Standards/Objectives:
1.
Compare
and contrast immigration stories across various cultures.
2.
Interpret,
evaluate, and relate current issues that are taking place today.
3.
Investigate
the formation and implementation of public policy.
4.
Understand
the essential characteristic of limited and unlimited government.
5.
Differentiate
issues regarding the proper scope and limits of rights - the relationships
among personal, political, and economic.
6.
Explore
the relationship between terrorism and the exercise of basic human rights.
7.
Demonstrating
an understanding of the Universal Declaration of Human Rights (UDHR).
Social
Studies Standards and Benchmarks
These
standards and benchmarks apply to all areas of Social Studies, grades K- 12.
Standard
1: Choices have consequences
Benchmarks:
1.1 The
student will recognize and evaluate significant choices made by individuals,
communities, states, and nations that have impacted our lives and futures.
1.2 The
student will analyze the context under which choices are made and draw
conclusions about the motivations and goals of the decision-makers.
1.3 The
student will investigate examples of causes and consequences of particular
choices and connect those choices with contemporary issues.
1.4 The
student will use his/her understanding of choices and consequences to construct
a decision-making process and to justify a decision.
Standard
2: Individuals have rights and responsibilities
Benchmarks:
2.1 The
student will recognize and evaluate the rights and responsibilities of people
living in societies.
2.2 The
student will analyze the context under which significant rights and
responsibilities are defined and demonstrated, their various interpretations,
and draw conclusions about those interpretations.
2.3 The
student will investigate specific rights and responsibilities of individuals
and connect those rights and responsibilities with contemporary issues.
2.4 The
student will use his/her understanding of rights and responsibilities to
address contemporary issues.
Standard
3: Societies are shaped by beliefs, ideas, and diversity
Benchmarks:
3.1 The
student will recognize and evaluate significant beliefs, contributions, and
ideas of the many diverse peoples and groups and their impact on individuals,
communities, states, and nations.
3.2 The
student will draw conclusions about significant beliefs, contributions, and
ideas, analyzing the origins and context under which these competing ideals
were reached and the multiple perspectives from which they come.
3.3 The
student will investigate specific beliefs, contributions, ideas, and/or diverse
populations and connect those beliefs, contributions, ideas and/or diversity to
contemporary issues.
3.4 The
student will use his/her understanding of those beliefs, contributions, ideas,
and diversity to justify or define how community, state, national, and
international ideals shape contemporary society.
Standard
4: Societies experience continuity and change over time
Benchmarks:
4.1 The
student will recognize and evaluate continuity and change over time and its
impact on individuals, institutions, communities, states, and nations.
4.2 The
student will analyze the context of continuity and change and the vehicles of
reform, drawing conclusions about past change and potential future change.
4.3 The
student will investigate an example of continuity and/or change and connect
that continuity and/or change to a contemporary issue.
4.4 The
student will use his/her understanding of continuity and change to construct a
model for contemporary reform.
Standard
5: Relationships among people, places, ideas, and environments are dynamic
Benchmarks:
5.1 The
student will recognize and evaluate dynamic relationships that impact lives in
communities, states, and nations.
5.2 The
student will analyze the context of significant relationships and draw
conclusions about a contemporary world.
5.3 The
student will investigate the relationship among people, places, ideas, and/or
the environment and connect those relationships to contemporary issues.
5.4 The student will use
his/her understanding of these dynamic relationships to create a personal,
community, state, and/or national narrative.