Kindergarten

The kindergarten social studies curriculum is designed to help students gain an increased awareness of themselves and the world around them. Using the framework of, “Myself and Others” students learn about the social studies disciplines of history, geography, civics and government and economics. Using events from their own lives they begin to explore and learn the basic historical concept of time and to distinguish past, present and future. To develop the geographic concept of space, students learn positional words and understand that maps and globes represent places in the world. To lay the foundation for the study of civics and government, students understand that the flag is an important symbol of the United States and as classroom citizens they understand appropriate rules for individual and group activities and decision making. An awareness of economics is developed by understanding familiar economic wants and how those wants are met. Throughout the year students learn to respond appropriately to classroom issues and individual responses.

1st Grade

The first grade social studies curriculum uses the context of “Families and Schools” to guide students in the study of history, geography, civics and government and economics. Using family histories, and historical thinking, students encounter the ideas of time and chronology; develop an understanding of how life today (present) is like or different from family life in the past; and the people and events that are celebrated as part of the national holidays of the United States. First grade geography skills build on developing spatial skills through map construction and representations. In addition, students begin to develop an understanding of how humans interact and impact their environments. In civics and government, school is used as a context for learning about why people create rules, what is authority in a school setting and what is a citizen. The basics of Family economics are, including ways in which families consume goods and services, how people make a living and how scarcity and choice affect economic decisions, are introduced. Students continue to develop an understanding of public issues and the importance of citizen action and how to communicate their positions on public issues.

2nd Grade

The second grade social studies curriculum introduces students to the geography, history, government and economy of their local community. Students examine the ideas of what is a community; how citizens live and work together in community; how communities change and how citizens can impact a community. Using historical thinking to understand the past, students create timelines of key events in their community; understand the changes in the community over time and how descriptions of common events differ. Students draw upon prior knowledge of spatial awareness, physical and human systems and human-environment interaction from earlier grades to create more complex understanding of how these elements play out in the local community. They begin to understand how people, goods and services move within the local community. Students are introduced to local government and its role in their community. They examine public issues in their community and practice public discourse and decision making around these issues. Students develop an understanding of the role local businesses in the community and how people can not produce everything they want and depend on trade to meet those wants.

3rd Grade

The third grade social studies curriculum introduces the history, geography, government, and economy of Michigan. Students learn about people and events from the past that have influenced the state in which they live. They study the geography of Michigan and the physical and cultural characteristics of areas of the state. They also study the interaction between the people of Michigan and their natural environments; the movement of people, products, and ideas across the state, and the distinguishing features of various regions within Michigan. Students explore how Michiganians support themselves through the production, consumption, and distribution of goods and services. By studying economic ties between Michigan and other places, students discover how their state is an interdependent part of both the national and global economies. The purposes, structure and functions of state government are introduced. Students locate, analyze, and present data pertaining to the state of Michigan. As part of learning about the relationship between rights and responsibilities of citizens, students examine current issues facing Michigan residents and practice making and expressing informed decisions as citizens.

4th Grade

The fourth grade social studies curriculum introduces students to geographic, economic, governmental concepts through the lens of the United States. They study the physical geography of the United States as well as the cultural characteristics of regions of the country. By exploring the interaction between the people and their natural environments, the movement of people, products, and ideas, and the distinguishing features of various regions within the country, students analyze human systems in the United States. By focusing on the characteristics of the U.S. economy, students learn fundamental economic concepts and apply these to their own lives. By studying economic ties between the United States and other places, students discover how their country is an interdependent part of the global economy. Students are introduced to the purposes, structure, and function of our federal government. They also examine the relationship between the rights and responsibilities of citizens in a democratic republic. Students examine current issues facing the United States and practice making and expressing informed decisions as citizens.

5th Grade

The fifth grade social studies content expectations mark a departure from the social studies approach taken in
previous grades. Building upon the geography, civics and government, and economics concepts of the United States
mastered in fourth grade and historical inquiry from earlier grades, the fifth grade expectations begin a more
discipline-centered approach concentrating on the early history of the United States. Students begin their study
of American history with American Indian peoples before the arrival of European explorers and conclude with the
adoption of the Bill of Rights in 1791. Although the content expectations are organized by historical era, they build
upon students’ understandings of the other social studies disciplines from earlier grades and require students to
apply these concepts within the context of American history.

6th Grade

Sixth grade students will explore the tools and mental constructs used by historians and geographers. They
will develop an understanding of Ancient World History, Eras 1 – 3, of the Western Hemisphere and will study
contemporary geography of the Western Hemisphere. Contemporary civics/government and economics content is
integrated throughout the year. As a capstone, the students will conduct investigations about past and present global
issues. Using significant content knowledge, research, and inquiry, they will analyze an issue and propose a plan for the
future. As part of the inquiry, they compose civic, persuasive essays using reasoned argument.

7th Grade

Seventh grade students will review the tools and mental constructs used by historians and geographers. They
will develop an understanding of Ancient World History, Eras 1 – 3, of the Eastern Hemisphere and will study
contemporary geography of the Eastern Hemisphere. Contemporary civics/government and economics content
is integrated throughout the year. As a capstone, the students will conduct investigations about past and present
global issues. Using significant content knowledge, research, and inquiry, they will analyze the issue and propose
a plan for the future. As part of the inquiry, they compose civic, persuasive essays using reasoned argument.

8th Grade

Eighth grade students continue their study of United States History from the writing of the Constitution through
Reconstruction. Geographic, civics/government, and economics content is integrated within the historical context.
Using significant content knowledge, research, and inquiry, the students analyze an issue and propose a plan for civic
action. They develop reasoned arguments and write a persuasive civic essay addressing issues from the past within a
historical context. Where appropriate, they make comparisons to relevant contemporary issues.

High School US History

This full year course introduces students to the history of the United States from the post-Civil War Industrial Age to the present day. The course divides the twentieth century chronologically into eras. Beginning with a review of prior political, intellectual, and demographic transformations that shaped the nation, students learn about major events of the century and analyze their causes and effects. Using primary and secondary sources, they explore time and place in the twentieth century. They compare conflicting accounts of the past and express informed judgments about significant events both orally and in writing. Within their historical study of twentieth century America, students deepen their understanding of major geographical themes, economic principles, and significant concepts in United States government. Throughout the course students learn to develop important questions, conduct inquiry, and evaluate and construct historical arguments. The study of United States history prepares students to take up the challenges of life in contemporary society. By helping identify common and diverse strands that formed and continue to shape life in America, students develop the habits of mind essential for democratic citizenship.

High School

World History and Geography

This full year course introduces students to the study of world history to build a common memory of where humankind has been and which account for present circumstances. Building upon foundations from middle school, this course focuses on the period that begins with expanding and intensified hemispheric interactions (300 C.E.) to the present. Within each era, students work at three interconnected spatial scales to study world history through several lenses: global, interregional, and regional. Through a global and comparative approach to world history, students examine worldwide events, processes, and interactions among the world’s people, cultures, societies, and environment. Interregional and regional scales provide students the opportunity for deep investigation of examples of global trends. Emphasis is placed on skills that enable students to evaluate evidence, develop comparative and causal analyses, interpret the historical record, construct sound historical arguments, and recognize perspectives on which informed decisions in contemporary life can be based. In addition, this course enables students to focus on large historical and geographic patterns, as well as their causes and consequences. Students study changes in human governance systems, patterns of interactions among societies and regions, and patterns of cultural, intellectual, religious, and social changes. They analyze the impact of demographic, technological, environmental, and economic changes on people, their culture, and their environment. Students also examine the relationship between the environment and global and regional developments in population, settlement, economy, and politics over time. The integration of historical thinking skills and historical understandings throughout this course equips students to analyze issues and problems confronting citizens today.

High School Economics

This one-semester required course builds economic literacy in students. The overarching problem of scarcity, unlimited human wants pursuing limited resources, is a focal point of the course. Students deepen their prior knowledge of basic economic concepts and apply them to national and international economic systems and problems as a whole. In addition to their study of macroeconomics, students study how interactions of buyers and sellers impact prices and supplies as well as the role of trade-offs and incentives in consumer and business decisions. Using a variety of media, they compile, analyze, and present statistical data pertinent to economic problems. Students use their economic knowledge to make informed decisions as consumers and to participate as citizens in deciding matters of economic policy.

High School Civics

This one-semester course deepens students’ knowledge of government, with a particular focus on national, state, and local government in America. Through discussion and writing, they practice making reasoned decisions about matters of public policy. Five questions guide students’ study: What are civic life, politics, and government?; What are the origins and foundations of the American political system?; How does the government established by the Constitution function to embody the purposes, values, and principles of American constitutional democracy?; What is the relationship of the United States to other nations and its role in world affairs?; and, What are the roles of citizens in American society? Students engage in investigations, analysis, and arguments about civic life in the Untied States and the role of the United States in the world. In making reasoned and evidentiary-based interpretations, arguments, or decisions, they frame important questions, locate and analyze appropriate evidence and data, consider differing points of view, and apply concepts and principles of American constitutional democracy. Through participating in democratic deliberations around public policy issues, students strengthen their understanding of the legal rights and accompanying responsibilities shared by all citizens.