Government and Civics
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)
Culture and Society
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
Economics
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
Geography
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
Historical Perspective
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)
