High School Social Studies

Copy of Social Studies Pathways High School-v3.pdf

High School Course Progressions For Social Studies

Graduation Requirements:

1.0 Credit Unit: U.S. History and the Constitution (CP, Honors, AP U.S. History)
0.5 Credit Unit: Economics (CP, Honors, AP Macroeconomics)
0.5 Credit Unit: Government (CP, Honors, AP Government)
1.0 Credit Unit: Elective Core Credit Course

Content Overview for State Standard Courses

Human Geography

Students study Earth’s human geography beginning with the use of maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate geographic information. Students will examine patterns and processes of how human characteristics and activities vary across Earth’s surface and how humans understand, use, and alter the surface of Earth. Conceptual in nature rather than place specific, this course is organized systematically around the topics of population and migration geography, economic geography, cultural geography, political geography, and urban geography. Students will also learn to employ spatial concepts and landscape analysis to examine human patterns and processes and their environmental consequences.
Instruction should utilize geographic thinking skills and themes developed for grade nine. The progression of developmentally appropriate geographic thinking skills begins in kindergarten and builds with each year of social studies instruction with a specific geographic focus in grades three and seven. These skills are aligned with the Profile of the South Carolina Graduate of world-class knowledge, world-class skills, and life and career characteristics. Geographic literacy and skills help students to understand past and current Earth conditions and better plan for the future. Skills used for geographic inquiry include: map use, map construction, and examining geographic data to identify patterns to analyze the changing interconnections between people and places. These skills allow for connections to be made between content when teaching systematically, rather than regionally, and to support project- or problem-based learning.

Modern World History

Students will study the history of the Modern World in grade ten, beginning with the time period of 1300 to present. Students will begin by learning about the emergence of the Modern World from 1300–1500, global affairs and interactions (1450– 1815), the rise of the new governments and competition in the global community (1815–1918), the emergence of new world powers (1885–1950), and the world from World War II to present day (1933–present). Students will learn all Modern World History through the lens of inquiry in order to study the world that trade created, which led to the influence of interactions of various changes to culture, governments, ideas, innovation, people, religion, and revolution with an intent to create a citizen who has a global perspective.
Instruction should utilize the historical thinking skills and themes developed for grade 10. The progression of the developmentally appropriate historical thinking skills begins in kindergarten and builds with each year of history instruction. These historical thinking skills are aligned with the Profile of the South Carolina Graduate of world-class knowledge, world-class skills, and life and career characteristics. The indicators of standard one represent the skills utilized by students in each grade level to further explore the content. These skills have been deconstructed to aid in the scaffolding of student thinking and are not to be taught in isolation.

U.S. History and the Constitution

In the United States History and the Constitution course, students will employ the skills of a historian to explore the foundation of the American Republic and the expansion and disunion of the United States. Students will investigate the impact of American industrialism and capitalism, including being drawn into world wars, on American politics and geopolitics. Through the lens of the Cold War, students will study the contemporary era including the age of technological development, increased civic participation, and political party realignment. Instruction should utilize the historical thinking skills and themes developed for grade 11. The progression of developmentally appropriate historical thinking skills begins in kindergarten and builds with each year of history instruction. These historical thinking skills are aligned with the Profile of the South Carolina Graduate of world-class knowledge, world-class skills, and life and career characteristics. The indicators of standard one represent the skills utilized by students in each grade level to further explore the content. These skills have been deconstructed to aid in the scaffolding of student thinking and are not to be taught in isolation.
Students will take an End-of-Course exam upon conclusion of this course.

Economics and Personal Finance

Students study economics and personal finance beginning with how humans address the fundamental problem of scarcity by making choices based on the existence of limited resources. Using the skills of the economist, students will learn how rational decisions are made using marginal analysis, and that all choices are met with consequences. Students will investigate how personal financial decisions related to careers, spending, and short- and long-term goal setting impact one’s standard of living and long-term financial well-being. Traditionally, the field of economics is divided into two categories: microeconomics and macroeconomics. In the domain of microeconomics, students will survey the impact of demand, supply, various market structures, and government policies have on market prices for goods, services, and wages for workers. Inquiry into macroeconomics involves observing trends in the economy at large and the policies that are undertaken to promote the economic well-being of a society. Holistically, the study of economics and personal finance provides a basis for students to develop the skills necessary to live and thrive financially in the 21st century, and participate in society as active and informed decision-makers.
Instruction should utilize the economic thinking skills and themes developed for economics and personal finance. The progression of the developmentally appropriate economic thinking skills begins in kindergarten and builds with each year of social studies instruction. These economic thinking skills are aligned with the Profile of the South Carolina Graduate of world-class knowledge, world-class skills, and life and career characteristics. The indicators of standard one represent the skills utilized by students in each grade level to further explore the content. These skills have been deconstructed to aid in the scaffolding of student thinking and are not to be taught in isolation.

United States Government

Students study United States Government in grade twelve, beginning with the historical and philosophical principles that led to the development of the American constitutional democracy and how those fundamental ideas have continued to sustain America’s democratic society. Students will learn how various powers are granted and distributed among the different branches and levels of government, and how checks and balances prevent one branch from overpowering the others. Additionally, students will investigate how American political values are formed and how government functions through individual participation and policy making. In order to continue to thrive, a strong democracy relies on active participation by informed individuals dedicated to upholding the rule of law and individual rights. Overall, the study of United States Government provides a basis for students to develop the skills necessary to live and thrive in America’s constitutional democracy and participate in society as active and informed citizens.
Instruction should utilize political science thinking skills and themes developed for grade 12. The progression of developmentally appropriate political science thinking skills begins in kindergarten and builds with each year of social studies instruction. These political science thinking skills are aligned with the Profile of the South Carolina Graduate of world-class knowledge, world-class skills, and life and career characteristics. The indicators of standard one represent the skills utilized by students in each grade level to further explore the content. These skills have been deconstructed to aid in the scaffolding of student thinking and are not to be taught in isolation.

South Carolina Social Studies College and Career Ready Standards

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