Outline for Socials Midterm


Pieces of Content:

  • Columbus’s “progress”
  • Socials and Me Doc
  • Social Cycles
  • Eminent
  • Civil War
  • Cromwell
  • Trump and the election
  • Geniuses and Prodigies
  • Others? – Trudeau – Pipelines


  • Research – interview – libraries – Google
  • Writing – Blogging – Speech – Learning Center
  • Speaking – discussion – presentation
  • Collaboration – planning


Big Idea
Ex.1 Ex.2 Ex.3
Big EX.
B.I.1 B.I.2 B.I.3


What I am Learning

  • 3 Big Ideas That we have covered thus far or 3 Big Examples, for each one, list 3 underneath of the opposite genre
  • 3 stars for curricular competencies
  • 3 wishes for curricular competencies



Essay like, put big ideas first, followed by the others. Be sure to include meaningful and occasional personal experience. 5 paragraphs, one for intro, conclusion and 3 FOR THE BIG IDEAS CONTINAINING THE EXAMPLES, THE EXAMPLES COVER CONTENT AREAS.


Brainstorm Big Ideas, and tons of examples: (B.I., how the Content areas help the B.I. and Examples of content areas.

  • Emerging Ideas and Ideologies profoundly influence societies and events
    • Printing press
    • English Civil War
    • Martin Luther
  • The Physical environment influences the nature of political, social and economic changes
    • The Revolution Wheels
    • Trump and Hillary Debate
    • Printing Press
  • Collective Identity is constructed and can be changed over time
    • ­English Civil War
    • Eminent
    • Election 2016
  • The physical environment influences the nature of political, social, and economic change
    • Wheels of Revolution
    • Columbus’ Progress
    • Eminent


Curricular Competencies and W/S


  1. Use Socials Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions.
  2. Assess the significance of people, places events, or developments and compare varying perspectives on their historical significance at particular times and places, and from group to group. (significance)
  3. Assess the justification for competing historical accounts after investigating points of connection, reliability of sources, and adequacy of evidence. (evidence)
  4. Compare and contrast continuities and changes for different groups at the same time period (continuity and change).
  5. Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence).
  6. Explain and infer different perspectives on past and present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective).
  7. Recognize implicit and explicit ethical judgements in a variety of sources (Ethical Judgement).

Make reasoned ethical judgements about actions I the past and present, and determine appropriate ways to remember and respond (ethical judgement).



  1. 5
  2. 3
  3. 2


  1. 7
  2. 4
  3. 1