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Bullitt County Public Schools |
| Government and Civics |
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Program of Studies: Big Idea: Government and Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of American representative democracy, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Academic Expectations 2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. 2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. Primary Enduring Knowledge Understandings Students will understand that local governments are formed to establish order, provide security and accomplish common goals. citizens of local communities have certain rights and responsibilities in a democratic society. local communities promote the basic principles (e.g., liberty, justice, equality, rights, responsibilities) of a democratic form of government. Primary Skills and Concepts Students will demonstrate (e.g., speak, draw, write) an understanding of the nature of government: o explain basic functions (to establish order, to provide security and accomplish common goals) of local government o explore and give examples of the services (e.g., police and fire protection, maintenance of roads, snow removal, garbage pick-up) o investigate how the local government pays for services (by collecting taxes from people who live there) o explain the reasons for rules in the home and at school; and compare rules (e.g., home, school) and laws in the local community o investigate the importance of rules and laws and give examples of what life would be like without rules and laws (home, school, community) explore personal rights and responsibilities: o explain, demonstrate, give examples of ways to show good citizenship at school and in the community (e.g., recycling, picking up trash) o describe the importance of civic participation and locate examples (e.g., donating canned food to a class food drive) in current events/news use a variety of print and non-print sources (e.g., stories, books, interviews, observations) to identify and describe basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) |
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SS-EP-1.1.1 Local Government
The learner will be able to identify the basic purposes of local government (to establish order, provide security and accomplish common goals); give examples of services local governments provide (e.g., police and fire protection roads and snow removal, garbage pick-up,) and identify how they pay for these services (taxes). .
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SS-EP-1.1.2 Compare Rules
The learner will be able to identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws. DOK 2.
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SS-EP-1.2.1 Local government structure
The learner will be able to describe how their local government is structured (e.g., mayor, city council, judge-executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky.
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SS-EP-1.3.1 Define Democratic Terms
The learner will be able to will define basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) and explain why they are important today.
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SS-EP-1.3.2 Example Good Citizenship
The learner will be able to identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important. DOK 2.
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| Culture and Society |
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Program of Studies: Big Idea: Cultures and Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. Academic Expectations 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world. Primary Enduring Knowledge Understandings Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior, and respond to human needs. interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition). a variety of factors promote cultural diversity in a community. an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today. Primary Skills and Concepts Students will develop an understanding of the nature of culture: o explore and describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) o investigate diverse cultures using print and non-print sources (e.g., stories, books, interviews, observations) investigate social institutions (e.g., schools) in the community describe interactions (e.g., compromise, cooperation, conflict, competition) that occur between individuals/groups describe and give examples of conflicts and conflict resolution strategies |
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SE-EP-2.1.1Cultural Elements
The learner will be able to describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts). DOK 1.
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SS-EP-2.1.2 Elements of Culture
The learner will be able to study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures.
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SE-EP-2.2.1 Social Institutions / Ident
The learner will be able to identify social institutions (government, economy, education, religion, family) and explain how they help the community.
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SS-EP-2.3.1 Social Interactions
The learner will be able to describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/ groups at home and at school. DOK 2.
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SS-EP-2.3.2 Interactions among groups
The learner will be able to identify appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).
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| Economics |
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Program of Studies: Big Idea: Economics Economics includes the study of production, distribution, and consumption of goods and services. Students need to understand how their economic decisions affect them, others and the nation as a whole. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments. Academic Expectations 2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living. Primary Enduring Knowledge Understandings Students will understand that the basic economic problem confronting individuals and groups in our community today is scarcity; as a result of scarcity economic choices and decisions must be made. a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the community today. economic institutions are created to help individuals, groups and businesses in the community accomplish common goals. markets enable buyers and sellers to exchange goods and services. production, distribution and consumption of goods and services in the community have changed over time. individuals, groups and businesses in the community demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services. Primary Skills and Concepts Students will develop an understanding of the nature of limited resources and scarcity: o investigate and give examples of resources o explain why people cannot have all the goods and services they want o solve economic problems related to prioritizing resources, saving, loaning and spending money o explore differences between limited natural resources and limited human resources investigate banks in the community and explain how they help people (e.g., loan money, save money) compare ways people in the past/present acquired what they needed, using basic economic terms related to markets (e.g., goods, services, profit, consumer, producer, supply, demand, buyers, sellers, barter) describe and give examples of production, distribution and consumption of goods and services in the community |
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SS-EP-3.1.1 Economic Concepts
The learner will be able to define basic economic terms related to scarcity (e.g., opportunity cost, wants and needs, limited productive resources-natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs. DOK 2 .
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SS-EP-3.2.1 Banks
The learner will be able to identify and give examples of economic institutions (banks) and explain how they help people deal with the problem of scarcity (e.g., loan money, save money) in today's market economy.
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SS-EP-3.3.1 Economic Terms, Markets
The learner will be able to define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). DOK 2 .
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SS-EP-3.3.2 Markets
The learner will be able to explain different ways that people acquire goods and services (by trading/bartering goods and services for other goods and services or by using money).
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SS-EP-3.4.1 Production/Distrib/Consump
The learner will be able to define basic economic terms related to production, distribution and consumption (e.g., goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (e.g., by price, first-come-first-served, sharing equally). DOK 2 .
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SS-EP-3.4.2 Terms / Specialization
The learner will be able to describe how new knowledge, technology/tools, and specialization increases productivity in our community, state, nation and world.
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SS-EP-3.4.3 Production, Consumption
The learner will be able to define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.
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| Geography |
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Program of Studies: Big Idea: Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. Academic Expectations 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. Primary Enduring Knowledge Understandings Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help to locate places, recognize patterns and identify geographic features. patterns emerge as humans move, settle and interact on Earths surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modify the physical environment and in turn, the physical environment limits and/or promotes human activities. Primary Skills and Concepts Students will develop an understanding of patterns on the Earths surface using a variety of geographic tools (e.g., maps, globes, charts, graphs): o locate and describe familiar places at school and the community o create maps that identify the relative location of familiar places and objects (e.g., school, neighborhood) o identify major landforms (e.g., continents, mountain ranges) and major bodies of water (e.g., oceans, rivers) investigate the Earths surface using print and non-print sources (e.g., books, magazines, films, Internet, geographic tools): o locate and describe places (e.g., local environments, different habitats) using their physical characteristics (e.g., landforms, bodies of water) o identify and explain patterns of human settlement in different places compare ways people and animals modify the physical environment to meet their basic needs (e.g., clearing land to build homes versus building nests and burrows as shelters) recognize how technology helps people move, settle, and interact in the world |
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SS-EP-4.1.1 Geographic Tools
The learner will be able to use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community.
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SS-EP-4.1.2 Use of Geographic Tools
The learner will be able to use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earth's surface and use relative location.
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SS-EP-4.1.3 Influences on human activiti
The learner will be able to describe how different factors (e.g. rivers, mountains) influence where human activities are located in the community.
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SS-EP-4.2.1 Earth's Surface
The learner will be able to describe places on Earth's surface by their physical characteristics (e.g., climate, landforms, bodies of water).
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SS-EP-4.3.1 Human Settlements/Regions
The learner will be able to will describe patterns of human settlement in places and regions on Earth's surface.
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SS-EP-4.3.2 Technology / modern world
The learner will be able to students will describe how technology helps us move, settle and interact in the modern world.
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SS-EP-4.4.1 Physical Environment/Modify
The learner will be able to describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing). DOK 1 .
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SS-EP-4.4.2 Phy Environment /Human Acti
The learner will be able to describe how the physical environment can both promote and restrict human activities. .
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| Historical Perspective |
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Program of Studies: Big Idea: Historical Perspective History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. Academic Expectations 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. Primary Enduring Knowledge Understandings Students will understand that history is an account of human activities that is interpretive in nature. A variety of tools (e.g., primary and secondary sources) are needed to understand historical events. history is a series of connected events shaped by multiple cause-effect relationships, tying past to present. history has been impacted by significant individuals and groups. Primary Skills and Concepts Students will develop an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps): o examine the past (of selves and the community) o distinguish among past, present and future people, places, events o explain why people move and settle in different places; explore the contributions of diverse groups use print and non-print sources (e.g., stories, folktales, legends, films, magazines, Internet, oral history): o investigate and give examples of factual and fictional accounts of historical events o explore and give examples of change over time (e.g., transportation, clothing, communication, technology, occupations) investigate the significance of patriotic symbols, patriotic songs, patriotic holidays and landmarks (e.g., the flag of the United States, the song My Country, Tis of Thee, the Fourth of July, Veterans Day, the Statue of Liberty) |
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SS-EP-5.1.1 Historical Tools
The learner will be able to will use a variety of tools (e.g., primary and secondary sources, artifacts, diaries, timelines) to learn about the past. .
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SS-EP-5.2.1 Partiotic Symbols
The learner will be able to identify significant patriotic and historical songs, symbols, monuments/landmarks (e.g., The Star-Spangled Banner, the Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veteran's Day, Martin Luther King's birthday, Fourth of July) and explain their historical significance. DOK 2 .
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SS-EP-5.2.2 Native Americans
The learner will be able to iidentify and compare the early cultures of diverse groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern Woodlands) and explain why they settled in what is now the United States. DOK 2 .
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SS-EP-5.2.3 People Movement
The learner will be able to describe change over time in communication, technology, transportation and education in the community.
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