2011 Mississippi Social Studies Framework

Mississippi Social Studies Framework Mississippi Department of Education Title 7: Education K-12 Part 27 2011 Mississippi Social Studies Framework 2011 MISSISSIPPI SOCIAL STUDIES FRAMEWORK Approved by the State Board of Education on November 19, 2010 Dr. Tom Burnham, State Superintendent Dr. Lynn House, Deputy State Superintendent Trecina Green, Director, Office of Curriculum and Instruction Chauncey Spears, Division Director, Office of Curriculum and Instruction Mississippi Department of Education P. O. Box 771, Jackson, MS 39205 (601) 359-2586 2011 Mississippi Social Studies Framework Mississippi Department of Education Post Office Box 771 Jackson, Mississippi 39205-0771 (601) 359-2586 The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the above mentioned entities: Director, Office of Human Resources Mississippi Department of Education 359 North West Street Suite 359 Jackson, Mississippi 39201 (601) 359-3511 2011 Mississippi Social Studies Framework ACKNOWLEDGEMENTS Mississippi owes a debt of gratitude to the following educators and organizations for their hard work and dedication in developing a quality vision for social studies education in our state. Writing Team Gina Alford Ocean Springs School District Lien Beale Pass Christian School District Suzanne Bowie Kosciusko Public School District Debra Brown Jackson County School District Brian Browning Union County School District Dr. Michael Burger Mississippi University for Women Krista Carter Holmes County School District Bettye Chamberlain East Tallahatchie School District Beverly Cotton Tupelo Public School District Creseda Crawford Natchez Adams School District Dr. Richard Damms Mississippi State University Tim Dulaney Harrison County School District Leah Edington Calhoun County School District Kim Este Mississippi School for the Arts Norma Carroll Ezell Madison County School District Dr. Mary Beth Farrell University of Southern Mississippi Patricia Goyette Biloxi Public School District Whit Grace Jackson Public School District Marsha Gray Lee County School District Dr. Kathryn Green Mississippi Valley State University Dr. Paul Grimes Mississippi State University Howard Hagwood Meridian School District Tracy Harris Wayne County School District Frederick Hickmon Kosciusko School District David Houston Pearl Public School District Kimberly Hughes East Jasper School District Dorothy Jackson Sunflower County School District Larry Joblin Lowndes County School District John Paola Hattiesburg School District Mae Johnson Greenville School District Dr. Shannon Lamb Delta State University Dr. Adam Lynde Delta State University Fred McCaleb Mississippi School of Math and Science Jessie McCorvey Moss Point School District Patricia McKissick Monroe County School District Quita Moorehead Jackson Public School District Dr. Alpha Morris Alcorn State University Angie Newlin Calhoun County School District Dr. Tabitha Otieno Jackson State University Patricia Pardue Hinds County School District Dr. Sondra Pedersen-Rakes Delta State University 2011 Mississippi Social Studies Framework Jaworski Rankin Leake County School District James Reed Lowndes County School District Lisa Renfroe George County School District Dr. David Rutherford University of Mississippi Kaye Smythe South Panola School District Ashley Stanford East Tallahatchie School District Pam Stuart Clinton Public School District Si Thompson Petal School District Dorothy Turner Holmes County School District Jacqueline Tyler Clarksdale Municipal School District Theresa Vollor Vicksburg-Warren School District Allison Wheat Picayune School District Patricia Williams Sunflower County School District Advisory Committee Dr. Stefan Bradley St. Louis University Dr. Deirdre Cooper-Owens University of Mississippi Dr. Emilye Crosby State University of New York- Geneseo Attorney Bradley Rath Long Beach, MS Dr. Rickey Hill Mississippi Valley State University Dr. Robert Luckett Jackson State University Dr. Stephen Middleton Mississippi State University Dr. Charles Ross University of Mississippi 2011 Mississippi Social Studies Framework TABLE OF CONTENTS Introduction to Mississippi Social Studies Framework . . . . Kindergarten . . . . . . . . . . . First Grade . . . . . . . . . . Second Grade . . . . . . . . . . Third Grade . . . . . . . . . . Fourth Grade (Mississippi Studies/Regions) . . . . . . Fifth Grade (United States History from Pre-Columbian Era to Colonization) . Sixth Grade (World Geography and Citizenship) . . . . . Seventh Grade (World History from Pre-Historic Era to the Age of Enlightenment) . Eighth Grade (United States History from Exploration through Reconstruction) . Mississippi Studies . . . . . . . . . United States Government . . . . . . . . Introduction to World Geography . . . . . . . World History from the Age of Enlightenment to the Present . . . United States History from Post-Reconstruction to Present . . . . Economics . . . . . . . . . . Advanced World Geography . . . . . . . . Psychology . . . . . . . . . . Sociology . . . . . . . . . . Local Resource Studies . . . . . . . . Law Related Education . . . . . . . . Minority Studies . . . . . . . . . Humanities . . . . . . . . . Local Culture . . . . . . . . . . Personal Leadership . . . . . . . . . African American Studies . . . . . . . . Survey of World Religions . . . . . . . . Community Service Learning . . . . . . . . Problems in American Democracy . . . . . . . Field Experiences . . . . . . . . . NEFE High School Financial Planning Program . . . . . History of the Ancient Middle East, 2000 B.C. to 100 A.D. . . . . Standards for Literacy in History/Social Studies 6–12 . . . . 2011 Mississippi Social Studies Framework Advanced Placement Social Studies Courses European History Government & Politics: Comparative Government & Politics: United States Human Geography Macroeconomics Microeconomics Psychology United States History World History For questions concerning the Advanced Placement Program, contact: apexams@info.collegeboard.org (888)CALL-4-AP (Toll Free) http://apcentral.collegeboard.com/apc To order AP Publications, contact: College Board Publications 45 Columbus Avenue New York, NY 10023-6992 Phone: (212) 713-8165 (Monday through Friday, 8:30 a.m. to 8 p.m., ET) Fax: (212) 713-8143 Email: storehelp@collegeboard.org 2011 Mississippi Social Studies Framework INTRODUCTION TO MISSISSIPPI SOCIAL STUDIES FRAMEWORK PURPOSE The purpose of the 2011 Mississippi Social Studies Framework is to provide Mississippi teachers with a structure for planning and delivering instruction in a comprehensive and logical form. The over-arching goal of the 2011 Mississippi Social Studies Framework is citizenship education in order to foster the development of life-long, responsible, accountable, global citizens in a democratic society. The 2011 Mississippi Social Studies Framework is the basis for district curriculum development for K-12 teachers. The framework provides an outline of what students should learn and do in K-12 social studies classrooms. The curriculum replaces the previous social studies curriculum structure developed in 2004. CYCLE The pilot (optional) year is 2010-2011. Implementation of the curriculum framework begins in school year, 2011-2012. ORGANIZATION The Framework is organized by grade level and elective courses are at the end of the document. A description of the purpose, focus, and an overview is found preceding each individual grade level and course. The 2011 Mississippi Social Studies Framework is formatted as follows: EIGHTH GRADE (UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the major events, actors and ideas that precipitated the founding of the nation and relate their significance to the development of American constitutional democracy. a. Describe the relationship between the moral and political ideas of the Great Awakening, the Enlightenment, and Western Political philosophies and the development of revolutionary sentiment among the colonists. (DOK 2) COURSE STRANDS COMPETENCY OBJECTIVE DOK LEVEL 2011 Mississippi Social Studies Framework STRANDS The different content strands in social studies combine to give a clear picture of the past and present. Strands also give depth to the social studies curriculum, enabling students to grasp the complexity of events from the past and present and help them acquire critical thinking skills to make informed choices in the future. The 2011 Mississippi Social Studies Framework is comprised of five (5) essential content strands: DOMESTIC AFFAIRS, GLOBAL AFFAIRS, CIVIL RIGHTS/HUMAN RIGHTS, ECONOMICS, and CULTURE. New Strand- CIVIL RIGHTS/HUMAN RIGHTS MS Code 37-13-193 requires the Mississippi Department of Education to work with the Mississippi Civil Rights Education Commission to incorporate civil rights/human rights education into the state‘s K-12 educational program. Civil rights/humans rights education, as understood by the writers of this framework, is defined as the mastery of content, skills and values that are learned from a focused and meaningful exploration of civil rights/human rights issues (both past and present), locally, nationally and globally. This education should lead learners to understand and appreciate issues such as social justice, power relations, diversity, mutual respect, and civic engagement. Students should acquire a working knowledge of tactics engaged by civil rights activists to achieve social change. Among these are: demonstrations, resistance, organizing, and collective action/unity. The content was incorporated as a content strand throughout the entire K-12 framework at the recommendation of the Mississippi Civil Rights Education Commission. New Strand-CULTURE The competencies and objectives in the culture strand aim to place historical events, actors, and prominent ideas in a cultural context. Students should be able to relate better to historical and contemporary events and see them as alive with possibility and open for critique. GLOBAL AFFAIRS DOMESTIC AFFAIRS SOCIAL STUDIES CIVIL RIGHTS/HUMAN RIGHTS ECONOMICS CULTURE 2011 Mississippi Social Studies Framework Particular emphasis is placed on the role of mass culture (media, arts, religion, contemporary sentiments, etc.) in the shaping of society. COMPETENCIES Competencies are required to be taught and are printed in bold face type. Competencies are broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. Competencies in the framework are not ranked chronologically or in order of importance. The competencies may be combined and taught with other competencies throughout the school year. The competencies are not intended to be a list of content skills that are taught once, tested, and recorded as “mastered”. Competencies should be repeated through different units of study throughout the year. OBJECTIVES The objectives serve as a guide, indicating how competencies can be fulfilled through a progression of content and concepts at each grade level. Objectives should not be taught in isolation. Multiple objectives should be taught in a well-organized instructional activity or unit. THE REVISION PROCESS FOR THE SOCIAL STUDIES FRAMEWORK The Mississippi Social Studies Curriculum Writing Team was selected in May 2008 from nominations by school district superintendents and others. The purpose of the team was to revise the 2004 Mississippi Social Studies Framework and Guide based on the Understanding by Design (UbD) approach. The team was composed of teachers, administrators, and university professors throughout Mississippi. In order to gain a sufficient understanding of the direction of social studies education, the writing team reviewed the National Council for the Social Studies Standards, The National Council of History Education Standards, The National Geographic Alliance Standards for Geography Education, the National Council on Economic Education Standards, the Frameworks from the 2009 National Assessment of Educational Progress (NAEP), standards for Advanced Placement programs, social studies standards from other states, current literature, and research. These resources served as a foundation for the development of the framework. The Mississippi Department of Education solicited comment from the Norman Webb Group and other outside evaluators to assure a complete social studies program in content and skills with emphasis on global understandings and diversity and alignment with national standards. 2011 Mississippi Social Studies Framework DEPTH OF KNOWLEDGE Each objective in the required courses of the 2011 Mississippi Social Studies Framework has been assigned a Depth of Knowledge (DOK) level based on the work of Dr. Norman L. Webb. DOK levels help administrators, teachers, and parents understand the objective in terms of the complexity of what students are expected to know and do. Standards (i.e., competencies and objectives) vary in terms of complexity. Some objectives expect students to reproduce a fact or complete a sequence of steps, while others expect students to reason, extend their thinking, synthesize information from multiple sources, and produce significant work over time. Teachers must know what level of complexity is required by an objective in order to ensure that students have received prior instruction or have had an opportunity to learn content at the level students will be expected to demonstrate or perform. Classroom assessment items must be created to ensure that what is elicited from students on the assessment is as demanding cognitively as what students are expected to know and do as stated in the objectives. Depth of Knowledge (DOK) levels are used in the 2011 Mississippi Social Studies Framework. The levels represent a hierarchy based on two main factors. One factor is sophistication and complexity. Sophistication will depend on the abstractness of the activity, the degree to which simple knowledge and skills have to be recalled or drawn upon, the amount of cognitive processing required, the complexity of the content concepts used, the amount of content that has to be recalled or drawn upon, the lack of routine, and the need to extend knowledge meaningfully or produce novel findings. The other factor is that students at the grade level tested have received prior instruction or have had an opportunity to learn the content. Objectives and assessment items that address complex knowledge can still have a low DOK level if the required knowledge is commonly known and students with normal instruction at a grade level should have had the opportunity to learn how to routinely (habitually) perform what is being asked. The four levels of Depth of Knowledge (DOK) are described below. Level 1 Recall of Information Level 1 asks students to recall facts, terms, concepts, trends, generalizations and theories or to recognize or identify specific information contained in graphics. This level generally requires students to identify, list, or define. The items at this level usually ask the student to recall who, what, when and where. Items that require students to ―describe‖ and ―explain‖ could be classified at Level 1 or 2 depending on what is to be described and explained. A Level 1 ―describe or explain‖ would recall, recite or reproduce information. Items that require students to recognize or identify specific information contained in maps, charts, tables, graphs or drawings are generally level 1. 2011 Mississippi Social Studies Framework Level 2 Basic Reasoning Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response. This level generally requires students to contrast or compare people, places, events and concepts; convert information from one form to another; classify or sort items into meaningful categories; describe or explain issues and problems, patterns, cause and effect, significance or impact, relationships, points of view or processes. A Level 2 ―describe or explain‖ would require students to go beyond a description or explanation of recalled information to describe or explain a result or ―how‖ or ―why.‖ Level 3 Application Level 3 requires reasoning, using evidence, and a higher level of thinking than the previous two levels. Students would go beyond knowing ―how and why‖ to justifying the ―how and why‖ through application and evidence. The cognitive demands at Level 3 are more complex and more abstract than Levels 1 or 2. Items at Level 3 include drawing conclusions; citing evidence; using concepts to explain ―how and why;‖ using concepts to solve problems; analyzing similarities and differences in issues and problems; proposing and evaluating solutions to problems; recognizing and explaining misconceptions or making connections across time and place to explain a concept or big idea. Level 4 Extended Reasoning Level 4 requires even more complex reasoning and the addition of planning, investigating, or developing that will most likely require an extended period of time. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. At this level the cognitive demands should be high and the work should be very complex. Students should be required to connect and relate ideas and concepts within the content area or among content areas in order to be at this highest level. The distinguishing factor for Level 4 would be evidence through a task or product that the cognitive demands have been met. A Level 4 performance will require students to analyze and synthesize information from multiple sources, examine and explain alternative perspectives across a variety of sources and/or describe and illustrate how common themes and concepts are found across time and place. In some Level 4 performance students will make predictions with evidence as support, develop a logical argument, or plan and develop solutions to problems. Many on-demand assessment instruments will not include assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated so as to expect students to perform thinking at this level. On-demand assessments that do include tasks, products, or extended responses would be classified as Level 4 when the task or response requires evidence that the cognitive requirements have been met. 2011 Mississippi Social Studies Framework UNDERSTANDING BY DESIGN Understanding by Design (UbD) is a way of thinking about how to plan teaching and learning to achieve in-depth understanding. It is an approach to curriculum that stresses transfer and meaning through ‗Big Ideas‘ as the point of learning. It stresses a ‗Backward Design‘ way of thinking about instruction: begin with complete clarity about learning goals, continue with inferring the assessment implied in those goals, and only then develop learning activities that honor the goals. In all of its elements, UbD emphasizes deep and flexible understanding, rather than rote recall or the mastery of discrete skills. The design approach honors the state curriculum frameworks, by factoring in the level of student performance to which the competencies aim. Research shows clearly that the current emphasis on endless drills of basic skills, test preparation, and a content-driven curriculum does not sufficiently improve student performance. The point of skill and knowledge is to be able to use it, in challenging and engaging situations. In UbD, curriculum is designed with the end in mind which is the premier approach to this kind of framework. SEQUENCE Kindergarten Self/Home 1st grade Family/School 2nd grade School/Neighborhood 3rd grade Community/Local Government 4th grade Mississippi Studies/Regions 5th grade United States History from Pre-Columbian Era to Colonization 6th grade World Geography and Citizenship 7th grade World History from Pre-Historic Era to the Age of Enlightenment 8th grade United States History from Exploration through Reconstruction 2011 Mississippi Social Studies Framework Suggested High School Sequence Options for Required Social Studies Courses Grade Level Option A Option B Option C 9th Mississippi Studies/Economics Introduction to World Geography/Economics United States History from Post-Reconstruction to Present 10th World History from the Age of Enlightenment to the Present World History from the Age of Enlightenment to the Present World History from the Age of Enlightenment to the Present 11th United States History from Post-Reconstruction to Present United States History from Post-Reconstruction to Present Introduction to World Geography/Economics 12th United States Government/Introduction to World Geography Mississippi Studies/United States Government Mississippi Studies/United States Government Elective Social Studies Courses (9th - 12th Grades) (7th - 12th Grades) Advanced World Geography African-American Studies Community Service Learning Humanities Law Related Education Local Resource Studies Minority Studies Personal Leadership Problems in American Democracy Psychology Sociology Survey of World Religions Field Experiences Local Culture Standards for Literacy in History/Social Studies 6–12 The Standards for Literacy in History/Social Studies 6–12 were developed as a part of the Common Core State Standards for English/Language Arts to compliment state standards in the area of social studies. The standards incorporate expectations of the types of reading and writing skills required of students to be prepared for college and/or a career path. Teachers are expected to reference the literacy standards when selecting informational texts and writing tasks for social studies courses. 2011 Mississippi Social Studies Framework KINDERGARTEN (SELF/HOME) The major emphasis of kindergarten is to provide socialization experiences that help children bridge their home life with the group life of school. Teachers are preparing students to operate successfully in the 21st century. This is done by sensitizing children to a world of many diverse people, cultures, and changing environments. Children need to begin to learn that rules are required for orderly social relationships. Awareness of self should be developed through face-to-face, successful experiences. Additionally, the concepts of self-esteem and citizenship skills should go hand-in-hand. Kindergarten focuses on the child and the home. Starting with what children know, comparisons can be made to broaden their world. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework KINDERGARTEN (SELF/HOME) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand that ideas are represented by symbols. a. Identify school, community, state and national symbols (e.g., school mascot, community logo, Mississippi state flag, United States flag, American eagle, etc.). (DOK 1) b. Identify the pledge of allegiance and patriotic songs as expressions of patriotism. (DOK 1) Global/International Affairs 2. Understand self in relation to the location of people, places, and things. a. Use terms related to location, direction, size, and distance (e.g., up, down, left, right, here, there, far, near, large, small, etc.). (DOK 2) b. Identify representations of earth using technology, maps, and globes. (DOK 1) c. Identify cardinal directions (i.e., north, south, east, west). (DOK 1) Civil/Human Rights 3. Understand the concept of rights and responsibilities of a good citizen. a. Define the terms ―rights‖ and ―responsibility.‖(DOK 1) b. Distinguish between rights and responsibilities of individuals in relation to different social groups including, family, peer group, and classmates (e.g., courteous public behavior, honesty, self-control, respect for the rights and property of others, fairness, etc.). (DOK 2) c. Name figures of authority and their position in upholding human and civil rights (e.g., parents, teachers, principal). (DOK 1) d. State the importance of classroom and school rules and the consequences of failing to obey them (e.g., raising hand before speaking to eliminate noise and allow every person to be heard; follow school/classroom rules to prevent accidents). (DOK 1) 2011 Mississippi Social Studies Framework Economics 4. Understand the importance of making appropriate economic choices. a. Classify items as personal wants or needs. (DOK 2) b. Identify differences between purchasing and bartering (e.g., purchasing a toy at the store, trading baseball cards for a toy). (DOK 1) c. Discuss the importance of careful use of classroom and home resources to avoid waste. (DOK 1) d. Identify a variety of jobs (e.g., scientists, teachers, plumbers, lawyers, electricians, store clerks etc.) and their purposes (e.g., earn money to meet individual needs and wants, take care of others, etc.). (DOK 1) Culture 5. Understand and discuss the traditions of various groups of people. a. Identify historical figures of various cultures (e.g., Pocahontas, George Washington, Booker T. Washington, Daniel Boone, etc.). (DOK 1) b. Describe ways people celebrate their diverse cultural heritages (e.g., literature, language, games, songs, dances, holidays, etc.). (DOK 1) c. Name historically significant events as they relate to self and family (e.g., Independence Day, Veterans Day, Memorial Day, Thanksgiving, Martin Luther King, Jr. Day, Black History month, Presidents‘ Day, etc.). (DOK 1) 2011 Mississippi Social Studies Framework FIRST GRADE (FAMILY/SCHOOL) The emphasis in first grade is to help children understand family life and structure, as well as roles of family members in a global setting. These essential family activities help children meet basic psychological needs. Variations in the way families live should be studied, for example, rural/urban/suburban, self-employed, unemployed, single-parent, retired, and various housing options. Children should learn that the family is the primary support group for people everywhere. The socialization to school initiated in kindergarten is extended to first grade. The necessity for rules and laws should be taught as a natural extension of orderly group life. History can be presented through the family life structure. Also, the children need to become aware of the world beyond their neighborhood by studying other cultures. The globe and simple maps may be introduced to promote learning of these geographical concepts and relationships. It is essential at this level for the children to have hands-on activities and experiences. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework FIRST GRADE (FAMILY/SCHOOL) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the symbols, icons, and traditions of community, state, and nation. a. Identify and explain the meaning of state and national symbols, icons, and traditions (e.g., the United States flag, bald eagle, Statue of Liberty, Uncle Sam, George Washington, Thanksgiving, saluting the flag, parades, etc.). (DOK 1) b. Explain the general meaning of the pledge of allegiance. (DOK 1) c. Identify and discuss songs that express the ideals of the United States of America. (DOK 1) Global/International Affairs 2. Understand everyday life in different times and places around the world. a. Use a map and/or globe to locate the local community, Mississippi, the United States, the seven continents, and the oceans. (DOK 1) b. Identify and apply cardinal directions to maps (i.e., N, E, S, W). (DOK 2) c. Identify past and present modes of transportation (air, land, and water) in places around the world (e.g., airplane, spacecraft, horse and buggy, walking, subway, train, etc.). (DOK 1) d. Describe how location, weather, and the physical environment affect personal lifestyles (e.g., food, clothing, shelter, transportation, and recreational activities). (DOK 2) Civil/Human Rights 3. Understand the rights and individual responsibilities of members of families and schools. a. Give examples of the terms ―rights‖ and ―responsibility.‖ (DOK 1) b. Explain why all humans have rights and responsibilities. (DOK 1) c. Demonstrate responsible behavior of individuals in different social groups including, family, peer group, and classmates (e.g., courteous public behavior, honesty, self-control, respect for the rights and property of others, fairness, etc.). (DOK 2) d. Identify and discuss the roles of figures of authority in upholding human and civil rights (e.g., parents, teachers, principal). (DOK 1) 2011 Mississippi Social Studies Framework e. Explain the necessity of rules and laws and the consequences of failing to obey them (e.g., raising hand before speaking to eliminate noise and allow every person to be heard; follow school/classroom rules to prevent accidents). (DOK 1) Economics 4. Understand basic economic concepts and the role of individual choice in a free market economy. a. Describe the concept of exchange and the use of money to purchase goods and services. (DOK 1) b. Give examples of goods and services that people buy and use. (DOK 1) c. Give examples of the choices people have to make about the goods and services they buy and sell and why they have to make choices. (DOK 2) d. Identify the specialized roles and contributions of family members in the workplace (e.g., producing, transporting, and marketing goods and services). (DOK 1) Culture 5. Understand the unique characteristics of a variety of families and cultures. a. Discuss a variety of different religious, community, and family celebrations and customs. (DOK 2) b. Describe celebrations held by members of the class and their families. (DOK 1) c. Identify historical figures in various cultures and their characteristics (e.g., Abraham Lincoln, Geronimo, Davy Crocket, George Washington Carver, etc.). (DOK 1) 2011 Mississippi Social Studies Framework SECOND GRADE (SCHOOL/NEIGHBORHOOD) Learning the importance of living in social groups in a global setting is the overall theme in second grade. The neighborhood is the students‘ own place in space. They need to learn how this place in space interacts with the rest of the world. Through the study of the neighborhoods, the student should learn basic human relationships such as sharing and caring, helping others in time of need, and living harmoniously with others. By studying people in groups (e.g., neighborhoods) and in social functions, education, production, consumption, communication, and transportation will be understood. The necessity for rules and laws should be stressed and illustrated by examples from the everyday lives of children. Geographic concepts should be included, as well as studies of other cultures for a global perspective. Contrasting neighborhood life today with that of the past should be included to provide a historical perspective for the student. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework SECOND GRADE (SCHOOL/NEIGHBORHOOD) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the concept and development of government. a. Define the terms ―government‖ and ―voting.‖ (DOK 1) b. Identify the positions and persons who hold local, state, and national offices (e.g., Mayor, Governor, and President). (DOK 1) c. Explain the voting process and how results are used. (DOK 1) d. Identify the services provided by the government (public schools, fire departments, police departments). (DOK 1) Global/International Affairs 2. Understand the locations of people, places, and environments and describe their characteristics. a. Use a map of the North American continent to locate countries, oceans, Great Lakes, and mountain ranges. (DOK 1) b. Identify the essential map elements including title, legend, intermediate directional indicators (NE, SE, NW, and SW), scale, and date. (DOK 1) c. Use a grid map to locate specific places and geographic features in the neighborhood or community. (DOK 1) d. Compare and contrast the effects of location, weather, and physical environment on the way people live (e.g., food, clothing, shelter, transportation, recreation). (DOK 2) Civil/Human Rights 3. Understand the importance of individual actions and character traits that contribute to advancing civil/human rights. a. Compare and contrast the terms ―rights‖ and ―responsibilities.‖ (DOK 2) b. Define and give examples of some of the rights students have in the school (e.g., students have the right to come to school, to ask questions, to vote in class elections). (DOK 1) c. Discuss the responsibilities of individuals in schools (e.g., respect for the rights and property of others, tolerance, honesty, self-control, compassion, participation in the 2011 Mississippi Social Studies Framework democratic process, work for the common good, fairness, etc.). (DOK 2) d. Explain the role of people in authority (e.g., police officers, city officials, community leaders) in upholding human and civil rights. (DOK 1) e. Participate in the development of classroom rules and defining the consequences of failing to obey them. (DOK 2) Economics 4. Understand how the production, distribution, and consumption of human-made resources and natural resources contribute to the community. a. Describe production and consumption of human-made goods and services (e.g., food production involves farmers, processors, distributors, weather, land, and water resources; automobile industry involves designers, engineers, welders, robots, etc.). (DOK 2) b. Explain how limits on resources affect choices about production and consumption (e.g., farming vs. industrial production; relocating vs. commuting). (DOK 2) c. Explain the roles of producers and consumers. (DOK 2) Culture 5. Understand the unique characteristics of a variety of communities and cultures. a. Identify and discuss expressions of culture evident in neighborhoods (e.g., art, music, literature, religion, food, dance, etc.). (DOK 2) b. Compare and contrast neighborhoods to earlier generations in such areas as school, dress, manners, stories, games, and festivals drawing from biographies, oral histories, and folklore. (DOK 2) c. Name historical figures of various cultures (e.g., Thomas Jefferson, Thomas Edison, Frederick Douglas, Harriet Tubman, Susan B. Anthony, etc.). (DOK 1) 2011 Mississippi Social Studies Framework THIRD GRADE (COMMUNITY/LOCAL GOVERNMENT) The focus of study at the third grade level is the community in a global setting. Many aspects of social living take place in the community, which provides an excellent laboratory for the study of social life. Social functions such as production, transportation, distribution, communication, and government, including their international connections, should be emphasized. At the local, national, and international levels, the concepts of dependence and interdependence should be stressed. Geographic concepts and skills should be extended to include the interactions of human beings with the environment. Map reading skills and place location should be mastered. Emphasis should be given to the study of the history of the local community. The relevant social history and biographies of prominent local citizens are especially important. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework THIRD GRADE (COMMUNITY/LOCAL GOVERNMENT) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the role of rules and laws in our daily lives and the basic structure of the government at the local level. a. Describe the three branches of government at the local level. (DOK 1) b. Explain how and why the local government makes laws, carries out laws, determines whether laws have been violated, and determines consequences for those who break the laws. (DOK 2) c. Explain the purpose of rules and laws and why they are important to a community (e.g. littering, noise, etc.). (DOK 2) d. Identify services provided by local government. (DOK 1) e. Discuss spatial and ecological perspectives in life situations (e.g., locating waste disposal in the community, organizing a recycling drive, measuring food disposal at the school, etc.). (DOK 2) Global Affairs 2. Understand the interdependence of people, places, and environment that make up the local community. a. Use social studies tools (e.g., time lines, maps, globes, compasses, graphs, grids, and technological resources, etc.) to describe the connections among the people, places, and environment of the community. (DOK 2) b. Use maps and globes to find relative and absolute locations in regard to different communities (e.g., longitude, latitude, and spatial perspective). (DOK 1) 2011 Mississippi Social Studies Framework Civil Rights/Human Rights 3. Understand the historical circumstances and conditions of civil human rights struggles in local communities. a. Identify important beliefs commonly held by Americans about themselves and their government (e.g., following individual rights and freedoms, common good, respect for law, importance of work, education, volunteerism, conflict resolutions, etc.). (DOK 1) b. Explain why certain civic responsibilities (e.g., following civic protocol, celebrating historic figures, etc.) are important to individuals and to the community. (DOK 1) c. Describe different ways people in a community can influence their local government. (e.g., voting, running for office, or participating in meetings). (DOK 1) Economics 4. Understand basic economic concepts and their effects on our community. a. Identify the ways in which a community depends upon other communities to provide for its wants and needs and goods and services. (DOK 2) b. Define what a ―tax‖ is and the purpose of paying taxes. (DOK 1) c. Identify resources and scarcity of resources within the community. (DOK 1) d. Describe opportunity costs of choices made in the community. (DOK 2) e. Describe the division of labor within the community (e.g., interdependence of various jobs and careers). (DOK 2) Culture 5. Understand how the diversity of people and customs affects the local community. a. Explain how cultural artifacts represent cultures in local communities. (e.g., pictures, animals, and masks.). (DOK 1) b. Compare and contrast celebrations of various groups within the local community. (DOK 2) c. Research and identify historical figures of various cultures (e.g., Martin Luther King, Jr., Betsy Ross, Franklin D. Roosevelt, Rosa Parks, etc.). (DOK 2) 2011 Mississippi Social Studies Framework FOURTH GRADE (MISSISSIPPI STUDIES/REGIONS) The major emphasis of the fourth grade framework is Mississippi as an area of the earth and a political region. Mississippi should be studied in various contexts, including physical features, climate, agricultural production, industrial development, and economic productivity. Cultural regions of the past and present should be included. Basic social studies tools such as a map, a compass, and a globe should be utilized. History should be included in units of study to show how Mississippi has changed over time. Economic concepts such as resources, scarcity, and exchange should be used to show how regions in Mississippi and the world interact. Additionally, civic concepts should be developed and applied to those skills necessary for citizenship participation in a democratic society. Teachers are preparing students to operate successfully in the 21st century. This is done by sensitizing children to many diverse people, cultures, and changing environments. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework FOURTH GRADE (MISSISSIPPI STUDIES/REGIONS) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the purpose, roles, and responsibilities of state and federal government. a. Distinguish among the three branches of government and their roles at local, county, state, and national levels. (DOK 2) b. Explain how and why the state government makes, carries out, and enforces laws. (DOK 1) c. Explain the responsibilities of state government to protect, educate, and maintain the public welfare of its citizens (e.g., responding to natural disasters). (DOK 2) d. Demonstrate and analyze spatial and ecological perspectives in life situations (e.g., locating waste disposal in the community, organizing a recycling drive, etc.). (DOK 2) 2. Understand how geography, history, and politics have influenced the development of Mississippi. a. Identify the major Native American groups (Chickasaw, Choctaw, and Natchez) found living in Mississippi by the first European explorers in the region and discuss their governmental and economic systems. (DOK 2) b. Describe the process by which the Mississippi territory was admitted to the United States. (DOK 1) c. Describe the development of slavery and opposition to slavery in Mississippi. (DOK 1) d. Trace the events that led to the secession of Mississippi from the Union in 1861 and subsequently entering the Civil War. (DOK 1) Global Affairs 3. Describe and illustrate geographic aspects of a region using fundamental geographic vocabulary. a. Use social studies tools (e.g., time lines, maps, globes, compasses, graphs, grids, and technological resources, etc.) to describe the connections among the people, places, and environment of Mississippi and the southeastern region. (DOK 2) b. Compare and contrast the ten geographical regions of Mississippi in terms of soil, landforms, etc. (DOK 2) c. Discuss Mississippi‘s global trade activities (e.g., imports, exports, interdependence, etc.). (DOK 1) 2011 Mississippi Social Studies Framework Civil Rights/Human Rights 4. Understand the roles, rights, and responsibilities of Mississippi citizens. a. Distinguish between acceptable and unacceptable behaviors of a responsible citizen (e.g., courteous public behavior, respect for the rights and property of others, tolerance, self-control, participation in the democratic process, and respect for the environment, etc.). (DOK 2) b. Identify historical figures (e.g., Fannie Lou Hamer, Medgar Evers, and Martin Luther King Jr., etc.), circumstances (e.g., slavery, abolition, segregation and integration, etc.), and conditions (e.g., The Great Migration, Trail of Tears, Women‘s Suffrage, etc.) related to the struggle for civil/human rights in Mississippi and their impact on Mississippi‘s society. (DOK 2) c. Compare and contrast the benefits and challenges of unity and diversity among citizens of Mississippi. (DOK 2) Economics 5. Understand how geographic and environmental factors influence life and work. a. Compare the resources and scarcity of resources in a local region to other regions of Mississippi (e.g., Delta‘s rich soil vs. coastal waters). (DOK 2) b. Describe the division of labor within Mississippi (e.g., government, industry, and agriculture). (DOK 1) c. Describe the opportunity cost of choices made within Mississippi (e.g., cotton farming vs. soy bean farming, pasture land vs. industrial development, beaches vs. casinos, landfills vs. parks, etc.). (DOK 2) d. Explain the benefits and challenges of global trade for Mississippi. (DOK 2) e. Explain the connections between Mississippi and other states (e.g., economic and political borders such as the Natchez Trace, the Mississippi River, Gulf of Mexico, etc.). (DOK 2) f. Describe the economic impact of natural disasters (e.g., hurricanes, tornadoes, earthquakes, etc.). (DOK 2) Culture 6. Understand diversity in Mississippi. a. Describe the history of people who first lived in Mississippi. (DOK 1) b. Identify the Mississippi artists, musicians and writers who have an impact on the state, nation and world. (DOK 1) c. Analyze the impact and interactions among all groups throughout the history of Mississippi (e.g., European American, African American, Asian American, Native American, Hispanic, etc.). (DOK 3) 2011 Mississippi Social Studies Framework FIFTH GRADE (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION) The fifth grade course of study focuses on the collective heritage of the people of the United States and the foundation of the American democratic society. The major emphasis of fifth grade United States history is on the important historical events, actors, and ideas that served to characterize the period before earliest encounters of explorers to the ―new world‖ through the period of European colonization of North America. Students should examine early settlements, the development of early colonization by various groups and the impact of those groups on the forming of our democratic nation. The course will develop citizenship education through the study of ideals, principles, and practices of citizenship in a democratic society. Students should become familiar with the geography and economic development of various regions of the United States. Skill development should include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands. The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments in written and oral form based on evidence, and developing a solid command of major geographic features by interpreting physical and political maps of the United States and the world's continents. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the 2011 Mississippi Social Studies Framework objective. 2011 Mississippi Social Studies Framework FIFTH GRADE (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the people, events, and types of government associated with the development of the United States. a. Differentiate among pre-Columbian civilizations (e.g., cliff dwellers, Pueblo people of the desert Southwest, American Indians of the Pacific Northwest, nomadic nations of the Great Plains, and the Woodland Peoples east of the Mississippi River) regarding their location, religious practices, political structures, and use of slaves. (DOK 3) b. Cite evidence of the earliest explorations of the Western Hemisphere by the Vikings, including locations and time frame of their explorations. (DOK 3) c. Identify significant European supporters (e.g., King Ferdinand and Queen Isabella) and explorers (e.g., Cortez, Ponce de Leon, Hernando De Soto) and the settlements they established (e.g., Roanoke, Jamestown, Plymouth). (DOK 3) d. Connect the reasons for the establishment of the early colonies to the major individuals and groups responsible for the founding of those settlements (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts). (DOK 3) e. Discuss the structure of colonial governments (e.g., legislative bodies, town meetings, charters of individual freedoms and rights). (DOK 3) Global/International Affairs 2. Understand global connections and explore issues, concerns, and possible solutions. a. Locate physical features that influenced and impacted the migration, exploration and settlement in North America (e.g., continents, ocean currents, winds, forests, rivers, mountain regions). (DOK 3) b. Describe the impact of geographic regions on Native American life and the ways in which Native American Nations interacted with one another. (DOK 3) c. Locate on maps of North America and South America, land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia. (DOK 3) 2011 Mississippi Social Studies Framework d. Explain the cultural, ecological, and economic impact of the Columbian Exchange on Europe, the Americas, and West Africa (e.g., widespread exchange of plants, animals, foods, human populations including enslaved people, communicable diseases, and ideas between the Eastern and Western hemispheres). (DOK 3) Civil Rights/Human Rights 3. Understand how political, religious, and economic ideas and interests influenced the founding of the United States. a. Explain how the need for religious, political, and economic freedom influenced the settlement of North America by Europeans. (DOK 2) b. Analyze the relationship between early European settlers in America and the Native Americans they encountered in terms of conflict, cultural exchanges, property rights, and adoption of democratic ideas. (DOK 3) c. Critique the development and impact of slavery in North America, including the causes, conditions, and effects on enslaved Africans in North America. (DOK 3) d. Trace the development of democratic ideas that influenced the early colonies (e.g., Magna Carta and Mayflower Compact, etc.). (DOK 2) Economics 4. Understand the impact of trade routes on emerging colonies in the Americas. a. Describe economic activities within and among Native American cultures prior to contact with Europeans. (DOK 1) b. Trace the North American and Atlantic trade routes that linked Africa, the West Indies, the North American colonies, and Europe and explain the economic impact of those routes. (DOK 1) c. Use economic concepts (e.g., supply and demand, scarcity, interdependence, opportunity costs) to identify the economic motivations for European exploration and settlement in the Americas. (DOK 2) Culture 5. Understand the contributions of the various cultures represented in pre-Columbian through colonial America. a. Compare major Native American cultures in respect to geographic regions (e.g., Southeast, Northeast, Southwest, Pacific Northwest, and Plains), natural resources, government, economy, and religion. (DOK 2) b. Explain the effect of colonization by Europeans on both European and Native American cultures. (DOK 2) c. Draw conclusions about how cultures changed through cultural diffusion, invention, and innovation (e.g., navigational tools such as astrolabe and sextant, farming techniques, new agricultural products, holidays, religious beliefs and practices, government, 2011 Mississippi Social Studies Framework weaponry, etc.). (DOK 3) 2011 Mississippi Social Studies Framework SIXTH GRADE (WORLD GEOGRAPHY AND CITIZENSHIP) Using geography as a framework, the sixth grade course of study focuses on the rudiments of civic engagement. The course content is designed to provide a foundation for understanding global affairs and hemispheric concerns including current situations. The differing physical landscapes of the Western Hemisphere will be examined. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands. The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments in written and oral form based on evidence, and developing a solid command of major geographic features by interpreting physical and political maps of the United States and the world's continents. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework SIXTH GRADE (WORLD GEOGRAPHY AND CITIZENSHIP) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the responsibilities, duties, and functions of all three branches of government on a federal, state, and local level. a. Differentiate among the three branches of government at the federal, state, and local level. (DOK 1) b. Explain and analyze the concepts of separation of powers and checks and balances among the three branches of state and national governments. (DOK 2) c. Research and summarize how the electoral process works in the United States government. (DOK 1) 2. Understand individual and civic duties and responsibilities of citizens of the United States. a. Explain and give examples of the differences between natural-born citizens, naturalized citizens, and non-citizens. (DOK 1) b. Differentiate between individual and civic duties/responsibilities of American citizens (e.g., Individual- respect for the rights of others, self-discipline, negotiation, compromise; Civic- respect for the law, patriotism, participation in the political process). (DOK 1) 3. Understand how the United States can benefit by individual and collective participation and by public service. a. Investigate and discuss examples of how citizens participate in the political process. (DOK 2) b. Explore and formulate a plan for civic and community action (e.g., recycling, supporting the military and veterans, helping the elderly, etc.). (DOK 3) 2011 Mississippi Social Studies Framework Global Affairs 4. Understand the world in spatial terms using maps, major physical and human features, and urban and rural land-use patterns. a. Analyze information using social studies tools (e.g., timelines, time zones, maps, globes, graphs, political cartoons, tables, technology, etc.). (DOK 3) b. Analyze relationships among people, places, and the environment by mapping information including trade patterns, governmental alliances, and immigration patterns. (DOK 3) 5. Understand the processes that shape the physical environment, including long- range effects of extreme weather phenomena and human activity (e.g., ocean and atmospheric circulation, movements of the sun, moon, and Earth, hurricanes, erosion, pollution, deforestation, etc.). a. Compare and contrast the effects that human activity has on ecosystems throughout time. (DOK 2) b. Analyze positive and negative effects that natural and human phenomena have on societies throughout the world. (DOK 3) c. Assess and describe how governments and people prepare for natural disasters. (DOK 2) Civil Rights/Human Rights 6. Understand the influences of historical documents (e.g., Magna Carta, Mayflower Compact, Declaration of Independence, Constitution, the Bill of Rights, the Emancipation Proclamation, etc.), events, and social movements on the rights of American citizens. a. Compare and contrast the essential ideas of various historical documents that are important in shaping the values of American Democracy. (DOK 2) b. Analyze how various philosophers influenced the writing of America‘s historical documents. (DOK 3) c. Analyze political and social impacts of civil rights movements throughout the history of the United States (e.g., demonstrations, individual and group resistance, organizing efforts, and collective action/unity). (DOK 3) d. Explain and analyze the current state of civil and human rights for all people in our nation (e.g., people with disabilities, minorities, gender, etc.). (DOK 3) e. Explain how conflict, cooperation, and interdependence (e.g., social justice, diversity, mutual respect, and civic engagement) among groups, societies, and nations influenced the writing of early historical documents. (DOK 3) 2011 Mississippi Social Studies Framework Economics 7. Understand how geographic location affects the economic and political aspects of both the Eastern and Western Hemispheres. a. Identify and describe economic activities of both hemispheres. (DOK 3) b. Analyze how physical features of a region affect the economic and political development of a population. (DOK 3) Culture 8. Understand how location affects the cultural aspects of both the Eastern and Western Hemispheres. a. Identify and describe the hemispheres using the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region). (DOK 1) b. Analyze how physical features of a region affect the cultural development of a population. (DOK 2) ****Note: Districts may choose to divide this course into two semesters (geography/citizenship). 2011 Mississippi Social Studies Framework SEVENTH GRADE (WORLD HISTORY FROM PRE-HISTORIC ERA TO THE AGE OF ENLIGHTENMENT) Using geography as a framework, the seventh grade course of study focuses on the cultural and historical developments of the world from prehistoric times to the Age of Enlightenment in the 18th Century. The content explores themes from the earliest civilizations and trace the evolution of civilizations from clans, to kingdoms, to empires and individual nation/states. The course content should provide a foundation for understanding global affairs. The avenues for these concepts are developed through the social studies strands. The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, United States, and to the world. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments in written and oral form based on evidence, and developing a solid command of major geographic features by interpreting physical and political maps of the United States and the world's continents. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework SEVENTH GRADE (WORLD HISTORY FROM PRE-HISTORIC ERA TO THE AGE OF ENLIGHTENMENT) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the biological and cultural processes that shaped the earliest human communities. a. Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of early human communities. (DOK 2) b. Investigate the approximate chronology and sequence of early hominid evolution in Africa from the Australopithecines to Homo erectus. (DOK 2) c. Identify current and past theories regarding the processes by which human groups populated the major world regions. (DOK 1) d. Discuss possible social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings. (DOK 2) 2. Understand unique features of Asian, European and African civilizations and how they have impacted the development of those civilizations. a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1) b. Analyze the concept of "civilization" (e.g., the various criteria used to define "civilization"; fundamental differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization). (DOK 3) c. Apply the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe and Africa. (DOK 3) 2011 Mississippi Social Studies Framework Global Affairs 3. Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE. a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1) b. Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and how they represented a decisive transformation in human history. (DOK 2) c. Investigate and summarize how the introduction of technology affected the relationship between civilizations (e.g., Egyptians and the Hittites, etc.). (DOK 2) 4. Understand how large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE. a. Identify the significant individuals and achievements of ancient Roman, Chinese, and India society. (DOK 1) b. Analyze the influence of the economic and political framework of Roman society on global expansion of civilization (e.g., how Roman unity contributed to the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation of Britain). (DOK 3) c. Explain the fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. (DOK 2) d. Explain the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire. (DOK 2) Civil Rights/Human Rights 5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall. a. Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe and Africa. (DOK 2) b. Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarchs and subjects, men and women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages. (DOK 2) c. Analyze the evolution of human rights throughout the history of various civilizations (e.g., Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.). (DOK 3) 2011 Mississippi Social Studies Framework Economics 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3) b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2) 7. Understand how technological advances affected the economic development of civilizations of Asia, Europe and Africa. a. Explain and analyze the technological advances of early man, such as irrigation, farming, and domestication of animals that led man from prehistory to civilization. (DOK 3) b. Analyze the effects of technology on trade at different times throughout history. (DOK 3) Culture 8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilization’s cultural development. a. Analyze the significance of various archaeological and anthropological findings and historical sites (e.g., Champollion‘s discovery of Rosetta stone, Pompeii, Akrotiri, etc.). (DOK 3) b. Compare and contrast the religions of Judaism, Christianity, Islam, etc. (DOK 2) c. Explain how political and economic changes during the Middle Ages led to the Renaissance. (DOK 2) d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (e.g., Crusades, explorations, trade, communication, technology, etc.). (DOK 3) 2011 Mississippi Social Studies Framework EIGHTH GRADE (UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION) The eighth grade course of study focuses on the historical development of the United States from Exploration through Reconstruction. Examining the events involving Native Americans and various European settlers, students should understand origins of political ideas which led to the development of our democratic society and critical events in the founding of the United States. Students should discover how conflicts over political and economic ideologies marked the course of United States history through the Reconstruction period. The social studies curriculum should be taught in a developmental sequence. This means the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, United States, and to the world. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments in written and oral form based on evidence in support of a thesis, and developing a solid command of major geographic features by interpreting physical and political maps of the United States and the world's continents. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework EIGHTH GRADE (UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION) CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the major events, actors and ideas that precipitated the founding of the nation and relate their significance to the development of American constitutional democracy. a. Describe the relationship between the moral and political ideas of the Great Awakening, the Enlightenment, and Western Political philosophies and the development of revolutionary sentiment among the colonists. (DOK 2) b. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of protecting individual rights (e.g., phrases such as ―all men are created equal, that they are endowed by their Creator with certain unalienable Rights‖). (DOK 3) c. Explain major events (The Stamp Act, The Intolerable Acts, Boston Tea Party, First Continental Congress, etc.) that led to the beginning of the American Revolutionary War. (DOK 2) d. Compare and contrast the major documents and works (e.g., Magna Carta, Declaration of Independence, Articles of Confederation, the United States Constitution, Bill of Rights, the Federalist Papers, etc.) that laid the foundation for American democracy. (DOK 2) e. Describe and explain the role of the Founding Fathers (e.g., Washington, Adams, Hamilton, Jefferson) and their impact on the development of America‘s political landscape. (DOK 2) 2. Understand how technology, geography, and social conflict has impacted the development of the United States. a. Discuss the influence of industrialization and technological developments in the various regions of the U.S., including human changes to the landscape and how the physical geography affected human actions (e.g., growth of cities, deforestation, farming, mineral extraction). (DOK 2) b. Cite evidence and evaluate the importance of improvements in transportation and communication (e.g., steamboats, railroads, canals, telegraph, etc.) in the development 2011 Mississippi Social Studies Framework of American society. (DOK 3) c. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees‘ ―Trail of Tears,‖ settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. (DOK 2) d. Trace the origins and development of slavery; its effects on African Americans and on the nation‘s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it. (DOK 2) e. Analyze the causes, key events, and consequences of the Civil War. (DOK 3) f. Evaluate and examine the Reconstruction Era (using primary and secondary sources such as political cartoons, documents, letters, etc.). (DOK 3) Global Affairs 3. Understand how geography and politics have influenced the historical development of the United States in the global community. a. Examine the exploration and colonization periods of the United States using social studies tools (e.g., timelines, time zones, maps, globes, graphs, political cartoons, tables, technology, etc.). (DOK 2) b. Analyze how the American Revolution impacted other nations, (e.g. France, Canada, Spain, Mexico, etc.). (DOK 3) c. Analyze U.S. foreign policy in the early period prior to reconstruction. (DOK 3) Civil Rights/Human Rights 4. Understand the impact of American ideals and institutions on the development of American democracy. a. Analyze how conflict, cooperation, and interdependence (e.g., social justice, diversity, mutual respect, and civic engagement) among groups, societies, and nations influenced the writing of early historical documents. (DOK 3) b. Study the lives of formerly enslaved African Americans who gained freedom in the North and founded schools and churches to advance their rights and communities. (DOK 2) c. Examine the women‘s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony). (DOK 2) d. Research and analyze political and social impacts of civil rights movements throughout the history of the United States pre-Reconstruction era (e.g., slave revolts, abolitionist movement, protests over British taxation in the colonies, individual and group resistance, organizing efforts, and collective action/unity). (DOK 3) 2011 Mississippi Social Studies Framework Economics 5. Understand the interaction of individuals, families, communities (microeconomics), businesses, and governments (macroeconomics) and the potential costs and benefits to the United States economy. a. Compare and contrast the economic factors that led to the development of America (e.g., exploration, colonization, immigration, sectionalism, industry in the North vs. agriculture in the South, tariffs, etc.). (DOK 2) b. Analyze and evaluate the causes and effects of the Industrial Revolution, Westward Expansion, and immigration on the United States (e.g., inventions, railroads, canals, roads, gold rush, etc.). (DOK 3) Culture 6. Understand the purposes and principles embodied in the ideals and values of American society. a. Evaluate the value and the challenge of diversity in American life. (DOK 3) b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority, justice, equality, responsibility, etc. (DOK 3) c. Examine how American society has been influenced culturally by exploration, immigration, colonization, sectionalism, religious and social movements, etc. (DOK 3) 2011 Mississippi Social Studies Framework MISSISSIPPI STUDIES -one half credit- Mississippi Studies is a one semester course designed to foster appreciation for the state, its history and its culture. The content will include the geographic, historic, economic, political, and social events that have contributed to the state‘s development. The course traces Mississippi‘s economic transition from agriculture to industry and its effort to expand participation of all its citizens in the political process. The course includes the study of the diverse contributions of the citizens of the state. Additionally, civic concepts should be developed in order to encourage active participation in the political process of the state and nation. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments in written and oral form based on evidence in support of a clearly defined thesis, and developing a solid command of major geographic features by interpreting physical and political maps of Mississippi, the United States and the world's continents. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework MISSISSIPPI STUDIES - one half credit - CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand how geography, history, and politics have influenced the development of Mississippi. a. Identify the major (Chickasaw, Choctaw, and Natchez) and minor (Biloxi, Tunica) Native American groups found living in Mississippi by the first European explorers in the region and discuss their governmental, economic and ecological systems. (DOK 1) b. Describe the social, economic and political context of Mississippi when it was held by France, England and Spain and describe the process by which the Mississippi territory was admitted to the United States. (DOK 1) c. Analyze the development of slavery in Mississippi including the various factors (economic, geographic, and social) that contributed to its development and explain the opposition to slavery in Mississippi. (DOK 2) d. Trace the events that led to the secession of Mississippi from the Union in 1861 and explain why certain groups opposed the secession. (DOK 1) e. Compare and contrast the four constitutions of Mississippi and explain the reasons for their development. (DOK 2) f. Identify and locate major geographical features of Mississippi and how they contribute to the social and economic development of the state. (DOK 1) 2. Understand the major responsibilities of state and local government and how they are executed. a. Identify and describe the duties of the three branches of state government in Mississippi. (DOK 1) b. Examine the various forms of local governments (i.e., city managers, municipal supervisors, mayor/city council, etc.) and evaluate how they help meet the needs of local communities. (DOK 2) 2011 Mississippi Social Studies Framework Global Affairs 3. Understand the role that Mississippi has played in international, political, and economic affairs. a. Cite specific evidence of Mississippi‘s involvement (through imports and exports) in the global economy including communication, technology, transportation, education and manufacturing. (DOK 2) b. Cite evidence of the growing international diversity of the Mississippi population by identifying the various immigrant groups in Mississippi during the 20th and 21st centuries and analyze their motivations (or push-pull factors) for migrating to the state. (DOK 2) Civil Rights/Human Rights 4. Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and human rights protections and/or activism for various minority groups in Mississippi. a. Compare and contrast de facto segregation and de jure segregation in Mississippi from 1890 to the present, including the rise of Jim Crow era events and actors (i.e., Ross Barnett, James Eastland, the integration of University of Mississippi, Sovereignty Commission, etc.), and their impact on Mississippi‘s history and contemporary society. (DOK 2) b. Identify and explain the significance of the major actors, groups and events of the Civil Rights Movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party, COFO, CORE, etc.). (DOK 2) c. Compare and contrast the development and resulting impact of civil rights movements (e.g., women‘s suffrage, African American liberation, Native American citizenship and suffrage, immigration rights, etc.) in Mississippi. (DOK 2) d. Investigate and describe the state government‘s responses to the Brown v. Board of Education of Topeka, Kansas Supreme Court decision in the 1950s, 1960s and 1970s. (DOK 2) Economics 5. Understand the importance of how geography, history, and politics affect the economic life of Mississippi from the past to the present. a. Identify and analyze the economic development over time of major industries in Mississippi (including but not limited to agricultural production, manufacturing, rise of machines, boll weevil, development of natural resources, international investments, the Great Migration, etc.). (DOK 3) b. Analyze the economic impact of the Civil War on Mississippi. (DOK 3) c. Explain the reasons why Mississippi became more industrialized in the mid-20th century. 2011 Mississippi Social Studies Framework (DOK 1) 2011 Mississippi Social Studies Framework d. Analyze the current trends and historic record of poverty and wealth distribution in Mississippi. (DOK 3) Culture 6. Understand the trends, ideologies, and artistic expressions in Mississippi over time and place. a. Examine the cultural impact of Mississippi artists, musicians and writers on the state, nation and world. (DOK 2) b. Analyze the ways Mississippians have adapted to change and continue to address cultural issues unique to the state (e.g., the establishment of historical and commemorative markers for Civil Rights Movement and Confederate icons). (DOK 3) c. Analyze the impact of religious traditions upon the daily lives of Mississippians from the era of European exploration to the present. (DOK 3) 2011 Mississippi Social Studies Framework UNITED STATES GOVERNMENT -one half credit- Government and Civic Engagement should provide students with an understanding of civic life, politics, and the constitutional process. It should also provide a basis for understanding the rights and responsibilities of citizens and a framework for competent and active participation. The formal curriculum should be augmented by related learning experiences in both school and community. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments in written and oral form based on evidence in support of a clearly defined thesis, and developing a solid command of major geographic features by interpreting physical and political maps of Mississippi, the United States and the world's continents. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework UNITED STATES GOVERNMENT -one half credit- CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other important documents of American democracy. a. Explain how the U.S. Constitution calls for a system of shared powers, specifies the role of organized interests, details checks and balances, and explains the importance of an independent judiciary, enumerated powers, rule of law, federalism, and civilian control of the military. (DOK 2) b. Explain how the Founding Fathers‘ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed. (DOK 2) 2. Understand the roles and responsibilities of the three branches of government as established by the U.S. Constitution. a. Analyze Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. (DOK 2) b. Analyze Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. (DOK 2) c. Analyze Article III of the Constitution as it relates to judicial branch, including the length of terms of judges and the jurisdiction of the Supreme Court. (DOK 2) 3. Understand the meaning, scope, and limits of rights and obligations of democratic citizenship and that the relationships among democratic citizens and government are mutable. a. Explain the individual‘s legal obligations to obey the law, serve as a juror, and pay taxes. (DOK 1) 2011 Mississippi Social Studies Framework b. Explain the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. (DOK 1) c. Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). (DOK 1) d. Explain how the Constitution can be amended. (DOK 1) Global Affairs 4. Understand the origins and characteristics of different political systems across time and place, with emphasis on the quest for political democracy, its advances, and its obstacles. a. Explain how the different ideas and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. (DOK 3) b. Identify the forms of illegitimate power that some twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. (DOK 1) c. Analyze the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow Communist governments in Czechoslovakia, Hungary, and Poland, including the roles of movement leaders and individuals. (DOK 3) Civil Rights/Human Rights 5. Understand the role that governments play in the protection, expansion, and hindrance of civil/human rights of citizens. a. Explain Supreme Court rulings that have resulted in controversies over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). (DOK 2) b. Explain the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; and the relationship of religion and government. (DOK 2) c. Analyze the meaning and importance of each of the rights guaranteed under the Bill of Rights and landmark Amendments (e.g., 13th, 14th, 15th, 19th, 26th) and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). (DOK 3) 2011 Mississippi Social Studies Framework Economics 6. Understand how some American Governmental actions protect and expand the economic interest of American individual citizens, corporations and society in general. a. Critique whether certain governmental acts, such as the Sherman Anti-trust Act and the North American Free Trade Agreement, promote the ―common welfare‖ of the United States as stated in the preamble to the Constitution. (DOK 3) b. Cite evidence and explain how the American Governmental policies of containment and democratic expansion serve as means of expanding and protecting the economic interests of the United States. (DOK 2) c. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one‘s work; right to join or not join labor unions; copyrights and patents). (DOK 2) Culture 7. Understand the fundamental values and principles of a civil society and how they are influenced by and reflective of the culture of the people in the society and understand the meaning and importance of those values and principles for a free society. a. Analyze how a civil society makes it possible for people, individually or collectively, to influence government in ways other than voting and elections (e.g., Lobbying, Political Action Committees, ―Political Art‖/political cartoons, protest songs, plays, movies, novels, etc.). (DOK 3) b. Explain how religion and religious diversity has characterized the development of American democracy. (DOK 2) c. Analyze the influence of the media on American political life. (DOK 3) 2011 Mississippi Social Studies Framework INTRODUCTION TO WORLD GEOGRAPHY -one half credit- The Introduction to World Geography framework requires that student learning focus on understanding the systems and processes that produce the features and patterns that lie on Earth‘s surface and appear on maps and globes. Identification of map features and place locations carries little value unless it facilitates student learning of these underlying systems and process. The primary purpose of the course is to build systematic understanding of how Earth‘s physical and human geography came to be and continues to evolve. While learning about geographic systems and processes, the following themes should be included throughout the course: the relationships and interdependencies among countries that are produced by global political, socio/cultural, and economic systems; the dynamic interactions between human activity and the physical environment; human use of resources and how changes occur in the definition of resources; and the importance of culture in shaping the unique ways of life in places and regions around the world. Students should also become knowledgeable of the diversity of human experience; capable of living, prospering, and meeting individual and societal needs in a globalizing world; familiar with the importance of place and how places change over time; and aware of geospatial technologies such as GIS, GPS, remote sensing, and digital maps. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments in written and oral form based on evidence in support of a clearly defined thesis, and developing a solid command of major geographic features by interpreting physical and political maps of Mississippi, the United States and the world's continents. The competencies, printed in bold face type, are the required learning standards for all students. An outline form provides consistency and easy reference for these competencies that do not have to be taught in the order presented. The competencies are intentionally broad so that school districts and teachers have the flexibility to create curricula that meet the needs of their students. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills, and they may be combined and taught simultaneously throughout the school year. Competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.‖ The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time. The Depth of Knowledge (DOK) level indicated at the end of each objective gives an indication of the complexity of the mental processes necessary for students to perform in order to meet the learning goal of the objective. 2011 Mississippi Social Studies Framework INTRODUCTION TO WORLD GEOGRAPHY -one half credit- CONTENT STRANDS: Domestic Affairs Economics Global Affairs Culture Civil Rights/Human Rights COMPETENCIES AND OBJECTIVES Domestic Affairs 1. Understand the role of the United States in the world geo-political system. a. Recognize the effects of U.S. public opinion and U.S. policies on other peoples and countries around the world. (DOK 1) b. Analyze the ways that public policy makers in the United States manage post Cold War tensions between the U.S. as a world superpower and other countries and organizations as emerging powers. (DOK 3) Global Affairs 2. Understand the physical environments in the United States and the world along with the processes that shape them and the problems they present to human occupation and use. a. Identify and explain the concepts and processes that effect physical environments around the world and explain the subsequent patterns and distributions of natural resources and physical environmental changes that result from those processes. (DOK 3) b. Recognize problems associated with the complex interactions between human activity and the physical environments around the world (e.g., natural hazards, drought and redistribution of water, agricultural production and food security, movement of air and water pollution). (DOK 2) 3. Understand how population, migration, culture, economics, urbanization, and political factors produce complex networks and systems of human activity around the world. a. Recognize and explain the concepts and processes (e.g., location, space, economy, development of a ―nation-state‖, etc.) that shape the patterns and distributions of human activity around the world. (DOK 2) b. Identify the characteristics of human settlements around the world, sort them into categories (e.g., urban, suburban, rural, gentrified, slums, etc.), and analyze how each type of settlement develops and is sustained through time. (DOK 3) 2011 Mississippi Social Studies Framework c. Recognize and explain how the human forces of contact, cooperation, and conflict influence the division and control of earth‘s land and resources. (DOK 2) Civil Rights/Human Rights 4. Understand civil rights and human rights in the contemporary world. a. Identify and describe the social and economic circumstances of the world‘s indigenous peoples and assess the causes and effects of those circumstances. (DOK 2) b. Describe how processes of structural racism (e.g., social justice, environmental racism, power relations, the gap between rich and poor, migration streams) operate in diverse places and with various groups of people around the world. (DOK 2) Economics 5. Understand economic development, economic globalization and global resource use. a. Use maps and other geographic representations, tools, and technologies to explain the geographic reasons of economic interactions among people, places, and environments of the world. (DOK 2) b. Identify world patterns of resource distribution and utilization and evaluate the impacts of global economic interdependence (e.g., regional trade agreements, outsourcing, global division of labor). (DOK 3) c. Categorize human livelihoods (agriculture, manufacturing, services, etc.) and distinguish between wage-earning and subsistence economies. (DOK 2) d. Identify and analyze the ways in which innovations in transportation and communication networks impact the world. (DOK 3) Culture 6. Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics. a. Identify processes of divergence and convergence of cultures. (DOK 1) b. Assess the ways in which places and regions contribute to the creation of individual and social identity. (DOK 2) c. Identify major culture regions of the world and explain how the characteristics of each give it a distinctiveness that sets it apart from the others. (DOK 2) 2011 Mississippi Social Studies Framework WORLD HISTORY FROM THE AGE OF ENLIGHTENMENT TO THE PRESENT -one credit- World