SOCIAL STUDIES
"ParentVison" Newsletter, 6th Six Weeks
Source for unit overview components by content area: TEKS Resource System
Clipart: Karen's Kids
Kindergarden
Social Studies-6th Six Weeks Overview
Solving Community Problems
Unit Overview
In looking at communities, students see that people everywhere have the same needs, but they solve problems differently. In this unit students investigate how community problems are solved, and then work together to solve a problem. They look first at community problems, and then apply a decision-making process to a problem real to them.
In this unit students again work with the problem-solving process. They focus on common problems that arise in a Kindergarten class and/or playground. The teacher poses problems and leads the students through the decision-making/problem-solving processes. Through the course of the unit, students first learn to use the problem-solving process through modeling using a familiar story. They then implement the process by applying their knowledge to an unfamiliar story. In the final lesson students identify a local community problem and use a criterion-based evaluation to find a solution. They then apply the problem-solving process to other problems.
Key Vocabulary
- Problem solving – the thought processes involved in solving a problem; method or process of solving a problem
- Solution – answer to a problem
Alike and Different: Geography, Customs, and Traditions
Unit Overview
All student expectations included in this unit have been included in previous units as well. Now that students have all the pieces, they can readily compare communities. Communities differ. One way they differ is in their geography. Those differences in physical characteristics often influence the jobs people have. People differ, and their communities differ.
At this point in the year the students have spent a great deal of time focusing on different communities to which they belong: their school, their family, their local community and the national community. Through this study they have established a framework for their world. They have looked at the physical characteristics of place (including landforms, bodies of water, natural resources, and weather) and human characteristics of place (including jobs people have).
This unit begins by placing their community in the context of the world. For example, the characteristics of a local community depend, to a large extent, on the physical location of the community. Students explore the similarities and differences in location, economics, and customs. Within each community, individuals and groups make choices about what is needed and how to meet those needs. They act as good citizens when they vote to make a difference in their community.
Key Vocabulary
- Physical characteristic – physical characteristics of places are features such as soil, landforms, bodies of water, types of vegetation and climate. These result from climatic and tectonic processes. Forces within the Earth (tectonic) cause volcanic activity and earthquakes which result in mountains and other natural features of the landscape. Climate, including effects of temperature, precipitation, and wind, also shape the physical characteristics of places. Fertile deltas result from repeated flooding, for instance.
- Human characteristic – human characteristics of places include the types of houses people build, the ways they earn a living, the games children play, the languages people speak, their religious beliefs, their ethnicity, the daily schedules they follow, the foods they eat, and how they govern themselves.
Clipart: Karen's Kids
1st Grade
Social Studies-6th Six Weeks Overview
Relationship Between Past and Present: Influence of Technology
Unit Overview:
This unit bundles student expectations that focus on technology and its effects on society.
Prior to this unit students learned about economic choices and the decision making process that is involved in making those choices. They also looked at how goods and services, and the jobs to produce them, have changed over time as a result of technology. During this unit students focus on technology and changes through time. They learn about inventors and learn to problem solve as they plan an invention of their own to solve a problem.
Key Vocabulary
- Technology – anything invented by humans to solve a problem. 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?
- Invention – a new device, process or item; something new that a person makes or thinks of.
Foundations of Good Citizenship
Unit Overview
This unit bundles student expectations that focus on foundations of good citizenship in our society. Throughout the year, students have been learning about individuals and how they have exhibited characteristics of good citizenship. The overarching goal for the first grade year has been “to establish the foundation for responsible citizenship in society.” During this unit, students reexamine the qualities of good citizenship by reviewing the historical figures they have learned about throughout the year. They then investigate a local person who is an example of good citizenship and look to the future to see themselves as good citizens.
Key Vocabulary
- Good citizen – good citizens exhibit the characteristics of good citizenship, which include truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.
2nd Grade
Social Studies-6th Six Weeks Overview
My Community is Special
Unit Overview
This unit bundles student expectations that tie the year’s learning together by addressing the culture, art, music and celebrations of communities. Students have learned about communities, about the physical and human characteristics of communities, about being a good citizen in the community (local, state, and nation), and about how the community works in regard to the governance and economic systems. Throughout the year students have studied the local community by examining the impact of significant individuals and events on the history of the community. During this unit, students bring all the concepts together and investigate what makes communities, especially the local community, special. To do this they review the major concepts of the year, celebrate the local community, and focus on how culture and celebrations affect communities. They examine celebrations across Texas and the United States to compare their community with others.
Key Vocabulary
- Culture – the art, music, clothing, traditions and celebrations of a group or place.
- Celebration – to observe a day or event with festivities.
- Art – products of human creativity.
- Music – artistic sounds that involve rhythm and melody.
3rd Grade
Social Studies-6th Six Weeks Overview
Choices Affect Communities
Unit Overview
This unit bundles student expectations that address actions by individuals and groups that improve our community, including organizations that serve the common good of a community.
During this unit students develop their understanding of how good citizens, acting alone or working together, can improve the community and help other people.
According to research, having positive role models helps children develop wholesome identities. Second only to parental influence, teachers and schools provide children with other positive influences in helping children develop their identities. Anderson, K. & Cavallaro, D. (2002) “Parents or Pop Culture? Children's Heroes and Role Models”. Childhood Education, 78.
Key Vocabulary
- Civic responsibility – in our society, freedoms carry some responsibilities to being part of the society. These include voting, keeping up with issues, holding public officials accountable for their actions, obeying the law, serving on a jury, and serving the community.
Photos: Region 10 Educational Service Center and TEKS Resource System materials
4th Grade
Social Studies-6th Six Weeks Overview
Texas Citizenship
Unit Overview
This unit bundles student expectations that address what it means to be a Texan.
Prior to this unit students learned about the diversity of Texas. They learned about the physical characteristics of Texas, the history of Texas, and the people and events that have made Texas what it is today. During this unit students focus on the many responsibilities that come with being a citizen of the state of Texas. To do this, students take all they have learned and really experience what it is to be a citizen of Texas. They explain the actions of good citizens and identify Texans who have shown good citizenship. Students also explain the meaning of patriotic symbols and landmarks.
Key Vocabulary
- Election – an event in which people vote to choose government leaders.
- Pledge - a promise of loyalty.
- Voting – to express one's preference for a candidate or for a resolution.
Texas Environment
Unit Overview
This unit bundles student expectations that address environmental issues of Texas and how Texans adapt to and modify their environment to make life better. In earlier grades, students have learned about how people modify the environment to help them meet their needs. Students have also learned about responsibilities of every citizen in Texas and the impact of decisions. In this unit, students examine environmental issues that face Texas today.
Key Vocabulary
- Geographic region – an area that is used to identify and organize areas of the Earth’s surface for various purposes.
- Adapt – to change yourself to meet the climate or environmental needs.
- Modify – to change something to meet your needs.
- Consequence – something that happens as a result of a particular action or set of conditions.
Floral garden clipart: Karen's Kids
Texas clipart: http://aflags.blogspot.com/2012/06/texas-flag.html
5th Grade
Social Studies-6th Six Weeks Overview
Unit Overview
Conflict Abroad and at Home
This unit bundles student expectations that address the world wars and the time between the wars (1914 through 1945). Students in fifth grade gain a broad understanding of these events, with many of the more detailed aspects are addressed in later courses.
Prior to this unit, students examined the economic and social changes that took place in the United States because of industrialization, including the expanded global role of the United States. In this unit students learn about U.S. involvement in World War I, the causes and effects of the Dust Bowl and Great Depression, the role of the United States in World War II and the expansion of suffrage to women.
Key Vocabulary
- Suffrage – the right or privilege of voting.
- Ratification – to make an agreement official by signing it or voting for it.
- Era – a period of time characterized by particular circumstances, events, or individuals.
Unit Overview
The United States Today
This unit bundles student expectations that address the United States today (1945-Present). After World War II the United States was undoubtedly a world leader, and had been instrumental in changing the world order A new kind of war, the “Cold War” developed between nations divided by democratic or communist ideologies. On the domestic front, the United States economy boomed and technology, born out of advancements made during World War II fueled economic growth. African American soldiers returned from World War II experienced inequity in the United States which renewed the movement towards civil rights for all Americans.
During this unit students study about the characteristics of the Cold War and the events of the Civil Rights Movement. Finally students learn about the current political, economic, geographic and cultural patterns of the United States, including identifying current political leaders and describing the importance of civic participation.
Key Vocabulary
- Equality – the quality of being the same in quantity or measure or value or status
- Civil rights – the rights that go with citizenship, which one acquires simply by being a citizen.
clipart: Karen's Kids
6th Grade
Social Studies-6th Six Weeks Overview
Unit Overview
Tradition in a Modernizing World: East and Southeast Asia
In this unit students study about the culture region of East and Southeast Asia. This cultural region is characterized by traditional practices, yet societies in this region are very modern. East and Southeast Asia is home to a variety of economic systems, from a mixed economy in China, to free economies in Japan and South Korea to communism in North Korea. Additionally the region is home to a variety of political systems, including the repressive dictatorship of North Korea, the constitutional monarchy of Japan, the city-state of Singapore, and the communist republic in China.
In this unit students examine the traditional cultural patterns in East and Southeast Asia, the variety of economic and political systems in the region, and the cultural influences of globalization evident in the region. The variety of economic and political systems in the region allows for comparison of these systems within this region.
Key Vocabulary
- mixed economy – an economy that allows for both public and private ownership of businesses.
- city-state – a political division made up of a city and surrounding area.
- dictatorship – government where the leader has unlimited power and severely limits the rights of the citizens.
- communism – type of government where there is a command economy and rights of the people are limited.
- archipelago – a chain of islands.
- Ring of Fire – an area where large numbers of earthquakes and volcanic eruptions occur in the basin of the Pacific Ocean.
- globalization – the growing connectedness of different regions of the world resulting in the spread of culture, ideas, disease, goods, and technologies.
Unit Overview
In this unit, students study about the cultural region of the Pacific Realm, including Australia, New Zealand, and Oceania. Cultural patterns in this region have been affected by physical geography and migration. The region is characterized by a unique physical geography and is home to large indigenous populations, resulting in distinct cultural patterns that reflect an adaptation to the environment.
In this unit students study about how physical geography has influenced settlement patterns in the region, how a history of migration has shaped cultural patterns in the region, and how physical geography impacts economic development in the region.
This unit completes the Contemporary World Cultures Course.
Key Vocabulary
- adaptation – process of adjusting to the surrounding conditions.
- modification – process of changing the environment.
- continental island – island formed by tectonic plate movement that causes the rising and folding of the ocean floor.
- continental shelf – a portion of a continent that is submerged under the ocean and gradually slopes away from the continent.
- barrier islands – islands formed by sand deposited by sea currents on the continental shelf.
- atoll – a circular shaped island that has formed from a coral reef.
- ozone – gaseous layer around the Earth’s atmosphere that blocks harmful rays from the sun.
- outback – arid inland areas of the Australian continent.
- aboriginal – an adjective that describes anyone from an indigenous group anywhere in the world.
7th Grade
Social Studies-6th Six Weeks Overview
Civil Rights and Conservatism Bring Changes –1950-Present
Unit Overview
This unit bundles student expectations that relate to the Civil Rights Movement and the shift to political conservatism in Texas following the Second World War.
During this unit, students learn about the events and issues that bring about the Civil Rights Movement, the leaders of in the movement, and the changes brought about by the movement, specifically in Texas. Students also examine the role Texans played in the national government during the late twentieth century, as well as examining the changing political patterns in Texas that reflected growing diversity and a shift to conservatism.
Key Vocabulary
- civil rights – legally sanctioned individual freedoms guaranteed to citizens.
- activist – a person directly taking action to support a cause.
- segregation – to separate people, especially by race.
- suburbs – communities established just outside of cities.
- conservatism – ideology advocating for the preservation of tradition and established institutions.
- liberalism – ideology advocating for individual freedoms and the modification of institutions.
- evangelical – refers to Christian believers and Churches which emphasis Biblical teachings.
Contemporary Texas – 1950-Present
Unit Overview
This unit bundles student expectations that relate to contemporary issues in Texas. From the 1950s to the 1970s Texas cities experienced tremendous growth as Texas became an urbanized state. New industries, such as aerospace and petrochemical drew many to Texas’ urban areas and support growing prosperity for the state. Texas had long been the home to various immigrant groups and in the latter half of the twentieth century immigrants continued to come to Texas, many to Houston making it one of the most ethnically diverse cities in the United States. At the beginning of twenty first century Texas is experiencing demographic shifts and continued population growth. Texas faces challenges to provide energy, water, and public education to this growing population.
During this unit, students complete their study of Texas history by examining the economic patterns, cultural patterns and changing demographic patterns in contemporary Texas. Students study about the economic boom that has characterized Texas for the latter half of the twentieth century and twenty first century, the multi ethnic contributions that characterize culture in Texas today, and the challenges Texans face as demographics change in Texas during the twenty first century.
Key Vocabulary
- globalization – the process of increasing connectivity between the world’s societies.
- demographers – those who study statistical data about human populations.
Clipart: Karen's Kids
8th Grade
Social Studies-6th Six Weeks Overview
Reconstruction – Rebuilding the Union 1865-1877
Unit Overview
This unit bundles student expectations that address the issues faced by the government and citizens of the United States after the Civil War.
During this unit students learn about the condition of the South’s economy after the war, the plans for reconstruction, the three constitutional amendments that help reshape American citizenship, the life of African Americans after the Civil War, and the expansion of the United States after the war. It is important to emphasize that with the emancipation of the enslaved people, thousands of people were left without work or income. One of the biggest challenges was creating a system to give land to freedmen so they could farm and make a living. This system never developed due to political disagreements. The South experienced poverty for generations with sharecropping and tenancy replacing slavery, while northern businesses prospered. Though passed during the Civil War, the Homestead and Morrill acts provided new opportunities after the country was no longer at war.
Key Vocabulary
- Reconstruction – process of rebuilding the Union with the readmission of the southern states.
- sharecropping – the practice of receiving a portion of the crops in exchange for living and farming on a large estate.
- carpetbagger – referred to Northerners who moved to the South following the Civil War to take advantage of the unsettled political situation.
- scalawag – referred to Southerners who cooperated with federal authorities during Reconstruction, often gaining an advantage.
- homestead – a tract of land with a home on it.
Rights and Responsibilities – Life in a Democracy
Unit Overview
This unit bundles student expectations that relate to the rights and responsibilities of being a United States citizen.
During this unit students learn about the process of becoming a citizen and the rights and responsibilities associated with citizenship, along with a review of the rights guaranteed to American citizens.
Key Vocabulary
- naturalization – process to become a citizen.
- individual rights – privileges and liberties given to citizens.
- citizenship – membership in a society that comes with rights and duties.
Images: http://www.history.com
Excellent Social Studies Resources for parents from the Franklin D. Roosevelt Library and Museum
Information below from the Franklin D. Roosevelt Library and Museum at: http://www.fdrlibrary.marist.edu/education/parents.html
Please visit the site for additional information.
Helping With Projects and Reports
Research can be fun if it is presented to students in the appropriate manner. Encourage your child to view their work, not as an assignment for a class, but challenge them to make a discovery. Empower them to become "history detectives" hot on the trail of solving some great mystery. Click here for more helpful hints and information about the nature of research and the parent's role in the research process.
Understanding Document Based Research Questions (DBQs) and Primary Sources
The study of history and social studies in schools today is based on primary source documents. Students will be required to answer document based questions in their tests and assignments at school. Click here to learn more about document based questions (DBQs) and primary sources.
Bibliographies — Reading About the Roosevelts
Teachers, students and parents often ask us what books we would recommend regarding the lives and times of Franklin and Eleanor Roosevelt. This is a difficult question to answer as literally hundreds, if not thousands, of books have been written about the Roosevelts and the times in which they lived. Recognizing that it is always best to examine a subject from a variety of perspectives, the Roosevelt Presidential Library's Archives and Education Departments developed bibliographies and more online resources to serve as a starting point for those interested in learning more about the lives and times of Franklin and Eleanor Roosevelt.
Helping With National History Day Projects
Because National History Day focuses on a specific theme each year and is an evolving program, it is important that the competition information you receive is accurate and up to date. Themes, competition categories, rules and deadlines can be found on the State and National History Day websites.
For general information about History Day and to read about students who recently completed a History Day project using materials from the FDR Library, click here.
The following are suggestions for helping your child participate in the National History Day competition.
- Always give positive encouragement, guidance and support.
- Make sure your child feels ownership of the project.
- Help your child locate the primary sources he or she will use in the project, but the child should be the one to take notes, conduct interviews, and so forth.
- Make certain your child uses resources other than the internet. Encourage them to attend and explore museums, archives, historic sites, lectures and author talks.
More Resources for Parents and Families:
Featured Resources provides links to many helpful and interactive online educational tools created by the Library's Education Department.
About the Archives introduces the archival holdings and online features available through the Archives portion of the Franklin D. Roosevelt Library website. Begin your search for primary sources here.
Source: Franklin D. Library and Museum
"The parents of our children are the guardians of our future citizens. They cannot evade the responsibility which is theirs through example and intelligent understanding to inspire and lay the groundwork for that type of character which does what is right under any given circumstance, and is able to withstand temptation." ~ Franklin D. Roosevelt, April 1934
US HISTORY SINCE 1877
High School
US HISTORY SINCE 1877-6th Six Weeks Overview
A New Century Turns – History During Our Own Lives 1990-Present
Unit Overview
This unit bundles student expectations that address important events and their impact from 1990 to the present.
In this unit students learn about how the United States continues to foster a spirit of innovation in a globalizing world, how the international role of the United States has become more complex and how the United States continues to advance the ideal of freedom and liberty for all.
Related Vocabulary
- Immigration
- Electoral college
- Terrorism
Ever-Changing America – Yesterday’s Challenges and Today’s Opportunities
Unit Overview
This unit bundles student expectations that provide a summary of United States history, post-Reconstruction to the present.
During this unit students revisit major social, political, and economic trends for each era and evaluate the changes in the role of the U.S. government throughout the 20th and 21st centuries. Additionally students revisit important events and significant individuals in U.S. history.
Related Vocabulary
- social
- political
- economic
Clipart: Karen's Kids
World Geography Studies
High School
World Georgraphy Studies
Australia and Oceania
Unit Overview
This unit bundles student expectations that focus on physical geographic and cultural patterns in Australia and Oceania.
In this unit students study about the unique physical landscapes of Australia and Oceania and the cultural patterns that distinguish this area. Australia and Oceania have historically been very isolated from the other regions of the world, yet this region is rich in diverse landscapes and cultures despite this isolation.
Key Vocabulary
- Characteristic – a feature that helps to identify, tell apart, or describe recognizably; a distinguishing mark or trait.
- Indigenous – natives by virtue of originating or occurring naturally (as in a particular place); refers to humans, animals, or plants.
- Desertification – the gradual transformation of habitable land into desert; is usually caused by climate change or by destructive use of the land.
- Invasive species – species that enter into new ecosystems and spread, causing damage to native species and their habitats.
WORLD HISTORY STUDIES
High School
World History Studies
Global Conflicts 1914-Present
Unit Overview
This unit bundles student expectations that address events related to the global conflicts during the 20th century (1914-present), including the influence of nationalism in the cause of global conflict.
During this unit students learn about the causes and consequences of the First World War, the causes and effects of the Russian Revolution, the response to global economic depression, the rise of totalitarian governments, and the causes and characteristics of the Second World War. Students examine how European dominance of the globe diminished with the world wars and the emergence of the United States and the Soviet Union as super powers.
Key Vocabulary
- alliance – an association created to further the common interests of the members.
- militarism – a policy of aggressive military preparedness.
- trench warfare – type of combat where fighting takes place on land between earthen ditches.
- totalitarianism – category of political systems characterized by centralized governmental control of all aspects of society through thesuppression of rights and the use of propaganda, examples include fascism and communism.
- fascism – a political philosophy, movement, or regime that exalts nation and often race above the individual generally characterized by centralized autocratic government headed by a dictatorial leader.
- self-determination – the idea that people living in a particular region have the right to form their own government.
- appeasement – making concessions in order to avoid conflict.
- total war – condition in which all aspects of society are involved in the production for war and the consequences of war.
- economic depression – economic conditions characterized by high unemployment, and business failures.
An Interdependent World 1914-Present
Unit Overview
This unit bundles student expectations that address the global issues that characterized the latter half of the 20th century (1914-present), including the tensions between the United States and the Soviet Union, the spread of communism, the end of colonial empires, and the growth of globalization.
During this unit students learn about major events of the twentieth century following Second World War. Students study the causes, characteristics and consequences of the Cold War, including the spread of communism in Eastern Europe and East Asia and the decolonization movements that took place in colonial regions. Additionally students study about the fall of communism in Eastern Europe and the Soviet Union, the social, economic and cultural impact of globalization, as well as the continued challenges of recognizing, protecting, and expanding human rights.
Key Vocabulary
- human rights –rights regarded as belonging fundamentally to all persons.
- supranational organizations –groups that collectively bring together groups of nations to promote common goals, such as the European Union, NATO, and the UN.
- genocide –systematic killing of a particular ethnic group.
- Marshall Plan – policy of the United States adopted after the Second World War to provide money to European nations to rebuild.
- Truman Doctrine – policy of the United States adopted after the Second World War to aid countries such as Turkey and Greece to stop the spread of communism.
- zionism –movement to establish a homeland nation for Jews.
- glasnost – policy adopted in the Soviet Union under the leadership of Gorbachev that allowed for more political openness and dialogue.
- perestroika – policy promoted in the Soviet Union by Gorbachev that allowed for economic restructuring and easing of central planning.
- decolonization – process of former colonies moving towards independence.
- terrorism – the use of violence to draw attention to a cause or political aim.
Clipart: Karen's Kids
Government and Economics
*Government and Economics are 1/2 semester courses so the unit overview and key vocabulary terms are repeated from first semester.
Elida De Leon, Director of Advanced Academics & Social Studies, Hearing Officer, Title IX Coordinator & Anti-Bullying Program Director
Email: elida.deloen@aliceisd.net
Website: www.aliceisd.net
Location: # 2 Coyote Trail, Alice, Texas
Phone: 361-664-0981