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AUTHOR Szostak, DavidTITLE Meaningful Integration of Technology into the Middle School
Social Studies Classroom.PUB DATE 1998-05-00NOTE 58p.; Master's Research Paper, University of Virginia.PUB TYPE Reports - Descriptive (141)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Computer Assisted Instruction; Educational Planning;
*Educational Technology; Grade 6; Instructional Design;*Instructional Development; Intermediate Grades; LessonPlans; Middle Schools; Program Development; *Social Studies;*Student Developed Materials; *Student Projects
IDENTIFIERS Electronic Resources; *Technology Integration
ABSTRACTThis paper describes a computer integration project
implemented with two sixth-grade social studies classes. First it outlinesand discusses the following goals: (1) integrate technology meaningfully intothe classroom setting; (2) supplement the existing social studies curriculum;(3) enable students to learn to use computers responsibly; and (4) providestudents with opportunities to gain computer skills. Next, the planningphases are discussed, which include: (1) looking at the curriculumrequirements and deciding on the subject matter; (2) selecting whichtechnology to use, and (3) developing the project. Four lesson plans are thenpresented: (1) "Teaching Responsible Computing"; (2) "Teaching the World WideWeb"; (3) "Teaching HyperStudio"; and (4) "Completing the HyperStudioStacks." Presentation and assessment requirements are also provided, as wellas tips to help such projects run smoothly. Appended are reproductions ofstudent work; the Web Page, and supporting documents. (AEF)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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Introduction:1. What Is Meaningful IntegratIonP2. Abslract of this project
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What is Meaningful Integration?Using the classroom computer-to supplementcontent learning in a way that no other learningtool could accomplish. In other words, takingfull advantage of the computer's uniquecapabilities to enhance the learning of coursecontent.
Abstract of this Project:1. Taught to two sixth-grade ,social
studies classes of 23 students each2. Taught in computer lab with 12
Tower Macintoshes3. Project duration: 7 weeks, 2
days/week, 45 minutes/lesson. Students work together in groups of
two or threeStudents research a Middle'. Eastcountry using a Web site I created asa launching point and a guide.
6. Students synthesize this informationinto a HyperStudio stack
5 3
The classroom computing I have observed has beenless than inspiring. Too often, classroom teachers failto use computers to their fullest potential. In manyclassrooms, teachers use the computer as amanagement tool: students are allowed to use thecomputer as a reward for good behavior or forfinishing their work early. Often, these computersare so outdated that students fail to gain anypractical experience with modern applications oroperating systems. Some teachers allow students toplay instructionally relevant games or exploreeducational CD-ROMs; however, these activities arenot part of any cohesive unit of study. This type ofunstructured learning will quickly be forgotten bymost students. Many teachers use word processingapplications to write lesson plans or tests, or they usespreadsheets to keep gradebooks. While these usesincreased teachers' personal productivity, they fail toinvolve students and do not address any curricula orinstructional objectives.
The closest thing I observed to using technology aspart of the curriculum and not just as an add-onenrichment activity was a lesson in which theteacher had students engage in a "scavenger hunt"for information on a World Wide Web site. Theteacher did well to inspect the site ahead of time, andhe constructed a worksheet for students to fill inwhen they found the information. This lesson,however, had several inherent problems. First of all,while the teacher attempted to integrate classroomcurriculum by having students hunt for relevantinformation, he failed to discuss their findings or toconnect this information to any further study. Inother words, students merely wrote down theinformation and were expected to process it.Second, the teacher failed to instruct students inproper internet etiquette or usage. Without anyproper guidance, students were distracted by themyriad options available on the WWW, and manybecame off-task. Finally, the teacher failed to followup this technology lesson with any others, so anyskills the students may have gained were notreinforced. While this lesson was a noble attempt tointegrate technology into the curriculum, it failed tobe much more than a chance for the students to playwith the computers. Students used computers, butnot in meaningful ways.
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In my student-teaching, I began to see the potentialof the classroom computer. Through collaborationwith my cooperating instructor, I managed to designand teach one technology-related lesson as part of aninstructional unit on Ancient Roman Civilization.The lesson used a CD-ROM called Ancient Lands,and I asked students to write and draw categories ofinformation about Ancient Rome for the constructionof a class "quilt" of information. The lesson was
successful from an instructional standpoint:the students gained knowledge from thisinstructional tool that they could not have
gained from a traditional informationsources. Students could playinteractive games, view video clips,and hear recorded information, inaddition to reading and viewingpictures. However, this lesson failed toinvolve students directly with thecomputer. Due to time constraints and
the fact that we only had one computer in theclassroom, I decided to only allow students to viewthe CD-ROM while I piloted the computer. Whilethey were learning information, students were notable to develop any computer skills of their own.Furthermore, while they were creating via the classquilt, none of this creativity ocurred on-line. Withthis lesson, I began to see the potential power of acomputer as an instructional tool, but I still needed toovercome some flaws in the plan.
With this new hope, I decided to enter theTechnology Infusion Program (TIP) at the Universityof Virginia's Curry School of Education. It seemedlike a good idea: while other computer courses I hadtaken taught me how to use computers, this onestrove to teach me how to use computers in theclassroom. I consulted my cooperating instructor atthe end of my student-teaching placement, and sheagreed to volunteer her time and her students tohelp me with this project. Throughout the project,she was very cooperative and generous with herinstructional time. Thankfully, she shared my visionfor computers in the classroom: like me, she used thecomputer herself, but she was a bit skeptical of howto use it meaningfully with her students. But, underthe guidance of the TIP, we were both willing togive meaningful integration a try.
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My hope is that other middleschool social studies teachers,by reading this report, willbegin to see the potential theclassroom computer has forenhancing students' learningof social studies content. Byconstructing projects like thisone, social studies teacherscan take full advantage of thecomputer as a unique andeffective learning tool.Furthermore, they can enrichstudents' knowledge andunderstanding of socialstudies curriculum. With awell constructed technologyproject, students will havefun, develop practical skills,and learn social studies at thesame time.
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97
Goals:1. Meaningful Integration2. Supplement the Curriculum3. Responsible Computing4 Gain Computer Skills
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As with any lesson or instructional unit, clear andconcrete goals must be set before undertaking atechnology project. When developing this project, Idevised four main goals which are necessary for thesuccess of any technology project in the middleschool social studies classroom. Major concepts,such as meaningful' integration, integratingtechnology with content curriculum, and computerskill development were adapted from Mark andCindy Grabe's book Integrating Technology forMeaningful Learning (1998).
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Treat files (your own Or those of others),software, and hardware with respect:Classroom computers are shared by students andteachers throughout the school, and they aredelicate and expensive machines; therefore, wemust teach students to treat the computer wirespect. Students must also learn to respect theprivacy and hard work of others by not looking at ortampering with their work, even if these files aresaved on shared disks, hard drive, or servers. Theymust also learn that they should not tamper withsoftware or operating systems, either physically oron-line. Finally, students must learn that they cannotphysically damage any hardware or computerequipment: this misbehavior can range from pullingon the mouse to doing permanent damage to thecomputer itself.
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Planning1. Content area choices2. Technology Choices3. Developing the Project
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With these four goals in mind, the next step for asocial studies technology project is to match thesegoals with the curriculum, the available technology,and the student population.
Classroom time isprecious: usecomputer time toenrich thecontent areas
goals:Meaningful IntegrationSupplement the curriculumResponsible computingComputer skills
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2. Technology Choices.
Having deCided on the siibjeCtMatterfor the project,the next step is to decide what technologies to use.The teacher must find out what hardware; software,and supplements are available for students to use,and what type of access the:school .has:to theInternet.. The teacher must a-10.'ileCide whether theproject will take plaCe in:the;ClaSSroonior,:ifavailable, in the coMpiiteflab:-.:This particular projectrequires access to the Web; HYperStticlyi:,software,and access to a computer lab so-'3ii.klenti:4iisWOrkon individual or, group projects
The World Wide .Web-,:-.Wi" e'aTeszources;i§an excellent'sOtirC'e''Of 'studies te4hnology.project'44coiitainsyast amountsof infOrMatiOn about: Orld.cnitiiligritili is. -
particularly-nsefutftir a:PrOketielatint .to a specificculture this OneTAin'pra6e'iiiidbiabe (1998)write, the Web can Abe learning:"Using Web resources iii, the 'investigation ofcomplex problems:is4 gOod'.Way to-integrate the useof techndlogyinto nearly: any area and away to take on Challenges: that students can attackcollaboratiVely" (p. InthiS project, studentsimagined.that they Were."10iiiiialists,,,working for atravel krigiiiiie'andith'ey,..*er6:to'liiid.outinforMation about a: country; in:the Middle East using,the Web::-.:To give students ,:girtiCture'41:#ecified whakind.of information theyishould look for. TocoriespOhd.With.the-Albern4leT.ConntY. CurriculumStandards, this inforrnatkiiifit intO:four major,Categories:7daily life, religion and-holidays, life forkidS; and geography,-and wed d
A-Side:ft-OM just 'doing reSearch;:itis essential thatsnideriti proceS.the infOrMatidn theY_ found. Withthe technology we had "aVailable;.:4udents couldeasily ProdUce some eieitingsWork using theinformation gleaned from the: eli: I considered thepossibility 'of' using Clarlsworks: with this easy-to-learn application, students could.do desktoppublishing or produce a:slide ShoW. However, IdeCided to use: Hyperstudioinstead: I was attractedto its interactive and MultiinediaCapabilities.Although it would be more difficult to:learn for thestudents; Hyperstildia allowSlfOr More'creativity andexploration of the content than ClariSworks. In thisproject, theri, students Wonldbe doing research onthe World Wide Web-and,tising this information toproduce a Hyperstuclio'staCk,--
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Web Quests!A WebQuest is adocument (usuallyprepared as a VWVVV page)consisting of (a) a briefintroduction to a topic, (b)the description of aninquiry task related to thetopic, (c) a set of primaryWWW resources studentscan use in performing thetask, and (d) a descriptionof specific processesstudents should employ inperforming the assignedtask"From Grabe and Grabe
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LaSSONS:1. Teaching Responsible Compudng2. Teaching the World Wide Web3. Teaching Ihmeritudlo4. Completing the livperlitudlo Stacks5. Presentadons6. Assessment
20 18
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Objectives:1. Students will discuss and learn the rules governingtheir use of computers.2. Students will review hypothetical scenarios todetermine compliance or defiance of classroomcomputing rules.
Materials:List of school or digtrict classroom computing rules
Duration: 1 day, 30 minute lesson
Procedure:
1. Teacher initiates discussion on rulesabout computers: why do we need tohave rules for using computers? Howdo these rules help us? What do youthink some rules might be at this school?
2. Teacher begins to read school rules for computeruse. When each rule is read, students respond byputting the rule in their own words, and the teachermakes sure everyone understands what the rulemeans. Also, for each rule, the teacher asks studentsto give examples of how someone can break the rule.Finally, the class discusses what steps should be takenshould the rule be accidentally broken.
3. The teacher and students discuss the consequencesfor breaking the rules.
4. The teacher provides hypothetical examples of ruleinfractions and asks students what course of actionshould be taken by the student and the teacher.
Assessment:1. Teacher observes for student understanding duringthe discussion.2. Students will be expected to follow rulesthroughout the unit, and they should be reinforcedlater.
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19
Objectives:1. Students will learn basic Web navigation skills.2. Students will learn basic Web searching skillsusing Yahooligans.3. Students will use Web Quest to complete requiredresearch about a Middle East Country.
Materials:Computers with Netscape Navigator or similarbrowser, Web Quest or Bookmark File created by theteacher.
Duration: * 1 day, 45 minutes going over basics*1 day 30 minutes going over
Yahooligans,*2-3 days, 45 minutes conducting
research.
Procedure:
1. Day one: Teacher initiates a brief discussionabout what the Web is and what it is used for; thelength of this discussion will depend upon students'prior knowledge.
Students log onto computers and begin simplebrowsing. Topics covered: typing in URL's, usingbookmarks, using navigation buttons (forward, back,etc.), using Go function.
2. Day 2: Students learn basics of searching usingYahooligans. Students learn to focus searchingusing headings and subheadings, as well as keywordsearching. The relative benefits of both arediscussed.
3. Days 3-5: Students are introduced to projectrequirements using the Web Quest, and they conductWeb research using paper and pencil to recordinformation. Students should use pre-screened sitesfirst, viewing others only with teacher approval.
Assessment:1. Teacher observes for student understandingduring navigation and searching exercises.2. Students are required to compile information theyfind into HyperStudio Stacks.
22
essoit rStiiglrewrez.
Objectives:1. Students will learn how to use the basic featuresof Hyperstudio.2. Students will generate ideas for layout and designof their stacks.3. Students will understand the exact requirementsof the project before beginning their own stacks.
Materials:Computers with Hyper Studio, Teacher's computerhooked up to presentation device (either LCD,projector, or presenter, Checklist for students to useto fulfill project requirements, floppy disks
Duration: *2-3 days, 45 minutes each to learn basicfeatures of Hyper Studio and projectrequirements
*1 day, 30-45 minutes to storyboardprojects with groups
Procedure:1. Days 1-3: instruct students in the basic features ofHyper Studio. Go through each feature step by stepusing the presenter so students can see what they aresupposed to do.*Topics covered on Day 1: draw tools, colors,backgrounds, adding new cards, moving betweencards.*Day 2: connect cards with buttons, edit buttons,add actions to buttons (sound effects).*Day 3: Text objects vs. painted text, editing text;graphic objects vs. clip art, inserting andmanipulating. Importing images from the Web and areview of copyright laws. Saving files on a disk.
2. Day 4: Storyboarding. Teacher initiatesdiscussion outside of the computer lab aboutpossible ideas for organizing their stacks: trivia game,travel journal, newspaper or magazine article, virtualtravel brochure are some ideas to present. Studentsmeet with partners to map out layout of stacks whileteacher rotates between groups to monitor.
Assessment:1. Teacher informally assesses comprehension duringtutorial session, observes understanding whilestudents complete their stacks.
23
Objectives:1. Students will synthesize information aboutMiddle East countries into a creative Hyper Studiostack.2. Students will use the interactive and multimediacapabilities of Hyper Studio.
Materials: computers with Hyper Studio and Webaccess, Checklist with project requirements, notesfrom Web research, storyboards, floppy disks
Duration:*4-5 days, 45 minutes each day tocomplete stacks
Procedure:1. Students should be given at least 4-5
class periods to complete theirprojects. During this phase, distributea checklist with the required elementsof the project so students can charttheir own progress. This checklist
onwill also serve as a rubric forassessing the completed stacks.
Ns, 2. Teachers should act as technologyconsultants during this phase of the project: help
students with Hyper Studio features they arestruggling with. They can give some creative
advice, but students should be allowed to carry outtheir own creative visions to take ownership overtheir projects.3. Allow students to explore other Hyper Studiofeatures once they complete the required elements.
Assessment:1. Students are assessed based on the scoring rubricand presentations of their projects.2. Teacher should monitor student progress to makesure students are addressing required elements first.
24 22
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Presentingprojects allowsstudents totake ownershipof their work
A checklist allowsstudents to befamiliar with thestandards forassessment
Presenting the Hyper Studio Stacks:Once"completed,-stUdents should be given theOpportunity to share their work with the rest ofthe class: this allows them to take pride in theiraccomplishment and to learn from each other'sprojects. It also serves as a means of assessment:the teacher and students can discuss -and critiquethe 'projects, highlighting the positive aspects of,each project and `the areas where iMpr&ement cantake ,place.
Project AssesSment:'1., Students are assessed based on their project'sInclusion of all of the required elements on therubric . This includes required categories ofinformation and. HyperStudio features.
Students present their projects to show whatey-have learned.
tudents and teacher critique each project toassess its positive features and areas where itcould be improved next time
4: Students complete self-assessment sheet,deciding their own level of contribution to thegroup effort and what they learned about,HyperStudio and the Middle East.
25 23
Final Advic
FiFinal Advice:
Ba,sed on my experiences, there are a fewfinal tips I'd like, to give you to help yourproject run more smoothly.
o 1. Expect Technology Glitches: they willhappen, and you must be, prepared:for,them. Get students in the habit of'saiiingtheir work'frequently' and have baCkupsif their work on hard-drives;-servers, or
disks.
o 2. Structure Helps: the more handouts,guides, checklists, or rubrics you use, themore closely students will follow projectguidelines. Also, consider creatingtemplates for students to use.
o 3. Web Research must be focused andmonitored: you must find a way to focusstudents while they search the vastexpanses of the Web. A Web Questworks very well, but storing a Bookmarkfile on each machine is a much simpler
ay to accomplish the same goal.
4: Think content first, computers second:When creating a technology project, thisis 'the most important thing to remember.If the project is not meeting curriculumrequirements, then don't do it.
o 5. Each time it will get easier: Keep thisin mind when asking students to completetheir first technology projects.Each time, you will have tospend less time learning the
enriching the content.computer stuff, and more timeenriching
27
Appendix:1. Student Work2. Web Page3. Supporting Documents
28
Table of Contents
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ClothingThere are many types of
clothing in Iraq. There isreligious clothing and similar towhat you are wearing now.
Religous clothing for menwould probably be longtrousers and shirts that couerthe uooer torso area. Women
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Religion and Holidays
There are many different typesof religon in Iraq. Some of theseare:
Christianity, Muslim, andBudhism. fill of these religionscelebrate differant holidays. Somepeople are Jewish, and theycelebrate a uer emitinq holidaq.
Table of Contents
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Card 7: Every day life- food, clothing and language
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Welcome to Mr. Szostak's World Wide WebClassroom!!
Over the next few weeks, you will be doing acomputer project relating to your social studies uniton the Middle East and Islamic Civilization. You willbe using the World Wide Web to find informationwhich will help you complete the project.
This page will provide you with links to web siteswhich will help you find this information.
YOUR ASSIGNMENT IS...Imagine that you write for a kid's travel magazine.Your assignment is to find information about theMiddle East that kids could use if they visited there.
You should talk about... .
Page: 1
47
Mr. Szostak's Middle East Project
Mr. Szostak's Middle East Project Sunday, May 3, 1998 http://curry.edschool.Virginia.EDU/-das7u/
1. Where the Middle East is (whatcontinent its on and where it is on amap) and what countries it includes.2. What kind of clothes do peoplewear there (men and women)?3. What kinds of foods will you eat?4. What is school like?5. What is life like if you are a girl inthe Middle East? A boy?6. What kind of religion do the peopleworship and what are its rules andholidays?7. What is the weather like?8. What is the geography like(mountains, lakes, rivers, desert,famous landmarks, etc.)9. What do people do for fun?10. What language do the peoplespeak, what is it like, and what istheir culture like?
NOTE: You may focus your project on one MiddleEast country if you'd like. Check with me to makesure your country is in the Middle East, or look atArabNet for a list of countries in the Middle East(you may also do your project on Israel).
Unlike most school projects, we won't be usingbooks too much to find our information for thisproject (unless we really need to). Instead, we will beusing the World Wide Web as our library--think of itas a virtual library right at your fingertips. If youare reading this right now, you are on the WorldWide Web, so you are ready to start!!
I am a nice teacher, so I have provided you with abunch of web sites that you can use to find thisinformation!
Click here for a bunch of links. These links willlead you to web sites which will help you completeyour project.
Page? Mr. Szostak's Middle East Project
48
,Mr. Szostak's Middle East Project Sunday, May 3, 1998 http://curry.edschool.Virginia.EDU/-das7u/
YOUR PROJECT IS...
O You will work in teams of 2-3 students.
o Each team will gather the information from the listabove.
o Each team will work together to present what theyfound to the class using Hyper Studio. It can be inthe form of a...
presentationnewspaper or newslettera journal or diary--tell the story of a kidtraveling to the Middle EastA virtual travel brochure--I think this is theBEST idea!!any other form that you check out with me
o We will learn more about how to make these thingsusing Hyper Studio in the next few weeks. Believeme, it is a cool program. For now, well just begathering the information!
Page: 3 Mr. Szostak's Middle East Project
49
Middle East Links Sunday, May 3, 1998 http://curry.edschool.Virginia.EDU/-das7u/links.html
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Jiamadan on the Net -- information on theIslamic religion's most important holiday.
Flags of the World--flags of every countryin the world for anyone to use.
The Middle Eastern Cookbookrecipes forMiddle Eastern foods.
Islam.org Home Page--sort of difficultinformation about the Muslim religion, buta good source.
World Climate Home Page--find the yearlyweather for (almost) any city in the world.
Arabian Gallery of Pictures--great picturesof many famous cities and landmarks inthe Middle East
Page: 1 Middle East Links
50
Middle East Links Sunday, May 3, 1998 http://curry.edschool.Virginia.EDU/-das7u/links.html
Jil Mashriq - -a great site for all kinds ofinformation on the Middle East. Somehighlights include...
Costumes of the Levant
Food from Rrab World
Postcards
RrabNet--a great site for information oncountries in the Middle East. Includes art,maps, history, and a lot of other stuff.
University of Texas- -their Center forMiddle Eastern Studies provides detailed,college level information on differentcountries...might be useful later on inproject: ask me for help!
1001 Rrab Sites--a search engine just forsites on the Middle East!
Yahooligans--directory for all web sitesfor kids.
Page: 2 Middle East Links
51
Hyper Studio Project Checklist
YOUR HYPERSTUDIO PROJECT MUST HAVE...
At least 6 Pages, includingA table of contents pageA page which has credits--who workedon your project, where you found yourinformationA page on geography and weatherA page on religion and holidaysA page on life for kids--school, fun, boysand girlsA page on everyday life--food, clothing,language
at least one piece of clip artat least one sound recordinga button on each pagea picture taken off the web or scanneda picture or object that you drawa graphic objecta text object on each page
IF YOU HAVE ANY QUESTIONS ABOUT THE PROJECTREQUIREMENTS, PLEASE ASK!!
THESE ARE MINIMUM REQUIREMENTS-IF YOU HAVETIME, YOU MAY EXPLORE OTHER HYPERSTUDIOFEATURES.
ISLAMIC CIVILIZATION
Islam, one of the great religions of the world, has a great impact on the way of life in the Middle East.
Students will describe the geography and way of life on the Arabian peninsula at the time ofMohammed.
Desert, nomads, oasis.
Students will relate the story of the founding of Islam by Mohammed.
Students will describe the five pillars of Islam.
Statement of faith - monotheism, Allah, Xoffiti.Prayer 5 times/day - mosque, minaret, prayer positions, face Mecca.Pilgrimage - Mecca, rituals.Fasting - Ramadan.Almsgiving.
Students will describe the impact of Islam on life in the Middle East today.
Islamic civilization made numerous contributions to civilization.
Students will describe Islamic achievements in art/architecture and math/science.
An/architecture - calligraphy, mosques, minarets, geometric design.
Science/math - Arabic numerals, astrolabe, hospitals, surgery.
6th Page 17
53
SOCIAL STUDIES CONCEPTS SIXTH GRADE FOCUS
CULTURE(Anthropology, Geography, Sociology)
6-8
compare commonalties and differences in the ways groups, societies and cultures meet human needs and
concerns;show how information and experiences may be interpreted by people from diverse cultural perspectivesand frames of reference;show how language, literature, the arm architecture, other artifacts, traditions, beliefs, values, andbehavior contribute to the development and transmission of culture;explain why individuals and groups respond differently to their physical and social environments and/orchanges to them on the basis of shared assumptions, values, and beliefs;articulate the implications of cultural diversity, as well as cohesion, within and across groups.
TIME, CONTINUITY, AND CHANGE(History)
6-8
demonstrate an understanding that different scholars may describe the same event or situation indifferent ways but must provide reasons or evidence for their views;identify and use key concepts such as chronology, causality, change, conflict and complexity to explain,
analyze, and show connections among patterns of historical change and continuity;identify and describe selected historical periods or patterns of change within and across cultures such asthe rise of civilizations, the development of transportation systems, the growth and breakdown of the
colonial systems and others;identify and use processes important to reconstructing and reinterpreting the past such as employing avariety of sources, providing, validating and weighing evidence for claims, checking credibility of sources,
and searching for causality;develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of
people in different historical contexts;use knowledge of facts and concepts, drawn from history, and methods of historical inquiry to informdecision making about and action taking on public issues.
6th Page 3
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SOCIAL STUDIES CONCEPTS SIXTH GRADE FOCUS
PEOPLE, PLACES, AND ENVIRONMENT(Geography, History, Anthropology)
6-8
elaborate mental maps of locales, regions, and the world that demonstrate understanding of relativelocation, direction, size, and shape;create, interpret, use and distinguish various representations of the earth, such as maps, globes, and
photographs;use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpretinformation such as atlases, data bases, grid systems, charts, graphs, and maps;estimate distances and calculate scale and other geographic relationships such as population density and
spatial distribution;locate and describe varying landforms and geographic features, such as mountains, plateaus, islands, and
oceans;describe and speculate about physical system changes such as seasons, climate and weather;describe how people create places as they design homes, parks, urban centers and the like that reflect
cultural values and ideals;examine, interpret, and analyze physical and cultural patterns and their interactions such as land use,settlement patterns, cultural transmission of customs and ideas, and ecosystem changes;describe ways that historical events have been influenced by, and have influenced physical and humangeographic factors in local, regional, national, and global settings;observe and speculate about social and economic effects of environmental changes and crises resultingfrom phenomena such as floods, storms, drought;propose, compare, and evaluate alternative uses of land and resources in community regions, nations, andthe world.
INDIVIDUAL DEVELOPMENT AND IDENTITY(Psychology/Civics)
6-8
relate personal changes to social, cultural, and historical contexts;describe personal connections to placc--as associated with community, nation, and world;
describe the ways family, gender, ethnicity, nationality, and institutional affiliations contribute to personal
identity,relate such factors as physical endowment and capabilities, learning, motivation, personality, perception,
and behavior to individual development;identify and describe ways regional, ethnic, and national cultures influence individuals' daily lives;
identify and describe the influence of perceptions, attitudes, values, and beliefs on personal identity;identify and interpret examples of stereotyping, conformity, and altruism;
work independently and cooperatively to accomplish goals.
6th BEST COPY AVAILABLEPage 4
SOCIAL STUDIES CONCEPTS SIXTH GRADE FOCUS
INDIVIDUALS, GROUPS, AND INSTITUTIONS(Sociology, CivicsGovernment)
6-
> demonstrate an understanding of concepts such as role, status, and social class in describing theinteractions of individuals and social groups;analyze group and institutional influences on people, events, and elements of culture;
> describe the various forms institutions take and their interactions with people;identify and analyze examples of tensions between expressions of individuality and group or institutionalefforts to promote social conformity,identify and describe examples of tension between belief systems and government policies and lavr,describe the role of institutions in furthering both continuity and change;apply knowledge of how groups and institutions work to meet individual needs, and promote the commongood.
POWER, AUTHORITY, AND GOVERNANCE(Civics Government, History)
6-8
> examine persisting issues involving the rights, role, and status of the individual in relation to the generalwelfare;describe the purpose of government and how its powers are acquired, used and justified;analyze and explain ideas and governmental mechanisms to meet needs and wants of citizens, regulateterritory, manage conflict, and establiSh order and security;describe the ways nations and organizations respond to forces of unity and diversity affecting order andsecurity;identify and describe the features of the United States' political system, and identify representativeleaders from various levels and branches of government;
> explain conditions, actions, and motivations that contribute to conflict and cooperation within and amongnations;describe and analyze the role of technology such as transportation systems, weapon systems,communication systems, and information systems in contribution to and resolving conflicts;explain and apply concepts, such as power, role, status, justice, influence, to the examination of persistentissues and social problems;give examples and explain how governments attempt to achieve their stated ideals at home and abroad.
6th Page 5
56
SOCIAL STUDIES CONCEPTS SIXTH GRADE FOCUS
PRODUCTION, DISTRIBUTION, AND CONSUMPTION(Economics, History)
6-S
explain ways that the scarcity of prodsictive resources (human, capital, technological and natural) requirethe development of economic systems to make decisions about how goods and services are to beproduced and distributed;explain and illustrate how different values and beliefs influence different economic decisions;explain the difference between private and public goods and services;describe various institutions that comprise economic systems such as households, business firms, hanks,government agencies, labor unions, and corporations;describe the role of specialization and exchange in the economic process;describe the role that supply and demand, prices, incentives, and profits play in determining what isproduced and distributed in a competitive market system;differentiate among different forms of exchange and money,compare basic economic systems according to who determines what is produced, distributed, andconsumed;use economic concepts to help explain historical and current developments and issues in local, national orglobal contexts;use economic reasoning to compare different proposals for dealing with a contemporary social issuessuch as unemployment, acid rain, providing high quality education.
SCIENCE, TECHNOLOGY, AND SOCIETY(Economics, History, Sociology, CivicsGovernment)
6-8
examine and describe the influence of culture on scientific and technological choices and advancementssuch as in transportation, medicine, and warfare;show through specific examples how science and technology have changed people's perceptions of thesocial and natural world such as in their relationship to the land or animal life, family life, economicneeds, wants and security;describe examples in which values, beliefs, and attitudes have been influenced by new science, andtechnological knowledge such as invention of the printing press, conceptions of the universe, applicationsof atomic energy, and genetic discoveries;explain the need for laws and policies to govern scientific and technological applications such as in thesafety and well being of workers and consumers, and the regulation of utilities, radio, and television;seek reasonable and ethical solutions to problems which arise when scientific advancements, and socialnorms or values come in conflict.
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6th Page 6
57
SOCIAL STUDIES CONCEPTS SIXTH GRADE FOCUS
GLOBAL CONNECTIONS(Geography, Anthropology, Economics)
6-8
describe instances where language, art, music, beliefs and other cultural elements can facilitate global
understanding, and cause misunderstandings;analyze examples of conflict and cooperation between and among societies and nations;describe and analyze the global effects of technologies on the global community;
explore the causes, consequences, and possible solutions to persisting, contemporary, and emerging global
issues such as health, security, resource allocation, economic development, and environmental quality,describe and explain the relationships and tensions between national sovereignty and global interests, in
such matters as territory, natural resources, trade, use of technology, and welfare of people;demonstrate understanding of concerns, standards, issues, and conflicts related to universal human rights;identify and describe the roles of international and multinational organizations.
CIVIC IDEALS AND PRACTICES(Civics-Government, History, Sociology)
6-8
examine the origins and continuing influence of key ideals of the democratic republican form ofgovernment such as liberty, justice, equality, the rule of law, and individual human dignity;identify and interpret sources and examples of the rights and responsibilities of citizens;
locate, access, analyze, organize and use information about selected public issues;practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic
republic;explain and analyze various forms of citizen action that influence public policy decisions;identify and explain the roles of formal and informal political actors in influencing and shaping public
policy decision-making;analyze the influence of diverse forms of public opinion on the development of public policy and decision
making;explain how public policies and citizen behaviors may or may not reflect the, stated ideals of a democratic
republican form of government (laws, rules, regulations);analyze the effectiveness of selected public policies and citizen behaviors in realizing the stated ideals of a
democratic republican form of government;explain the relationship between policy statements and action plans used to address issues of public
concern;examine strategies designed to strengthen the "common good" which consider a range of options for
citizen action.
6th 58Page 7
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