Unit+Descriptions

How will a coordinated study of these core disciplines contribute to effective citizenship? If all students take history or economics, it is obviously not because all students will become historians or economists. But **history, geography, economics, and civics **each offer distinct approaches and develop specific skills for examining common subject matter, which can be integrated in addressing a particular issue or event. What follows is a brief explanation of the specific importance of each core discipline.** __History __ **organizes events and phenomena in terms of when they occurred, examining where, how, and why they took place. Students study how individuals and societies have changed and interacted over time. They gather historical data, then examine, analyze, and interpret this data, presenting their results in a clear, critical manner. They organize events through chronologies, and evaluate cause-and-effect relationships among them. Citizens need to be able to research issues in order to understand the effect of historical developments and trends on contemporary events. They need the ability to examine the actions of other people faced with similar choices in different times. Studying history empowers students to form conclusions about the potential consequences of available options.** __Geography __ **organizes life situations in terms of where they occur. People interact with the natural world in culturally distinct ways to produce unique places, and those places change over time. The methods and perspectives of geography give students a spatial understanding of the world, and the ability to evaluate information in spatial terms. Citizens need to be able to examine the varying ways that peoples interact with their environments, and appreciate the diversity of the places those interactions create. They need to understand that the different ways in which people view places and conceptualize regions will affect their actions. Studying geography increases students' ability to analyze complex situations, events, and trends, and draw logical inferences from them.** __Economics __ **analyzes the production, allocation, distribution, and use of resources. Students examine the inherent relationship between costs and benefits, and the values associated with them. Understanding economic principles, whole economies, and the interactions between different types of economies helps students comprehend the exchange of information, capital, and products across the globe. Citizens need to be able to assess the impact of market influences and governmental actions on the economy in which they live. They need to understand the relation of economic systems and values to cultural values. Studying economics better equips students to make sound personal economic choices, and to participate effectively in social decision-making as citizens in an increasingly competitive and interdependent global economy.** __Civics __ **directly addresses citizenship education in the context of political systems. Students study the assumptions upon which governments are founded, and the strategies governments employ to achieve their goals. With respect to the United States, students learn the underlying principles of representative democracy, the constitutional separation of powers, and the rule of law. Citizens need to comprehend that an essential premise of representative democracy is the willingness to place a premium on personal participation in social decision-making. Studying civics prepares students to translate beliefs into actions and ideas into policies, to discharge their responsibilities while protecting their rights and the rights of others.|| **Region Focus** || **Content Focus** || **Standard Focus** || **Standards and Benchmark Terms** || **Focus Question:** How have the major events, ideas and societies of the Middle Ages influenced modern culture? || =====Civics===== Forms of government
 * **==The Core Disciplines: History, Geography, Economics, and Civics ==
 * ======Europe======
 * Monarchy – absolute vs. constitutional
 * Democratic governments
 * Collapse of communism
 * New governments

Economics
Industrial Revolution Differences in standards of living
 * Land use
 * Government
 * Trade centers
 * Formation of EU

Geography
British Isles Eastern Europe Mediterranean Northern Europe Western Europe • pros and cons //***It is recommended that you begin each unit of study of physical and political geography.// || =====History===== Chronology • Plague • Industrial Revolution Analysis • Magna Carta • English Bill of Rights Interpretation • Reformation • World Wars Content • Feudal system, manors, serfs || Historical materials Theme Change over time Logical inference Cause Effect ||
 * size/interdependence
 * Characteristics of regions
 * Isolation and landlocked
 * Climate
 * Standards for Focus and Assessment:**
 * History 1 -** Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.
 * Benchmark Terms:**

**Region Focus** || **Content Focus** || **Standard Focus** || **Standards and Benchmark Terms** || **(Mexico, Central America and Caribbean)** • Puerto Rico territory vs. statehood • Immigration to USA – reasons – political and economic, immigration laws and procedures
 * ======Meso-America======
 * Focus Question:** How have government policies and other factors affected trade, interdependence and production among nations of Meso-America? || =====Civics=====
 * Geography**
 * Archipelagos
 * Mountains/Volcanoes
 * Panama Canal
 * Wind/water effects leeward vs. windward, ocean currents

History
Primary Sources //***It is recommended that you begin each unit of study of physical and political geography.// || =====Economics===== Microeconomics/Macro- economics • Current Event Activities Economic Systems Economy International Trade Change in trade patterns Change in income || Specialize Interdependent Free trade Restricted trade Embargo Quota Tariff Subsidy Surplus - Shortage Domestic Import - Export || || **Region Focus** **Content Focus** || **Standard Focus** || **Standards and Benchmark Terms** || **North America** • Products and resources -- identification of -- Canada - #1 trading partner -- NAFTA
 * Mayan/Aztec/Columbus and Caribs
 * Effects of European colonization and move towards independence
 * Traditional vs. Market
 * Cuba-Command
 * Factors of specializtion climate, size, location
 * Trade – NAFTA
 * Standards for Focus and Assessment:**
 * Econ 4 -** Students will examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade.
 * Benchmark Terms:**
 * Related Terms:**
 * Focus Question:** In the Northern Hemisphere, how have political leaders encouraged their citizens to participate in government? || =====Economics=====

Geography
US-Canada Comparison • landforms • Great Lakes • St. Lawrence Seaway vs. Mississippi River
 * climate patterns and relationship to latitude
 * political boundaries

History
//***It is recommended that you begin each unit of study of physical and political geography.// || =====Civics===== Government • monarchy vs. republic • Confederation (self-rule) • functions of branches • NATO – structure and purpose Politics • Nunavut Territory – 1999 • French as a minority – official language Citizenship • US-Canadian migration Underground Railroad Vietnam Draft Dodgers Participation • Referendum secession – Quebec || Civil rights Secure Political Public service Property Mechanisms Rights || || **Region Focus** **Content Focus** || **Standard Focus** || **Standards and Benchmark Terms** || **South America and** **Antarctica**
 * French settlements
 * French & Indian War
 * Timelines
 * Standards for Focus and Assessment:**
 * Civics 3b** - Students will understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service.
 * Civics 4 -** Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office.
 * Benchmark Terms:**
 * Focus Question:** How have South American cultures developed into distinct geographic regions with unique patterns of economic, cultural and political features? || =====Civics=====
 * Antarctica – Division of Power
 * South America – varying forms of government and leadership

Economics

 * Tribal Economies
 * Features of land-based economies (coffee, tin, copper, sugar, oil, beef, tropical rainforests products)

History
Line of Demarcation Simon Bolivar || =====Geography===== Maps • Hemispheres • Lines of Latitude, Equator, Tropic of Capricorn, Antarctic Circle • Mental maps Environment • Formation of Andes and rivers • Unique environments (deserts, rainforests, pampas, tundra) Places • Economic issues of landlocked countries (Bolivia, Paraguay) • Brazil – Case Study Regions • Patagonia, Pampas, Llanos, Highlands, Amazon Basin, Andes, Coastal Plains || Cultural patterns Human activity Sub-region Econom ||** ||
 * Inca civilization
 * Early civilizations – interaction with Europeans
 * Early Colonization Portugal vs. Spain
 * Standards for Focus and Assessment:**
 * Geog 3 –** Students will identify and explain the major cultural patterns of human activity in the world's sub-regions.
 * Geog 4a -** Students will understand the processes affecting the location of economic activities in different world regions.
 * Benchmark Terms:**