Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens.
Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective.
Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.
Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.
Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.
Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
Outcomes (linked to Common Core Standards)
Consider the document’s source and purpose
Prior to reading the document, students should carefully analyze the source.
Who wrote this?
What is the author’s point of view?
Why was it written?
When was it written (a long time or a short time after the event)?
Is this a primary or secondary source? How do you know?
Bridge understanding by using analogies, metaphors
Chunk information into smaller elements
Checklists and graphic organizers
Review and practice
Provide alternatives in the requirements for rate, timing, amplitude, & range of motor action necessary to interact with instructional materials, physical manipulatives and technology (e.g., marking with pen/pencil, mouse control)
Provide alternatives for interacting with materials (e.g., by hand, voice, switch, joystick, keyboard)
Use keyboard commands, options, & customized overlays
Compose in multiple media such as text, speech, drawing, visual art, sculpture, or video
Provide spell checker, speech to text software, graphing calculators, graph paper, outlining tools, sentence strips, sentence starters, concept mapping,
Use web applications (e.g., wikis, animation)
Provide scaffolds that can be gradually released with increasing independence & skills
Use prompts, models, process think-alouds, and templates for sequencing