with C3 Framework Integration C3 Framework, Course Outcomes, … · 2019-09-24 · Historical...

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Archdiocesan Curriculum Grades K-12 Social Studies Curriculum

C3 Framework, Course Outcomes, Unit Concepts and Unit Goals with C3 Framework Integration

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Organization of the Archdiocesan Social Studies Curriculum Course Outcomes Course Outcomes describe what students should know and be able to do at the end of each grade (for grades PK-8) and each specific course (for grades 9-12). They are the highest priorities for outcomes for the Archdiocese of Oklahoma City students at each grade. Course Outcomes should be used by individual teachers and teams of teachers at each school who teach the same grade. They should be used as a reference and periodic check to make sure that unit and lesson planning during the year is on track at a specific grade. They should also be used to ensure that the same content is not being taught at multiple grades. Course Outcomes are not meant to have a 1:1 connection with units of instruction. Each unit can cover parts of one or more than one Course Outcome. The Course Outcomes are essential outcomes that should be thoroughly taught and learned throughout the year. They are not presented in a chronological sequence for instruction. They are not expected to be mastered in one unit. Unit Concepts, Goals, and Sequence Unit Concepts provide the specific concepts that should be the focus of each unit of instruction for each grade (grades PK-8) or course (grades 9-12). These are the “titles” of the units. Unit Goals provide the expectations for what students should be able to do with knowledge, skills, and practices related to the unit concept. Unit Concepts and Unit Goals are meant to provide anchors for the development of units and lessons. They provide specific big ideas, practices, and skills that should be pursued through individual lessons and entire units. The Units are expected to be taught in the sequence in which they are provided in the Archdiocesan curriculum. Within each unit, Lesson Concepts (see below) can be determined and taught in the sequence determined by the teacher to be most e�ective for his or her class. Likewise, the approach used to teach each unit and lesson is to be determined by the teacher, considering the content, skills, and practices involved; the resources available; and the needs of his/her students. A broad range of instructional strategies and resources should be considered when designing units and lessons to help students achieve the Unit Goals. Students are expected to thoroughly know and be able to use the concepts, practices, and skills across multiple contexts. Therefore, all lessons and instruction in a given unit should be linked back to the Unit Goal. While it is important to establish factual content knowledge that knowledge should always be learned in the service of the performances students are expected to demonstrate, as articulated in the Unit Goals.

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Integration of C3 Framework The Archdiocese of Oklahoma City’s Social Studies curriculum was written referencing the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. We chose to adopt the C3 Framework as our standards in lieu of Oklahoma’s state standards. This decision was made to ensure that the appropriate skills were being taught in the context of our social studies classrooms. The C3 Framework encourages teachers to participate in an inquiry arc that engages students in the learning process by asking them compelling questions related to the four social studies disciplines of civics, economics, geography and history. Students seek answers to compelling questions using the disciplines as lenses in their investigations. Students learn how to utilize quality sources and communicate their findings in meaningful ways or by taking meaningful action. In addition being listed with their corresponding course outcomes and unit goals, a set of charts which show the progression of the standards within the Team/Department are provided, along with a chart showing which standards are being used with which units in the corresponding grade.

C3 Framework for Grades K-2

Below you’ll find the College, Career, and Civic Life (C3) Framework for Social Studies State Standards with all K-12 standards. There are four dimensions to the standards: Developing questions and planning inquiries; applying disciplinary concepts and tools; gathering and evaluating sources; and communicating conclusions and taking informed action. Within Dimension 2 there are four disciplines: civics, economics, geography and history.

Dimension 1: Developing Questions and Planning Inquiries

Sub-Dimension Reference # Standard

Constructing Compelling Questions

D1.1.K-2 Explain why the compelling question is important to the student.

D1.2.K-2 Identify disciplinary ideas associated with a compelling question.

Constructing Supporting Questions

D1.3.K-2 Identify facts and concepts associated with a supporting question.

D1.4.K-2 Make connections between supporting questions and compelling questions.

Determining Helpful Sources D1.5.K-2 Determine the kinds of sources that will be helpful in answering compelling and supporting questions.

Dimension 2: Applying Disciplinary Concepts & Tools - Civics


Civic and Political Institutions

D2.Civ.1.K-2 Describe roles and responsibilities of people in authority.

D2.Civ.2.K-2 Explain how all people, not just official leaders, play important roles in a community. D2.Civ.3.K-2 Explain the need for and purposes of rules in various settings inside and outside of school. D2.Civ.4.K-2 Begins in grades 3-5

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Participation and Deliberation

D2.Civ.5.K-2 Explain what governments are and some of their functions.

D2.Civ.6.K-2 Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.

D2.Civ.7.K-2 Applying civic virtues when participating in school settings.

D2.Civ.8.K-2 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.

D2.Civ.9.K-2 Follow agreed-upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.

D2.Civ.10.K-2 Compare their own point of view with others’ perspectives.

Processes, Rules and Laws

D2.Civ.11.K-2 Explain how people can work together to make decisions in the classroom.

D2.Civ.12.K-2 Identify and explain how rules function in public (classroom and school) settings.

D2.Civ.13.K-2 Begins in grades 3-5

D2.Civ.14.K-2 Describe how people have tried to improve their communities over time.

Dimension 2: Applying Disciplinary Concepts & Tools - Economics


Economic Decision Making

D2.Eco.1.K-2 Explain how scarcity necessitates decision making.

D2.Eco.2.K-2 Identify the benefits and costs of making various personal decisions.

Exchange and Markets

D2.Eco.3.K-2 Describe the skills and knowledge required to produce certain goods and services. D2.Eco.4.K-2 Describe the goods and services that people in the local community produce and those that are produced in other communities. D2.Eco.5.K-2 Identify prices of products in a local market. D2.Eco.6.K-2 Explain how people earn income. D2.Eco.7.K-2 Describe examples of costs of production. D2.Eco.8.K-2 Begins in grades 3-5 D2.Eco.9.K-2 Describe the role of banks in an economy.

The National Economy

D2.Eco.10.K-2 Explain why people save. D2.Eco.11.K-2 Begins in grades 3-5 D2.Eco.12.K-2 Describe examples of the goods and services that governments provide. D2.Eco.13.K-2 Describe examples of capital goods and human capital.

The Global Economy D2.Eco.14.K-2 Describe why people in one country trade goods and services with people in other countries. D2.Eco.15.K-2 Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad

Dimension 2: Applying Disciplinary Concepts & Tools - Geography


Geographic Representations

D2.Geo.1.K-2 Construct maps, graphs, and other representations of familiar places. D2.Geo.2.K-2 Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them D2.Geo.3.K-2 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Human-Environm-e nt Interaction

D2.Geo.4.K-2 Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region. D2.Geo.5.K-2 Describe how human activities affect the cultural and environmental characteristics of places or regions.

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D2.Geo.6.K-2 Identify some cultural and environmental characteristics of specific places.

Human Population: Spatial Patterns and Movements

D2.Geo.7.K-2 Explain why and how people, goods, and ideas move from place to place. D2.Geo.8.K-2 Compare how people in different types of communities use local and distant environments to meet their daily needs. D2.Geo.9.K-2 Describe the connections between the physical environment of a place and the economic activities found there.

Global Interconnections

D2.Geo.10.K-2 Describe changes in the physical and cultural characteristics of various world regions. D2.Geo.11.K-2 Explain how the consumption of products connects people to distant places. D2.Geo.12.K-2 Identify ways that a catastrophic disaster may affect people living in a place.

Dimension 2: Applying Disciplinary Concepts & Tools - History


Change, Continuity, and Context

D2.His.1.K-2 Create a chronological sequence of multiple events. D2.His.2.K-2 Compare life in the past to life today. D2.His.3.K-2 Generate questions about individuals and groups who have shaped a significant historical change.

Perspectives

D2.His.4.K-2 Compare perspectives of people in the past to those of people in the present

D2.His.5.K-2 Begins in grades 3-5

D2.His.6.K-2 Compare different accounts of the same historical event.



Historical Sources & Evidence

D2.His.9.K-2 Identify different kinds of historical sources.

D2.His.10.K-2 Explain how historical sources can be used to study the past.

D2.His.11.K-2 Identify the maker, date, and place of origin for a historical source from information within the source itself.

D2.His.12.K-2 Generate questions about a particular historical source as it relates to a particular historical event or development.


Causation and Argumentation

D2.His.14.K-2 Generate possible reasons for an event or development in the past.


D2.His.16.K-2 Select which reasons might be more likely than others to explain a historical event or development.


Dimension 3: Gathering and Evaluating Sources Sub-Dimension Reference # Standard

Gathering and Evaluating Sources

D3.1.K-2 Gather relevant information from one or two sources while using the origin and structure to guide the selection.

D3.2.K-2 Evaluate a source by distinguishing between fact and opinion.

Developing Claims and Using Evidence

D3.3.K-2 Begins in grades 3-5

D3.4.K-2 Begins in grades 3-5

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Dimension 4: Communicating Conclusions and Taking Informed Action Sub-Dimension Reference # Standard

Communicating Conclusions

D4.1.K-2 Construct an argument with reasons.

D4.2.K-2 Construct explanations using correct sequence and relevant information.

D4.3.K-2 Present a summary of an argument using print, oral, and digital technologies.

Critiquing Conclusions D4.4.K-2 Ask and answer questions about arguments.

D4.5.K-2 Ask and answer questions about explanations.

Taking Informed Action

D4.6.K-2 Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.

D4.7.K-2 Identify ways to take action to help address local, regional and global problems.

D4.8.K-2 Use listening, consensus-building, and voting procedures to decide on and take action in their classrooms.

C3 Framework for Grades 3-5




D1.1.3-5 Explain why compelling questions are important to others (e.g. peers, adults)

D1.2.3-5 Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.


D1.3.3-5 Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.

D1.4.3-5 Explain how supporting questions help answer compelling questions in an inquiry.

Determining Helpful Sources D1.5.3-5 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.




D2.Civ.1.3-5 Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.

D2.Civ.2.3-5 Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.

D2.Civ.3.3-5 Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.

D2.Civ.4.3-5 Explain how groups of people make rules to create responsibilities and protect freedoms.


D2.Civ.5.3-5 Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions

D2.Civ.6.3-5 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.

D2.Civ.7.3-5 Apply civic virtues and democratic principles in school settings.

D2.Civ.8.3-5 Identify core virtues and democratic principles that guide government, society, and communities.

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D2.Civ.9.3-5 Use deliberative processes when making decisions or reaching judgements.

D2.Civ.10.3-5 Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.


D2.Civ.11.3-5 Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.

D2.Civ.12.3-5 Explain how rules and laws change society and how people change rules and laws.

D2.Civ.13.3-5 Explain how policies are developed to address public problems.

D2.Civ.14.3-5 Illustrate historical and contemporary means of changing society.

Dimension 2: Applying Disciplinary Concepts & Tools - Economics Sub-Dimension Reference # Standard


D2.Eco.1.3-5 Compare the benefits and costs of individual choices.

D2.Eco.2.3-5 Identify positive and negative incentives that influence the decisions people make.


D2.Eco.3.3-5 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.

D2.Eco.4.3-5 Explain why individuals and businesses specialize and trade.

D2.Eco.5.3-5 Explain the role of money in making exchange easier.

D2.Eco.6.3-5 Explain the relationship between investment in human capital, productivity, and future incomes.

D2.Eco.7.3-5 Explain how profits influence sellers in markets.

D2.Eco.8.3-5 Identify examples of external benefits and costs.

D2.Eco.9.3-5 Describe the role of other financial institutions in an economy.


D2.Eco.10.3-5 Explain what interest rates are.

D2.Eco.11.3-5 Explain the meaning of inflation, deflation, and unemployment.

D2.Eco.12.3-5 Explain the ways in which the government pays for the goods and services it provides.

D2.Eco.13.3-5 Describe ways people can increase productivity by using improved capital goods and improving their human capital.

The Global Economy

D2.Eco.14.3-5 Explain how trade leads to increasing economic interdependence among nations.

D2.Eco.15.3-5 Explain the effects of increasing economic interdependence on different groups within participating nations.

Dimension 2: Applying Disciplinary Concepts & Tools - Geography Sub-Dimension Reference # Standard

Geographic Representatio ns

D2.Geo.1.3-5 Construct maps and other graphic representations of both familiar and unfamiliar places.

D2.Geo.2.3-5 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.

D2.Geo.3.3-5 Use maps of different scales to describe the locations of cultural and environmental characteristics.

Human-Enviro nm-ent Interaction

D2.Geo.4.3-5 Explain how culture influences the way people modify and adapt to their environments.

D2.Geo.5.3-5 Explain how the cultural and environmental characteristics of places change over time.

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D2.Geo.6.3-5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions.

Human Population: Spatial Patterns & Movement

D2.Geo.7.3-5 Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.

D2.Geo.8.3-5 Explain how human settlements and movements relate to the locations and use of various natural resources.

D2.Geo.9.3-5 Analyze the effects of catastrophic environmental and technological events on human settlements and migration.

Global Interconnectio ns

D2.Geo.10.3-5 Explain why environmental characteristics vary among different world regions.

D2.Geo.11.3-5 Describe how the spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places.

D2.Geo.12.3-5 Explain how natural and human-made catastrophic events in one place affect people living in other places.




D2.His.1.3-5 Create and use a chronological sequence of related events to compare developments that happened at the same time.

D2.His.2.3-5 Compare life in specific historical time periods to life today.

D2.His.3.3-5 Generate questions about individuals and groups who have shaped significant historical changes and continuities.

Perspectives

D2.His.4.3-5 Explain why individuals and groups during the same historical period differed in their perspectives.

D2.His.5.3-5 Explain connections among historical contexts and people’s perspectives at the time.\

D2.His.6.3-5 Describe how people’s perspectives shaped the historical sources they created.

D2.His.7.3-5 Begins in grades 9-12



D2.His.9.3-5 Summarize how different kinds of historical sources are used to explain events in the past.

D2.His.10.3-5 Compare information provided by different historical sources about the past.

D2.His.11.3-5 Infer the intended audience and purpose of a historical source from information within the source itself.

D2.His.12.3-5 Generate questions about multiple historical sources and their relationships to particular historical events and developments.

D2.His.13.3-5 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.


D2.His.14.3-5 Explain probable causes and effects of events and developments.


D2.His.16.3-5 Use evidence to develop a claim about the past.

D2.His.17.3-5 Summarize the central claim in a secondary work of history.

Dimension 3: Gathering and Evaluating Sources

Sub-Dimension Ref # Standard


D3.1.3-5 Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.

D3.2.3-5 Use distinctions among fact and opinion to determine the credibility of multiple sources.

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D3.3.3-5 Identify evidence that draws information from multiple sources in response to compelling questions.

D3.4.3-5 Use evidence to develop claims in response to compelling questions.

Dimension 4: Communicating Conclusions and Taking Informed Action



D4.1.3-5 Construct arguments using claims and evidence from multiple sources.

D4.2.3-5 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

D4.3.3-5 Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).

Critiquing Conclusions

D4.4.3-5 Critique arguments.

D4.5.3-5 Critique explanations.


D4.6.3-5 Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

D4.8.3-5 Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.

C3 Framework for Grades 6-8




D1.1.6-8 Explain how a question represents key ideas in the field.

D1.2.6-8 Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.


D1.3.6-8 Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.

D1.4.6-8 Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.

Determining Helpful Sources D1.5.6-8 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.

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D2.Civ.1.6-8 Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and non governmental contexts.

D2.Civ.2.6-8 Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).

D2.Civ.3.6-8 Examine the origins, purposes, and impact of constitutions, laws, treaties,and international agreements.

D2.Civ.4.6-8 Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries


D2.Civ.5.6-8 Explain the origins, functions, and structure of government with reference to the U.S. Constitution, state constitutions, and selected other systems of government

D2.Civ.6.6-8 Describe the roles of political, civil, and economic organizations in shaping people’s lives.

D2.Civ.7.6-8 Apply civic virtues and democratic principles in school and community settings.

D2.Civ.8.6-8 Analyze ideas and principles contained in the founding documents of the the United States, and explain how they influence the social and political system.

D2.Civ.9.6-8 Compare deliberative processes used by a wide variety of groups in various settings.

D2.Civ.10.6-8 Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil, society.


D2.Civ.11.6-8 Differentiate among procedures for making decisions in the classroom, school, civil society, and local, state, and national government in terms of how civic purposes are intended.

D2.Civ.12.6-8 Assess specific rules and laws (both actual and proposed) as means of addressing public problems.

D2.Civ.13.6-8 Analyze the purposes, implementation, and consequences of public policies in multiple settings.

D2.Civ.14.6-8 Compare historical and contemporary means of changing societies,and promoting the common good.




D2.Eco.1.6-8 Explain how economic decisions affect the well-being of individuals, businesses, and society.

D2.Eco.2.6-8 Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.


D2.Eco.3.6-8 Explain the roles of buyers and sellers in product, labor, and financial markets.

D2.Eco.4.6-8 Describe the role of competition in the determination of prices and wages in a market economy.

D2.Eco.5.6-8 Explain ways in which money facilitates exchange by reducing transactional costs.

D2.Eco.6.6-8 Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.

D2.Eco.7.6-8 Analyze the role of innovation and entrepreneurship in a market economy.

D2.Eco.8.6-8 Explain how external benefits and costs influence market outcomes.

D2.Eco.9.6-8 Describe the roles of institutions such as corporations, non-profits, and labor unions in a market economy.


D2.Eco.10.6-8 Explain the influence of charges in interest rates on borrowing.

D2.Eco.11.6-8 Use appropriate data to evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.

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D2.Eco.12.6-8 Explain how inflation, deflation, and unemployment affect different groups.

D2.Eco.13.6-8 Explain why standards of living increase as productivity improves.

The Global Economy

D2.Eco.14.6-8 Explain barriers to trade and how those barriers influence trade among nations.

D2.Eco.15.6-8 Explain the benefits and the costs of trade policies to individuals, businesses, and society.




D2.Geo.1.6-8 Use geospatial and related technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics.

D2.Geo.2.6-8 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and their political, cultural, and economic dynamics.

D2.Geo.3.6-8 Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales.

Human-Environ m-ent Interaction

D2.Geo.4.6-8 Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.

D2.Geo.5.6-8 Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.

D2.Geo.6.6-8 Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.


D2.Geo.7.6-8 Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.

D2.Geo.8.6-8 Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.

D2.Geo.9.6-8 Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.

Global Interconnections

D2.Geo.10.6-8 Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.

D2.Geo.11.6-8 Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.

D2.Geo.12.6-8 Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.


Sub-Dimensio n Reference # Standard


D2.His.1.6-8 Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

D2.His.2.6-8 Analyze change and continuity in historical eras.

D2.His.3.6-8 Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

Perspectives

D2.His.4.6-8 Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

D2.His.5.6-8 Analyze how historical contexts shaped and continue to shape people’s perspectives.

D2.His.6.6-8 Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

D2.His.7.6-8 Explain how the perspectives of people in the present shape interpretations of the past.

D2.His.8.6-8 Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.

Historical Sources &

D2.His.9.6-8 Analyze the relationship between historical sources and the secondary interpretations made from them.

D2.His.10.6-8 Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.

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Evidence

D2.His.11.6-8 Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.

D2.His.12.6-8 Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.

D2.His.13.6-8 Critique the appropriateness of the historical sources used in a secondary interpretation.


D2.His.14.6-8 Analyze multiple and complex causes and effects of events in the past.

D2.His.15.6-8 Distinguish between long-term causes and triggering events in developing a historical argument.

D2.His.16.6-8 Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

D2.His.17.6-8 Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy.




D3.1.6-8 Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

D3.2.6-8 Evaluate the credibility of a source by determining its relevance and intended use.


D3.3.6-8 Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.

D3.4.6-8 Develop claims and counterclaims while pointing out the strengths and limitations of both.




D4.1.6-8 Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.

D4.2.6-8 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.

D4.3.6-8 Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).


D4.4.6-8 Critique arguments for credibility.

D4.5.6-8 Critique the structure of explanations.


D4.6.6-8 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.

D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.

D4.8.6-8 Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts

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C3 Framework for 9th-12th Grade Dimension 1: Developing Questions and Planning Inquiries



D1.1.9-12 Explain how a question reflects an enduring issue in the field

D1.2.9-12 Explain points of agreement and disagreement experts have about interpretation and applications of disciplinary concepts and ideas associated with a compelling question.


D1.3.9-12 Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.

D1.4.9-12 Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

Determining Helpful Sources D1.5.9-12 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.




D2.Civ.1.9-12 Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.

D2.Civ.2.9-12 Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.

D2.Civ.3.9-12 Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

D2.Civ.4.9-12 Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.


D2.Civ.5.9-12 Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

D2.Civ.6.9-12 Critique relationships among governments, civil societies, and economic markets.

D2.Civ.7.9-12 Apply civic virtues and democratic principles when working with others.

D2.Civ.8.9-12 Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

D2.Civ.9.9-12 Use appropriate deliberative processes in multiple settings.

D2.Civ.10.9-12 Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.


D2.Civ.11.9-12 Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.

D2.Civ.12.9-12 Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

D2.Civ.13.9-12 Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

D2.Civ.14.9-12 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

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Sub-Dimensi on Reference # Standard


D2.Eco.1.9-12 Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.

D2.Eco.2.9-12 Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue.


D2.Eco.3.9-12 Analyze the ways in which incentives influence what is produced and distributed in a market system.

D2.Eco.4.9-12 Evaluate the extent to which competition among sellers and among buyers exists in specific markets.

D2.Eco.5.9-12 Describe the consequences of competition in specific markets.

D2.Eco.6.9-12 Generate possible explanations for a government role in markets when market inefficiencies exist.

D2.Eco.7.9-12 Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes.

D2.Eco.8.9-12 Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes.

D2.Eco.9.9-12 Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy.


D2.Eco.10.9-12 Use current data to explain the influence of changes in spending, production, and the money supply on various economic conditions.

D2.Eco.11.9-12 Use economic indicators to analyze the current and future state of the economy.

D2.Eco.12.9-12 Evaluation the selection of monetary and fiscal policies in a variety of economic conditions.

D2.Eco.13.9-12 Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living.

The Global Economy

D2.Eco.14.9-12 Analyze the role of comparative advantage in international trade of goods and services.

D2.Eco.15.9-12 Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.



Geographic Representation s




Human-Environ m-ent Interaction








Global Interconnection D2.Geo.10.9-12 Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.

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s D2.Geo.11.9-12 Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.








Perspectives




















D3.1.9-12 Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

D3.2.9-12 Evaluate the credibility of a source by examining how experts value the source.


D3.3.9-12 Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.

D3.4.9-12 Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.

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D4.1.9-12 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

D4.2.9-12 Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical)

D4.3.9-12 Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).


D4.4.9-12 Critique the use of claims and evidence in arguments for credibility.

D4.5.9-12 Critique the use of the reasoning, sequencing, and supporting details of explanations.


D4.6.9-12 Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.

D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

D4.8.9-12 Apply a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school civic contexts.

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:: Kindergarten Social Studies :: Course Outcomes ::

Course Outcomes describe what students should know and be able to do at the end of each grade or course. They incorporate standards that require more than one unit to accomplish and are not listed sequentially below.

Course Outcomes Standards for the Course

1 SWBAT identify the places and basic features on a map or globe. D2.Geo.1-3.K-2.

2 SWBAT describe the role of authority and a good citizen in their home, school, church and community. D2.Civ.1-3.K-2, D2.Civ.6-9.K-2, D2.Civ.11-12.K-2.

3 SWBAT describe the ways people produce, consume and exchange goods and services in the community.

D2.Eco.3-4.K-2, D2.Eco.6.K-2, D2.Eco.10.K-2, D4.6.K-2.

4 SWBAT illustrate historical events and cultural traditions through seasonal and liturgical celebrations. D2.Geo.6.K-2, D2.His.1-3.K-2.

5 With teacher support, SWBAT ask questions about real life situations (compelling questions), communicating why they are important to the student. D1.1.K-2, D1.5.K-2.

6 With teacher support, SWBAT seek out information to answer their questions. D.3.1.K-2.

7 With teacher support, SWBAT justify their ideas using found information. D2.Geo.1-3.K-2.

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:: Kindergarten Social Studies :: Unit Concepts & Goals ::

Unit Concepts provide the specific concepts that should be the focus of each unit of instruction. Unit goals provide the expectations for what students should be able to do with knowledge, skills and practices related to the unit concept. Units incorporate multiple standards that might take multiple lessons to accomplish.

Unit Unit Concept Unit Goal Unit Rationale Unit Standards

1

My School and Me: Citizenship, Responsibility, Rules, Consequences of Action

SWBAT express age appropriate behaviors in relation to rules and procedures within the classroom and school.

Within this unit students will describe class/school Rules, laws, authority figures. Citizenship will include the importance of following rules and respecting the rights of others.

D1.1-2.K-2, D2.Civ.1-3.K-2, D2.Civ.6.K-2, D2.Civ.7-9.K-2, D2.Civ.11-12.K-2, D.3.1.K-2, D.4.1.K-2.

2 Going Out into the World: Basic Map Skills

SWBAT recognize basic geographic locations, features and directions on maps and globes.

Students have a natural curiosity about the world around them. Map reading remains an important tool for building children’s spatial reasoning skills and helping them make sense of our world. Students will identify maps and map features through the use of maps and globes.

D1.1-2.K-2, D2.Geo.1-3.K-2, D.3.1.K-2, D.4.1.K-2.

3 Patriotic Symbols and U.S. traditions

SWBAT identify patriotic symbols and cultural traditions that occur in the United States.

It is important for students to be able to recognize and explain the meaning of important American symbols. Students will learn that a symbol is something that stands for, or represents, something else. They will learn about the national symbols that are unique to our country. The national and state flags (United States and Oklahoma flags), b. Pledge of Allegiance, c. Star Spangled Banner (identify as the national anthem), d. The bald eagle, e. The Statue of Liberty, f. Lincoln Memorial (identify image and associate with Abraham Lincoln and Presidents Day), g. Washington Monument (identify image and associate with George Washington and Presidents Day), h. White House (identify image and associate with Presidents Day and the current president)

D1.1-2.K-2, D2.His.1-3.K-2, D.3.1.K-2, D.4.1.K-2.

4 Economics: needs, wants, producers, consumers

SWBAT explain how consumers and producers trade goods and services for money to obtain the things they want and/or need.

Students should have a basic understanding of how the economy works. Students will differentiate between wants and needs and describe how they are fulfilled. Students will describe how consumers and producers trade goods and services for money.

D1.1-2.K-2, D2.Eco.3-4.K-2, D2.Eco.6.K-2, D2.Eco.10.K-2, D.3.1.K-2, D.4.1.K-2.

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:: 1st Grade Social Studies :: Course Outcomes ::



1 SWBAT locate places or geographic features, using a map, chart, diagram, globe, photo, or other prompt. D2.Geo.1-4.K-2.

2 SWBAT apply civic virtues to their daily lives by demonstrating self-direction and cooperation. D2.Civ.1-3.K-2, D2.Civ.5-12.K-2, D2.Civ.14.K-2.

3 SWBAT identify patriotic symbols, documents, and significant historical figures. D2.His.1-4.K-2, D3.1.K-2.

4 SWBAT describe how and why various cultures buy and sell goods and services. D2.Eco.1-4.K-2, D2.Eco.6.K-2, D2.Eco.9-10.K-2, D2.Geo.1-4.K-2.

5 SWBAT compare the lives, perspectives and customs of people in the past who have generated historic changes to those of people in the present.

D2.Civ.1-3.K-2, D2.Civ.5-12.K-2, D2.Civ.14.K-2, D2.His.1-4.K-2, D.4.6-7.K-2.

6 SWBAT ask and answer questions about key details in a text read aloud or information presented orally or through other media D1.1-5.K-2, D3.1-2.K-2, D4.2.K-2, D4.5.K-2.

7 SWBAT construct conclusions and communicate for a variety of purposes and with different audiences in the school classroom and larger public community. D4.1-3.K-2, D4.8.K-2.

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:: 1st Grade Social Studies :: Unit Concepts & Goals ::

Unit Concepts provide the specific concepts that should be the focus of each unit of instruction. Unit goals provide the expectations for what students should be able to do with knowledge, skills and practices related to the unit concept. Units incorporate multiple standards that might take multiple lessons to accomplish. Unit Unit Concept Unit Goal Unit Rationale Unit Standards

1 Citizenship in our School and Community

SWBAT describe the rights and responsibilities of citizenship in our school and our community.

First Graders need to know that members of different groups have rights and responsibilities. They need to know how to respect themselves, others, and authoritative figures. They need to know how to follow rules and laws and that our government provides services and protection. They need to learn about documents, monuments, and American symbols and their importance to our country.

D1.1-5.K-2, D2.Civ.1-3.K-2, D2.Civ.5-12.K-2, D3.1-2.K-2, D4.1.K-2, D4.5.K-2, D4.8.K-2.

2

Goods and Services: Where we live, work and play

SWBAT explain how people in the school and community use goods and services and make choices as both producers and consumers.

First graders need to identify goods that people make and services that people provide for each other. They need to describe how people are both producers and consumers. Students should explain that people earn income by working and that they must make choices about how much to save and spend.

D1.1-5.K-2, D2.Eco.1-4.K-2, D2.Eco.6.K-2, D2.Eco.9-10.K-2, D3.1-2.K-2, D4.1-2.K-2, D4.5-7.K-2.

3 Maps and map symbols

SWBAT locate features and places on maps and globes such as landforms, map keys and cardinal directions, etc.

First graders need to locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia. They also need to be able to locate the major oceans: Arctic, Atlantic, Southern (Antarctica),Pacific, and Indian Ocean.They also need to identify and describe landforms (mountains, hills, valleys, islands, volcanos, plains, plateaus). They need to identify these bodies of water: ocean, lake, river, glacier.

D1.1-5.K-2, D.2.Geo.1-4.K-2, D3.1.K-2, D4.1-2.K-2, D4.5.K-2.

4

History: Connecting the Past to the Present.

SWBAT identify ways in which the lives of people in the past are similar to and different from people today.

In order to understand history, students must understand chronology. In the most basic form students should understand that things today may not be the same as they were in the past or will be in the future. They should be able to understand that things that happened long ago are in the past and things that have not happened yet are in the future. First graders need to be able to identify the contributions made by these figures: Abraham Lincoln, George Washington, Martin Luther King Jr., when they lived, and the significant events that occurred during their lifetimes. Students need to understand that holidays help us to honor important people and events. First graders need to know how families are alike and different through their celebrations, traditions, food, clothing, housing, jobs, education, and leisure activities.

D1.1-5.K-2, D.2.His.1-4.K-2, D2.Civ.14.K-2, D3.2.K-2, D4.1.K-2, D4.3.K-2, D4.5.K-2.

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:: 2nd Grade Social Studies :: Course Outcomes ::



1 SWBAT interpret different graphic sources, map symbols and their components. D2 Geo.1-3.K-2, D2.Geo.7-9.K-2.

2 SWBAT identify cultural characteristics and how they affect the world around us. D2.Geo.3.K-2, D2.Geo.5-6.K-2, D2.Geo.10-12.K-2.

3 SWBAT demonstrate characteristics of good citizenship, including stewardship of our God-given resources.

D2.Civ.1-3.K-2, D2.Civ.5-12.K-2, D2.Civ.14.K-2, D2.Geo.5.K-2.

4 SWBAT describe how local communities are both producers and consumers. D2.Eco.1-7.K-2, D2.Eco.9-10.K-2, D2.Eco.12-15.K-2.

5 SWBAT explain the contributions of historical people through historical events. D2.His.1-4.K-2, D2.His.6.K-2, D2.His.9-12.K-2, D2.His.14.K-2, D2.His.16.K-2.

6 SWBAT determine the kinds of sources (such as documents, primary and secondary sources, photographs, artifacts, maps, biographies, etc.) that will be helpful in answering compelling and supporting questions.

D1.1-5.K-2.

7 SWBAT determine the validity and dependability of multiple sources when gathering information to answer questions. D3.1-2.K-2.

8 SWBAT apply new knowledge and skills to suggest solutions to real world problems. D4.1-8.K-2.

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:: 2nd Grade Social Studies :: Unit Concepts & Goals ::



1 Developing and Applying Map Skills

SWBAT apply map features to construct a map of a location using map symbols and compass rose.

Using a globe, graphs, photographs to describe environmental characteristics and how people change those characteristics. Discussion of how land may be used for industrial, residential, commercial, or recreational. Describe how goods and services are traded with other countries.

D1.1-5.K-2, D2.Geo.1-3.K-2, D2.Geo.8-12.K-2, D3.1-2.K-2, D4.1-8.K-2.

2

Citizenship: How Our Decisions Affect Other People

SWBAT explain how good citizens show respect for each other at different levels of community.

This unit will include levels of community. Students will give examples of family, school, and church communities. (Example: Use a flip book to describe how they are good citizens in that community.) Concepts to integrate in this unit include roles of authority, community workers, and citizens in communities, following rules and laws in school, home, and town. Also address how communities have changed and improved over time.

D1.1-5.K-2, D2.Civ.1-3.K-2, D2.Civ.5-14.K-2, D3.1-2.K-2, 4.1-8.K-2.

3 Economics: Supply and Demand

SWBAT to explain the differences between supply and demand, and between human and natural resources.

Students will recognize differences between supply and demand. As well as, distinguish between human resources and natural resources. Concepts to integrate in this unit include goods and services that governments provide, how people earn, save, and use income, and trading with other countries.

D1.1-5.K-2, D2.Eco.1-7.K-2, D2.Eco.9-10.K-2, D2.Eco.12-15.K-2, D2.Geo.3.K-2, D2.Geo.6-9.K-2, D2.Geo.11.K-2, D3.1-2.K-2, D4.1-8.K-2.

4

Cultural Diversity: Celebrations, Traditions, and Symbols

SWBAT to compare celebrations, traditions, and symbols from various cultures.

Students will recognize who they are in their culture and compare that to various cultures around the world.In this unit, students should discuss characteristics of people, customs, traditions and iconic places using tools like maps, globes and photographs for comparison.

D1.1-5.K-2, D2.Geo.3.K-2, D2.Geo.5-6.K-2, D3.1-2.K-2, D4.1-8.K-2.

5

Prominent Historical Figures of Our Country and State

SWBAT identify individuals, past and present and how they affect the community, town, city, state, and country.

The content of this unit is flexible to allow teachers to choose figures that are most meaningful to their community. Students should compare people of the past to people of the present, while sequencing historical events in chronological order. Students should also discuss individuals or groups that helped cause an historical event.

D1.1-5.K-2, D2.His.2-4.K-2, D2.His.9-12.K-2, D2.His.14.K-2, D3.1-2.K-2, D4.1-8.K-2.

6 The Building of Our Country and State: Settlers and Events

SWBAT to identify America's first people, settlers, explorers, and key events.

Students will have a working knowledge of America's early settlers. Primary focus for 2nd grade will center on the Native Americans, Pilgrims, Lewis and Clark. Students will explain how historical sources are used to study the past, and use these sources in the creation of products (example product: a timeline with multiple events).

D1.1-5.K-2, D2.His.1-4.K-2, D2.His.6.K-2, D2.His.9-11.K-2, D2.His.14.K-2, D2.His.16.K-2, D3.1-2.K-2, D4.1-8.K-2.

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:: 3rd Grade Social Studies :: Course Outcomes ::



1 SWBAT compare and contrast, with scaffolding, the different human characteristics of communities. D2.Civ.4.3-5, D2.Civ.7-9.3-5, D2.Civ.14.3-5, D2.Geo.3.3-5, D3.1-2.3-5.

2 SWBAT distinguish between cities, states, countries and continents. D2.Civ.5-6.3-5, D2.Civ.12-13.3-5, D2.Geo.2.3-5, D3.1-2.3-5, D3.4.3-5.

3 SWBAT identify basic economic elements found in communities, including how local and global resources are used.

D2.Civ.5.3-5, D2.Eco.1.3-5, D2.Eco.3.3-5, D3.1-2.3-5, D3.4.3-5.

4 SWBAT analyze the civic functions of governments. D2.Civ.1.3-5, D2.Civ.3-4.3-5, D2.Civ.9-11.3-5, D3.1-2.3-5, D3.4.3-5.

5 SWBAT distinguish changes over time. D2.His.1-6.3-5, D2.His.10.3-5, D2.His.12-14.3-5, D2.His.16.3-5, D2.Geo.5.3-5, D3.1-2.3-5, D3.4.3-5, D4.1.3-5.

6 SWBAT ask supporting and compelling questions that investigate the economic, civil and historical circumstances that affect different groups of people. D1.2-4.3-5, Geo.4.3-5.

7 SWBAT construct claims using evidence gathered from multiple sources, understanding how the source’s origin, structure, and context influenced bias or credibility. D2.Geo.8.3-5, D3.1-2.3-5, D3.4.3-5, D4.1.3-5.

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:: 3rd Grade Social Studies :: Unit Concepts & Goals ::



1 Geography: Maps,

Globes, Atlases and Technology

SWBAT interpret different types of maps, graphs and other graphic

sources.

Students will apply knowledge maps, graphs, globes, atlases, and various other sources to draw conclusions.

D1.2-4.3-5, D2.Geo.2.3-5, D3.1-2.3-5, D3.4.3-5, D4.1.3-5.

2 Our World: Local, State, Nation and

Globe

SWBAT compare and contrast characteristics of different

communities (urban, suburban, and rural)

Introduce different types of communities and exploring what life is like in each. Discuss how people, jobs, resources, and transportation are different in each.

D1.2-4.3-5, D2.Civ.6.3-5, D2.Civ.10.3-5, D2.Geo.4.3-5, D3.1-2.3-5, D3.4.3-5, D4.1.3-5.

3 Citizenship and

Government

SWBAT explain how citizens can participate in the local, state and

federal government.

Broaden the student's knowledge of citizenship and expand to government level. To be responsible citizens students need to be aware of the bigger civic picture. This unit begins with levels of government (local, state

and federal)

D1.2-4.3-5, D2.Civ.1.3-5, D2.Civ.3-14.3-5, D3.1-2.3-5, D3.4.3-5, D4.1.3-5.

4 Citizens: Culture,

Traditions and Heritage

SWBAT explain the contribution of individuals in enriching their culture, traditions, and heritage.

Students will recognize the contributions from current and past citizens and how they influence our world.

D1.2-4.3-5, D2.Civ.6-7.3-5, D2.Civ.11.3-5, D2.Civ.14.3-5, D2.Eco.1.3-5, D2.Geo.3.3-5,

D2.Geo.5.3-5, D2.His.1-6.3-5, D2.His.10.3-5, D2.His.12-14.3-5, D2.His.16.3-5, D3.1-2.3-5,

D3.4.3-5, D4.1.3-5.

5 History: Events,

People and Timelines

SWBAT describe the connections between America's first settlers and key events in the building of

our state and of our nation.

Building on the knowledge of key figures and events in history, students will begin to make connections

between people and events in the building of our nation. Students will use multiple sources to present summary

of explanations to others.

D1.2-4.3-5, D2.Civ.14.3-5, D2.Geo.8.3-5, D2.His.1-6.3-5, D2.His.10.3-5, D2.His.12-14.3-5,

D2.His.16.3-5, D3.1-2.3-5, D3.4.3-5, D4.1.3-5.

6 Meeting Our

Needs: Elements of Economics

SWBAT summarize the impact of economic choices within

populations.

Students will apply their knowledge of basic economics from previous years to describe how economic principles

are used in different populations.

D1.2-4.3-5, D2.Eco.1.3-5, D2.Eco.3.3-5, D2.Geo.8.3-5, D3.1-2.3-5, D3.4.3-5, D4.1.3-5.

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:: 4th Grade Social Studies :: Course Outcomes ::



1 Given a map, SWBAT draw conclusions and make generalizations about the regions of the United States orally, graphically and in writing.

D2.Eco.3.3-5, D2.Geo.2-3.3-5, D2.Geo.5.3-5, D2.His.1-6.3-5, D2.His.9-10.3-5, D3.4.3-5, D4.1.3-5, D4.3.3-5.

2 Using a map, SWBAT to explain the impact of geography on historical and current events in the United States.

D2.Eco.3.3-5, D2.Geo.3-9.3-5, D2.Geo.11-12.3-5, D2.His.9-11.3-5, D2.His.14.3-5, D3.2.3-5, D3.4.3-5, D4.1-2.3-5.

3 SWBAT describe the physical and historical features that contributed to the settlement of the State of Oklahoma.

D2.Geo.6-7.3-5, D2.Geo.9.3-5, D2.Geo.11-12.3-5, D2.His.3.3-5, D2.His.5.3-5, D2.His.11-14.3-5, D2.His.16-17.3-5, D3.2-4.3-5, D4.1-3.3-5.

4 SWBAT describe the geographic features of the different regions in North America. D2.Eco.4.3-5, D2.Geo.1.3-5, D2.Geo.5.3-5, D2.Geo.8.3-5, D2.Geo.10.3-5, D2.Geo.12.3-5, D2.His.1-2.3-5, D2.His.6.3-5, D2.His.9.3-5, D3.4.3-5.

5 SWBAT provide several interpretations of the impact that various economic, civil, historical, and geographic factors had on the settlement of different American regions. D1.1-4.3-5.

6 SWBAT gather information from multiple credible sources to develop claims. D3.1-4.3-5.

7 SWBAT present reasonable and relevant arguments and explanations that they have constructed orally, or using print or digital technology. D4.1-3.3-5.

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:: 4th Grade Social Studies :: Unit Concepts & Goals ::


1 Oklahoma's Geography and Settlement

SWBAT explain the settlement and transformation of Oklahoma using maps/visuals, primary resources, and secondary resources.

Following learning about the regions, students will study the settlement of Oklahoma. Starting with geography, students will study the settlement of the land by both Native Americans and later settlers, focusing on the impact each peoples had both on the environment and each other. Students will use multiple resources to gather information to explore the settlement of Indian Territory/Oklahoma and the impact of natural/human events

D1.1-4.3-5, D2.Geo.6-7.3-5, D2.Geo.9.3-5, D2.Geo.11-12.3-5, D2.His.3.3-5, D2.His.5.3-5, D2.His.11-14.3-5, D2.His.16-17.3-5, D3.1-4.3-5, D4.1-3.3-5.

2 The Eastern Region

SWBAT identify the physical, human natural, and historical features of the Eastern region of the United States.

Starting with the Eastern region because it is the location of original colonies, students will study the physical and historical features of the region, focusing on early settlement, how geography impacted trade, and how people have impacted to region as the country has grown as well as well as how different people’s perspective shaped the historical sources they created.

D1.1-4.3-5, D2.Eco.3-4.3-5, D2.Geo.1-12.3-5, D2.His.1-6.3-5, D2.His.9-14.3-5, D2.His.16-17.3-5, D3.1-4.3-5, D4.1-3.3-5.

3 The Midwest Region

SWBAT identify the physical, human natural, and historical features of the Midwestern region of the United States.

Following studying the Eastern Region, students will study the Midwest Region, focusing on the expansion westward. Students will explore how geography impacted the early populations and settlement and the impact settlers and Native Americans had as they interacted. Students will draw conclusions using multiple sources on how culture and geography impacted how people adapted to their location.


4 The Southern Region

SWBAT identify the physical, human natural, and historical features of the Southern region of the United States. (southwest and southeast states)

Following studying the Midwest Region, students will study the Southern Region. Students will explore how geography and natural resources impacted southern growth and how development impacted trade and communications within the region and neighboring regions. Students will explore how cultural and economic differences impact the distribution of people.


5 The West Region

SWBAT identify the physical, human natural, and historical features of the Western region of the United States.

Following studying the Southern Region, students will study the Western Region. Students will study how the geography impacted settlement, how natural resources provided incentives to move, and how trade and communications impacted growth. Students will compare life in historical times to life now using research and sources.


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1 SWBAT explain the role of economic decision making and exchange and markets on the national and global economies throughout America’s history. D2.Eco.1-15.3-5.

2 SWBAT explain how civics, participation in political institutions and processes, rules and laws have changed throughout America’s history. D2.Civ.1-6.3-5, D2.Civ.9-14.3-5.

3 SWBAT explain how culture and environment have influenced the development of America. D2.Geo.4-12.3-5, D2.Geo.4-8.3-5, D2.Eco.1-2.3-5.

4 SWBAT use evidence to summarize claims about the past that take into account historical perspectives and how they change over time.

D2.His.1-6.3-5, D2.His.9-14.3-5, D2.His.16-17.3-5.

5 SWBAT answer supporting and compelling questions using sources that take into consideration the different perspectives of various groups or individuals. D1.1-5.3-5.

6 SWBAT use evidence that draws information from multiple credible sources to develop claims. D3.1-4..3-5.

7 SWBAT critique arguments and explanations based on the evidence used in the arguments and explanations. D4.1-2.3-5, D4.4-5.3-5

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1

Exploration and European Expansion: Advances in Technology and Trade

SWBAT explain the contributions of significant individuals during the period of early European exploration and how they impacted the lives of the native peoples.

In 5th grade, students need to identify the European explorers and how they impacted the development of the early colonies. As they are introduced, students need to examine the political, societal, and economic motivations of the explorers. In addition, students will explain the advantages and disadvantages of how the explorers impacted the native peoples.

D1.1-5.3-5, D2.Civ.14.3-5, D2.Eco.1-2,5,7,9.3-5, D2.Geo.4-8.3-5, D2.His.1-6,14.3-5, D3.1-4.3-5, D4.2.3-5.

2 Colonial Times in North America: Work, Life, and Trade

SWBAT explain the similarities and differences between the colonies in North America.

Following the unit of European explorers, students will examine the similarities and differences of the New England, Middle, and Southern colonies. Students need to describe the styles of self government, trade, religious aspects, economy, and culture that make up each colony.

D1.1-5.3-5, D2.Civ.1.3-5, D2.Civ.3-6.3-5, D2.Civ.9-14.3-5, D2.Eco.1-4.3-5, D2.Eco.7.3-5, D2.Eco.9.3-5, D2.Geo.4-8.3-5, D2.Geo.10.3-5, D2.His.1-6.3-5, D2.His.14.3-5, D2.His.16-17.3-5, D3.1-4.3-5, D.4.6-7.3-5.

3 American Revolution: Conflicts, Taxation, and Liberty

SWBAT describe causal relationships between events leading up to and during the American Revolution.

Students will explore the foundations laid during the Revolutionary period by the colonists. They need to recognize how events such as the Stamp Act, taxation without representation, and the Boston Massacre were significant in shaping the lives and decisions made by the colonists. 5th graders will be able to use these events as a way to describe the causes and effects that led to the liberty of the colonies.

D2.Civ.14.3-5, D2.Eco.2.3-5, D2.Eco.4.3-5, D2.Geo.8.3-5, D2.Geo.12.3-5, D2.His.1-6.3-5, D2.His.14.3-5, D3.1-4.3-5, D4.1-2.3-5.

4 Creating the Constitution

SWBAT describe the process used to create the Constitution.

5th grade students will describe the formation of the new government following the Revolution. Students will identify the main purpose of the government through the Preamble and discussed in the Constitution. They will look at the process of ratification of the Constitution and summarize the liberties mentioned in the first 10 amendments.

D2.Civ.1-6.3-5, D2.Civ.9-14.3-5, D2.Eco.2.3-5, D2.Eco.4-5.3-5, D2.Eco.15.3-5, D2.His.1-6.3-5, D2.His.9-14.3-5, D2.His.16-17.3-5, D3.1-4.3-5, D4.3-8.3-5.

5 Times of Change as the Nation Grows

SWBAT explain the social, economic, and industrial changes in the United States in the early 1800's and their impact on Abolitionists, Suffragists, and native peoples.

Students will discuss the impact of the Monroe Doctrine and its effects to expand United States territory. The students will describe events, such as the Oregon Trail, that led to the settlement throughout the United States. Finally, students will discuss the societal and economic impacts of the Industrial Revolution through the invention of the cotton gin and a reliance on slavery and their impact on the Abolitionist and Women's Suffrage movements.

D1.1-5.3-5, D2.Civ.11-14.3-5, D2.Eco.2-15.3-5, D2.Geo.5-11.3-5, D2.His.1-6.3-5, D2.His.9-11.3-5, D2.His.13-14.3-5, D3.1-4.3-5, D4.6-8.3-5.

6 The Civil War: The Road to Appomattox

SWBAT explain the importance of historical events, documents, and

peoples pertaining to the Civil War which include the viewpoints of

soldiers, citizens, and Abolitionists.

5th grade will look at the political and social events that led to the division of the United States. Students will be able to examine the advantages and disadvantages of the Union

soldiers and Confederate soldiers and how they led to Union victory. They will discuss how the Battle of Gettysburg was a turning point in the war and examine the importance of the Gettysburg address. Students will identify the important political and war figures of the time and how they impacted the Civil War. In addition, students will discuss the

importance and impacts of the Underground Railroad.

D2.Civ.14.3-5, D2.Eco.2.3-5, D2.Eco.4.3-5, D2.Geo.8.3-5, D2.Geo.12.3-5, D2.His.1-6.3-5,

D2.His.14.3-5, D3.1-4.3-5, D4.1-2.3-5.

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1 SWBAT explain the political interactions among societies in the Eastern Hemisphere. D2.Civ.2-3.6-8, D2.Civ.6.6-8, D2.Civ.9-10.6-8, D2.Civ.12-14.6-8.

2 SWBAT explain the economic interactions among societies in the Eastern Hemisphere. D2. Eco.1-5.6-8, D2.Eco.13-15.6-8.

3 SWBAT explain the cultural developments and interactions among societies in the Eastern Hemisphere. D2.Geo.4-7.6-8, D2.Geo.10-12.6-8.

4 SWBAT analyze the impact of physical and conceptual innovations and developments on people and the environment in the Eastern hemisphere.

D1.1.6-8, D2.Civ.3.6-8, D2.Geo.2-3.6-8, D2.Geo.7-9.6-8, D2.Geo.11.6-8, D2.His.1.6-8, D2.His.9.6-8, D2.Eco.5.6-8, D4.6.6-8.

5 SWBAT identify trends (e.g., change and continuity) in significant historical periods in the Eastern hemisphere.

D2.His.1-2.6-8, D2.His.4-5.6-8, D2.His.14-15.6-8.

6 SWBAT interpret the function and structures of Eastern civilizations using charts, maps, graphs and computer-based sources, etc. D4.3.6-8, D2.Geo.1-3.6-8.

7 SWBAT determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources. D1.1-5.6-8.

8 SWBAT identify evidence drawn from multiple sources to support claims, understanding how the source’s origin, authority, structure, context, and collaborative value influence its evidentiary limitations. D3.1-4.6-8.

9 SWBAT present constructed arguments and explanations to audiences and venues outside of the classroom using print and oral technologies. D4.1-3.6-8.

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1 Map Skills and Geography Skills

SWBAT identify the Five Themes and tools of geography.

Basic knowledge and use of geographic tools will assist students in their beginning study of the Eastern Hemisphere.

D1.1-5.6-8, D2.His.9.6-8, D2.Geo.1-7.6-8, D3.1-4.6-8, D4.1-3.6-8.

2 Southwest Asia

SWBAT analyze the impact of geography on history, culture, population, government and the economy of Southwest Asia.

Students will examine the physical geography, the historical high points, and the modern culture of Southwest Asia.

D1.1-5.6-8, D2.Civ.2-3.6-8, D2.Civ.6.6-8, D2.Civ.9-10.6-8, D2.Civ.12-14.6-8, D2.Eco.1-5.6-8, D2.Eco.13-15.6-8, D2.Geo.2-12.6-8, D2.His.1-2.6-8, D2.His.4-5.6-8, D2.His.14-15.6-8, D3.1-4.6-8, D4.1-3.6-8.

3 Africa

SWBAT analyze the impact of geography on history, culture, population, government and the economy of Africa.

Students will examine the physical geography, the historical high points, and the modern culture of Africa.


4 Indian Subcontinent

SWBAT analyze the impact of geography on history, culture, population, government and the economy of the Indian Subcontinent.

Students will examine the physical geography, the historical high points, and the modern culture of the Indian Subcontinent.


5 Central and Eastern Asia

SWBAT analyze the impact of geography on history, culture, population, government and the economy of Central and Eastern Asia.

Students will examine the physical geography, the historical high points, and the modern culture of Central and Eastern Asia.


6 Southeast Asia

SWBAT analyze the impact of geography on history, culture, population, government and the economy of Southeast Asia

Students will examine the physical geography, the historical high points, and the modern culture of Southeast Asia.


7 Pacific Southwest

SWBAT analyze the impact of geography on history, culture, population, government and the economy of the Pacific Southwest

Students will examine the physical geography, the historical high points, and the modern culture of the Pacific Southwest.


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1 SWBAT explain the political interactions among societies in the Western Hemisphere. D2.Civ.2-3.6-8, D2.Civ.6.6-8, D2.Civ.9-10.6-8, D2.Civ.12-14.6-8.

2 SWBAT explain the economic interactions among societies in the Western Hemisphere. D2.Eco.1-5.6-8, D2.Eco.13-15.6-8.

3 SWBAT explain the cultural developments and interactions among societies in the Western Hemisphere. D2.Civ.10.6-8, D2.Geo.4-7.6-8, D2.Geo.10-12.6-8.

4 SWBAT analyze with scaffolding the impact of physical and conceptual innovations and developments on people and the environment in the Western hemisphere.

D1.1.6-8, D2.Civ.3.6-8, D2.Geo.2-3.6-8, D2.Geo.7-9.6-8, D2.Geo.11.6-8, D2.His.1.6-8, D2.His.9.6-8, D2.Eco.5.6-8.

5 SWBAT identify trends (e.g., change and continuity) in significant historical periods in the Western hemisphere.

D2.His.1-2.6-8, D2.His.4-5.6-8, D2.His.14-15.6-8.

6 SWBAT identify evidence drawn from multiple credible and relevant sources to develop claims. D1.5.6-8, D2.His.12.6-8, D3.1.6-8, D4.7-8.6-8.

7 SWBAT determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources. D1.1-5.6-8.

8 SWBAT identify evidence drawn from multiple credible and relevant sources to develop claims. D3.1-4.6-8, D1.5.6-8.

9 SWBAT present constructed arguments and explanations and critiques of arguments and explanations to reach audiences and venues outside of the classroom using print and oral technologies. D4.1-5.6-8

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1 Map Skills and Geography Skills

SWBAT apply the Five Themes and tools of geography.

Using prior knowledge, students will review basic map skills, as well as the fundamental aspects of geography. This includes latitude and longitude, weather and climate, landforms, etc.

D1.1-5.6-8, D2.Geo.2-3.6-8, D3.1-3.6-8, D4.1-5.6-8.

2 Southern Europe (Spain, Portugal, Italy, and Greece)

SWBAT analyze the impact of geography on history, culture, population, government and the economy of Southern Europe.

Students will examine the physical geography, the historical high points, and the modern culture of Western Europe focusing on the Greeks and Romans.

D1.1-5.6-8, D2.Civ.2-3.6-8, D2.Civ.6.6-8, D2.Civ.9-10.6-8, D2.Civ.12-14.6-8, D2.Eco.1-5.6-8, D2.Eco.13-15.6-8, D2.Geo.2-12.6-8, D2.His.1-2.6-8, D2.His.4-5.6-8, D2.His.9.6-8, D2.His.14-15.6-8, D3.1-3.6-8, D4.1-5.6-8.

3 West-Central Europe (France, Germany)

SWBAT analyze the impact of geography on history, culture, population, government and the economy of West-Central Europe.

Students will examine the physical geography, the historical high points, and the modern culture of Western-Central Europe focusing on the Middle Ages, the Renaissance and the Reformation.


4 Northern Europe (British Isles and Scandinavia)

SWBAT analyze the impact of geography on history, culture, population, government and the economy of Northern Europe.

Students will examine the physical geography, the historical high points, and the modern culture of Northern Europe focusing on the Middle Ages, the Renaissance and the Reformation.


5 Eastern Europe and Russia

SWBAT analyze the impact of geography on history, culture, population, government and the economy of Eastern Europe and Russia.

Students will examine the physical geography, the historical high points, and the modern culture of Eastern Europe and Russia focusing on the Middle Ages, the Renaissance and the Reformation.


6 North America

SWBAT analyze the impact of geography on history, culture, population, government and the economy of North America.

Students will examine the physical geography, the historical high points, and the modern culture of North America focusing on the early native tribes (Olmec, Maya and Aztec), American native tribes, European colonization and colonialism.


7 South America

SWBAT analyze the impact of geography on history, culture, population, government and the economy of South America.

Students will examine the physical geography, the historical high points, and the modern culture of South America focusing on the early native tribes (Inca), European colonization, and the impact of Christianity.


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1 SWBAT identify sources that represent multiple viewpoints to explain key ideas, interpretations, and applications of disciplinary concepts based on compelling and supporting questions. D1.1-5.6-8.

2 SWBAT analyze historical sources for bias, point-of-view, reliability, relevance, and significance. D2.His.6.6-8, D2.His.10-11.6-8, D2.His.13.6-8, D3.2.6-8, D4.4.6-8.

3 SWBAT construct document-based arguments with historical evidence. D2.His.11-12.6-8, D2.His.16-17.6-8, D3.1.6-8, D3.3-4.6-8, D4.1-2.6-8, D4.5.6-8.

4 SWBAT analyze the origins and development of the government’s structure and functions, referencing the founding documents of the United States.

D2.Civ.1-5.6-8, D2.Civ.7-8.6-8, D2.Civ.10-12.6-8, D2.Civ.14.6-8, D2.His.1-2.6-8.

5 SWBAT analyze trends in U.S. trade, commerce, and technology over time. D2.Eco.1.6-8, D2.Eco.3.6-8, D2.Eco.6-12.6-8.

6 SWBAT analyze trends in US immigration, including both internal and external migrations. D2.Civ.13-14.6-8, D2.Geo.6-8.6-8, D2.Geo.12.6-8, D2.His.2-3.6-8, D2.His.14-15.6-8.

7 SWBAT analyze how citizens' ideas and interests can influence economic, social and foreign policy decisions made by governments.

D2.Eco.2.6-8, D2.Eco.10.6-8, D2.His.5-6.6-8, D2.His.17.6-8.

8 SWBAT use evidence drawn from multiple credible and reliable sources to develop strong arguments and explanations and critique the limitations of counterclaims. D3.1-4.6-8, D4.1-2.6-8, D4.4-5.6-8.

9 SWBAT explain the challenges faced by various groups of people and strategies or approaches students and others can take to address those issues. D4.6-8.6-8.

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1 Moving forward: Reconstruction and Westward Expansion

SWBAT analyze the success of rebuilding, and the transformation of American society through economic development and demographic changes post Civil War

Societal and economic transformation models patterns over time and will show students causation as they continue their analysis of US History.

D1.1-5.6-8, D2.Civ.10-14.6-8, D2.Eco.1-3, D2.Eco.6-12.6-8, D2.His.1-3.6-8, D2.His.10-12.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

2 Time for Change: The Progressive Era

SWBAT compare and contrast the political and social reform movements of the early 20th century and its leaders.

Movements that impact social change, and the claiming of ones identity prepares students to make connections to the coming Civil Rights Movements; giving them relationship and understanding of current events.

D1.1-5.6-8, D2.Civ.7-8.6-8, D2.Civ.10-14.6-8, D2.His.1-3.6-8, D2.His.5-6.6-8, D2.His.13-17.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

3 The War to End all Wars: World War I

SWBAT describe the causes and effects of America's involvement in World War I.

The costs and benefits of American Neutrality did not last, and the impact of WWI on American politics, society, and economics foreshadowed the coming second World War, despite peace talks and efforts. Students will learn to anticipate ensuing conflicts.

D1.1-5.6-8, D2.Civ.1-5.6-8, D2.Eco.3.6-8, D2.Geo.6-8.6-8, D2.His.5-6.6-8, D2.His.10-17.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

4 Boom or Bust: The Roaring 20s to the Great Depression

SWBAT analyze the dramatic fluctuation of America's economy in the 1920s and the 1930s and its effect on society.

The boom of innovations changed the face of society in such a short amount of time, the consequences were astounding. Students will relate these swift changes to today's economic status, and today's spending.

D1.1-5.6-8. D2.Eco.1-3, D2.Eco.6-12.6-8, D2.Geo.6-8, D2.Geo.12.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

5 The Greatest Generation: World War II

SWBAT explain the causes and effects of America's involvement in World War II.

Recognizing systematic isolation of certain groups will foster a culture of respect, acceptance, and human dignity among peers.

D1.1-5.6-8, D2.Civ.1-7.6-8, D2.Geo.12.6-8, D2.His.1-3.6-8, D2.His.5-6.6-8, D2.His.10-17.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

6

A New Kind of War and Civil Unrest: Cold War and the Civil RIghts Movement

SWBAT compare and contrast the origin and impact of the Cold War and analyze the American Civil Rights Movement, its leaders, issues, and results.

Continuing contentions between the US and other nations, still affect student lives today in current events such as interracial marriage, human rights, and suspicion of others around the world.

D1.1-5.6-8, D2.Civ.5.6-8, D2.Civ.7-8.6-8, D2.Civ.10-14.6-8, D2.His.1-3.6-8, D2.His.5-6.6-8, D2.His.10-17.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

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:: Oklahoma History :: Course Outcomes ::



1 SWBAT interpret a variety of historical and contemporary maps that have defined Oklahoma's unique history.

D2.Geo. 2.9-12, D2.Geo. 4.9-12, D2.Geo. 6.9-12, D2.Geo.8.9-12, D2.His.1.9-12.

2 SWBAT identify key personalities and major events that have impacted Oklahoma's development. D2.Hist.3.9-12, D2.His.4.9-12, D2.His.6.9-12, D2.His.7.9-12, D2.His.8.9-12, D2.His.14.9-12.

3 SWBAT analyze the geography and economic assets of Oklahoma that make the state unique. D2.Eco.1.9-12, D2.Geo. 2.9-12, D2.Geo.4.9-12, D2.Geo.6.9-12, D2.Geo.8.9-12, D2.His.1.9-12.

4 SWBAT trace the social, economic and political development and contributions of Native Americans from prehistoric settlement through modern times.

D2.Geo.1.9-12, D2.Geo.4.9-12, D2.Geo.6.9-12, D2.Geo.8.9-12, D2.His.1.9-12, D2.His.2.9-12, D2.His.3.9-12, D2.His.4.9-12, D2.His.5.9-12, D2.His.6.9-12, D2.His.7.9-12, D2.His.8.9-12, D2.His.14.9-12.

5 SWBAT analyze the American government's policies toward Native Americans in the 19th century. D2.His.1.9-12, D2.His.2.9-12, D2.His.3.9-12, D2.His.4.9-12, D2.His.5.9-12, D2.His.6.9-12, D2.His.7.9-12, D2.His.8.9-12.

6 SWBAT use compelling and supporting questions to determine appropriate and sources and investigate interpretations and applications of disciplinary concepts associated with Oklahoma History.

D1.1-5.

7 SWBAT use evidence drawn from multiple credible sources that represent a wide range of views to develop and refine arguments and critique the strengths and limitations of counterclaims related to Oklahoma History.

D3.1-4.

8 SWBAT construct and present precise and sound arguments and critique the credibility and reasoning of explanations and arguments related to Oklahoma History. D4.1-6.

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:: Oklahoma History :: Unit Concepts & Goals ::



1 Geography of Oklahoma

SWBAT explain Oklahoma’s physical and human geography by using maps,

photographs, and other media.

This unit is developed to articulate the geographical features, natural resources and cultural influences that

make Oklahoma so unique.

D1.1-5.6-8, D2.Civ.10-14.6-8, D2.Eco.1-3, D2.Eco.6-12.6-8, D2.His.1-3.6-8, D2.His.10-12.6-8,

D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

2 Prehistoric and early Oklahoma

SWBAT analyze, with sca�olding, the significance of prehistoric and early Native

Americans and the impacts of European settlement on present day Oklahoma.

This unit establishes the foundations for the early cultural traditions of Native Americans and contrast the

indigenous values to western culture, thus building a more genuine understanding of the continuous cultural conflict between the societies for the next 500 years.

D1.1-5.6-8, D2.Civ.7-8.6-8, D2.Civ.10-14.6-8, D2.His.1-3.6-8, D2.His.5-6.6-8, D2.His.13-17.6-8,

D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

3 Indian removals SWBAT analyze, with sca�olding, the

causes and e�ects of the removal of the Five Tribes to Indian Territory.

This unit explores the rationale used to remove the Native Americans and the impacts on the di�erent

Nations.

D1.1-5.6-8, D2.Civ.1-5.6-8, D2.Eco.3.6-8, D2.Geo.6-8.6-8, D2.His.5-6.6-8, D2.His.10-17.6-8,

D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

4

Civil War and Reconstruction

in Indian territory

SWBAT explain the causes, e�ects, significant events and figures of the Civil

War and Reconstruction.

The Civil War was a critical turning point for the Indian Nations and set the stage for the eventual process of

statehood. D1.1-5.6-8. D2.Eco.1-3, D2.Eco.6-12.6-8, D2.Geo.6-8, D2.Geo.12.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

5 The process of statehood

SWBAT analyze, with sca�olding, the development of a Constitutional

government and the state of Oklahoma.

This unique unit explores the competing plans for two independent territories to become one state.

D1.1-5.6-8, D2.Civ.1-7.6-8, D2.Geo.12.6-8, D2.His.1-3.6-8, D2.His.5-6.6-8, D2.His.10-17.6-8,

D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

6 Statehood to the present

SWBAT analyze, with sca�olding, the social, economic, and political factors contributing to the modern state of

Oklahoma.

This unit focuses on the years following statehood through the Great Depression to modern issues facing

Oklahoma today.

D1.1-5.6-8, D2.Civ.5.6-8, D2.Civ.7-8.6-8, D2.Civ.10-14.6-8, D2.His.1-3.6-8, D2.His.5-6.6-8,

D2.His.10-17.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

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:: World History :: Course Outcomes ::



1 SWBAT use compelling and supporting questions to determine appropriate and sources and investigate interpretations and applications of disciplinary concepts associated with World History. D1.1-5.9-12.

2 SWBAT analyze the civic and political institutions, processes, rules and laws that have influenced the development of di�erent civilizations over time

D2.Civ.1.9-12, D2.Civ.3.9-12, D2.Civ.5-9.9-12, D2.Civ.12.9-12, D2.Civ.14.9-12.

3 SWBAT use data to analyze the impact of economic decision making and the influence of markets on national and global economies.

D2.Eco.1.9-12, D2.Eco.3-5.9-12, D2.Eco.8-15.9-12.

4 SWBAT use geographic representations to analyze the relationship between peoples and their environment and how geography impacts political and economic development.

D2.Geo.1-12.9-12.

5 SWBAT analyze the relationship of change and continuity across significant periods and how the perspectives embedded in historical sources influence interpretation. D2.His.1-8.9-12.

6 SWBAT use sound historical sources when developing, analyzing and critiquing historical arguments. D2.His.9-17.9-12.

7 SWBAT use evidence drawn from multiple credible sources that represent a wide range of views to develop and refine arguments and critique the strengths and limitations of counterclaims related to World History. D3.1-4.9-12.

8 SWBAT construct and present precise and sound arguments and critique the credibility and reasoning of explanations and arguments related to World History. D4.1-6.9-12.

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:: World History :: Unit Concepts & Goals ::


1 Geography of Oklahoma

SWBAT explain Oklahoma’s physical and human geography by using maps,

photographs, and other media.

This unit is developed to articulate the geographical features, natural resources and cultural influences that

make Oklahoma so unique.

D1.1-5.6-8, D2.Civ.10-14.6-8, D2.Eco.1-3, D2.Eco.6-12.6-8, D2.His.1-3.6-8,

D2.His.10-12.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

2 Prehistoric and early Oklahoma

SWBAT analyze, with sca�olding, the significance of prehistoric and early Native

Americans and the impacts of European settlement on present day Oklahoma.

This unit establishes the foundations for the early cultural traditions of Native Americans and contrast the indigenous

values to western culture, thus building a more genuine understanding of the continuous cultural conflict between

the societies for the next 500 years.

D1.1-5.6-8, D2.Civ.7-8.6-8, D2.Civ.10-14.6-8, D2.His.1-3.6-8, D2.His.5-6.6-8, D2.His.13-17.6-8,

D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

3 Indian removals SWBAT analyze, with sca�olding, the causes and e�ects of the removal of the Five Tribes

to Indian Territory.

This unit explores the rationale used to remove the Native Americans and the impacts on the di�erent Nations.

D1.1-5.6-8, D2.Civ.1-5.6-8, D2.Eco.3.6-8, D2.Geo.6-8.6-8, D2.His.5-6.6-8,

D2.His.10-17.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

4 Civil War and

Reconstruction in Indian territory

SWBAT explain the causes, e�ects, significant events and figures of the Civil

War and Reconstruction.

The Civil War was a critical turning point for the Indian Nations and set the stage for the eventual process of

statehood.

D1.1-5.6-8. D2.Eco.1-3, D2.Eco.6-12.6-8, D2.Geo.6-8, D2.Geo.12.6-8, D3.1-4.6-8,

D4.1-2.6-8, D4.4-8.6-8.

5 The process of statehood

SWBAT analyze, with sca�olding, the development of a Constitutional

government and the state of Oklahoma.

This unique unit explores the competing plans for two independent territories to become one state.

D1.1-5.6-8, D2.Civ.1-7.6-8, D2.Geo.12.6-8, D2.His.1-3.6-8, D2.His.5-6.6-8, D2.His.10-17.6-8,

D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

6 Statehood to the present

SWBAT analyze, with sca�olding, the social, economic, and political factors contributing

to the modern state of Oklahoma.

This unit focuses on the years following statehood through the Great Depression to modern issues facing Oklahoma

today.

D1.1-5.6-8, D2.Civ.5.6-8, D2.Civ.7-8.6-8, D2.Civ.10-14.6-8, D2.His.1-3.6-8, D2.His.5-6.6-8,

D2.His.10-17.6-8, D3.1-4.6-8, D4.1-2.6-8, D4.4-8.6-8.

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:: United States History :: Course Outcomes ::



1 SWBAT use compelling and supporting questions to determine appropriate and sources and investigate interpretations and applications of disciplinary concepts associated with US History. D1.1-5.9-12.

2 SWBAT analyze the civic and political institutions, processes, rules and laws that have influenced the development American democracy.

D2.Civ.1.9-12, D2.Civ.3.9-12, D2.Civ.5-9.9-12, D2.Civ.13-14.9-12.

3 SWBAT use data to analyze the impact of economic decision making and the influence of markets on American economy.

D2.Eco.1.9-12, D2.Eco.3-5.9-12, D2.Eco.8-15.9-12.

4 SWBAT analyze views of the American national character and ideas about American exceptionalism. D2.His.1-8.9-12.

5 SWBAT use geographic representations to analyze the relationship between Americans and their environment and the impact of geography on the development of the United States. D2.Geo.2-12.9-12.

6 SWBAT interpret historical data displayed in maps, graphs, tables, charts, narratives, and primary sources. D2.His.9-13.9-12, D2.His.17.9-12.

7 SWBAT analyze key factors that influence major socio-political movements. D2.His.14-16.9-12.

8 SWBAT use evidence drawn from multiple credible sources that represent a wide range of views to develop and refine arguments and critique the strengths and limitations of counterclaims related to US History. D3.1-4.9-12.

9 SWBAT take informed action in their own community using the knowledge developed by constructing and presenting precise and sound arguments and critique the credibility and reasoning of explanations and arguments related to US History.

D4.1-8.9-12

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:: United States History :: Unit Concepts & Goals ::

Unit Concepts provide the specific concepts that should be the focus of each unit of instruction. Unit goals provide the expectations for what students should be able to do with knowledge, skills and practices related to the unit concept. Units incorporate multiple standards that might take multiple lessons to accomplish Unit Unit Concept Unit Goal Unit Rationale Unit Standards

1 The American Colonies

SWBAT analyze how early encounters between European

colonists and Native Americans shaped each culture.

Students need to be aware of the foundational issues and themes that preceded the American Revolution

D1.1-5.9-12, D2.Civ.3.9-12, D2.Civ.6.9-12, D2.Civ.13.9-12, D2.Eco.14.9-12, D2.Geo.2-3.9-12, D2.Geo.5-7.9-12, D2.Geo.9.9-12, D2.His.1.9-12, D2.His.11.9-12, D2.His.14.9-12, D2.His.16.9-12,

D3.1-4.9-12, D4.1-4.9-12, D4.6-7.9-12.

2 The American Revolution

SWBAT analyze the ideological and economic motivations for the War

for Independence.

This unit builds on the foundational framework addressed in the previous unit and outlines the reasons for and e�ect of separation from the British government and the creation of the United States.

D1.1-5.9-12, D2.Civ.1.9-12, D2.Civ.3.9-12, D2.Civ.5-9.9-12, D2.Civ.13-14.9-12, D2.Eco.12.9-13,

D2.His.3.9-12, D2.His.6.9-12, D2.His.14.9-12, D2.His.16.9-12, D3.1-4.9-12, D4.1-2.9-12,

D4.4-6.9-12, D4.8.9-12.

3 The Early Republic

SWBAT analyze major political and economic changes that led to an

emerging American identity in the early republic.

This unit allows students to synthesize information previously learned and apply new ideas concerning the philosophical

framework of the founding documents of the United States and the practical realization in events in the period 1789 - 1820 that create

the nation like the Louisiana Purchase.

D1.1-5.9-12, D2.Eco.1.9-12, D2.Eco.3-5.9-12, D2.Eco.15.9-12, D2.Geo.11.9-12, D2.His.1-2.9-12,

D2.His.4.9-12, D2.His.14.9-12, D3.1-4.9-12, D4.1-4.9-12, D4.6.9-12, D4.7-8.9-12.

4 Jacksonian Democracy

SWBAT analyze how democracy changed in the age of Andrew

Jackson.

The gradual democratization of the United States is unequal and has been only partially realized to this day. Events like the expansion of voting rights for propertyless white males, and limitations such as systematic denial of rights and Indian removal is addressed in this

unit.

D1.1-5.9-12, D2.Civ.3.9-12, D2.Civ.6.9-12, D2.Civ.13-14.9-12, D2.Geo.5-6.9-12, D2.His.1-2.9-12,

D2.His.4.9-12, D2.His.12.9-12, D2.His.14.9-12, D3.1-4.9-12, D4.1-2.9-12, D4.4.9-12, D4.6-7.9-12.

5 The Antebellum Era

SWBAT analyze how the themes of sectionalism and expansion impacted each other in the

Antebellum era.

This unit allows students to synthesize information previously learned and apply new ideas concerning the issue of slavery and

how it influenced the sectional rivalries in the United States.

D1.1-5.9-12, D2.Civ.3.9-12, D2.Civ.13.9--12, D2.Geo.7.9-12, D2.His.1.9-12, D2.His.3.9-12,

D2.His.6.9-12, D2.His.14-16.9-12, D3.1-4.9-12, D4.1-2.9-12, D4.4-7.9-12.

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6 The Civil War and Reconstruction

SWBAT analyze the causes and consequences of the American

Civil War.

This unit allows students to synthesize information previously learned and apply new ideas concerning the issue of slavery and

how it influenced the sectional rivalries in the United States.

D1.1-5.9-12, D2.Civ.1.9-12, D2.Civ.3.9-12, D2.Civ.5-6.9-12, D2.Civ.8-9.9-12, D2.Eco.6-7.9-12, D2.Geo.2-4.9-12, D2.Geo.6.9-12, D2.His.1-3.9-12,

D2.His.5.9-12, D2.His.12.9-12, D2.His.14.9-12, D3.1-4.9-12, D4.1-8.9-12.

7 The Gilded Age SWBAT analyze the growth of

industrialization and immigration in the late 19th century.

This unit allows the students to synthesize information previously learned and apply new ideas concerning how the industrialization that began in the North during the Civil War grew and expanded,

how the United States' policy of unrestricted immigration provided the workforce for this growing industrialization, and the e�ects

industrialization and immigration had on growing urban areas in the United States.

D1.1-5.9-12, D2.Civ.13-14.9-12, D2.Eco.1.9-12, D2.Eco.3-6.9-12, D2.Geo.4-8.9-12, D2.His.1-5.9-12, D2.His.9.9-12, D2.His.11-13.9-12, D2.His.15.9-12, D3.1-4.9-12, D4.1-2.9-12, D4.4.9-12, D4.6-7.9-12.

8 The Progressive Era and World

War I

SWBAT analyze how the Roosevelt, Taft and Wilson presidencies

responded to international and domestic concerns.

This unit allows the students to synthesize information previously learned and apply new ideas concerning how the industrialization, immigration, and urbanization that began during the Gilded Age

prompted a reform e�ort that sought to mitigate the conditions and corruption created by the lassiez-faire approach practices by all

levels of government.

D1.1-5.9-12, D2.Civ.13-14.9-12, D2.Eco.1.9-12, D2.Eco.3-6.9-12, D2.Geo.11-12.9-12, D2.His.5-14.9-12, D2.His.17.9-12, D3.1-4.9-12, D4.1-2.9-12, D4.4-5.9-12,

D4.6-7.9-12.

9 The Roaring 20s

and the Great Depression

SWBAT analyze the causes of the U.S. economic decline of the

1920s.

This unit allows the students to synthesize information previously learned and apply new ideas concerning United States' decision to pursue a neutral course related to the rest of the world during the decade of the 1920s and also examine how consumerism became popular, the farm crisis that developed, how Prohibition came into existence, and the events that led to economic collapse at the end

of the decade.

D1.1-5.9-12, D2.Eco.6-7, D2.Eco.9-13.9-12, D2.Geo.8-9.9-12,

D2.His.4-6.9-12, D2.His.8-9.9-12, D2.His.12.9-12, D2.His.16.9-12, D3.1-4.9-12, D4.1-4.9-12, D4.6-7.9-12.

10 World War II and

the Early Cold War

SWBAT analyze America's changing foreign policy from 1939 onward.

This unit allows the students to synthesize information previously learned and apply new ideas concerning the United States' eventual entrance into World War II, our role in the ideological struggle with the Soviet Union which resulted in the Cold War, and our e�orts to

contain the spread of communism across the world.

D1.1-5.9-12, D2.Civ.1.9-12, D2.Civ.6.9-12, D2.Civ.13-14.9-12,

D2.His.1.9-12, D2.His.5.9-12, D2.His.9-12.9-12, D2.His.14.9-12, D3.1-4.9-12, D4.1-8.9-12.

11 The Civil Rights Era and the Late

Cold War

SWBAT analyze the major changes in civil rights for minorities and

the changes in foreign policy in the late 20th century.

SWBAT analyze the major changes in civil rights for minorities and the changes in foreign policy in the late 20th century.

D1.1-5.9-12, D2.Civ.3.9-12, D2.Civ.5.9-12, D2.Civ.7.9-12, D2.Civ.9.9-12, D2.Civ.13-14.9-12, D2.Geo.2-3.9-12, D2.Geo.5.9-12, D2.Geo.10.9-12,

D2.His.1-5.9-12, D2.His.12, D2.His.14-16.9-12, D3.1-4.9-12, D4.1-2, D4.4, D4.6-8.

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:: United States Government :: Course Outcomes ::



1 SWBAT use compelling and supporting questions to determine appropriate and sources and investigate interpretations and applications of disciplinary concepts associated with US Government. D1.1-5.9-12.

2 SWBAT analyze US civic and political institutions and use deliberative processes when enacting democratic principles. D2.Civ.1-10.9-12.

3 SWBAT evaluate the processes, rules, laws and policies that a�ect how the United States government operates. D2.Civ.11-14.9-12.

4 SWBAT use geographic representations to analyze the relationship between Americans and their environment and the impact of geography on the development of public policy.

D2.Geo.2.9-12, D2.Geo.4-5.9-12. D2.Geo.9.9-12, D2.Geo.11-12.9-12.

5 SWBAT use evidence drawn from multiple credible sources that represent a wide range of views to develop and refine arguments and critique the strengths and limitations of counterclaims related to the US Government. D3.1-4.9-12.

6 SWBAT take informed action in their own community using the knowledge developed by constructing and presenting precise and sound arguments and critique the credibility and reasoning of explanations and arguments related to the US Government.

D4.1-8.9-12.

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:: US Government :: Unit Concepts & Goals ::

Unit Concepts provide the specific concepts that should be the focus of each unit of instruction. Unit goals provide the expectations for what students should be able to do with knowledge, skills and practices related to the unit concept. Units incorporate multiple standards that might take multiple lessons to accomplish. Unit Unit Concept Unit Goal Unit Rationale Standards

1 Constitutional

Foundations of the U.S. Government

SWBAT explain the key principles and theories informing interpretations of the Constitution, such as federalism and

pluralism.

Students will examine the kind of government created by the Constitution by exploring both the historical situation at the time of the Constitutional Convention as well as the philosophical traditions

on which the framers drew.

2 The Federal

Judiciary/American Civil Liberties and Civil Rights

SWBAT identify major Supreme Court precedents for American Civil rights and liberties.

Students will study the historical and legal development of individual rights and liberties and their impact on citizens today.

3 Political Beliefs and Behaviors

SWBAT analyze the factors that influence citizens to di�er from one another in terms of political opinions and behaviors.

Students will understand how political beliefs are formed, how they evolve, and the processes by which they are transmitted. This helps students to explore what leads citizens to di�er from one another in their political beliefs and behaviors, and the political consequences

of these di�erences.

4 Linkage Institutions:

Political Parties, interest Groups and Media

SWBAT evaluate the mechanisms of transmitting interests to government action and the influences that political parties,

special interests and the media have on government.

Students will understand the mechanisms that allow them as citizens to organize and communicate their interests and concerns.

5 The Legislative Branch SWBAT summarize the functions of Congress, the relationship the institution has with other branches of government, and its

evolutionary changes throughout history.

Students will begin to understand the power balances and relationships between di�erent institutions of the U.S. government.

6 The Executive Branch

SWBAT distinguish the functions of the Presidency and bureaucracy, the relationships the executive branch has with

other branches of government and the states, and its evolutionary changes throughout history.

Students will contrast the powers of the President with those of Congress to see how these powers evolve gradually or change

dramatically as a result of crises.

7 Public Policy SWBAT analyze the formation of public policy agendas and the roles of special interests, Congress, the bureaucracy, and the

courts in policy implementation.

Students will examine policy networks to give them a clear understanding of the impact of federalism, interest groups,parties, and elections on policy processes and policymaking in the federal

context.

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:: Kindergarten Social Studies :: C3 Framework Standards ::

Dimension Sub-Dimension Reference # Standard Developing Questions &

Planning Inquiries



Determining Helpful Sources

D1.5.K-2 Determine the kinds of sources that will be helpful in answering compelling and supporting questions.

Applying Disicplinary Tools and Concepts

Civics Civic and Political Institutions


D2.Civ.2.K-2 Explain how all people, not just official leaders, play important roles in a community.

D2.Civ.3.K-2 Explain the need for and purposes of rules in various settings inside and outside of school.


Civics Participation and Deliberation




Civics Processes, Rules and Laws



Economics Exchange and Markets

D2.Eco.3.K-2 Describe the skills and knowledge required to produce certain goods and services.

D2.Eco.4.K-2 Describe the goods and services that people in the local community produce and those that are produced in other communities.

D2.Eco.6.K-2 Explain how people earn income. Economics: The National Economy

D2.Eco.10.K-2 Explain why people save.

Geography Geographic Representations

D2.Geo.1.K-2 Construct maps, graphs, and other representations of familiar places.

D2.Geo.2.K-2 Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them

D2.Geo.3.K-2 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places. Geography: Human Enviro Interactions D2.Geo.6.K-2 Identify some cultural and environmental characteristics of specific places.

History Change, Continuity, and Context

D2.His.1.K-2 Create a chronological sequence of multiple events.

D2.His.2.K-2 Compare life in the past to life today.

D2.His.3.K-2 Generate questions about individuals and groups who have shaped a significant historical change.

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Evaluating Sources &

Using Evidence



Communicatin g Conclusions

& Taking Informed

Action





44

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:: 1st Grade Social Studies :: C3 Framework Standards ::

Dimension Sub-Dimension Reference # Standard

Developing Questions &

Planning Inquiries






D1.4.K-2 Make connections between supporting questions and compelling questions. Determining Helpful Sources

















D2.Civ.14.K-2 Describe how people have tried to improve their communities over time. Economics Economic Decision Making






D2.Eco.6.K-2 Explain how people earn income.

D2.Eco.9.K-2 Describe the role of banks in an economy. Economics The National Economy D2.Eco.10.K-2 Explain why people save.

Geography D2.Geo.1.K-2 Construct maps, graphs, and other representations of familiar places.

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D2.Geo.3.K-2 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Geography Human-Environment Interaction

D2.Geo.4.K-2 Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region.





History: Perspectives D2.His.4.K-2 Compare perspectives of people in the past to those of people in the present


Using Evidence





& Taking Informed

Action





Critiquing Conclusions D4.5.K-2 Ask and answer questions about explanations.





46

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:: 2nd Grade Social Studies :: C3 Framework Standards ::



Planning Inquiries






D1.4.K-2 Make connections between supporting questions and compelling questions. Determining Helpful Sources

















D2.Civ.13.K-2 Begins in grades 3-5

D2.Civ.14.K-2 Describe how people have tried to improve their communities over time. Economics Economic Decision Making






D2.Eco.5.K-2 Identify prices of products in a local market.

D2.Eco.6.K-2 Explain how people earn income.

D2.Eco.7.K-2 Describe examples of costs of production.

D2.Eco.9.K-2 Describe the role of banks in an economy.

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Economics The National Economy

D2.Eco.10.K-2 Explain why people save.

D2.Eco.12.K-2 Describe examples of the goods and services that governments provide.

D2.Eco.13.K-2 Describe examples of capital goods and human capital.

Economics The Global Economy

D2.Eco.14.K-2 Describe why people in one country trade goods and services with people in other countries.

D2.Eco.15.K-2 Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad


D2.Geo.1.K-2 Construct maps, graphs, and other representations of familiar places.


D2.Geo.3.K-2 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.


D2.Geo.4.K-2 Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region.

D2.Geo.5.K-2 Describe how human activities affect the cultural and environmental characteristics of places or regions.

D2.Geo.6.K-2 Identify some cultural and environmental characteristics of specific places. Geography Human Population: Spatial Patterns and Movements

D2.Geo.7.K-2 Explain why and how people, goods, and ideas move from place to place.

D2.Geo.8.K-2 Compare how people in different types of communities use local and distant environments to meet their daily needs.

D2.Geo.9.K-2 Describe the connections between the physical environment of a place and the economic activities found there.

Geography Global Interconnections

D2.Geo.10.K-2 Describe changes in the physical and cultural characteristics of various world regions.

D2.Geo.11.K-2 Explain how the consumption of products connects people to distant places.

D2.Geo.12.K-2 Identify ways that a catastrophic disaster may affect people living in a place.





History Perspectives

D2.His.4.K-2 Compare perspectives of people in the past to those of people in the present

D2.His.6.K-2 Compare different accounts of the same historical event.

History Historical Sources & Evidence

D2.His.9.K-2 Identify different kinds of historical sources.

D2.His.10.K-2 Explain how historical sources can be used to study the past.

D2.His.11.K-2 Identify the maker, date, and place of origin for a historical source from information within the source itself.

D2.His.12.K-2 Generate questions about a particular historical source as it relates to a particular historical event or development. History Causation and Argumentation

D2.His.14.K-2 Generate possible reasons for an event or development in the past.

D2.His.16.K-2 Select which reasons might be more likely than others to explain a historical event or development.


Using Evidence




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& Taking Informed

Action






D4.4.K-2 Ask and answer questions about arguments.

D4.5.K-2 Ask and answer questions about explanations.





49

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:: 3rd Grade Social Studies :: C3 Framework Standards ::

Dimension Sub-Dimension Reference # Standard Developing Questions &

Planning Inquiries














D2.Civ.7.3-5 Apply civic virtues and democratic principles in school settings.

D2.Civ.8.3-5 Identify core virtues and democratic principles that guide government, society, and communities.




D2.Civ.11.3-5 Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.

D2.Civ.12.3-5 Explain how rules and laws change society and how people change rules and laws.


D2.Civ.14.3-5 Illustrate historical and contemporary means of changing society. Economics: Economic Decision Making D2.Eco.1.3-5 Compare the benefits and costs of individual choices.

Economics Exchange and Markets D2.Eco.3.3-5

Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.



D2.Geo.3.3-5 Use maps of different scales to describe the locations of cultural and environmental characteristics. Geography Human-Environment Interaction



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"Geography Human Population: Spatial Patterns and Movements"








D2.His.5.3-5 Explain connections among historical contexts and people’s perspectives at the time.


"History Historical Sources & Evidence"




History Causation and Argumentation




Using Evidence





D3.4.3-5 Use evidence to develop claims in response to compelling questions. Communicatin g Conclusions

& Taking Informed

Action

Communicating Conclusions D4.1.3-5 Construct arguments using claims and evidence from multiple sources.

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:: 4th Grade Social Studies :: C3 Framework Standards ::



Planning Inquiries







Disciplinary Tools &

Concepts













D2.Eco.13.3-5 Describe ways people can increase productivity by using improved capital goods and improving their human capital.





D2.Geo.1.3-5 Construct maps and other graphic representations of both familiar and unfamiliar places.


D2.Geo.3.3-5 Use maps of different scales to describe the locations of cultural and environmental characteristics.

Geography Human-Environmen t Interaction



D2.Geo.6.3-5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions. Geography Human Population: Spatial Patterns and Movements




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D2.Geo.12.3-5 Explain how natural and human-made catastrophic events in one place affect people living in other places.












D2.His.11.3-5 Infer the intended audience and purpose of a historical source from information within the source itself.








Using Evidence



D3.2.3-5 Use distinctions among fact and opinion to determine the credibility of multiple sources. Developing Claims and Using Evidence D3.3.3-5 Identify evidence that draws information from multiple sources in response to compelling questions.


& Taking Informed

Action





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Planning Inquiries







Determining Helpful Sources D1.5.3-5.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.




D2.Civ.2.3-5 Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.









D2.Civ.11.3-5 Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society. D2.Civ.12.3-5 Explain how rules and laws change society and how people change rules and laws.


D2.Civ.14.3-5 Illustrate historical and contemporary means of changing society.


D2.Eco.1.3-5 Compare the benefits and costs of individual choices.

D2.Eco.2.3-5 Identify positive and negative incentives that influence the decisions people make.






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D2.Eco.13.3-5 Describe ways people can increase productivity by using improved capital goods and improving their human capital. Economics The Global Economy



Geography Human-Environm ent Interaction



D2.Geo.6.3-5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions. Human Population: Spatial Patterns and Movements







D2.Geo.12.3-5 Explain how natural and human-made catastrophic events in one place affect people living in other places. History Change, Continuity, and Context











D2.His.11.3-5 Infer the intended audience and purpose of a historical source from information within the source itself. D2.His.12.3-5 Generate questions about multiple historical sources and their relationships to particular historical events and developments.






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Using Evidence



D3.2.3-5 Use distinctions among fact and opinion to determine the credibility of multiple sources.



D3.4.3-5 Use evidence to develop claims in response to compelling questions.

Communicati ng

Conclusions & Taking

Informed Action






D4.4.3-5 Critique arguments.

D4.5.3-5 Critique explanations.


D4.6.3-5 Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

D4.8.3-5 Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.

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Planning Inquiries






D1.4.6-8 Explain how the relationship between supporting questions and compelling questions is mutually reinforcing. Determining Helpful Sources D1.5.6-8

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.

Applying Disciplinary Tools and Concepts












Economics Economic Decision Making






D2.Eco.5.6-8 Explain ways in which money facilitates exchange by reducing transactional costs. Economics: The National Economy






D2.Geo.1.6-8 Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.

D2.Geo.2.6-8 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.

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D2.Geo.3.6-8 Use paper based and electronic mapping techniques to represent and analyze spatial patterns of different environmental and cultural characteristics.


D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

D2.Geo.5.6-8 Analyze the combinations of cultural and environmental characteristics that make places both similar and different from other places.

D2.Geo.6.6-8 Explain how the physical and human characteristics of places and regions are connected to human identities and culture.

Geography Human Population: Spatial Patterns and Movements

D2.Geo.7.6-8 Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.

D2.Geo.8.6-8 Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.

D2.Geo.9.6-8 Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.


D2.Geo.10.6-8 Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.

D2.Geo.11.6-8 Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.

D2.Geo.12.6-8 Explain how global changes in population distribution patterns affect changes in land use in particular places. History Change, Continuity, and Context

D2.His.1.6-8 Analyze connections among events and developments in broader historical contexts.

D2.His.2.6-8 Classify series of historical events and developments as examples of change and/or continuity.


D2.His.4.6-8 Analyze multiple factors that influenced the perspectives of people during different historical eras.

D2.His.5.6-8 Explain how and why perspectives of people have changed over time. History: Historical Sources & Evidence D2.His.9.6-8 Classify the kinds of historical sources used in a secondary interpretation.


D2.His.14.6-8 Explain multiple causes and effects of events and developments in the past.

D2.His.15.6-8 Evaluate the relative influence of various causes of events and developments in the past.


Using Evidence








& Taking Informed

Action




D4.3.6-8 Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

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Planning Inquiries








Applying Disciplinary Tools and Concepts







D2.Civ.10.6-8 Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.











D2.Eco.5.6-8 Explain ways in which money facilitates exchange by reducing transactional costs. Economics: The National Economy






D2.Geo.2.6-8 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.

D2.Geo.3.6-8 Use paper based and electronic mapping techniques to represent and analyze spatial patterns of different environmental and cultural characteristics.

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Geography Human-Environme nt Interaction

D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

D2.Geo.5.6-8 Analyze the combinations of cultural and environmental characteristics that make places both similar and different from other places.





D2.Geo.9.6-8 Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.


D2.Geo.10.6-8 Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.

D2.Geo.11.6-8 Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.

D2.Geo.12.6-8 Explain how global changes in population distribution patterns affect changes in land use in particular places. History Change, Continuity, and Context




D2.His.4.6-8 Analyze multiple factors that influenced the perspectives of people during different historical eras.

D2.His.5.6-8 Explain how and why perspectives of people have changed over time. History: Historical Sources & Evidence D2.His.9.6-8 Classify the kinds of historical sources used in a secondary interpretation.

History: Causation and Argumentation




Using Evidence








& Taking Informed

Action




D4.3.6-8

Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

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Planning Inquiries










D2.Civ.1.6-8 Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and non governmental contexts.



D2.Civ.4.6-8 Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries

D2.Civ.5.6-8 Explain the origins, functions, and structure of government with reference to the U.S. Constitution, state constitutions, and selected other systems of government


D2.Civ.7.6-8 Apply civic virtues and democratic principles in school and community settings.

D2.Civ.8.6-8 Analyze ideas and principles contained in the founding documents of the the United States, and explain how they influence the social and political system.



D2.Civ.11.6-8 Differentiate among procedures for making decisions in the classroom, school, civil society, and local, state, and national government in terms of how civic purposes are intended.









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D2.Eco.6.6-8 Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.

D2.Eco.7.6-8 Analyze the role of innovation and entrepreneurship in a market economy.

D2.Eco.8.6-8 Explain how external benefits and costs influence market outcomes.

D2.Eco.9.6-8 Describe the roles of institutions such as corporations, non-profits, and labor unions in a market economy.


D2.Eco.10.6-8 Explain the influence of charges in interest rates on borrowing.

D2.Eco.11.6-8 Use appropriate data to evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.

D2.Eco.12.6-8 Explain how inflation, deflation, and unemployment affect different groups. Geography Human Environment Interactions






D2.Geo.12.6-8 Explain how global changes in population distribution patterns affect changes in land use in particular places.




D2.His.3.6-8 Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.


D2.His.5.6-8 Explain how and why perspectives of people have changed over time.

D2.His.6.6-8 Analyze how people’s perspectives influenced what information is available in the historical sources they created.


D2.His.10.6-8 Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.

D2.His.11.6-8 Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified

D2.His.12.6-8 Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.

D2.His.13.6-8 Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.




D2.His.16.6-8 Organize applicable evidence into a coherent argument about the past.

D2.His.17.6-8 Compare the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy.

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Using Evidence



D3.2.6-8 Evaluate the credibility of a source by determining its relevance and intended use. Developing Claims and Using Evidence




& Taking Informed

Action











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:: Oklahoma History :: C3 Framework Standards ::


1







Determining Helpful Sources D1.5.9-12

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

2












D2.Civ.13.9-12 Evaluate public policies in terms of intended and unintended outcomes, and related Consequences.


Economics Economic Decision Making D2.Eco.1.9-12 Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different

groups.




Geography D2.Geo.4.9-12 Analyze relationships and interactions within and between human and physical systems to explain reciprocal

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Human-Environment Interaction

influences that occur among them.


























3






D3.4.9-12 Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim

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while pointing out the strengths and limitations of both.

4




D4.3.9-12

Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Critiquing Conclusions D4.4.9-12 Critique the use of claims and evidence in arguments for credibility.


Taking Informed Action D4.6.9-12 Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.

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:: World History :: C3 Framework Standards :: Dimension Sub-Dimension Reference # Standard

1









2













Economics Decision Making D2.Eco.1.9-12 Analyze how incentives influence choices that may result in policies with a range of costs and benefits for

different groups.





D2.Eco.8.9-12 Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes.


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D2.Eco.10.9-12 Use current data to explain the influence of changes in spending, production, and the money supply on various economic conditions.


D2.Eco.12.9-12 Evaluation the selection of monetary and fiscal policies in a variety of economic conditions.

























History Perspectives D2.His.4.9-12 Analyze complex and interacting factors that influenced the perspectives of people during different

historical eras.

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3







4




D4.3.9-12




Taking Informed Action D4.6.9-12 Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.

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:: United States History :: C3 Framework Standards ::


1









2











D2.Civ.13.9-12 Evaluate public policies in terms of intended and unintended outcomes, and related consequences.


Economics Economic Decision Making D2.Eco.1.9-12 Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different

groups.





D2.Eco.6.9-12 Generate possible explanations for a government role in markets when market inefficiencies exist.

D2.Eco.7.9-12 Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes.


Economics D2.Eco.10.9-12 Use current data to explain the influence of changes in spending, production, and the money supply on various

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The National Economy economic conditions.


D2.Eco.12.9-12 Evaluate the selection of monetary and fiscal policies in a variety of economic conditions.





























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3







4




D4.3.9-12




Taking Informed Action Taking Informed Action


D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in Self-reflection, strategy identification, and complex causal reasoning.


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:: United States Government :: C3 Framework Standards ::


1







Determining Helpful Sources D1.5.9-12 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple

points of view represented in the sources, the types of sources available, and the potential uses of the sources.

2



D2.Civ.2.9-12 Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.


D2.Civ.4.9-12 Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.







D2.Civ.10.9-12 Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.


D2.Civ.11.9-12 Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.


D2.Civ.13.9-12 Evaluate public policies in terms of intended and unintended outcomes, and related Consequences.


Geography: Geographic Representations D2.Geo.2.9-12 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of

places and regions, and their political, cultural, and economic dynamics.

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3







4




D4.3.9-12






D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.


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