Analyze & Interpret, Respond
ELA-6.1.2. Understand how to read for information.
ELA-6.5.3. Organize information according to a focus question or topic in the form of note taking or basic outlining
Grades 6-10 (Final)
Comments welcomed through discussion link above. Please do not edit this version.
(World History)
groups, and institutions create and change
structures of power, authority, and governance
Power, Authority, & Governments
Global Connections
Individual Development & Identity
Science, Technology & Society
(inclusive of Digital Literacy)
(new literacy standard in history/social science added 8 Oct. 2010)