Stephen Bolton Jr. Bell County Schools Tammy Brantley Crittenden County Schools Lori Bricken Floyd County Schools Christina (Niki) Cecil Corbin Independent Schools Monica Clark Bullitt County Schools Adam Decker Logan County Schools Heather Dunn Beechwood Independent Schools Paradise Forbes Williamstown Independent Schools Penny Gaskins Taylor County Schools Jennifer Gobin Hopkins County Schools Tiffany Gruen Covington Independent Public Schools Katie Holbrook Ashland Independent Schools Tammy Jones Pike County Schools Ryan Lewis Woodford County Schools Erin Mathis Marshall County Schools Lynnette McGiffen-Newkirk Oldham County Schools Susan Montgomery Elizabethtown Independent Schools Leslie Moyer Greenup County Schools Kim Mroch Trigg County Schools Howard Muncy Laurel County Schools Debra Napier Harlan County Schools Ryan New Boyle County Schools Rhonda Osburn Boyd County Schools Lisa Petrey-Kirk Anderson County Schools Steven Quertermous Ballard County Schools Robin Reid Fayette County Schools Kristina Sauer Jefferson County Schools Valerie (Jill) Spaw Casey County Schools Terry Spencer Wolfe County Schools Anthony Spires Warren County Schools Steven Taylor Pike County Schools Roger Thomas Jefferson County Schools Lori Thurman Owensboro Independent Schools Elizabeth Tronoski Fayette County Schools Jennie Watkins Corbin Independent Schools Susan Watts Shelby County Schools Jennie Whitehead Mason County Schools
THANK YOU TO ALL THOSE WHO SERVED ON ADVISORY COMMITTEES: Ron Adkisson Oldham County Schools Aaron Biddle Pendleton County Schools Sara Bollinger Hardin County Schools Holly Carter Boyle County Schools Maurice Chappell Jessamine County Schools Rick Daniel Jefferson County Schools Kristin Davis Fayette County Schools Nick Easter Kentucky Department of Education Dr. Kay Gandy Western Kentucky University Dr. Cynthia Harter Eastern Kentucky University Allison Hunt Jefferson County Schools Dr. John Kleber University of Louisville Dr. James Klotter Georgetown College Barry Leonard Graves County Schools Joseph Moneymaker Livingston Independent Schools John Moore Western Kentucky University Toni Perry Elizabethtown Independent Schools Merrill Punke Henderson County Schools James Riffe Oldham County Schools Pam Rowland Rowan County Schools Susan Sandage Kentucky Economic Council Kim Sergent Letcher County Schools Dr. Kimberlee Sharp Morehead State University Amy Sizemore Graves County Schools Dr. Kathy Swan University of Kentucky Tim Talbott Kentucky Historical Society Dr. Emma Thacker University of Kentucky Cletus Turner Martin County Schools Donnie Wilkerson Russell County Schools C3 Teachers Council of Chief State School Officers - Social Studies Assessment, Curriculum and Instruction Collaborative Eastern Kentucky University’s Center for Economic Education Federal Reserve Bank of St. Louis - Louisville Branch Frazier History Museum Kentucky Historical Society Kentucky Educational Television Kentucky Council for the Social Studies Kentucky Association for Early Childhood Education
Most importantly students will utilize the Practices in the Inquiry Cycle to create meaningful opportunities to take informed action. These practices allow students to have an impact; to make change and start to build the idea of their role as an important individual in local and world events. By the end of 5th grade, students are ready to determine the power and impacts of change both at home and around the world. Grade 5: Change and Impact Practices in the Inquiry Cycle Questioning Students will independently and collaboratively: 1. Develop compelling questions that promote inquiry around key disciplinary concepts and embedded enduring issues. 2. Develop supporting questions that identify facts, concepts and research interpretations associated with a key disciplinary concept. Evaluating Sources Students will independently and collaboratively: 3. Determine the types of sources that will assist in answering compelling and supporting questions. 4. Gather relevant information from multiple sources from a wide range of perspectives and evaluate for credibility. 5. Identify and utilize evidence to seek solutions to questions. Communicating Students will independently and collaboratively: 6. Develop and create claims and counterclaims using appropriate evidence to construct strengths and weaknesses 7. Construct viable arguments, relevant explanations and/or public demonstrations that convey ideas and perspectives to a wide array of appropriate audiences. 8. Critique the arguments and explanations of others paying particular attention to credibility and relevance of information. Taking Action Students will independently and collaboratively: 9. Address options of individuals and groups to identify and apply a range of strategies and complex reasoning to take public action or propose a solution. 10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness. Civic Mindedness Geographic Reasoning 5.CM.1 Examine the origins, functions and structure of the U.S. Constitution to determine how it provides structure to protect citizens and equal opportunities within the framework of laws. 5.CM.2 Demonstrate deliberative procedures when making decisions and reaching judgments as an individual and as a group. 5.CM.3 Explain how rules and laws promote the general welfare using historical and contemporary examples. 5.GR.8 Explain relationships between the locations of places and regions and their environmental characteristics using maps, satellite images and other models. 5.GR.9 Describe how changing environmental and cultural characteristics of places and regions influence how people modify and adapt to their environments and impact population distribution. 5.GR.10 Analyze the effects of devastating environmental events and technological advancements on human
Anchor Standard 2 Participation and Deliberation: Applying Civic Virtues and Democratic Principles Analyze foundational documents and determine key understandings in order to evaluate how citizens should interact with each other in formal institutions and informal interactions. Describe how people treat each other, then demonstrate respect for authority and peers. Describe and demonstrate equality, fairness and freedom when making decisions. Compare individual and group perspective and how they affect decisions. Demonstrate civic virtues, democratic principles and respect for various perspectives. Compare the beliefs, experiences and values that affect individual and group perspectives. Demonstrate deliberative procedures when making decisions and reaching judgments as an individual and as a group. Explain how personal interests, civic virtues and democratic principles influence decisions. Compare deliberate processes for making decisions and evaluating conclusions as an individual and in groups. Analyze founding documents to explain how democratic principles influence government, society and communities. Evaluate the effectiveness of social and political systems to promote civic virtues and democratic principles by using primary and secondary sources. Analyze the civic responsibilities, democratic principles and constitutional rights that guide individuals and societies when addressing governmental and societal issues. Analyze how human rights and global responsibility influence individual perspectives and societies when addressing governmental and societal issues.