Students will create a thematic unit. The unit will include a lesson from each of the Mississippi College Career Readiness Social
Thematic Unit
Students will create a thematic unit. The unit will include a lesson from each of the Mississippi College Career Readiness Social Studies Strands. There are 5 strands so there will be 5 lesson plan units. YOUR THEMATIC UNIT WILL BE THE USE OF THE LESSON PLAN 5 TIMES. Each lesson must also integrate comprehension and based on the grade level you are teaching.
Grade level Taught: Kindergarten
Due: April 7, 2022, by 11:59 PM Central Standard Time
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Lesson Plan Template
Section 1: Lesson Preparation
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Name: |
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Grade Level:
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Date: |
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Content Area: |
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Instructional Plan Title: |
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Lesson Objective(s) |
In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach. |
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Classroom and Student Factors/Grouping: |
Describe the important classroom factors (demographics of the classroom) |
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National/State Learning Standards: |
Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the MS Social Studies Standards that are the focus of the lesson being presented. |
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Specific Learning Target(s)/Objectives: |
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience? · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. |
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Academic Language |
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. |
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Resources, Materials, Equipment, and Technology: |
List all resources, materials, equipment, and technology you and the students will use during the lesson. |
Section 2: Instructional Planning
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Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. For example: · I will use a visual of the Civil War and ask students to describe what general do they see. |
Time Needed |
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Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two generals of the Civil War. Explain how you will differentiate materials for each of the following groups: · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
Time Needed |
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Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
Time Needed |
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Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
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Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. |
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the Social Studies
the Social Studies
2
2018 Mississippi College- and Career-Readiness
Standards for the Social Studies
Carey M. Wright, Ed.D., State Superintendent of Education
Kim S. Benton, Ed.D., Chief Academic Officer
Jean Massey, Executive Director, Office of Secondary Education
Nathan Oakley, Ph.D., Executive Director, Office of Elementary Education and Reading
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Mississippi Department of Education Post Office Box 771 Jackson, Mississippi
39205-0771
Office of Elementary Education and Reading Office of Secondary Education
601-359-2586 601-359-3461
www.mdek12.org/ESE
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the nondiscrimination policies of the above- mentioned entities:
Director, Office of Human Resources Mississippi Department of Education
359 North West Street Jackson, Mississippi 39201
(601) 359 – 3511
2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies
4
TABLE OF CONTENTS
Acknowledgements……………………………………………………………………………………………………………………..5 Introduction…………………………………………………………………………………………………………………………………7 Overview of MS CCRS…………………………………………………………………………………………………………………..8 Kindergarten………………………………………………………………………………………………………………………………14 First Grade………………………………………………………………………………………………………………………………….17 Second Grade……………………………………………………………………………………………………………………………..20 Third Grade…………………………………………………………………………………………………………………………………23 Fourth Grade………………………………………………………………………………………………………………………………27 Fifth Grade………………………………………………………………………………………………………………………………….32 Sixth Grade…………………………………………………………………………………………………………………………………37 Seventh Grade…………………………………………………………………………………………………………………………….42 Seventh Grade Compacted………………………………………………………………………………………………………….45 Eighth Grade……………………………………………………………………………………………………………………………….50 Mississippi Studies………………………………………………………………………………………………………………………54 Introduction to Geography………………………………………………………………………………………………………….57 World History………………………………………………………………………………………………………………………………60 United States History…………………………………………………………………………………………………………………..66 United States Government………………………………………………………………………………………………………….76 Economics…………………………………………………………………………………………………………………………………..82 Advanced World Geography……………………………………………………………………………………………………….91 Problems of American Democracy………………………………………………………………………………………………94 History of the Ancient Middle East………………………………………………………………………………………………98 African American Studies…………………………………………………………………………………………………………..100 Psychology…………………………………………………………………………………………………………………………………103 Sociology……………………………………………………………………………………………………………………………………107 Law Related Education………………………………………………………………………………………………………………110 Minority Studies………………………………………………………………………………………………………………………..113 Humanities………………………………………………………………………………………………………………………………..116 Support Documents and Resources…………………………………………………………………………………………..119
2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies
5 Acknowledgements
Acknowledgements
The Mississippi Department of Education gratefully acknowledges the hard work of the following individuals for their involvement in developing the Mississippi College‐ and Career‐ Readiness Standards for the Social Studies and the supporting documents. SOCIAL STUDIES STANDARDS COMMITTEE MEMBERS (2016-2017) Dr. Kenny Anthony Mississippi State University Lien Beale Gulfport School District Catherine Beasley Rankin County School District Dr. Paul Binford Mississippi State University Daniel Cody Brooks Jones County School District Cathey Curtis Research and Curriculum Unit, Mississippi State University Freda Dedeaux Pass Christian School District Chevonne Dixon DeSoto County School District Ellen Douglas Oxford Public School District Alicia Ervin-Rawls Greenville Public School District Chad Franks Oxford Public School District Megan Hawkins Jackson County School District Marlo Hendrix Tupelo Public School District Dr. Fred Hickman Choctaw Tribal Schools Helen Anna Holmes Pontotoc City School District David Houston Pearl Public School District Masha Laney Amory School District Lauren Ward Leggett Wayne County School District Jean Massey Mississippi Department of Education Brett Mayfield Madison County Schools Cindy Ming Research and Curriculum Unit, Mississippi State University Jennifer Nance Mississippi Department of Education Zach Osborn Clinton Public School District Dr. Otis Pickett Mississippi College Sally Quong Lafayette County Schools Dr. David Rutherford University of Mississippi Angela Sanders Ocean Springs School District DeAndrei Sanders Claiborne County School District Verlance Smith Hinds County School District Elizabeth Sistrunk Rankin County School District Si Thompson Petal Public School District Brenda Whitworth Pontotoc City School District Adrine Williams Jackson Public School District Meredith Willis DeSoto County School District Chuck Yarborough MS School for Math and Science
2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies
6 Acknowledgements
Various sets of standards and standards-related documents were used in the development of the Mississippi College- and Career-Readiness Standards for the Social Studies, including:
• National Council for the Social Studies: College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History
• National Assessment of Educational Progress (NAEP) Framework for Civics, Economics, Geography, and U.S. History
• ACT College- and Career-Readiness (CCR) Benchmarks
• National Standards for History Education
• National Standards for the Social Studies
• National Standards for Economic Education
• National Standards for Civics and Government, and
• National Standards for Geography
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies
7 Introduction
Introduction
Mission Statement The Mississippi Department of Education (MDE) is dedicated to student success, which includes improving student achievement in the social studies, equipping citizens to solve complex problems, and establishing fluent communication skills, while preparing students for college, career, and civic life. The Mississippi College‐ and Career‐Readiness Standards (CCRS) provide a consistent, clear understanding of what students are expected to know and be able to do by the end of each grade level or course. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that students need for success in college and careers and allowing students to compete in the global economy.
Purpose
This document is designed to provide districts and K-12 social studies teachers with a basis for curriculum development. In order to prepare students for careers and college, it outlines what knowledge students should obtain, and the types of skills students must master upon successful completion of each grade level. The 2018 MS CCRS for the Social Studies reflect national expectations while focusing on postsecondary success, but they are unique to Mississippi in addressing the needs of our students and teachers. The standards’ content centers around three practices: conceptual understanding, fostering inquiry, collaboration and action, and integration of content skills. Instruction in these areas is designed for a greater balance between content and process. Teachers are encouraged to transfer more ownership of the learning process to students, who can then direct their own learning and develop a deeper understanding of the social studies and the problem-solving process. Doing so will produce students that will become more capable, independent, and literate adults.
Implementation The 2018 MS CCRS for the Social Studies will be piloted during the 2018-2019 school year and implemented during the 2019-2020 school year.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
8 Overview of MS CCRS for the Social Studies
THE REVISION PROCESS FOR THE MS CCR STANDARDS FOR THE SOCIAL STUDIES
The Social Studies Curriculum Revision Team was selected in June 2016 from nominations by school district superintendents and administrators. The purpose of the team was to revise the 2011 Mississippi Social Studies Framework. The team was composed of teachers, administrators, and university professors throughout Mississippi. In order to gain a sufficient understanding of the direction of social studies education, the curriculum revision team reviewed the following:
• National Council for the Social Studies: College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History
• National Assessment of Educational Progress (NAEP) Framework for Civics, Economics, Geography, and U.S. History
• ACT College- and Career-Readiness (CCR) Benchmarks
• National Standards for History Education
• National Standards for the Social Studies
• National Standards for Economic Education
• National Standards for Civics and Government
• National Standards for Geography
• Standards for Advanced Placement programs
• Social Studies standards from other states
• Current literature and research regarding the Social Studies These resources served as a foundation for the development of the 2018 MS CCRS for the Social Studies.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
9 Overview of MS CCRS for the Social Studies
STRANDS
The different content strands in social studies combine to give a clear picture of the past and present. Strands also give depth to the social studies curriculum, enabling students to grasp the complexity of events from the
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