The Social Studies Department of Arlington Public Schools, Arlington, Virginia developed the following primary source-based Introduction Learning Experiences to introduce students to the Enduring Understanding Goals for each of the units grades K through 12. The Enduring Understanding Goals and Essential Questions are a part of the Arlington Public School curriculum and were created by Social Studies teachers in the Arlington Public Schools.
Grade Selector: K -- 1 -- 2 -- 3 -- 4 -- 5 -- 6 -- 7 -- 8 -- 9 -- 10 -- 11 -- 12
| Kindergarten – Theme: Cooperation | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
|---|---|---|
| UNIT I: History | There are similarities and differences between life in the past and present. | How is life now and in the past the same and different? |
| UNIT II: Geography | We use pictures and symbols to show where we live. | How do maps and globes work? |
| UNIT III: Economics | We make choices that impact our lives everyday. | How do we get things we want and need? |
| UNIT IV: Civics | We can contribute to the lives of others by doing something for the community. | How can we be good citizens? |
| Grade 1 – Theme: Environment | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I: Civics | People in our country can choose to practice their traditions and beliefs. | What does it mean to be an American? |
| UNIT II: Geography | The use of resources in our environment will affect the way we live. | How does where we live affect the way we live? |
| UNIT III: Past and Present | Communities from the past are similar to and different from the communities that we live in today. | How are our lives in the present the same as and different from the lives of people in the past? |
| UNIT IV : Economics | In order to have what we need, we must use a system of exchange. | What are the things people need in order to live and how do they get these things? |
| Grade 2 – Theme: Patterns | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I: Civics | People from different cultures that share common experiences can live together. | Is America a place where people from different origins can come together and share the same ideas? |
| UNIT II: Geography | Maps and globes are tools that help us learn about the world. | What is the best way to learn about the Earth? |
| UNIT III: First Americans | People adapt to their environment to survive. | What makes people adapt to their environment? |
| UNIT IV: Economics | The choices we make will affect our lives. | How do choices we and others make affect us? |
| UNIT V: Egypt and China | People of the past invented and used things that are still important today. | Ancient Egyptians and Chinese have made contributions that are still important today. Agree or Disagree? |
| Grade 3 – Theme: Change | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I: Geography | Maps, globes, and other technologies help us learn about the earth. | What is the best way to learn about the earth? |
| UNIT II: Economics | People have a responsibility to be fair and honest when using human, natural, and capital resources. | Can people be trusted to make decisions that affect your economic choices? |
| UNIT III: Greece and Rome | People from the past did important things that are still important today. | How have Ancient Greece and Rome contributed to our lives today? |
| UNIT IV: Mali | The interdependence of cultures has lasting influence on civilization. | How has the West African Empire of Mali contributed to our lives today? |
| UNIT V: Explorers | Discovery of unknown things and places is done by people for many different reasons. | Why do some people risk their lives to explore the unknown? |
| UNIT VI: Government | Rules and laws bring order and improvement to our lives and society. | Do people need rules and laws? |
| Grade 4 – Theme: Exploration | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I: Regions | Change happens when people move. | Using your senses (smell, sight, sound, feel and taste), what observable changes would you notice as you moved from one region into another? |
| UNIT II: The First Settlements | Rules, laws, fairness and understanding help people from different cultures to live together. | What can people do to help them get along with others who are different than themselves? |
| UNIT III: Colonial Virginia | Economic resources, human, natural and capital, are needed to make a community grow and succeed. | As the colony grew which had a greater effect on life in colonial Virginia, settlers' relocation or the use of money? |
| UNIT IV: Virginia and the American Revolution | Freedom and success were important reasons for changing governments. | How did the roles of Virginians support fighting for Independence? |
| UNIT V: The New Nation | Powerful people develop rules and laws for others. | What role did Virginians play in the creation of the new nation? |
| UNIT: VI: Westward Expansion | The quality of our lives is dependent on people, location, and resources. | Is moving from one place to another the only way to improve one's quality of life? |
| UNIT VII: Civil War | A leader's actions in a period of conflict can shape the future of a nation. | Abraham Lincoln and the North took the appropriate steps to prevent the South from becoming its own nation. Do you agree or disagree? |
| UNIT VIII: The New Nation | An outside authority can not easily mandate change in a community. | Should the South have been responsible for all the rebuilding that had to be done? |
| UNIT IX: 20th Century | A variety of events can have negative and positive effects on the State of Virginia. | Did the 20th Century bring the best of times or the worst of times for Virginia? |
| Grade 5 – Theme: Systems | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I: Old and New Stone Ages | Scientists use artifacts to learn about the past. | Scientists' interpretations of artifacts, fossils and cave art in describing how early people live are correct. Do you agree or disagree? |
| UNIT II: The Fertile Crescent | Technological discoveries have influenced that development of civilizations. | To what extent has society changed since the beginning of civilization over 5,000 years ago? |
| UNIT III: Ancient Egypt | Power in the hands of one or a few persons will limit individual freedoms. | How beneficial is it to be dependent solely on one person or thing for our welfare? |
| UNIT IV: Early China | Western contact with early Chinese civilizations was beneficial to the development of new technologies. | Early China's innovations affect civilization to this day. Do you agree or disagree? |
| UNIT V: Mesoamerica | A society's advancement can be limited by a lack of resources. | Mesoamerican cultures were advanced for their time. Do you agree or disagree? |
| UNIT VI: Ancient Greece | The forms of government from the past are the basis for modern governments. | In what ways were the forms of government in ancient Greece better than those we have today? |
| UNIT VII: Ancient Rome | Language, government, and technology are characteristics of modern civilizations. | What characteristics define a modern civilization? |
| UNIT VIII: The Early Middle Ages | Accidental discoveries lead to permanent change. | What unexpected, positive things can happen as a result of failure? |
| Grade 6 – Theme: Survival | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I. The Geography of Native North American Civilizations | As civilizations mature, the movement of ideas and the adaptation of traditions shapes their culture. | Are people's cultures defined only by their environment? |
| UNIT II. European Exploration | Every new discovery will have negative and positive effects on individuals. | European exploration marked the beginning of a better life for all members of the New World. Do you agree or disagree? |
| UNIT III. Colonial America | Colonization disrupts the lives of native populations. | In what ways was the establishment of European colonies in America beneficial to all the people involved? |
| UNIT IV. American Revolution | Power over others carries awesome responsibilities. | In what ways did England and the colonies have a parent-child relationship? |
| UNIT V. Birth of a Nation | A system of checks and balances keeps government accountable to the public. | Can people be trusted to govern themselves? |
| UNIT VI. Westward Expansion | How events turn out depends on economic, political, social, and religious factors. | How could you argue that it was the destiny of America to stretch from sea to shining sea? |
| UNIT VII. Abolition and Suffrage | Common values can stabilize a society. | Jefferson wrote in the Declaration of Independence that "all men are created equal". Do you agree or disagree? |
| UNIT VIII. Civil War | An organization, association or alliance can fall apart if people disagree about political, economic, or social values. | If it was justified for the American colonies to break free from England, why was it not justified for the Confederacy to break from the Union? |
| Grade 7 – Theme: Adaptation | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I. Reconstruction Era after the Civil War | Laws can be passed to protect the rights of the people, but attitudes cannot be legislated. | Did Reconstruction "bind up the nation's wounds"? |
| UNIT II. The closing of the Frontier | Progress occurs, but often at a huge cost to different parts of society. | Was closing the western frontier good for Americans? |
| UNIT III. America emerges as an industrial nation | New social, political, economic, and technological ideas can transform how a nation sees itself. | Is progress good? |
| UNIT IV. Reformers change America | Groups, more efficiently than individuals, can bring about social, political, and economic change through social action. | How did the reformers become what Ralph Waldo Emerson called "restorer(s) of truth and good" during the industrialization era? |
| UNIT V. Imperialism | The more powerful the nation, the more influence it has on international relations. | How did imperialism serve the best interests of the United States |
| UNIT V. World War I | How did World War I serve the best interests of the United States? | |
| UNIT VI. The boom and bust period | Government intervention may be necessary in times of crisis to meet the changing needs of society. | The role of the federal government in people's daily lives changed things for the better during the boom to bust period. Do you agree or disagree? |
| UNIT VII. American involvement in World War II | Nationalism can drive both sacrifice and conflict. | Was World War II really the United States' "good war"? |
| UNIT VIII. The Cold War | Regional conflicts around the world are caused by ideological differences and geopolitical goals that lead to internal divisions and new social interests. | How did the Cold War affect American culture? |
| UNIT IX. Contemporary America | Social, political, and economic changes are reflected in each generation's culture. | Do all Americans receive the same rights and privileges? |
| UNIT X. The United States in the 21st Century | Strong, successful democracies rely on active citizen participation. |
How can citizens participate in a democratic society? |
| Grade 8 – Theme: Interaction | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I. Introduction to Geography | The physical characteristics of an environment affects its human activity. | What is geography? |
| UNIT II. Geography Skills | Visual representations of geographic information provide an organized way of seeing the many elements in a place. | What makes geography the science of place? |
| UNIT III. Physical Geography | Efforts to control nature have had mixed results. | "In nature there are neither rewards or punishments – there are consequences." Robert G. Ingersoll Do you agree or disagree? |
| UNIT IV. Cultural Geography | The products of human work and thought, behaviors, beliefs, arts, and institutions, are constantly changing because of political, cultural, and economic factors. | Does culture still matter? |
| UNIT V. Economic and Political Geography | How people manage the consumption and distribution of goods and services will influence their lifestyle. | Does the level of economic development accurately describe a culture's quality of life? |
| UNIT VI. North America | Human achievement is often but not exclusively connected to natural resources. | Which has a greater impact on North America, physical or cultural characteristics? |
| UNIT VII. Latin America | When cultures interact they sometimes adopt or modify each other's customs or characteristics. | What does it mean to be "Latin"? |
| UNIT VIII. South, Southeast, and East Asia | Geographic areas are linked together by political, cultural, and/or economic characteristics. | Is Asia a true region? |
| UNIT IX. Africa | Exploitation of human and natural resources increases dependence and decreases independence. | Has Africa's cultural history helped or hindered its economic development? |
| UNIT X. Southwest Asia and North Africa | A state of confusion or an identity crisis exists in a place when cultural characteristics conflict but physical characteristics remain the same. | What role do place characteristics play in the conflict and unity in the Middle East? |
| UNIT XI. Polar Regions | Human and environmental interaction will impact a place permanently. | Should Antarctica remain a "continent for science and peace" or become a natural resource for development? |
| UNIT XII. The Case for a Divided Europe | Economic interdependence may encourage trust or promote domination. | Is Europe a region of increasing unity or disunity? |
| UNIT XIII. Russia and Central Asia | Changes to the earth's ecological balance have positive and negative consequences for humans. | Is the global community responsible for helping to clean up the environment in Russia, Central Asia and other parts of the world? |
| UNIT XIV. Australia and Oceania | The changing interaction between human and physical factors shapes regional culture. | What shapes life in Oceania more, nature or culture? |
| Grade 9 – Theme: Identity | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I. The Foundations of Civilizations to 1500 | An advanced state of development in human society is defined by the complexity of its language, politics, arts, sciences, and economy. | What is civilization? |
| UNIT II. When Worlds Collide: 1450-1700 | The interaction of cultures may result in the predominance of one over another. | Is contact with other cultures beneficial or harmful to a civilization? |
| UNIT III. The Birth of Modern Europe: 1450-1750 | One person or institution can have a great influence on the course of events. | How much power should one person or institution have? |
| UNIT IV. Reason and Revolution: 1500-1815 | How people view an action determines how they will respond to that action. | When should one question authority? |
| UNIT V. Nationalism, Industrialization, and Imperialism: 1750-1914 | Technologically advanced societies promote self-interest and encourage growth. | How did the industrial revolution contribute to nationalism and imperialistic expansion? |
| UNIT VI. The World in Crisis: 1914-1945 | Sometimes the price for peace and harmony is individual freedom. | Is liberty or order more important to society? |
| UNIT VII. The Cold War Era: 1945-1991 | The idea of the collective good is a philosophy that may sacrifice individual choice. | What is more important, communal or individual interests? |
| UNIT VIII. The Contemporary World: 1991-Present | Globalization creates interdependence, conflict, and the blending of cultures. | What is the most significant challenge facing the global community in the 21st Century? |
| Grade 10 – Theme: Community | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I. Prehistoric Era | Human adaptation to their surrounding environment is evident in technology and culture. | What makes us human? |
| UNIT II. Ancient River Valley Civilizations | Specialization of labor can lead to political and religious hierarchies. | How did the religious beliefs, political systems, and economic activity of early civilizations cause the formation of social hierarchies? |
| UNIT III. Cultures of India and China to 500 AD | World religions differ in how they view the existence of an omnipotent being. | How are the perspectives of the major religions and philosophies of India and China different from Judaism, Christianity, and Islam? |
| UNIT IV: Ancient Persia and Greece | The geography of a country can shape its unique culture. | How was the Greek perspective on the importance of the individual unique in ancient history? |
| UNIT V: Ancient Rome | The creation of a vast, diverse, multi-cultural empire with a communal identity lays the foundation for future diverse, multi-cultural societies. | How do the strengths and weaknesses of ancient Roman civilization compare to the civilization of the modern-day United States? |
| UNIT VI: Byzantine Empire and Russia | The location of a nation and its culture can serve as a central community for exporting the traditions of societies. | How did the Byzantine Empire serve as a link between eastern and western civilization and between ancient and modern history? |
| UNIT VII: Islamic Civilization 600 to 1500 AD | The teachings and actions of great leaders create a strong sense of community that allows for diffusion of ideas. | How did the spread of Islam occur so rapidly and what has been its legacy? |
| UNIT VIII: Europe during the Middle Ages 500 to 1500 AD | Religious institutions play an essential role in preserving and unifying communities in the absence of political authority. | How did monarchs and the Church both cooperate and conflict with each other during the Middle Ages to increase their power? |
| UNIT IX: Asian Civilizations 500 to 1500 AD | The rise and fall of civilizations is dependent on their ability to maintain economic, political, and religious harmony. | How did Asian civilizations become the largest and most advanced in the world during this period and what caused their decline after 1500? |
| UNIT X: Ancient Africa | The development of interdependent world trade networks leads to competition and conflict among nations. | How did the spread of goods and ideas along trade and migration routes link cultures in Ancient Africa to Europe, Asia and other parts of Africa? |
| UNIT XI: Maya, Aztec and Inca Civilizations | Communities overcome the limitations of geography through creativity. | How were advanced civilizations able to develop and flourish in the Americas without horses and without wheel or iron technology? |
| UNIT XII: The Renaissance | Each generation's view of the individual's role within the community influences its culture. | How did the rebirth of ideas during the Renaissance lead Europe into the Modern Era? |
| Grade 11 – Theme: Perspectives | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I. European Exploration and Settlement: Beginnings to 1763 | Social, economic, and environmental factors influence how we respond to daily events and national issues. | How can we view life in the colonies from different perspectives? |
| UNIT II. The Revolutionary Era: 1763-1780 | How one views the causes and effects of turning point events depends on their wants, needs, and emotions. | How can we view the American Revolution from different perspectives? |
| UNIT III. The Constitutional Period: 1781-1800 | Competing forces tend to shape compromise solutions. | How did America's pre-Revolutionary relationship with England, and the competing regional influences impact the structure of the Articles of Confederation? |
| UNIT IV. Expansion and Reform: 1801-1861 | Individuals and governments throughout history have sought material and political gains to expand their sphere of influence | What factors caused the political, economic, and territorial growth of the United States in the first half of the nineteenth century? |
| UNIT V. Civil War and Reconstruction: 1850-1877 | Differing national and personal priorities can divide voters, can lead to an undercurrent of resentment, and can result in upheaval. | How would you describe and compare the state of the nation prior to and following the Civil War? Was a civil war necessary to preserve the nation? |
| UNIT VI. Development of the Industrial United States: 1876-1914 | Development of new technologies transforms all aspects of society. | To what extent was the industrial development of the United States "progressive"? |
| UNIT VII. Imperialism and World War I: 1890-1920 | The exercise of authority requires accountability and justification. | Do power and success require responsibility? Was imperialism justified? |
| UNIT VIII. Roaring 20's, Great Depression, New Deal: 1920-1940 | Excess leads to complacency, recklessness, disillusion, failure, and eventual reevaluation of conditions. | Was the Great "Depression" a necessary response to the Roaring 20's? |
| UNIT IX. The World at War: 1939-1945 | The results of a nation's actions are seen throughout time. | How effective and appropriate were the United States's actions during World War II? |
| UNIT X. The Cold War: 1945-1989 | Changes that occur as a result of global action are different from those that occur as a result of a single nation's actions. | Should the United States be praised or condemned for its actions in the Cold War? |
| UNIT XI. Civil Rights: 1950-Present | Every individual deserves just and reasoned treatment. |
Were the goals of the Civil Rights Movement radical or conservative? Was the Civil Rights Movement a success? |
| Grade 12 – Theme: Power | ||
| Unit Name and Number | Enduring Understanding | Essential Question |
| UNIT I: Foundations of Government | The influence of key thinkers on the course of events in the development of a government will wax and wane over time. | The United States has developed in accordance with its founding principles. Do you agree or disagree? Why? |
| UNIT II: Institutions of American Government | Power sharing leads to competition and compromise. | "Ambition must be made to counteract ambition." (Federalist 51, James Madison). Can the executive, legislative and judicial branches protect their own ambitions while counteracting those of others? |
| UNIT III: American Political Process | The power of persuasion brings about change in government. | Government is influenced by political parties, the voting process, elections, interest groups, and public opinion. Do you agree or disagree? Why? |
| UNIT IV: Public Programs and Policy Making | Political actions are formed by the public's prevailing views on an issue. | Americans can help shape public policy on local, state, and national levels. Do you agree or disagree? Why? |
| UNIT V: Rights, Liberties and Responsibilities. | Citizens in a constitutional democracy have options when they believe that their rights have been violated. | What is more important to society - government protection of individual rights, or a person's civic duties and responsibilities? |
| UNIT VI: Political and Economic Systems | Organizations whose activities are viewed by society as useful, valuable, positive, and flexible will endure. | What type of political and economic system best benefits the people and their interest? |
| UNIT VII: State and Local Government | State and local authorities are in a better position to address the regional need of citizens. | Are state and local governments better situated to meet the unique needs of their constituents than national governments? |