SOCIAL STUDIES
"ParentVison" Newsletter, 5th Six Weeks
Clipart: Karen's Kids
Kindergarden
Social Studies 5th Six Weeks Unit Overview
How Communities Work: Jobs and Work
This unit helps students understand 1) economic concepts, 2) the relationship between needs and work, and 3) how economic systems work in the community. People have wants and needs that can be met in the community. People in the community work to help people in the community meet needs. People trade to get those goods and services – whether they trade things or time or money. Trading forms the basis for economic systems. People make choices when they trade.
Students also look at how people’s basic needs are the same, but because people are different, they make different choices about how to meet those needs. For kindergarten, the economic focus for this unit is the jobs people do. People choose different jobs because they have different talents, skills, and interests. People’s jobs have rules to help ensure the goods and services provided are of high quality. Technology has changed the way we work and the types of goods and services provided. In the final unit for this grade level (on comparing communities), students will see that different communities offer different opportunities for jobs, often because of different physical or human characteristics.
Key Vocabulary
- Community – a place where people live, work, and play together; a unified body of individuals will common interests living a particular area.
- Needs – all humans require three things to survive: food, clothing, and shelter. People need food to eat, clothes to wear, and a house to live in. They work to make a living to buy these things, or they make them. In some cultures people make their own clothes from wool they get from the sheep they raise. Others grow cotton and spin it into cloth for themselves or to sell to businesses, which spin it and make it into clothing. Farmers provide most grain and meat to factories which process it into food for distribution through grocery stores. People can choose to pay rent or buy or build their own houses. These are some ways people meet their basic human needs. Some people experience better standards of living; they eat better food, wear nicer clothes, and live in bigger houses than other people. While people can be happy with less, those who do not meet all three basic needs may not survive.
- Choice – option; the act of choosing, one of a number of things from which only one can be chosen.
Technology Has Changed Jobs
Unit Overview
This unit focuses on technology and how it has affected people’s lives. This offers an opportunity to look back at the community and compare it now to the community long ago, applying many of the social studies concepts learned during the year (e.g. change, chronology, human characteristics of place). As students compare aspects of their community that have changed, they explore the changes that have occurred in communication, farming, and school. The unit concludes with a look back on the year and a review of the communities that have been explored. To do this, students use a wide variety of technological resources, look at how technology has changed our lives, and predict how technology will assist us in the future.
Key Vocabulary
- Technology – anything invented by humans to solve problems. Technology is the application of processes, methods, or knowledge to achieve a specific purpose. Scientists and engineers develop technology with positive outcomes in mind such as increasing production and improving communication. Products of technology including computers, telephones, radios, and scientific equipment affect human conditions. Many believe the influences are positive, but some consider the negative ramifications of technology. For example, citizens differ in their viewpoints of nuclear energy. Does it provide safe fuel, or do the risks of disaster override its potential?
- History – a chronological record of significant events (as affecting a nation or institution) often including an explanation of their causes; events of the past.
1st Grade
Social Studies 5th Six Weeks Unit Overview
Unit Overview
This unit bundles student expectations that have an economic focus with an emphasis on economic concepts related to basic needs, including food, clothing, shelter, want, need, scarcity, and choices people make. During this unit students expand their understanding of economic concepts to include ideas of goods and services, markets, the value of work, and jobs. They also begin to understand the basics of scarcity and the choices it forces.
Key Vocabulary
- Goods and Services – goods are things people can touch and feel such as groceries, toys, and computers. Services are not physical things. Instead, people provide services to other people, through activities such as waiting tables, carrying bags, or programming computers to respond to requests for information.
- Scarcity – the condition of not being able to have all of the goods and services that you want.
- Choice – to choose or make a choice is to pick an alternative
- Wants – things that are desired. Economic wants are desires that can be satisfied by consuming a good, service, or leisure activity.
- Needs – things that are required; All humans require three things to survive: food, clothing, and shelter. People need food to eat, clothes to wear, and a house to live in. They work to make a living to buy these things, or they make them. In some cultures people make their own clothes from wool they get from the sheep they raise. Others grow cotton and spin it into cloth for themselves or to sell to businesses which spin it and make it into clothing. Farmers provide most grain and meat to factories which process it into food for distribution through grocery stores. People can choose to pay rent or buy or build their own houses. These are some ways people meet their basic human needs. Some people experience better standards of living; they eat better food, wear nicer clothes, and live in bigger houses than other people. While people can be happy with less, those who do not meet all three basic needs may not survive.
Producing Goods and Services
Unit Overview
This unit continues to an economic focus. Where the previous unit introduced many basic concepts, this unit includes more difficult concepts that build on an understanding of the basics. This unit has an emphasis on the production and consumption of goods and services. During this unit students learn about the relationship between production and consumption of goods in conjunction with the physical and human characteristics of place, the natural resources of an area, and how those things affect the goods and services produced and consumed in the area. Students also study how goods and services and their production and consumption have changed as a result of technology.
Key Vocabulary
- Market – a physical location such as a shopping district in a town or state, or a mechanism such as telephones, the telegraph, or the internet which brings buyers and sellers together. Markets serve local, regional, national, or global regions.
- Technology – the application of processes, methods, or knowledge to achieve a specific purpose; advancements created by humans to solve problems.
- Change – to make different in some way, especially over time.
- Specialization – a division of labor such that each person does one part, and the sum of the parts creates a whole.
- Work – labor or task accomplished.
National Education Association's- A Parent's Guide to Helping Your Child Do Well in School
Helping Your Child Do Well in School
Download Document at http://www.nea.org/home/ParentPartnershipResources.html
Source: NEA-National Education Association
http://www.nea.org/home/59842.htm
Clipart: Karen's Kids
2nd Grade
Social Studies 5th Six Weeks Unit Overview
Government Officials and Services
Unit Overview
This unit addresses elections, elected leaders and problem solving. Citizens of a community have a responsibility to the community, including participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting. During this unit, students learn about elections, elected officials, and problem solving.
Students learn how they can be a part of the decision-making processes of their local, state, and national government. They also learn about voting and how to become more prepared to take on the responsibilities that come with the opportunity to be a good citizen.
Key Vocabulary
- Mayor – the elected leader of a community.
- Governor – the elected leader of a state.
- President – the elected leader of the nation.
- Election – the process by which a leader selected by a vote of the people to be represented.
- Appointment – when someone is selected for a government office by another official.
Choices and Decisions
Unit Overview
This unit addresses economic choices and decisions people make about earning, spending, and saving money. Also addressed are ideas regarding the use and conservation of resources. During this unit, students continue thinking about choices and decisions people make in society and the consequences, both positive and negative, of choices made. They apply what they have learned to making decisions and choices about earning, saving, and spending money; and they consider how work provides income so people have options. Students then apply basic economic concepts to the larger world as they learn about how natural resources become products and about the interdependence of being a producer and consumer. They learn about choices people make about the use of resources, and the consequences of those choices.
Key Vocabulary
- Spend – using money to purchase items.
- Earn – working for money.
- Save – not spending the money earned, accumulating more.
- Producer – to create a product.
- Consumer – to use a product.
3rd Grade
Social Studies 5th Six Weeks Unit Overview
The Free Enterprise System
Unit Overview
This unit addresses concepts related to the free enterprise system. During this unit students investigate and deepen their understanding of basic economic concepts. These concepts include saving, spending, and donating money. The idea of a budget is introduced in this unit, and understanding of the relationship between concepts such as scarcity and production, distribution, and consumption of goods and services is deepened. Also deepened is the understanding of how supply and demand affect the price of a good or service. Authentic experience, such as planning and running a lemonade stand, can offer an opportunity to apply concepts to authentic situations while at the same time relating to earlier learning about good citizens contributing to the community through actions of individuals and groups to serve the common good. The understanding of economic concepts built in this unit set the foundation for understanding the investigation of the examples of the economic system in practice presented in the next unit.
Key Vocabulary
- Economic system - Economic systems are organized sets of procedures used within communities or between communities to govern the production and distribution of goods and services. The economy of the United States is considered a market economy though aspects of a command economy influence major segments of the nation’s economy such as transportation.
- Free enterprise – a free enterprise economy or system is the same as a market economy. In a market economy, individuals depend on supply, demand, and prices to determine the answers to the four economic questions of “what to produce,” “how to produce,” “how much to produce,” and “for whom to produce.” The system has four characteristics: economic freedom, voluntary exchange, private property, and the profit motive. The free enterprise system may also be referenced as capitalism or the free market system.
Entrepreneurs within the Free Enterprise System
Unit Overview
This unit addresses examples of the free enterprise system at work in practice and in businesses in the local, state, and national communities. In this unit students look at examples of entrepreneurs and the businesses they started; these include local entrepreneurs and historical figures including Henry Ford, Mary Kay Ash, Wallace Amos, Milton Hershey, and Sam Walton. They learn about the interdependence of economic concepts at work within an economic system and the how they influence each other.
Key Vocabulary
- Scarcity – the condition of not being able to have all of the goods and services that you want. Items are scarce when the supply of a good or service does not satisfy the demand. Scarcity exists because human wants for goods and services exceed the quantity of goods and services that can be produced using all available resources.
- Supply and demand – producers supply goods and services and consumers demand them. Prices in the market are determined by the interaction of supply and demand. Supply is the amount of goods available and demand is the desire to own something and the ability to pay for it. The time of year affects the supply and the demand of some goods. For example, watermelons ripen in the summer at the same time people crave them. Other fruits and vegetables including oranges, apples, and lettuce were available only during certain seasons before refrigeration and improved transportation extended their life after picking. The two forces of supply and demand combine in the laws of supply and demand which state that: more will be bought at lower prices and less at higher prices and more will be offered for sale at high prices than at lower prices. This works only if the market is free from price regulations imposed by government.
4th Grade
Social Studies 5th Six Weeks Unit Overview
Unit Overview
This unit addresses the urbanization of Texas. During this unit students look at how the culture of Texas continued to change as a result of historic events. The early part of the 20th century brought many changes to Texas, resulting in the urbanization of the state. Spindletop, the Great Depression, and World War II changed the economic landscape of Texas as they provided more jobs in non-agricultural industries, which affected every region of Texas for the entire century.
Key Vocabulary
- Depression – a time when there are few jobs and people have little money, when the economy is depressed. The Great Depression occurred in the 1930s in the United States was part of a world-wide economic depression.
- Dust Bowl – the region that was hit hardest by a severe drought during the 1930s.
- Non-renewable resource –a resource that cannot be made again by nature or people.
- Petroleum – a kind of oil that comes from below the ground and that is the source of gasoline and other products.
- Ration – a limit on foods and other goods people buy.
- Urbanization – growth of urban (city) areas due to economic changes.
Texas Today
Unit Overview
This unit addresses Texas in terms of its political, economic, and social characteristics. During this unit students look at these characteristics in Texas today.
Key Vocabulary
- Aerospace – the developing and manufacturing of commercial and military aircraft, missiles and spacecraft, and new technologies in commercial aviation, defense systems, and space exploration.
- NASA – the National Aeronautics and Space Administration which was formed to explore space.
- Technology – the use of knowledge or tools to make or do something.
5th Grade
Social Studies 5th Six Weeks Unit Overview
Post-Civil War America – Reconstruction
Unit Overview
This unit addresses the rebuilding of the nation following the Civil War often referred to as the Reconstruction Period. The emphasis is on events, issues and people associated with the time period between 1865 and 1877. During this unit student learn about the challenges faced by the nation after the Civil War and the changes made to the U.S. Constitution as part of the Reconstruction of the union. Additionally students examine the advances that were being made in science and technology during this time.
Key Vocabulary
- Amendment – a change or addition to a legal document which, when properly signed, has the same legal power as the original document.
- Reconstruction – the period after the American Civil War when the southern states were reorganized and reintegrated into the Union; 1865-1877.
- Right – an abstract idea of that which is due to a person or governmental body by law or tradition or nature.
- Industrialization – to build and operate factories and businesses in a city, region, country, etc.
- Assimilation – when immigrant groups adopt all of the characteristics of the dominant culture, give up their first culture, and become totally integrated into the “receiving” society.
Progress: A Bumpy Road
Unit Overview
This unit addresses people, events and issues in a Post-Reconstruction America. The free enterprise system as it continues to evolve during this time period is emphasized in this unit. In this unit students learn about the role industrialization, innovation, immigration, migration, urbanization and expanding markets played in the development of the nation’s economy. Students also learn that during this time period the United States shifted away from isolationism and moved towards becoming a global power.
Key Vocabulary
- Free enterprise – an economic system characterized by private ownership of property and productive resources, the profit motive to stimulate production, competition to ensure efficiency, and the forces of supply and demand to direct the production and distribution of goods and services.
6th Grade
Social Studies 5th Six Weeks Unit Overview
Facing Challenges: Sub-Saharan Africa
Unit Overview
In this unit students study about Sub-Saharan Africa as a culture region. Cultural patterns in Sub-Saharan Africa have changed following the decolonization of the region in the twentieth century. Culture in the region was greatly impacted by colonization and today the region continues to be challenged to establish stable political, economic and social systems. Physical geography of the region also presents challenges to creating sustainable economic development. This unit presents students with an opportunity to compare and contrast the geographic patterns of Sub-Saharan Africa with those of Latin America, including the physical geography. Both regions’ political, economic, and cultural patterns were impacted by colonization and both have established new, yet sometimes differing patterns, following the end of colonization.
In this unit students examine the challenges faced by Sub-Saharan Africa after decolonization. Students study about how the physical geography of Sub-Saharan Africa affects economic development in the region, how Sub-Saharan Africa compares to Latin America, the struggles in the region brought about by ethnic divisions, and the rich cultural traditions evident in the region.
Key Vocabulary
- apartheid – a system of legal racial segregation that existed in South Africa between 1948 and 1993, under which the rights of the majority ‘non-white’ inhabitants of the country were restricted.
- human rights – universal rights possessed by all people in the world because they are a human being.
- escarpment – physical geographic feature characterized by sharp cliffs caused by erosion, such as the Great Rift Valley.
- desertification – process where fertile land turns into desert, usually caused by overgrazing.
- genocide – systematic killing of a particular ethnic group.
- refugees – migrant people who flee their homelands to escape disaster, persecution, or war.
- erosion – physical process in which soil and rock is moved by wind or water
Unity and Division: South Asia
Unit Overview
In this unit, students study South Asia as a cultural region where religious affiliations have unified and divided the people living there. This region is affected by the seasonal monsoon winds which boost agricultural production yet result in massive flooding. Both Hinduism and Buddhism originated in South Asia and have greatly influenced the culture in the region. The region is home to relatively democratic political systems, especially in India, and the region is characterized by a significantly large population which provides labor to the growing economies of the region as well as to multinational companies in the form of outsourcing.
In this unit students examine the physical geographic processes that affect South Asia and unify the subcontinent. Students also study about the religious and demographic patterns in the region, as well as the events surrounding the political and cultural division of South Asia following the end of British imperialism in the region.
Key Vocabulary
- monsoon – seasonal winds that affect climate in the southern areas of Asia, resulting in wet spring and summer months and dry winter months.
- subcontinent – large landmass that is geographically set off from the larger continent.
- typhoons – a severe tropical storm characterized by high winds that originates in the Indian Ocean or western Pacific Ocean.
- plate tectonics – theory that explains the process that formed the continents and explains why the earth’s crust shifts.
- tsunami – large ocean wave that is caused by an earthquake along the floor of the ocean.
Resources for Students & Parents: The Harvard Writing Project & Purdue Online Writing Lab
HarvardWrites:
- HarvardWrites: an array of lessons on the fundamental elements of academic argumentation.
Source: http://writingproject.fas.harvard.edu/
OWL Purdue Online Writing Lab:
The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.
Suggested Resources from the OWL Purdue Writing Lab
Source: https://owl.english.purdue.edu/owl/
Clipart: Karen's Kids
7th Grade
Social Studies 5th Six Weeks Unit Overview
Unit Overview
This unit addresses the development of the oil industry in Texas, the advance of reform movements in Texas and the effects of the First World War on society in Texas. At the beginning of the twentieth century the Texas coast is hit by an extremely devastating hurricane, which brings political and economic changes to Galveston and Texas. It is also during the early decades of the twentieth century that the oil industry in Texas began. At this time Texans were very affected by national events including the progressive reform movements taking place in the United States and the First World War. During this unit, students learn about the devastation the 1900 hurricane that hit Galveston, the early development of the oil industry, the participation of Texans in reform movements, and the effects of the First World War on Texans.
Key Vocabulary
boom and bust cycle – an economic pattern characterized by periods of economic growth and periods of economic decline.
industrialization – the economic development of manufacturing products from natural resources.
petroleum – a thick, oily substance found deep in the Earth, use as a fuel.
prohibition – to ban something, generally refers to the movement to ban the manufacture, sale, transportation and use of alcoholic beverages.
progressives – those who advocate social reforms and legislative programs to improve society
suffrage – the right to vote.
Texas during the Great Depression and World War II – 1929-1950
Unit Overview
This unit bundles student expectations related to the Great Depression and the Second World War. While Texas’ economy was affected by the Great Depression the devastating effects were not as bad in Texas. Many Texans did not invest in the stock market and thereby avoided the effects of the crash of the stock market. However, many Texans were affected by the severe drought and devastation that brought about the Dust Bowl, especially Texans living in the Panhandle. During the Great Depression Texans took on leadership roles at the national level, working to address the economic crisis. Texans and Texas also played a significant role in the Second World War. Texas was home to the training bases for women pilots and to internment camps during the war. Texans were part of the war effort and the Second World War contributed to economic growth in Texas during the 1940s and 1950s. During this unit, students learn about how the Great Depression and Dust Bowl came about, how leaders from Texas contributed on the national level during the Great Depression, and how the Second World War affected Texans.
Key Vocabulary
stock market – the buying and selling of stocks as shares in companies.
economic depression – a period of economic decline characterized by high unemployment, high prices, and a lack of economic production.
rationing – practice of giving out limited amounts of food and supplies, generally given to soldiers or civilians during war time.
internment – confinement.
8th Grade
Social Studies 5th Six Weeks Unit Overview
Sectionalism – Growing Division 1820s-1850s
Unit Overview
This unit bundles student expectations that relate to the sectional tensions that divided the United States prior to the Civil War. In this unit students reexamine the regional difference between the North, South and West and analyze how increasing tensions over the issues of slavery and states’ rights divided the American union.
Key Vocabulary
sectionalism – concern for regional needs and interests.
compromise – an agreement in which both sides give up some demands.
Civil War – The Endangered Union 1860-1865
Unit Overview
This unit addresses the causes of the Civil War, major battles of the Civil War, and the leadership of both the Union and Confederate Presidents. During this unit students examine how the Civil War started, the significant individuals and events associated with the Civil War, along with Lincoln's efforts to preserve the union.
Key Vocabulary
secession – the withdrawal of a state from a union.
confederacy – an alliance formed for a common purpose.
US History since 1877
US History 5th Six Weeks Unit Overview
Unit Overview
This unit addresses the advancement of civil rights in the United States. In this unit, students trace the development of the civil rights movement from Reconstruction to modern times, including the desegregation of the military and Brown v. Board of Education which were not addressed in the previous unit. During this unit, students learn about the significant individuals, landmark court cases, legislation, and political organizations that worked to advance the civil rights of African Americans, Mexican Americans, American Indians, women and other minorities, including legislation passed in the 1960’s as part of the Great Society.
Key Vocabulary
civil rights – legally sanctioned individual freedoms guaranteed to citizens.
social equality – condition in which all members of society have the same rights and opportunities.
feminism – doctrine based on advocating for rights for women.
desegregation – practice of eliminating legal separation of races, ethnicities, or religious groups.
status quo – the current conditions.
militant – one who aggressively supports a cause.
A Growing World Presence – New National Directions 1970-1990
Unit Overview
This unit bundles student expectations related to a larger role the United States played in international affairs from 1970-1990. Students also study the economic changes, the growing environmentalism, and the political resurgence of conservatism that characterized the 1970s-1990s.
Key Vocabulary
conservatism – philosophical perspective advocating for tradition and limited change.
liberalism – philosophical perspective advocating for changes to the status quo to ensure individual rights and freedoms for all.
Reaganomics – economic policy of President Reagan that supported tax cuts, cuts to social welfare spending and increased military expenditures to promote economic growth.
normalization – to resume relationships between countries that have previously been isolated from one another.
détente – negotiating between hostile countries to reduce tensions.
World Geography
World Geography 5th Six Weeks Unit Overview
South Asia
Unit Overview
This unit bundles student expectations that relate to the process of human adaptation to the environment, along with expectations that relate to population and cultural patterns. These concepts are applied to an examination of geographic patterns and processes in South Asia. Additionally students learn about the cultural patterns that distinguish South Asia as a region.
Key Vocabulary
- Population dynamics – the study of the numbers of populations and the variations of these numbers in time and space.
- Cultural patterns – the predominating attitudes and behavior that characterize the functioning of a group or organization.
- Caste system – a social structure in which classes are determined by heredity; a closed system of stratification where there is not social mobility.
East Asia
Unit Overview
In this unit, students will focus on the human geographic patterns and the processes that affect those patterns, particularly in regards to changes taking place in the region of East Asia. During this unit students learn that East Asia is a region of the world that is undergoing tremendous change in human geographic patterns. Although it is home to one of the oldest cultural hearths, it is also home to some of the most modern technologies in the world. In this unit students examine demographic patterns, settlement patterns, and economic patterns in East Asia and the processes that have brought about changes to those patterns. Additionally students study about how these changing processes have affected the cultural patterns in East Asia, especially with increased globalization.
Key Vocabulary
- Demographics – the statistical characteristics of human populations (as age or income).
- Hydroelectricity – electricity that is made by the movement of water through a dam (water driven turbines within a dam). (e.g., Three Gorges Dam).
- Population control – control over the growth of population; a government program. (e.g., One Child Policy in China).
Southeast Asia
Unit Overview
In this unit, students focus on the changing economic, political and cultural patterns in Southeast Asia. Students study about how the physical geography of Southeast Asia affects settlement patterns in the region, how globalization has impacted economic development in the region and how cultural patterns in the region are changing.
Key Vocabulary
- Interdependence – a relation of mutual dependence or action or influence.
- ASEAN (Association of Southeast Asian Nations) – an association of nations dedicated to economic and political cooperation in southeastern Asia.
History for Kids-Student and Parent Activities
World History Studies
World History Studies 5th Six Weeks Unit Overview
Political Revolutions 1750-1914
Unit Overview
This unit bundles student expectations that address changes in political systems during the Age of Revolutions (1750 to 1914), relevant to the movement from absolute monarchs towards democratic republic systems of government. During this unit students learn about the development of representative government rooted in the Magna Carta and the ideas of philosophers such as John Locke, Baron de Montesquieu, Jean-Jacques Rousseau and others. While the Magna Carta was signed in 1215, a review of its significance is conceptually important in teaching the political developments of the eighteenth century. Students should have familiarity with the Magna Carta from 8th grade American history. Students learn about how Enlightenment ideas laid the intellectual foundation for political revolutions such as the Glorious Revolution, the American Revolution, and the French Revolution along with examining the impact of absolutism. Students also study about the political changes in Latin American and the whole of Europe brought about by the French Revolution and the rule of Napoleon.
Key Vocabulary
- absolute monarchy – a political system in which the ruler is chosen by hereditary title and uses power to control all aspects of political life.
- limited monarchy – political system in which the power of the monarch is limited by a constitution.
- divine right – belief that a monarchy’s power was given to them by the authority of God.
- political revolution – the overthrow of one government and its replacement with another.
- sovereignty – freedom from external control.
- constitutionalism – political idea that government should be limited by a constitution or set of policies and laws.
- bourgeoisie – middle class in revolutionary France.
- estate – division of social class in revolutionary France.
- nationalism – extreme patriotism and devotion to the supremacy of one’s nation.
Industrialization and Imperialism 1750-1914
Unit Overview
This unit bundles student expectations that relate to the Industrial Revolution and imperialism during the Age of Revolutions (1750-1914). In this unit students learn about the causes and consequences of industrialization including the shift in Europe from an agricultural based economy to an industrial economy and the resulting political, economic, and social changes. Students examine the new economic theories that emerged in response to industrial working conditions. Students also study about the increasing nationalistic competition and rising imperial power of western European nations along with the effects of imperialism in Asia and Africa.
Key Vocabulary
- Industrialization – the process that involves building and operating factories and businesses in a city, region, country, etc.
- enclosure movement – the process of fencing land off from common usage.
- factory system – a shift to production of goods in a central location as opposed to production in homes.
- free enterprise – economic system in which private business operates for profit in a competitive system free from government regulation except for that which is necessary to protect public interest and keep the national economy in balance.
- socialism – economic system in which some industries are operated by the state to provide for the public good as opposed to making profits.
- communism – economic system in which production of goods and services is controlled entirely by the state.
- imperialism – political, economic, and cultural domination imposed on a society by another society.
Government & Economics
Director of Advanced Academics & Social Studies, Hearing Officer, Title IX Coordinator & Anti-Bullying Program Director
Elida De Leon
Email: elida.deleon@aliceisd.net
Website: http://www.aliceisd.net/
Location: 2 Coyote Trail, Alice, TX, United States
Phone: 3616640981