CSSU Social Sciences Frameworks
The CSSU Social Science Frameworks is a locally developed curriculum. The CSSU Social Science Curriculum
Committee used the following resources to develop local curriculum:
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National Council for Social Studies (NCSS) standards
Vermont standards
Vermont Grade Expectations for Social Studies
National Assessment of Educational Progress (NAEP) standards
CURRICULUM
INSTRUCTION
Inquiry based learning
Social Sciences Standards
ƒ Social Sciences Inquiry
ƒ Geography
ƒ Economics
ƒ Culture & Diversity
ƒ Historical Connections
ƒ Civic and Social Responsibility
ASSESSMENT
ƒ Vermont Grade Level Expectations for Social
Sciences
ƒ Common local assessments – anchor tasks
ƒ Classroom-based assessments
Social Sciences Curriculum Committee
WSD - Thom Fleury, Mindy Conry, Beth Dusablon
HCS - Joyce Wright, Barb Spaulding
SCS - Dick Carlson, Monique Tetrault
CCS - Leslie Williams, Kathy Lara, Kris Gerson
CVU - Chris O’Donnell, Jennifer Ciardelli
Other - Sigrid Lumbra, Vermont Institutes
Table of Contents
Social Sciences Instruction and Curriculum Planning ..........................................................................3
Social Studies Inquiry Skills Benchmarks
Benchmarks.............................................................................................4
Grade 1 and 2:
2:.....................................................................................................................................8
Community Through Time, Past and Present ...............................................................................................8
Grade 3 and 4:
4:...................................................................................................................................10
Exploration, Settlement and Colonization .................................................................................................10
Grade 5 and 6:
6:...................................................................................................................................12
Formation of a Nation
Nation...........................................................................................................................12
Grade 7 and 8:
8:...................................................................................................................................14
Emergence into the 20-21st Century .........................................................................................................14
Social Sciences at Champlain Valley Union High School
School...................................................................16
CSSU Curriculum Frameworks – May 2004
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Social Sciences Instruction and Curriculum Planning
At the heart of the study of Social Sciences instruction are Inquiry Skills, those skills critical for students to
become active in social sciences in a broad array of studies including geography, history, economics, civics,
anthropology, psychology, diversity/culture, political science, etc. The CSSU Social Sciences Frameworks is
organized around five major content strands through which inquiry skills are embedded.
• Geography
• Historical connections
Geography
• Culture and diversity
• Economics
• Civics and Social Responsibility
Culture and
Diversity
Historical
Connections
Inquiry
skills
Civics and
Social
Responsibility
Economics
The CSSU Social Sciences Frameworks encourages topic study which will reflect connections along local,
state, national and global issues.
Community
State
Country
World
CSSU Curriculum Frameworks – May 2004
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3
Social Studies Inquiry Skills Benchmarks
Source: Vermont Institutes Inquiry Grade Expectations
PreK-4 Inquiry Benchmarks
Social and Historical Questioning:: Students raise social and historical questions that can be answered through
observation, information collection, and historical research. At early stages, students learn how to develop investigable
questions that guide their work. At later stages, students connect their questions to pertinent ideas, concepts, and
evidence that inform their investigation. A 4th grade student should be able to:
9 ask relevant questions based on what they have seen, what they have read, what they have listened to, and what they
have researched;
9 ask focusing questions for independent research (ex: Why was the soda machine taken out of the school? What makes
a strong sugaring season in Vermont? Why are family farms in Vermont disappearing?);
9 ask questions about what makes a historical era unique/what defines a historical era. (ex: How were the lives of
children different in colonial America than children today?); and
9 ask questions to determine why issues and events occur and to examine connections between concepts.
Hypothesis: Historians’ and social scientists’ explanations about past, current, and future events come partly from what
they observe, partly from the information they collect, and partly from what they think. Predictions and/or focusing
statements are constructed with conceptual knowledge and propose a new level of understanding. A hypothesis could
be an unproved theory, a proposition, a supposition, a tentative explanation for a set of facts, a logical sequence for a
disputed set of events, or make a choice about a possible action. At early stages, students identify what knowledge they
have related to the question and justify their ideas. At later stages, students identify possible relationships within a
hypothesis and base conclusions on factual evidence more than opinion. At later stages, students will incorporate
increasing independence in forming hypotheses, and hypotheses will exhibit increasingly complex and abstract variables.
A 4th grade student should be able to:
9 given a thematic study as a starting point, students use prior knowledge, relevant questions, and facts to develop a
prediction and propose an explanation;
9 create a hypothesis, with support;
9 explain why people hold different values positions; and
9 explain possible consequences of some different value positions.
Research Plan: Students design research that generates adequate data, observations, and other evidence. At early
stages, research design guides the student toward valid answers to the question. At later stages, students plan research
that will produce the appropriate kinds of evidence to support or refute a hypothesis. A 4th grade student should be
able to:
9 identify resources for finding answers to their questions (ex: books, videos, people) and list possible sources of
information;
9 explain what their job will be during an investigation (ex: to draw pictures after a field trip);
9 make a plan for inquiry that include how to organize information so it can be presented to an audience (ex: diorama,
poster, report) and gather appropriate materials to complete a project;
9 make a plan for an independent inquiry that addresses their question and establish a time line/schedule;
9 identify tasks and how each task will be completed;
9 identify ways to get feedback; and
9 organize information so it can be presented to an audience.
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Conducting Research: Students follow a research plan and use pertinent tools appropriately and accurately. At early
stages, students are encouraged to pay close attention to their research plan and record data, observations, and other
evidence that answers questions. At later stages, students engage in extended research and use more sophisticated tools
including computers. A 4th grade student should be able to:
9 follow teacher guidance to complete steps while investigating a question;
9 refer to and follow a detailed plan for an inquiry;
9 explain an investigation during the process. (ex: on a field trip to the fire station, students will ask questions, count
workers, and draw pictures);
9 record observations with words, numbers, symbols, and pictures;
9 record relevant details of an object or its surroundings when applicable (ex: historical or geographical landmarks);
9 add essential information to a graphic organizer provided by the teacher;
9 draw and label certain aspects of a subject or diagram;
9 clearly describe evidence and records observations (ex: notecards, journals, databases); and
9 follow the research schedule and record evidence throughout the inquiry.
Analysis & Interpretation: Students represent evidence using text, charts, tables, graphs, diagrams and/or models in
order to identify patterns, summarize evidence and use evidence to explore logical explanations. At early stages,
students develop reasonable explanations based on evidence. At later stages, students come up with a conclusion based
on the evidence, realizing there are multiple perspectives. A 4th grade student should be able to:
9 Represent: Organize, label and display information and/or a collection of observations and data in a manner
appropriate to the hypothesis (ex: pictograph, bar graph, building blocks, tables, graphs, maps, dioramas, charts,
narratives, posters) and determine a title for a table, graph, or chart.
9 Analyze: Analyze evidence (ex: sorts objects, justifies groupings, role playing). Sort and classify objects based upon
observations, prior knowledge, experience, research and justifies groupings. Choose and implement appropriate
methods for interpreting data such as identifying similarities and differences, role playing, summarizing, generalizing,
comparing.
9 Explain: Explain observations with the support of drawings and verbal presentation (ex: journal entry). Develop a
reasonable explanation based upon data collected in the inquiry (complete the prompt, “I found out…” and “I still
have questions about…”). Revise analysis as necessary based on peer critique, expert opinion, etc.
Conclusions & Evaluation: Students synthesize the results of their research by generating new questions and applying
the understandings learned to similar situations. At early stages, students make connections between research and similar
situations or experiences. At later stages, students recognize that different explanations can sometimes arise from the
same evidence. Students demonstrate an ability to resist overgeneralizations or oversimplifications based on insufficient
evidence and suggest the types of evidence that need to be gathered in order to better understand the focus of the
research. A 4th grade student should be able to:
9 identify similarities between past experiences and current investigations;
9 make a generalization based on findings;
9 develop solutions to relevant problems;
9 make a choice about possible action;
9 generate new questions related to discoveries during an investigation and generate a new question to obtain additional
information;
9 relate current investigation to a similar investigation;
9 connect investigation or model to a real world example; and
9 create a plan to further investigate a concept or connect a classroom model to a real-world example.
Communication: Accuracy, openness and documentation of sources are essential for maintaining a social scientist’s
credibility with other social scientists. Students clearly communicate research and interpretations, continually improving
in their ability to incorporate relevant language. At all stages, students convey information through various
representations that are complete, accurate, and detailed. Students accept the critique of others, and consider alternative
points of view. A 4th grade student should be able to:
9 clearly communicate findings
CSSU Curriculum Frameworks – May 2004
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5-8th Grade Inquiry Benchmarks
Social and Historical Questioning:: Students raise social and historical questions that can be answered through
observation, information collection, and historical research. At early stages, students learn how to develop investigable
questions that guide their work. At later stages, students connect their questions to pertinent ideas, concepts, and
evidence that inform their investigation. An 8th grade student should be able to:
9 distinguish that different questions lead to different research methods (ex: What will be the most important issues of
the next presidential campaign? [experimental research] Why did the colonists want to separate from England?
[historical research])
9 ask significant, probing researchable questions that incorporate ideas and concepts of personal, community, or global
relevance. (ex: How will global warming impact me? How will overpopulation impact the global economy? Does my
purchasing behavior affect child labor practices in the developing world? Is there intolerance in my school and
community? Why did colonists want to separate from England?)
9 ask questions that lead to an analysis of an historical era and documents. (ex: How does a 19th century Vermont diary
show different roles and responsibilities for women compared to today?)
9 ask questions to determine why issues and events occur and to examine connections between concepts.
Hypothesis: Historians’ and social scientists’ explanations about past, current, and future events come partly from what
they observe, partly from the information they collect, and partly from what they think. Predictions and/or focusing
statements are constructed with conceptual knowledge and propose a new level of understanding. A hypothesis could
be an unproved theory, a proposition, a supposition, a tentative explanation for a set of facts, a logical sequence for a
disputed set of events, or make a choice about a possible action. At early stages, students identify what knowledge they
have related to the question and justify their ideas. At later stages, students identify possible relationships within a
hypothesis and base conclusions on factual evidence more than opinion. At later stages, students will incorporate
increasing independence in forming hypotheses, and hypotheses will exhibit increasingly complex and abstract variables.
An 8th grade student should be able to:
9 propose a hypothesis, working from the relevant social or historical questions, using facts as they are understood at
the moment.
9 create a hypothesis which would predict results that support the hypothesis, or make a choice about a possible action
and justify this choice.
9 clarify relevant concepts or principles, or explain the causal relationships between variables: (independently, multiple
variables, more complex/abstract variables & concepts, bolder statements/action, originality)
9 explain the value systems inherent in their study.
9 recognize his or her own points of view (values) and how these influence interpretations of evidence.
Research Plan: Students design research that generates adequate data, observations, and other evidence. At early
stages, research design guides the student toward valid answers to the question. At later stages, students plan research
that will produce the appropriate kinds of evidence to support or refute a hypothesis. An 8th grade student should be
able to:
9 write a research plan to the hypothesis which,
9 establishes a time line/schedule;
9 identifies types of information needed;
9 lists a variety of possible sources, including primary and secondary sources;
9 evaluates and prioritize possible sources;
9 outlines appropriate format for collecting and managing data and citing sources;
9 identifies appropriate tools and procedures needed (ex: internet search engines, GIS applications, NARA databases,
videotaped interviews)
9 plans for ways to get and respond to feedback; and
9 organize information so it can be presented to an audience outside of the classroom.
CSSU Curriculum Frameworks – May 2004
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Conducting Research: Students follow a research plan and use pertinent tools appropriately and accurately. At early
stages, students are encouraged to pay close attention to their research plan and record data, observations, and other
evidence that answers questions. At later stages, students engage in extended research and use more sophisticated tools
including computers. An 8th grade student should be able to:
9 locate relevant materials such as print, electronic, and human resources.
9 apply criteria from the research plan to analyze the quality and quantity of information gathered (ex: judge the
accuracy of historical fiction by comparing the characters and events described with accounts in multiple primary and
secondary sources).
9 revise research plan and locate additional materials and/or data as needed (ex: follow suggestions from peer revision
conferences).
9 prepare a list of materials cited.
Analysis & Interpretation: Students represent evidence using text, charts, tables, graphs, diagrams and/or models in
order to identify patterns, summarize evidence and use evidence to explore logical explanations. At early stages,
students develop reasonable explanations based on evidence. At later stages, students come up with a conclusion based
on the evidence, realizing there are multiple perspectives. An 8th grade student should be able to:
9 determine the context and reliability of the document or information;
9 organize and display information in a manner appropriate to the hypothesis through maps, graphs, charts, tables,
narratives, timelines, models, simulations, dramatizations (ex: selecting tabular data and line graphing to convey
economic trends);
9 choose and implement appropriate methods for interpreting data, such as compare and contrast, infer, deduce,
summarize, illustrate, generalize sequence, synthesize, evaluate, or justify. (ex: Contrast why historical accounts of the
same event sometimes differ;
9 evaluate why an author’s point of view affects the reliability of the source;
9 identify ethnic or cultural perspectives missing from an historical account; and
9 revise analysis as necessary based on documented personal reflection, peer critique, expert opinion, etc.
Conclusions & Evaluation: Students synthesize the results of their research by generating new questions and applying
the understandings learned to similar situations. At early stages, students make connections between research and similar
situations or experiences. At later stages, students recognize that different explanations can sometimes arise from the
same evidence. Students demonstrate an ability to resist overgeneralizations or oversimplifications based on insufficient
evidence and suggest the types of evidence that need to be gathered in order to better understand the focus of the
research. An 8th grade student should be able to:
9 identify similarities between past experiences and current investigations.
9 identify additional data that would strengthen an investigation.
9 explain limitations for generalizing findings.
9 explain how findings can be generalized to other situations.
9 explain relevance of findings to local environment (community, school, and classroom).
9 generate a new question to obtain additional information.
9 relate current investigation to a similar investigation.
9 create a plan to further investigate a concept or connect a classroom model to a real-world example.
9 connect investigation or model to a real world example.
9 devise recommendations and make decisions based on evidence.
9 make a valid generalization supported by evidence.
9 develop solutions to relevant problems.
9 make a choice about possible action.
Communication: Accuracy, openness and documentation of sources are essential for maintaining a social scientist’s
credibility with other social scientists. Students clearly communicate research and interpretations, continually improving
in their ability to incorporate relevant language. At all stages, students convey information through various
representations that are complete, accurate, and detailed. Students accept the critique of others, and consider alternative
points of view. An 8th grade student should be able to
9 communicate findings using conventions appropriate to the mode of communication.
CSSU Curriculum Frameworks – May 2004
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Social Studies Content Curriculum
Grade 1 and 2:
Community Through Time, Past and Present
Guiding Questions
Civic and Social Responsibility
• What are some rules and laws we live by and why
are they needed? (classroom rules, school rules,
town/state and national laws)
• How are rules enforced and consequences set?
• What does it mean to be a responsible member of a
group?
• What does it mean to be a member of a democratic
society?
• What roles do people play in a productive
community? (fire chief, town manager, librarian,
citizen)
• What causes conflict between different people or
groups of people?
Historical Connections
• What are the physical and natural forces that have
changed the way people live?
• What is the timeline of important events in our
community? (connected to state and national
events.) What are the events? Do we want to name
them?
• How does our community fit into the larger, global
community? (Vermont is made of many small
towns and it is one of 50 states.)
• Who are some notable Americans? (related to
current events or themes) Who are the notable
Americans? Do we want to name them?
Geography
• What are some of the physical landforms on a map?
(ocean/continent, mountains and rivers, islands)
• What do maps and pictures tell us about places?
• How could we make a map of our classroom,
schoolyard, neighborhood, or town? (key, legend,
directions)
• Where is my town in Vermont, United States,
World? Where is my house in the town?
• How is Vermont different from and similar to other
communities? ( landforms, climate, seasons,
transportation systems, demographics)
• How do people in a community adapt to their
physical environment?
• How do people in a community take care of or hurt
the environment?
Culture & Diversity
• How are cultural, ethnic and religious traditions
passed down in families and communities?
• What are some local cultural characteristics?
(language, customs, practices such as Town Meeting
Day and other locally specific traditions
• How does your community compare and contrast
with another community in Vermont, in another
state, and in another nation?
• What are the impacts of different groups within a
community?
Economics
• What is the difference between needs and wants?
• How do families and communities use resources to
meet their needs and wants?
• How do people obtain goods and services in our
community?
• How did people meet their basic needs (food,
clothing, shelter) in early America?
• What is a job? What are the responsibilities
connected to having a job?
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Grades 1 and 2 - Essential student learning outcomes:
A student should be able to…
A student should know…
•
•
•
•
•
•
•
•
student’s own address and town
United States has 50 states
there are seven continents
there are four major oceans
introduction to the concept of colonization,
exploration, Native Americans (ex: Pilgrims, 13
colonies)
why we celebrate important American holidays
(ex: Thanksgiving, Independence Day,
Memorial Day)
the importance of classroom rules
the roles and responsibilities of citizens
Essential vocabulary:
community
tolerance
cooperation
communication
town
state
colony
country
globe
legend
Sample assessments:
CSSU Curriculum Frameworks – May 2004
•
•
•
•
•
make a simple timeline with 5 concrete events
(personal or historic)
find the United States on a world map
find Vermont on a map
make a map of school, home, or community
using a key and legend
place events along a timeline.
equator
symbol
key
goods/services
producer/consumer
Native American
explorer
pilgrim
colonist
geography
culture
holiday
immigration
citizenship
traditions
rules/responsibilities
conflict resolution
timeline
environment
human rights
Sample resources:
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Grade 3 and 4:
Exploration, Settlement and Colonization
Guiding Questions
Civics and Social Responsibility
• What are the main ideas behind rules and laws which
are connected to the foundation documents (Ex:
Declaration of Independence, the Constitution, Bill of
Rights?)
• What are the basic principles identified? (ex: liberty,
pursuit of happiness, equality, just law)
• What are the rights, principles and responsibilities of
citizenship in the school, community and United
States? (ex: voting, participating in civic groups)
• How are the principles and structures of current
governments connected to those of ancient cultures
(ex: Greece, Rome)
• What are some other forms of government used
throughout the world?
• Who are the key leaders in the community, state and
United States? (ex: mayor, governor, president)
• What symbols represent America? (ex: Statue of
Liberty, flag, bald eagle, Uncle Sam)
Historical Connections
• Who are the key characters in early VT history? (ex:
Samuel de Champlain, Ethan Allen)
• Who are the key participants in the early American
history (ex: Native Americans, French & British)
• What factors led to the colonization of America?.
• How did different groups and nations interact with
each other during this time period? What impact did
these events have on these people and nations?
• Introduction to the facts and concepts of the
American Revolutionary War with a lens on VT
history. (see cyclical components in 5/6 and 7/8)
• What role did the events of ancient civilizations have
on the development of our nation?
Economics
Geography
• What are the major physical regions of the United
States and world (and the characteristics of each?)
• What are the political entities within the regions (ex:
states of New England)
• What is the relationship between people and their
physical environment? How does physical
environment impact how and where people live and
work? How do communities interact with the
environment and what impact do they have on it?
How do communities develop and why do they
develop where they do?
• What is the difference between physical and political
maps? What types of information do these maps
provide?
• Where were ancient civilizations located in the world?
Culture & Diversity
• How is life in other countries similar to and different
from ours?
• What are some patterns of voluntary and involuntary
migrations in Vermont? (ex: stone artisans moving to
Barre from Italy)
• How does literature, folk traditions, myths, influence
national or cultural identity?
• How do cultures express themselves? (holidays, art,
music, dance, crafts, religion, food)
• What are the impacts of different groups within a
community?
• What is the nature of conflict and what are some tools
for conflict resolution?
• What are the conditions, actions and motivations that
contribute to conflict and conflict resolution within
and among individuals, groups, regions, nations?
• How have innovations influenced environments and
peoples?
• What kinds of trade network have been used
overtime?
• How did physical landforms (ex: Lake Champlain)
influence trade in Vermont and throughout New
England?
• What are the impacts of innovations on environments
and people?
• How do people in diverse cultures and environments
meet their needs and wants?
CSSU Curriculum Frameworks – May 2004
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Grades 3 and 4 - Essential student learning outcomes:
A student should know…
•
•
•
•
•
•
•
•
•
•
•
A student should be able to…
key events in Vermont history
key events in early United States history
key leaders today (governor, president)
capital city of VT, capital city of US
basic concepts of a democracy
explorers
United States began as 13 colonies belonging to
another country
reasons why early settlers migrated to our nation
conflict resolution strategies
directions (N, E, S, W)
geographic terms (island, peninsula, etc.)
ƒ identify and locate the capital of Vermont
ƒ identify and locate the us capital
ƒ create the structure for a timeline which shows key
events of the American experience
ƒ develop just rules and consequences for group
interactions
ƒ place events along a timeline
Essential vocabulary:
hemisphere
continent
ocean
region
scale
border
monarchy
democracy
government
constitution
Sample assessments:
CSSU Curriculum Frameworks – May 2004
diversity
culture
racism
unity
tradition
tolerance
agricultural
industrial
transportation
rural
urban
governor
president
capital
boundary
explorations
settlement
Native Americans
pilgrims
Sample resources:
Social Sciences Frameworks
11
Grade 5 and 6:
Formation of a Nation
Guiding Questions
Civics and Social Responsibility
Geography
• What are the basic functions, structures and purposes
of various governments within the United States? (ex:
local, state, federal)
• What are the key documents on which United States
laws are based and where can these ideas be located?
(ex: Declaration of Independence, Articles of
Confederation, Constitution, Bill of Rights,
Emancipation Proclamation)
• How do the basic principles of American democracy
(ex: liberty, pursuit of happiness) complement and
conflict with current government policy?
• How does one participate in the political process? (ex:
political parties, campaigns, petitions)
• How does the government impact or relate to citizens’
lives?
• How do the workings of various governments past
and present compare and contrast to today?
• How do people become citizens of the United States?
How are the rights and responsibilities of citizenship
different in other countries?
Historical Connections
• How are patterns of human activities related to
patterns of natural resource distribution?
• How do environmental influences impact life
expectancy and economic development?
• What is the lasting impact of voluntary and
involuntary migration?
• Why and how have the environment been changed for
specific purposes? (ex: Panama Canal)
• What are the major physical regions and landforms in
the state, United States and world?
• What’s the right map for the information needed? (ex:
population density, physical, political, etc)
• What are the major political entities (50 states,
towns/cities/countries) and elements of a political
map (boundaries, key, scale, longitude and latitude
lines, coordinates?)
Economics
• How are states and nations created? What must be in
place to establish new political entities?
• What is the relationship between an imperialist nation
and a colony?
• What was the global impact of imperialism? (ex: trade,
slavery, spread of ideas)
• What factors lead to civil unrest? How are these issues
resolved? (ex: war, insurrection)
• What factors promoted expansion?
• How did the key concepts in American history play
out in other nations?(slavery, individual rights,
governmental structures)
CSSU Curriculum Frameworks – May 2004
• How do availability of resources and issues of supply
and demand affect relationships and decisions?
• How do various social, political and economic systems
help societies and communities function and survive?
• How do transportation and communication systems
move people, products and ideas?
• How do technological developments impact natural
and social systems?
Culture & Diversity
• What are the challenges and benefits of being a
multicultural society?
• How do governments address the needs of various
groups within society?
• How does the exchange of ideas, art innovation, goods
and services influence people’s culture and identity?
• What issues arise as a result of interaction among
different groups within a society?
• How has the role of women in society changed over
time?
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Grades 5 and 6 - Essential student learning outcomes:
A student should know…
ƒ key events of American Revolutionary War (ex:
Boston Massacre, Boston Tea Party, Lexington &
Concord, Boston Massacre, etc.)
ƒ key documents: (ex: Declaration of Independence,
Constitution, Bill of Rights, etc.)
ƒ key people, groups of people and political parties
(related to units of study)
ƒ 50 states and United States capitals
ƒ physical regions of United States
ƒ neighboring countries
ƒ parts of a map
ƒ three branches of government and their roles
ƒ key figures in current American politics
ƒ role of key positions within government (ex:
president, governor, mayor, legislator, judge, etc.)
ƒ different types of economic systems/government
systems
ƒ types of resources (capital, human, natural)
A student should be able to…
ƒ read, create and interpret political and physical
maps, including using parts of a map and using
longitude and latitude lines with degrees and
minutes
ƒ read, create and interpret tables, graphs, charts
ƒ place events on a timeline.
ƒ develop inquiry skills**
Essential vocabulary:
tax/tariff
representation
supply & demand
diversity & culture
democracy
colonization
conflict
immigration/migration
slavery
Sample assessments:
CSSU Curriculum Frameworks – May 2004
civil rights
government
representation
citizen/resident
confederacy
executive
legislative
judicial
resources
trade route
political party
goods and services
consumer/producer
key, compass and scale
longitude/latitude
coordinates/degrees
continent, country, region, state,
county, town, city
Sample resources
Social Sciences Frameworks
13
Grade 7 and 8:
Emergence into the 20-21st Century
Guiding Questions
Civics and Social Responsibility
• What is the basic structure of local, state, United States
and other national governments and how does
government relate to rights and responsibilities of
citizens?
• How does the structure of a government change over
time?
• What is the role of government in society and how does
it reflect societal values?
• What is the relationship between the government and
the private sector?
• How do citizens and their nations solve problems within
their community?
• How do citizens participate in the political
process/political parties?
• How do the Vermont State and United States’
Constitution protect government and citizens? How
have the documents evolved over time?
• What are the types of governments throughout the
world and how do they compare and contrast?
• How does one participate in the political process?
Historical Connections
• What political and social movements and events made a
lasting impact on the 20th Century?
• What people (groups and individuals) have made a
lasting impact on the 20th Century?
• How are events and time periods viewed from another
nation’s perspective?
• What are the main causes and effects of WWI and
WWII?
• How have important events impacted the Vermont
landscape? (ex: Flood of ’27, legislative redistricting)
• What people (political, business, private and groups)
have made a lasting impact on Vermont?
• What role has religion and ethnic groups had on major
events of 20th century?
• How have international relations changed over time?
What is the role of international relations on domestic
events?
CSSU Curriculum Frameworks – May 2004
Geography
• How has settlement patterns in the United States
changed?
• What are the factors that cause internal migrations?
• What impact does technology have on settlement and
the environment?
• What are the current push/pull factors that drive
migrations?
• Where are the major cities in the United States and
World located?
• Where are the major Earth landforms, regions, and
political entities located?
• What/where are the current “hot spots” (current events
connections)?
Economics
• How do economic opportunities in an area impact
settlement and culture?
• What is the relationship between areas that produce raw
and finished products?
• What public and private economic structures are in place
and what are their relationship to each other and the
community?
• How is wealth distributed? What are the consequences
for the rich, poor, middle?
• What is the impact of economic activity on the
environment?
• What are the positive and negative impacts of human
activity on the physical and economic environment of
Vermont, United States and the world?
• How do technology and invention influence the
economy?
Culture & Diversity
• What does it mean to be a Vermonter, American, part of
the global community?
• What is popular culture and how have movements
changed our sense of identity?
• What is the role of immigrants in society? How has it
changed?
• What is the nature of conflicts between cultural groups?
• How have groups’ lifestyles been changed by
technology?
• What is the impact of interconnectedness within a
global community? What are the pros and cons of
participating in a global community?
Social Sciences Frameworks
14
Grades 7 and 8 - Essential student learning outcomes:
Essential Content: A student should know…
• causes and effects of major 20th century conflicts.
• familiarity with relevant documents: (ex: United States
Constitution, Treaty of Versailles, Vermont
Constitution, contemporary legislation)
• key figures of 20th century history (ex: Hitler,
Roosevelt, current leaders (governor, president)
• key events in 20th century history (ex: Pearl Harbor,
Depression, Civil Rights movement, Vietnam Conflict,
Korean Conflict, WWI, WWII, Cold War, Cuban
Missile Crisis)
• geographic terms
• 50 states and United States capitals
• physical regions of United States
• neighboring countries
• continents and oceans
• parts of a map
• three branches of government and their roles
• key figures in current American politics
• role of religion in historical and contemporary events
• role of key positions within government (ex: president,
governor, mayor, legislator, judge)
• different types of economic systems/government
systems
• elements of a free market economic system
Essential Skills: A student should be able to…
• place major countries “hot spots” on a world map
from memory
• use longitude and latitude lines to degrees and minutes
• read, create and interpret a map, graphs, charts
• place events on a timeline
Sample assessments:
CSSU Curriculum Frameworks – May 2004
Essential vocabulary:
Rural/urban
push/pull factors
popular culture
industrialization
capitalism
economy
depression
isolationism
democracy
free market
communism/socialism
agrarian
labor unions
foreign policy
alliance/diplomacy
diplomacy
United Nations
conservative/moderate/liberal
Republican/Democrat/Independent
lobbyist
civil rights/human rights
supply/demand
surplus/deficit
foreign
domestic
inflation
consumer and producer
Gross Domestic/National Product
Sample resources:
Social Sciences Frameworks
15
Social Sciences at Champlain Valley Union High School
The broad purpose of social studies education is to develop in students those capabilities needed to be responsible,
contributing members of our democratic society and of our interdependent world. Past, present and future are
spanned as students pursue in depth understandings of our human heritage, and of the current state of our
multicultural nation in the global community of which we are a part.
As students study the human adventure, they engage in understanding and appreciating the contributions to collective
human wisdom made by tribal groups and early civilizations, evaluate the contributions to and the impact of Western
civilization on the world, and develop awareness of non-Western histories and interpretations of human events.
Critical thinking skills are applied as students analyze contemporary global issues and problems and create work that
illustrates the interdependent nature of our global system and its ongoing conflict and change. In collaboration with
others they deliberate and make decisions on what they believe to be preferable futures.
Fulfilling role expectations of democratic citizens today and in the future requires social studies students to become
effective critical thinkers, thoughtful decision-makers, collaborative workers, and creative problem solvers, sensitive to
the rights and aspirations of diverse human groups and committed to the pursuit of social justice.
Social Studies Department
9th grade – Core History
10th grade – Development of Western Civilization
11th grade – United States History
Junior-Senior Electives include:
• AP Government and Politics
• Economics
• Model Organization of American States
• Ancient Greece and You
• Holocaust and Human Behavior
• Current Issues
• American Foreign Policy
See also CVU’s Expectation for Student Learning.
CSSU Curriculum Frameworks – May 2004
Social Sciences Frameworks
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