Themes and Essential Ideas 2009

The= mes, including key concepts (proposed cross-outs and additions by secondary st= aff)

Ess= ential Ideas that need to be developed

Ess= ential Questions that will guide planning and learning

Theme 1: Power and Governance

&nbs= p; Ideas included:

· US Constit= ution and structure of governments

· Government leaders and their roles

· Rules/Laws= Why? and Who enforces them?

· Role of Government in our Lives

· Change in governments throughout history

~~<= /o:p>~~

Different forms of government result in differ= ent rights and responsibilities for citizens.

The US Constitution = spells out the structure of govern= ment and rights and responsibilities of US citizens, including how they are guaranteed and enforced.<= /o:p>

All governments are established to create a structure for governing; effectiveness of governm= ent is determined by the...

Theme 2: Social Development and Citizenship

&nb= sp; = Ideas included:

· Competitio= n

· Group dyna= mics

· Social organizations

· Individual rights and responsibilities

· Patriotism=

· Individual= and group behaviors and choices

· voting

· involvemen= t in government and the community

· Rules at h= ome, school, community

· manners

· how to make friends

The ideas, choices a= nd actions of individuals have effects on the individual and groups.

Citizens have responsibilities and rights.

What do these rights= /responsibilities allow me and expect me to do?

Theme 3: Reform and Change

&nbs= p; Ideas included:

· US: Bill of Rights and other constitutional amendments reflecting changing social structure, worldviews, etc.

· Social and cultural change in US and around the world

· Variety of= ways in which change occurs (leadership [individual, group], duration [quick-slow], effect, cause, nature [level of resistance/violence], etc.)=

· Causes and effects of social change in US and world history

· Civil righ= ts

Individuals and grou= ps have caused change/reform to occ= ur through specific actions.. Change/reform usually occurs in a context in w= hich there is are fundamental differences&nbs= p; in beliefs/ values/ attitudes and enough pressure is exerted to ca= use the desired reform/change. Charismatic individuals can exert significant influence on group thinking/behavior.

What are the process= es through which change/reform occur? How has government/s= ociety changed?

Theme 4: Culture

&nb= sp; = Ideas included:

· diversity<= o:p>

· material c= ulture (food, shelter, clothing)

· conflicts<= o:p>

· arts, play, recreation

· belief sys= tems

· social cha= nge

· communicat= ion

· education<= o:p>

· analyzing = the role of culture and identity

· transporta= tion

· migration<= o:p>

· trace your= roots

· family str= ucture

· group iden= tities

· holidays

· flags=

· government=

· current ev= ents

· tolerance<= o:p>

· effects of social change

· values/val= ue systems

Group identity gives individuals a sense of belonging and empowerment.

Group identity shape= s ideas and actions of individuals.

Culture is affected = by the physical and social environment.

Theme 5: Human Environmental Interactions<= /o:p>

&nbs= p; Ideas included:

· migration<= o:p>

· humans aff= ect the environment

· environment affect where people live

· pollution/= recycling

· location/ = on globe/ earth/ relationship to other countries

· urban v. r= ural

· oil spills/ endangered species

· regions (similarities/differences)

· water (and= other resource) rights, availability, control

· relative/a= bsolute location

· adaptation= s, modifications, dependence

· food produ= ction

· climate (d= ress, patterns of population, health)

· cause/effe= ct-- price of gas

· natural resources<= /p>

Humans have positive= and negative effects on the environment.

The natural resource= s of a place significantly affect the livelihood, politics, health and opportuni= ties of the people living there.=

Theme 6: Impact of Economic Systems<= /span>

&nbs= p; Ideas included:

· production, distribution, consumption, scarcity

· resources (supply, demand, trade)

· global eco= nomy

· historical= /current analysis

· imports/ex= ports

· resources available/area

· role of indentured servants/slaves in economies

· poor/wealt= hy countries

· economics = shapes the ideas, choices, actions of individuals and groups

· inflation/= value of the dollar

· types of economic systems (e.g. capitalism, socialism, free market, etc.)

· the role of government in the economy

· the role o= f the stock market and commodities market in prices

Economics shapes the= ideas, choices and actions of individuals and groups.

Economic systems cre= ate inequalities.

Economic systems pro= vide ways to produce and distribute goods and services.

Economic systems are= global.

Everyone (from indiv= iduals to governments) must make economic choices due to limited resources.=

Theme 7: Conflict= and Consequences

&nbs= p; Ideas included:

· conflict a= nd warfare

· cooperatio= n

· political, social and economic decision-making (risks and potential benefits)

· costs/bene= fits of conflict

· causes/eff= ects of conflict

· "good= /bad"/ sportsmanship

· reason for= laws; consequences for breaking laws

· compromise=

Conflict has costs a= nd benefits for all involved.

Sometimes conflict is necessary.

Conflict occurs due = to people's inability to compromise.

Conflict can range f= rom that occurring between individuals to global conflict.

Lack of cooperation = can lead to conflict.

Theme 8: Science and Technology

&nbs= p; Ideas included:

· inventions=

· advances in weapons (wars, exploration, conquest)

· medical

· farming-fo= od production

· industrial= ization

· entertainm= ent

· changes in lifestyle due to inventions

· positive a= nd negative consequences of technological revolutions

· education<= o:p>

· health and wellness

Scientific and techn= ological advancements have significant consequences which can be both positive and negative.

How has this technol= ogy affected people's lives?

How have scientific/ technological advantages of one group&nb= sp; affected other groups (e.g., in wars, exploration, conquest)?=

Current Events related to all the above themes

Process skills:

"Global citizenship"

Using primary and s= econdary sources.

Applying historical analysis. <= /p>

Time, continuity and change.

Map skills (and usi= ng other visual representations of information)