Identifying the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of)
Talking about the reasons that rules are necessary in the various communities to which he or she belongs
Suggesting some suitable rules and routines for the class demonstrate ability to apply existing rules and routines to work and play with others.
Reflecting on a journey he or she has taken and what was learned from it represent some of the journeys he or she has made (for example, through drawing or role play)
Demonstrating a positive attitude towards learningexhibit skills and strategies fororganizing his or her time and belongings
Recognizing how his or her choices and behaviours affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others).
Describing and comparing the various communities to which he or she belongs
Creating and sharing his or her own story about being a community member.
Identifying the functions of various public places in the community
Identifying ways to organize himself or herself on a daily basis plan and create a system of organization (for example, for his or her desk, classroom, school)
Individuals & Societies
Individuals and Societies
Grade 01
Content
Human environments – home, school, and communities
Our different cultures and celebrations
Maps – Landforms, Countries/ Continents
Diversity
Family
Traditions
Geography
Landscape
Borders (natural, social and political)
Skills
Identifying the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of)
Talking about the reasons that rules are necessary in the various communities to which he or she belongs suggest some suitable rules and routines for the class
Demonstrating ability to apply existing rules and routines to work and play with others.
Demonstrating a positive attitude towards learning
Exhibiting skills and strategies for organizing his or her time and belongings
Recognizing how his or her choices and behaviours affect learning in theclassroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others).
Describing the various communities to which he or she belongs
Explaining why a particular celebration is important in his or her own life
Suggesting reasons for various celebrations
Identifying and comparing traditions and celebrations observed by others in the class
Describing the natural features of local and other environments
Identifying ways to organize himself or herself on a daily basis
Planning and creating a system of organization (for example, for his or her desk, classroom, school)
Discussing what is meant by a “limited resource”
Creating a list of practices that could be used to maintain natural resources at home and in school
Individuals & Societies
Individuals and Societies
Grade 02
Content
Cooperation
Communications, conflict resolution
Rights in the different organizations
Discovery
Innovation
Exploration
Dependence
Skills
Describing the natural features of local and other environments
Analysing ways in which humans use the natural environment (for example, recreation, settlements)
Identifying or generating a question or problem to
be explored in relation to human impact on the local, natural environment.
Planing and create a system of organization (for example, for his or her desk, classroom, school)
Suggest improvements to organizational systems already in place in his or her home or school.
Exploring the evidence that helps people learn about places and their inhabitants.
Identifying responsibilities people have in different workplaces
Explaining the purpose of rules and responsibilities in a workplaceconstruct visual representations (for example, graphs, charts, diagrams, timelines, pictorial maps) to clarify relationships within a workplace
Working in a group to establish a shared vision and purpose for the class.
Representing people, events and places chronologically
Exploring scientific and technological developments that help people understand and respond to the changing Earth.
Individuals & Societies
Individuals and Societies
Grade 03
Content
Different types communications
Traditions
Artifacts from past
Identity
Civilizations
History
Skills
Explaining how people’s perceptions and representations of place have changed over time
Exploring the evidence that helps people learn about places
Explaining people’s responsibilities regarding the use of resources from the environmen
Identifing responsibilities people have in different workplaces / business
Explain the purpose of rules and responsibilities in a workplace / business
Constructing visual representations (for
example, graphs, charts, diagrams, timelines, pictorial maps) to clarify relationships within a workplace
Working in a group to establish a shared vision and purpose for the class.
Describing how artifacts, heirlooms and rituals are evidence of cultural identity
Representing people, events and places chronologically
Comparing and contrasting current family experiences with those of a previous generation
Identifying the evidence that theEarth has changed (for example, land formations in local environment)
Using a variety of primary and secondary sources to investigate the ways that humans respond to the Earth’s changes (for example,relocation of population; strengthening defences; redesigning buildings)
Identifying the services and the users of these services in the local community
Analysing the reasons for different services in place in a community
Gathering data (for example, survey) in order to identify current and future needs to support the community
Applying his or her knowledge to plan services for the local community.
Analysing how individuals’ and communities’ needs and/or wants are met
Explaining how supply and demand are affected by population and the availability of resources.
Developing criteria for ethical practices regarding products and services
Assessing which aspects of past civilizations have had the most impact on the present day, using evidence from a variety of sources
Individuals & Societies
Individuals and Societies
Grade 04
Content
Migration
Historical migration timelines
Global citizenship
Rights and responsibilities
Religion / traditions
Diversity
Conflict resolution
Cultural artefacts
Skills
Explaining how people’s perceptions and representations of place have changed over time
Identifying responsibilities people have in different places
Explaining the purpose of rules and responsibilities in a workplace
Working in a group to establish a shared vision and purpose for the class.
Describing how artifacts, heirlooms and rituals are evidence of cultural identity
Representing people, events and places chronologically
Exploring a variety of signs and symbols and interpret their messages
Distinguishing between personal beliefs and belief systems
Identifying the source of beliefs
Reflecting upon how beliefs affect the individual and society.
Identifying reasons why people migrate
Analysing ways that people adaptwhen they move from one place to another
Identifying the long-term and shortterm effects of migration
Assessing settlement patterns and population distribution in selected regions, areas or countries
Comparing and contrast two or more different human migrations.
Developing criteria for ethical practices regarding products and services
Explaining how advertisement is affected by consumers perspective
Exploring issues relating to children’s rights, roles and responsibilities in relation to his or her own and other cultures
Analysing a variety of sources that describes the risks and challenges that children face
Describing how organizations and individuals meet the needs and wants of children
Identifying and describe the components of culture
Recognizing how rituals and traditions contribute to cultural identity
Interpreting cultural beliefs and values using the evidence provided by rituals, traditions and artifacts
Identifying and describing ways that family, groups and community influence personal choices
Exploring how cultures may have certain expectations of how to act and dress, and the ways this may differ according to private and public contexts
Individuals & Societies
Individuals and Societies
Grade 05
Content
Organizations and systems
Government
Distribution of power and authority
Justice
Legislation
Freedom
Cooperation / communication
Citizenship
Identity
Rights / responsibilities
Discovery, exploration, innovation
Conflict resolution
Borders (natural, social and political)
The interaction between people and the environment
Conservation
Sustainability
Skills
Formulating and asking questions about the past, the future, places and society
Orientating in relation to place and time
Identifying roles, rights and responsibilities in society
Assessing the accuracy, validity and possible bias of sources
Talking about the different ways in which family history can be documented
Talking about the reasons that rules are necessary in the various communities to which he or shebelongs
Identfing information about past technological advances and societal systems
Recognizing how rituals and traditions contribute to cultural identity
Recognizing the elements of major political systems (for example, monarchy, democracy, dictatorship)
Identifying and describing means by which citizens can monitor andinfluence actions of their governments and vice versa
Exploring a range of political systems (for example, local, regional, national or international) and the impact they have on individuals, groups and society.
Explain how human activities can have positive or adverse effects on local and other environments (for example, agriculture, industry).
Identifying the reasons why people feel compelled to explore the unknown
identify and describe ways that family, groups and community influence personal choices
Investigating the impact of exploration on people in the past, present and future
reflect on his or her own misconceptions about people (for example, relating to age, race, gender, disability)
Identifying and describing examples
Individuals & Societies
Individuals and Societies
Grade 06
Content
Map Features (e.g., contour lines, cartography, grid references, scale, topography)
Global Citizenship & Global Problems (Environmental Preservation—ocean and forest)
How Do We Live? (7 types of settlements, sustainable settlements) (BW 3.1.1, BW 3.1.1.1, BW 3.1.2, BW 3.1.2.3, BW 3.1.1.3)
World Belief Systems (Religious Beliefs e.g., Judaism, Christianity, Islam, Hinduism, compare monotheistic religions, etc.) (BW 3.1.4)
Skills
Knowledge & Understanding
Use and interpret a range of discipline-specific terms and symbols.
Map Skills: Scale, grid reference, keys with symbols.
Demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations, and examples.
Investigation
Collect, record, and verify data.
Identify and write a research question with help, including specific reasons for the question.
Follow a given action plan to investigate a research question.
Use the preview reading skill FLIP to examine a source.
Use deep reading skills to understand texts.
Note-taking skills: write notes using text structure graphic organizers, paraphrasing skills.
Summarize learning from notes.
Reflect on the research process and results.
Communication
Structure information in summaries, essays, and reports using the PEE format (Point, Evidence, Explanation).
Create references and citations, bibliography according to recognized conventions (MLA style).
Critical Thinking
Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.
Identify and rate the origin and purpose of the source.
Identify the main points of ideas, events, visual representations, or arguments.
Give sufficient justification of opinions using information.
Identify different views and most of their implications, considering ideas from multiple perspectives through inquiry.
Individuals & Societies
Individuals and Societies
Grade 07
Content
Causes and Effects of Globalization (language, viewpoint of owners, worker, consumers, human activities that affect globalization) (BW 3.1.2.3)
The Middle Ages (Fall of Rome, Britain, Mongol, Byzantine, Islam Empire, Song Dynasty, and Feudal Government structure) (BW 3.1.4)
Renaissance (BW 3.2.2)
Revolution (BW 3.2.3, BW 3.1.2.3)
World Biomes (types of biomes, formation of biomes, human impact, ecosystem, climate change and greenhouse effect)
Sustainability (Resource Allocation & Use, renewable and nonrenewable sources)
Governments/German Government (Human rights, German law, children’s rights, criminal age, features of democracy, German political structure, election process, social welfare) (BW 3.1.2, BW 3.1.2.2, BW 3.1.2.3, BW 3.1.3, BW 3.1.3.2, BW 3.1.3.3, BW 3.2.1, BW 3.2.1.1, BW 3.2.2.1)
Baden-Württemberg – Die Geografie unseres Bundeslandes
Skills
Knowledge & Understanding
Use and interpret a range of discipline-specific terms and symbols.
Demonstrate substantial knowledge and understanding of content and concepts through descriptions, explanations, and examples.
Investigation
Collect, record, and verify data.
Identify and write open-ended research questions, including specific reasons for the question.
Formulate an action plan to investigate a research question.
Use the preview reading skill FLIP to examine a source.
Use deep reading skills to understand texts.
Note-taking skills: write notes using text structure graphic organizers, paraphrasing skills.
Summarize learning from notes.
Reflect on the research process and results.
Communication
Structure information in summaries, essays, and reports using the PEEL format (Point, Evidence, Explanation, Link).
Create references and citations, bibliography according to recognized conventions (MLA style).
Develop skills through oral presentations and class discussions.
Communicate ideas and information in a clear and organized manner.
Critical Thinking
Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.
Identify and rate the origin, purpose, value, and limitations of the source.
Identify the main points of ideas, events, visual representations, or arguments.
Give sufficient justification of opinions using information.
Identify different views and most of their implications, considering ideas from multiple perspectives through inquiry.
Individuals & Societies
Individuals and Societies
Grade 08
Content
Conflict: Revolution and Protest – French Revolution, Enlightenment (causes and effects of the French Revolution, Time of Terror, rise of Napoleon, Napoleon’s march across Europe) (BW 3.2.3)
German unification and impact of Napoleon (BW 3.2.3)
Europe after French Revolution, Germany after Napoleon Restoration, Federalism vs. Unitarianism, German Federation, German Empire Founded (BW 3.2.4)
Interwar Period & the Weimar Republic (BW 3.2.7)
Imperialism & World War I – Causes of WWI, Alliances, battles, war strategies, peace treaty, modern practices of warfare, diplomacy, and ethics of engagement (BW 3.2.6)
Culture, Identity, and Diversity (Forms of culture: hybrid cultures, majority-minority culture, sub-cultures, homogenous culture, heterogeneous cultures, Third culture kids) (BW 3.1.2.3)
Trade and Impact (trade systems, Silk Road, history of slavery, imperialism, stages of the Atlantic Slave Trade)
World Biomes (climate factors, climate zones, and vegetation zones)
Middle East Conflict (Ursachen, Auswirkungen, Friedensplan)
Skills
Knowledge and Understanding
Use and interpret a range of discipline-specific terms and symbols.
Demonstrate substantial knowledge and understanding of content and concepts through descriptions, explanations, and examples.
Investigation
Develop research questions and justify their relevance.
Develop action plans and evaluate their use.
Identify sources.
Gather and organize relevant information to formulate an argument.
Collect, record, and verify data.
Evaluate the process and results of one’s investigation.
Communication
Create MLA references and citations, use footnotes/endnotes, and construct a bibliography according to recognized conventions.
Use appropriate forms of writing for different purposes and audiences with appropriate structure.
Critical Thinking
Consider ideas from multiple perspectives through inquiry; identify the author’s point of view in a passage; recognize unstated assumptions and bias; discuss concepts, issues, models, and theories.
Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.
