Social Studies is a multidisciplinary subject integrating geography, economics, humanities, civics and government, and the social sciences. It provides students with the content knowledge, concepts, and skills that are vital to the study of democracy, citizenship, and global responsibility. Through Social Studies, students develop into informed, responsible, and active citizens who are able to use the information they have acquired to consider multiple perspectives and make reasoned judgments. Additionally, students learn to make important connections: between past, present, and future; between regions, environments, and cultures; between fact and opinion.
The Mission of Everett High School is to meet the needs of every student in our increasingly diverse community. Everett High School is committed to providing a safe, nurturing, challenging environment that empowers students to become lifelong learners and productive members of society.
EVERETT HIGH SCHOOL’S EXPECTATIONS FOR STUDENT LEARNING
Expectations for Student Learning:
Everett High School students will read comprehensively and critically.
Everett High School students will write coherently, creatively, logically, and critically
Everett High School students will be able to reason and problem solve effectively from both written and observed sources.
Everett High School students will be able to communicate coherently and logically.
Everett High School students will apply, and integrate technology into their learning experience.
Everett High School students will maintain positive relationships with peers, adults, and within the community.
The Everett High School Social Studies Department adheres to the Massachusetts History and Social Science Curriculum Framework, the Massachusetts Common Chapters (and its Common Core of Learning), and the National Council for the Social Studies Curriculum Standards. The thrust behind all Social Studies courses is the adherence to the standards outlined in these documents and the commitment to carry out the Everett High School Mission Statement and Expectations for Student Learning.
Statement of Commitment (Continued):
Social Studies develops the skills and behaviors to read comprehensively and critically, listen actively and communicate coherently and logically. Students become active listeners to record and obtain information presented in order to comprehend, respond, summarize, and interpret historical information. Students communicate their opinions and knowledge through oral, written, or visual responses that articulate informed, objective opinions that are supported by factual information which empowers them to become responsible citizens living in a global society.
Social Studies allows students to examine data actively and critically and reason and problem solve effectively. Students accomplish these goals by routinely analyzing primary sources and interpreting maps, tables, political cartoons and other graphic sources. For instance, through the use of document based questions (DBQs) the student will problem solve by examining these historical sources by thinking critically and applying information which will demonstrate their historical thinking. These activities will allow them to develop the skills to effectively draw conclusions on multiple perspectives.
The opportunity to apply and integrate technology has enhanced the Social Studies experience by giving students and faculty the opportunity to utilize a vast assortment of technological resources. The students are able to demonstrate their knowledge of technology through the use of alternative assessments such as: computer laptops, interactive polyvision boards, the library computer laboratory, and then using these various technologies to apply content knowledge. These resources allow them to collaborate on curriculum projects developed around the use of these tools to maximize their command of technology.
MASSACHUSETTS HISTORY AND SOCIAL SCIENCE CURRICULUM FRAMEWORK
CONCEPTS AND SKILLS The concepts and skills for grades 9 through 12 are defined below.
Concepts and Skills, Grades 9-12
Students should be able to:
History and Geography
1. Apply the skills of prekindergarten through grade seven.
2. Identify multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H)
3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)
4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)
5. Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)
6. Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)
7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)
8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)
9. Distinguish intended from unintended consequences. (H, E, C)
10. Distinguish historical fact from opinion. (H, E, C)
11. Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G)
Civics and Government
12. Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C)
13. Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur. (E)
14. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E)
15. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E)
16. Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E)
17. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E)
18. Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E)
19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E)
20. Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E)
21. Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E)
22. Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E)
23. Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E)
24. Differentiate between fiscal and monetary policy. (E)
U.S. Economics Skills
25. Explain the basic economic functions of the government in the economy of the United States. (E)
26. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E)
27. Identify and describe laws and regulations adopted in the United States to promote economic competition. (E, H)
28. Analyze how federal tax and spending policies affect the national budget and the national debt. (E)