Social Studies (SS)

In grade six, students study the Eastern Hemisphere (Africa, Asia, Australia and Europe), its geographic features, early history, cultural development and economic change. Students learn about the development of river civilizations in Africa and Asia, including their governments, cultures and economic systems. The geographic focus includes the study of contemporary regional characteristics, the movement of people, products and ideas, and cultural diversity. Students develop their understanding of the role of consumers and the interaction of markets, resources and competition. 

In grade six, students study the Eastern Hemisphere (Africa, Asia, Australia and Europe), its geographic features, early history, cultural development and economic change. Students learn about the development of river civilizations in Africa and Asia, including their governments, cultures and economic systems. The geographic focus includes the study of contemporary regional characteristics, the movement of people, products and ideas, and cultural diversity. Students develop their understanding of the role of consumers and the interaction of markets, resources and competition. 

Advanced Social Studies 6 follows the same scope and sequence as Social Studies 6.

Coursework is designed to support higher levels of analysis, synthesis and evaluation skills including deeper levels of complexity in thought and connections within and between content and disciplines. Successful students should be highly motivated and demonstrate a high level of interest in social studies and world geography as a consideration in taking this course.

Students will be required to:

• Read pieces that are complex, above grade level, and content specific while taking independent notes.

• Make detailed and complex connections within the material presented to prior knowledge as well as newly gained knowledge.

• Access multiple educational sources for research to analyze a topic from different perspectives.

• Engage in assignments that are student-directed and require independent work within and outside of the classroom.

• Exhibit time management skills in order to complete long term independent projects.

• Prove a deeper understanding of content that demonstrates an understanding beyond geographic and historical fact recollection.

• Exhibit strong writing skills that show complex reasoning.

• Participate in specialized enrichment programming that may include National History Day, and Special Interest Independent Study Projects.

World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age is an integrated study of world history, beginning with ancient Greece and continuing through global exploration. All four social studies strands are used to illustrate how historic events are shaped by geographic, social, cultural, economic and political factors. Students develop their understanding of how ideas and events from the past have shaped the world today. 

Advanced 7th Social Studies follows the same scope and sequence as Social Studies 7. Coursework is designed to support higher levels of analysis, synthesis and evaluation skills including deeper levels of complexity in thought and connections within and between content and disciplines. Successful students should be highly motivated and demonstrate a high level of interest in social studies and world geography as a consideration in taking this course.

Students will be required to:

● Read pieces that are complex, above grade level, and content specific while taking independent notes.

● Make detailed and complex connections within the material presented to prior knowledge as well as newly gained

knowledge.

● Access multiple educational sources for research to analyze a topic from different perspectives.

● Engage in assignments that are student-directed and require independent work within and outside of the classroom.

● Exhibit time management skills in order to complete long term independent projects.

● Prove a deeper understanding of content that demonstrates an understanding beyond geographic and historical fact

recollection.

● Exhibit strong writing skills that show complex reasoning.

● Participate in specialized enrichment programming that may include National History Day, and Special Interest Independent Study Projects.

The seventh-grade year is an integrated study of world history, beginning with ancient Greece and continuing through global exploration. All four social studies strands are used to illustrate how historic events are shaped by geographic, social, cultural, economic, and political factors. Students develop their understanding of how ideas and events from the past have shaped the world today.

The 7-8 compacted social studies course covers content for both 7th and 8th grade, which includes World History, Ancient Greece and Rome through Middle Age civilization, the early part of the First Global Age (Exploration and Discovery), and early American History from Exploration (1492) to Reconstruction (1877). It is a pre-requisite to take Honors American History for High School credit as an 8th grader along.

*Taking this course requires pre-approval

The United States Studies course provides an in-depth study of US History from pre-colonization to the Reconstruction period following the US Civil War.  Topics of study include the colonization of North America, the American independence movement and Revolutionary War, the creation of the US Federal Government, westward expansion, Civil War, and Reconstruction.  This course will also incorporate the State of Ohio financial literacy standards and economic decision making and skills required for all middle school students.  Throughout the course, students will be exposed to other content related concepts including: historical thinking and skills, civic participation, and geography.

Advanced 8th Social Studies follows the same scope and sequence as Social Studies 8. Coursework is designed to support higher levels of analysis, synthesis and evaluation skills including deeper levels of complexity in thought and connections within and between content and disciplines. Successful students should be highly motivated and demonstrate a high level of interest in social studies and world geography as a consideration in taking this course.

Students will be required to:

• Read pieces that are complex, above grade level, and content specific while taking independent notes.

• Make detailed and complex connections within the material presented to prior knowledge as well as newly gained knowledge.

• Access multiple educational sources for research to analyze a topic from different perspectives.

• Engage in assignments that are student-directed and require independent work within and outside of the classroom.

• Exhibit time management skills in order to complete long term independent projects.

• Prove a deeper understanding of content that demonstrates an understanding beyond geographic and historical fact recollection. 

• Exhibit strong writing skills that show complex reasoning.

• Participate in specialized enrichment programming that may include National History Day, and Special Interest Independent Study Projects.

The United States Studies course provides an in-depth study of US History from pre-colonization to the Reconstruction period following the US Civil War.  Topics of study include the colonization of North America, the American independence movement and Revolutionary War, the creation of the US Federal Government, westward expansion, Civil War, and Reconstruction.  This course will also incorporate the State of Ohio financial literacy standards and economic decision making and skills required for all middle school students.  Throughout the course, students will be exposed to other content related concepts including: historical thinking and skills, civic participation, and geography.

This course examines the history of the United States of America from 1930-Present. Through the State of Ohio College and Career Readiness Social Studies Standards in American History, students will learn about the political, economic, and social events of the course time period.  In addition, historical thinking, introduced in earlier grades, will continue with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.  Students will understand how these perspectives and events came to pass and their meaning for today’s citizens with particular emphasis on application, synthesis, and student relevancy.

Honors American History: 1877 to present is designed for students that have a high interest in understanding, analyzing, and critically thinking about historical events. In addition, students should demonstrate advanced and independent reading and writing skills, and also be willing to engage in critical discussions inside and outside the classroom. All Honors American History students will complete a course project that will integrate research, primary and secondary source analysis, authentic learning, and presentation skills.

This course requires students to have taken the Compacted Social Studies 7/8 course. 

*Taking this course requires pre-approval

he idea of global competence articulates the knowledge and skills students need in the 21st century.

Globally competent students have the knowledge and skills to:

Investigate the World - Globally competent students are aware, curious, and interested in learning about the world and how it works.

What is the evidence that a student can initiate investigations of the world by framing questions, analyzing and synthesizing relevant evidence, and drawing reasonable conclusions about global issues?

• Poses a researchable question on a local, regional, and/or global issue, and provides a general reason for its significance to the global community,

• Selects and uses a variety of sources to identify relevant evidence that addresses a global question.

• Analyzes and integrates evidence from sources to develop a response to a global question.

• Develops a position based on evidence from sources that reflects a particular perspective in response to a global question, drawing conclusions that reflect a partial understanding of the issue.

Recognize Perspectives - Globally competent students recognize that they have a particular perspective, and that others may or may not share it.

What is the evidence that a student can recognize, articulate, and apply an understanding of different perspectives (including his/her/their own)?

• Expresses a clear personal perspective on a situation, event, issue, or phenomenon.

• Summarizes the perspectives of other people, groups, or scholars, which may be different from their own perspective.

• Summarizes how perspectives affect how different people react to a situation, event, issue, or phenomenon.

• Identifies alternative perspectives on a situation, event, issue, or phenomenon, and makes connections to a contextual factor, such as access to knowledge, technology, or resources.

Communicate Ideas - Globally competent students can effectively communicate, verbally and non-verbally, with diverse audiences.

What is the evidence that a student can select and apply appropriate tools and strategies to communicate and collaborate effectively, meeting the needs and expectations of diverse individuals and groups?

• Predicts how a specific audience with particular perspectives will respond to communicated information.

Demonstrates an understanding of a specific audience by communicating and collaborating using generally appropriate verbal and non-verbal behavior, languages, and strategies.

• Selects and applies appropriate resources, such as technology and media in various world languages, to communicate and collaborate with individuals from a background different from their own.

• Makes observations about audience response and/or feedback, and proposes appropriate changes in communication choices.

Take Action - Globally competent students have the skills and knowledge to not just learn about the world, but also to make a difference in the world.

What is the evidence that a student can translate his/her/their ideas, concerns, and findings into appropriate and responsible individual or collaborative actions to improve conditions? • Participates in collaborative opportunities for action to address a situation, event, issue or phenomenon. • Plans actions based on evidence and the perceived potential for impact

• Acts individually or collaboratively in response to a local, regional, or global situation, in a way that is appropriate and intended to improve the situation.

• Reflects on the appropriateness of own actions and advocacy for improvement.