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The Goals of Social Studies 1, Michigan s Grade Level Content Expectations for Social Studies K 8 5. Using the K 8 Social Studies GLCE 7,K 4 Overview 8. Social Studies Process and Skills Grades K 4 9,5 8 Overview 27. Social Studies Process and Skills Grades 5 8 28,World Geography Grade 6 36. Social Studies Content Expectations Grade Six 37,World History and Geography Grade 7 49.
Integrated United States History Grade 8 62, Michigan s Grade Level Content Expectations for Social Studies 9 12 70. World History and Geography 71,United States History and Geography 85. Civics 103,Economics 118,THE GOALS OF SOCIAL STUDIES. Social Studies is the integrated study of the social sciences to prepare young people to become. responsible citizens Responsible citizens display social understanding and civic efficacy Social. understanding includes knowledge of the human condition how it has changed over time the. variations that occur in different physical environments and cultural settings and the emerging trends. that appear likely to shape the future in an interdependent world Civic efficacy is the readiness and. willingness to assume responsibilities of citizenship knowing how when and where to make informed. and reasoned decisions for the public good in a pluralistic democratic society. IN 2002 THE MICHIGAN STATE BOARD OF EDUCATION ADOPTED. THE POLICY ON LEARNING EXPECTATIONS THESE EXPECTATIONS. AND THE HIGH SCHOOL CONTENT EXPECTATIONS ARE INTENDED. TO WORK TOGETHER TO PREPARE MICHIGAN S STUDENTS TO Responsible Citizenship. FACE NEW CHALLENGES IN AN EVER CHANGING WORLD AND, PROVIDE THEM WITH THE KNOWLEDGE AND SKILLS NEEDED FOR. Participation,Democratic,Disciplinary,FUTURE SUCCESS AND TO BE PRODUCTIVE CITIZENS.
STUDENTS WILL BE PREPARED TO,GATHER INFORMATION,UNDERSTAND INFORMATION. History Geography,ANALYZE ISSUES Civics Economics,DRAW AND JUSTIFY CONCLUSIONS. ORGANIZE AND COMMUNICATE INFORMATION,THE GOALS OF SOCIAL STUDIES. THINK AND COMMUNICATE CRITICALLY,LEARN AND CONSIDER ISSUES COLLABORATIVELY. LEARN INDEPENDENTLY,CREATE KNOWLEDGE,ACT ETHICALLY.
ACTIVE RESPONSIBLE CITIZENS, Our constitutional democracy REPUBLIC requires active citizens Responsible citizenship requires. students to participate actively while learning in the classroom Instruction should provide activities. that actively engage students so they simultaneously learn about civic participation while being. involved in the civic life of their communities our state and our nation The social studies curriculum. prepares students to participate in political activities to serve their communities and to regulate. themselves responsibly,The Responsible Citizen, Uses knowledge of the past to construct meaningful understanding of our diverse cultural. heritage and inform his her civic judgments Historical Perspective. Uses knowledge of spatial patterns on earth to understand processes that shape both the. natural environments and the diverse societies that inhabit them Geographic Perspective. Uses knowledge of American government and politics to make decisions about governing his. her community Civic Perspective, Uses knowledge of the production distribution and consumption of goods and services to. make personal career and societal decisions about the use of scarce resources Economic. Perspective, Uses methods of social science investigation to answer questions about society Inquiry. Knows how when and where to construct and express reasoned positions on public issues. Public Discourse and Decision Making, Acts constructively to further the public good Citizen Involvement.
Michigan K 12 Social Studies Standards V 5 18 MICHIGAN DEPARTMENT OF EDUCATION. INTRODUCTION PURPOSE OF THE STANDARDS REVISION AND REVIEW PROCESS. The Michigan Department of Education MDE has conducted a review and update of Michigan s. Content Standards for K 12 Social Studies The purpose of this review was to update the existing. standards that were adopted in 2007 by the Michigan State Board of Education. The charge given to the review teams was to use the College Career and Civic Life C3 Framework. for State Standards developed by the National Council for the Social Studies to update Michigan s. Social Studies K 12 Content Standards The C3 was to be used as a lens to review confirm or revise. Michigan Social Studies Content Standards so that they are fewer clearer and higher In addition. the review teams were charged to incorporate issues of civil rights along with other modifications. suggested based on close to a decade s worth of experience using the 2007 Michigan Content. The C3 framework has been developed by the National Council for the Social Studies in conjunction. with major disciplinary organizations and 28 states including Michigan In the C3 Framework the call. for students to become more prepared for the challenges of career and college is united with a third. critical element preparation for civic life Advocates of citizenship education encompass the political. spectrum but they are bound by a common belief that our democratic republic will not be sustained. unless students are aware of their changing cultural and physical environments know the past read. write and think deeply and act in ways that promote the common good There will always be differing. perspectives on these objectives However the goal of knowledgeable thinking and active citizens is. The purpose of the C3 framework is to provide guidance for reviewing and updating state social studies. standards It is divided into two section K 8 and High School. The C3 framework is organized around an Arc of Inquiry consisting of four dimensions The four. dimensions are, Dimension 1 Developing questions and planning inquiries. Dimension 2 Applying disciplinary concepts and tools. Dimension 3 Evaluating Sources and Using Evidence, Dimension 4 Communicating conclusions and taking informed action. The C3 Framework reinforces the idea that the development of critical thinking skills is at the heart. of the social studies The C3 Framework was most helpful in suggesting how Michigan s Process skills. could be better integrated into the Michigan Social Studies Framework. In Michigan Dimension 2 of the C3 Applying disciplinary concepts and tools is integrated into the. Grade Level Content Expectations GLCEs and the High School Content Expectations HSCEs The. other three dimensions are represented in Michigan s Process Standards which are organized into four. Process Standards Group 1 Reading and Communication. Process Standards Group 2 Inquiry Research and Analysis. Process Standards Group 3 Public Discourse and Decision Making. Process Standards Group 4 Citizen Involvement, Michigan s Process Standards correspond well with the C3 Arc of Inquiry and include a strong emphasis. on continuing to develop reading information processing and communication skills consistent with. English Language Arts and Mathematics Content Standards. Process standards are developed at some level in all social studies classes Grade level appropriate. sets of standards are included for all grades, The task of aligning the curriculum is to integrate the Process Standards with the Content Standards. to meet the unique needs of students and make the best use of teachers while still helping every. student learn basic content and skills,CORE VALUES INTRODUCTION.
WE HAVE IT IN OUR POWER TO BEGIN THE WORLD OVER AGAIN THOMAS PAINE INTRODUCED. THE GREAT AMERICAN EXPERIMENT WITH ANTICIPATION OF WHAT MIGHT HAPPEN NEXT WHEN. Michigan K 12 Social Studies Standards V 5 18 MICHIGAN DEPARTMENT OF EDUCATION. FRAMING THEIR HOPES FOR A NEW WORLD THE FOUNDING GENERATION KEPT ONE EYE ON THE. PAST AND ONE ON THE FUTURE AS THEY ADVOCATED FOR AND CREATED NEW GOVERNANCE. THE DOCUMENTS ESTABLISHED MIRRORED THE BELIEFS OF THOSE WHO FORMED THEM THE. HISTORICAL MOMENTS WHICH SPARKED A REVOLUTION AROSE FROM MULTITUDES OF EXPERIENCES. RESULTING IN NUMEROUS OFTEN CONFLICTING PERSPECTIVES PUTTING ASPIRATIONS GOALS. AND LAW TO PAPER THE DECLARATION OF INDEPENDENCE THE PREAMBLE TO THE CONSTITUTION. THE ARTICLES OF THE CONSTITUTION THE BILL OF RIGHTS AND OTHER AMENDMENTS TO THE. CONSTITUTION RESPECTIVELY ILLUSTRATE HOW EVEN IN A CONTEST OF COMPETING IDEAS AND. IDEALS PEOPLE MAY COME TOGETHER UNITED IN HOPE FOR A BETTER SOCIETY IN SPITE OF OR. PERHAPS BECAUSE OF THIS TENSION THESE FOUNDING DOCUMENTS ENDURE. MOST PEOPLE AND SOCIETIES HAVE PROFESSED ADHERENCE TO UNIVERSAL VALUES SUCH AS. JUSTICE TRUTH AND PATRIOTISM OFTEN THESE ARE ONLY WORDS WITH NO BINDING POWER. THE FOUNDING GENERATION OF THE UNITED STATES TOOK THE BOLD STEP OF MOVING BEYOND. RHETORIC AND ESTABLISHING A NEW NATION FOUNDED ON CORE VALUES EXPRESSING THESE. VALUES IN DOCUMENTS BINDING UPON BOTH THE GOVERNED AND THE GOVERNMENT EACH NEW. GENERATION MUST COME TO UNDERSTAND AND INTERPRET THESE VALUES ACKNOWLEDGING. THE HISTORICAL STRAIN AND TENSION OF OPPOSITIONAL OR ADVERSARIAL IDEAS FOUND IN THE. DOCUMENTS THEMSELVES THIS TENSION IS BEST SEEN AS SYMBIOTIC AND PRODUCTIVE AS IT. FOSTERS DELIBERATIVE ENERGETIC DECISION MAKING BOTH THEN AND NOW RICH DEBATE. IS THE LEGACY OF THE FOUNDING AND SUCH TENSIONS INFUSE OUR DISCOURSE AND OUR. ASPIRATIONS TODAY SURFACING A LIST OF CORE VALUES COMPELS CONSIDERATION OF SUCH. QUESTIONS AS, HOW MIGHT THE TENSION BETWEEN LIFE AND LIBERTY BALANCE AGAINST THE DESIRE FOR. SECURITY IN AN OPEN SOCIETY, HOW MIGHT THE WILL OF THE MAJORITY UPHOLD OR INFRINGE UPON RIGHTS OF THE. UNENFRANCHISED DISENFRANCHISED OR UNDERREPRESENTED. IN WHAT WAYS MIGHT THE UNITED STATES OF AMERICA REFLECT CHARACTERISTICS OF BOTH. DIRECT DEMOCRACY AND THAT OF A REPRESENTATIVE REPUBLIC WHAT ARE BEST FORMS OF. REPRESENTATION, WHAT CIVIC SKILLS ARE NECESSARY FOR VIBRANT CONSTITUTIONAL DEMOCRACIES AND HOW. MIGHT SCHOOLS CULTIVATE HEALTHY CIVIC VIRTUE, AS EDUCATORS ADMINISTRATORS AND INVESTED COMMUNITY MEMBERS OUR BEST WORK. WILL STAND ON THE SHOULDERS OF THE FOUNDERS AND PROMOTE WAYS IN WHICH DIVERGENT. IDEAS HAVE AND CONTINUE TO BE THE BEDROCK OF THE AMERICAN POLITY OUR BEST WORK. WILL PROVIDE A VOCABULARY FOR UNDERSTANDING MODERN ISSUES BY TRACING THEIR ROOTS. IN HISTORY AND EXPERIENCE OUR BEST WORK WILL PROMISE OPPORTUNITIES TO DEVELOP. THE CIVIL DELIBERATIVE AND ADVOCACY SKILLS TO ENGAGE IN A DEMOCRATIC MARKETPLACE. OF IDEAS AND POLICY IN LIGHT OF MUCH OF THE CONTENTIOUS DISCOURSE TODAY IT IS. PARTICULARLY IMPORTANT THAT WE ASPIRE TO TEACH STUDENTS THE HISTORY CIVIC KNOWLEDGE. CIVIC SKILLS AND CIVIC DISPOSITIONS NECESSARY FOR CONTINUOUS CIVIC AND CIVIL. REFLECTION, THESE CORE VALUES WILL PROVIDE A LENS THROUGH WHICH STUDENTS CAN INVESTIGATE.
MODERN ISSUES WHILE GROUNDING THOSE CONTROVERSIES IN THEIR HISTORICAL CONTEXT. IN THE RENDERING BELOW MANY COMPETING VALUES ARE POSITIONED SIDE BY SIDE INVITING. LEARNERS NOT ONLY TO BE CURIOUS AS TO THE TENSION BUT TO INQUIRE HOW AND WHY THE. RELATED PARADOX IN THE ISSUE MAY BE TRUE THE PAIRINGS ARE NOT EXCLUSIVE OTHER. TENSIONS BETWEEN VALUES EXIST AND MAY BE APPLICABLE WHEN DISCUSSING VARIOUS ISSUES. LEARNERS MAY THEN INVESTIGATE THEIR OWN POSITION AND THOUGHT WITHIN AND MAYBE EVEN. OUTSIDE THOSE VALUES CONFRONTING THE MULTI DIMENSIONAL QUALITY OF THESE VALUES IS. AUTHENTIC AND RESONATES WITH THE COMPLEXITIES OF LIFE IN AND OUTSIDE THE CLASSROOM. THIS PRACTICE PROMOTES VIBRANT AND ENTHUSIASTIC DIALOGUE UNITING CIVIC LIFE FOR A. MORE PERFECT UNION, Michigan K 12 Social Studies Standards V 5 18 MICHIGAN DEPARTMENT OF EDUCATION. CORE VALUE SOURCE,D DECLARATION OF INDEPENDENCE,P PREAMBLE TO THE UNITED STATES CONSTITUTION. C THE UNITED STATES CONSTITUTION AND ITS AMENDMENTS REFERENCE TO SPECIFIC ARTICLES. IS INCLUDED WHERE HELPFUL,CORE VALUES,RULE OF LAW AND CONSTITUTIONALISM D P C. BOTH THE GOVERNED AND THE GOVERNMENT ARE BOUND BY THE WRITTEN CONSTITUTION OF. THE UNITED STATES OF AMERICA THE SUPREME LAW OF THE LAND DULY ENACTED LAWS AND. JUDICIAL RULINGS, GENERAL WELFARE P C ARTICLE 1 INDIVIDUAL RIGHTS D C. THE PEOPLE ESTABLISHED THE CONSTITUTION INDIVIDUALS HAVE UNALIENABLE RIGHTS. IN PART TO PROMOTE THE GENERAL WELFARE INCLUDING LIFE LIBERTY AND THE PURSUIT. ACKNOWLEDGING THAT UNALIENABLE RIGHTS OF HAPPINESS NOT GRANTED BY GOVERNMENT. ARE NOT ABSOLUTE RATHER GOVERNMENT IS INSTITUTED TO. PROTECT THOSE RIGHTS AND GOVERNMENT,IS LIMITED TO PREVENT VIOLATION OF THOSE.
EQUALITY D C, ALL INDIVIDUALS HAVE EQUAL UNALIENABLE RIGHTS ARE EQUAL BEFORE THE LAW AND SHOULD. POSSESS EQUALITY OF OPPORTUNITY, POPULAR SOVEREIGNTY D P C ARTICLES 1 2 LIMITED GOVERNMENT P C ARTICLE 1 4. THE PEOPLE ARE THE SOURCE OF REPRESENTATIVE GOVERNMENT IS LIMITED. GOVERNMENTAL AUTHORITY IN THE EXERCISE OF AUTHORITY BECAUSE IT. ADHERES TO PRINCIPLES OF THE CONSTITUTION,INCLUDING FEDERALISM ENUMERATED. POWERS CHECKS AND BALANCES AND,SEPARATION OF POWERS. RIGHT TO ALTER OR ABOLISH GOVERNMENT CONSTITUTIONAL LOYALTY P C ARTICLE 6. D C ARTICLES 5 7, THE PEOPLE ARE THE SOURCE OF THOSE INDIVIDUALS ENTRUSTED WITH.
GOVERNMENTAL AUTHORITY GOVERNMENTAL POWER SHOULD ACT IN THE. INTERESTS OF PRESERVING THE CORE VALUES,AND PRINCIPLES OF THE CONSTITUTION NOW. AND FOR POSTERITY,A MORE PERFECT UNION P ARTICLE 5 AMENDMENTS. WE THE PEOPLE ARE UNIFIED UNDER LAW IN CONTINUOUS PURSUIT OF THE CORE VALUES THE. CORE VALUES DO NOT CHANGE INTERPRETATION EXPRESSION AND IMPLEMENTATION OF THE. CORE VALUES MAY CHANGE AS DEMONSTRATED BY AMENDMENTS TO THE CONSTITUTION. CONTENTS The Goals of Social Studies 1 Michigan s Grade Level Content

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