1. Curriculum Project Zach Grundl

2. EALR’s Social Studies EALR 1: CIVICS - The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship. Social Studies EALR 2: ECONOMICS - The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies. Social Studies EALR 3: GEOGRAPHY - The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments. Social Studies EALR 4: HISTORY - The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes on local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future. Social Studies EALR 5: SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating

3. Grade 7 1.1.2 Analyzes the relationship between the actions of people in Washington State and the ideals outlined in the State Constitution. Examples: Examines the relationship between Washington State citizens’ support for Gordon Hirabayashi’s resistance to incarceration and the right to “due process” outlined in Article 1, Section 3 of the State Constitution. Examines the relationship between Washington State women’s contribution to the war effort during World War II and the equality of rights and responsibility outlined in Article 31, Section 1 of the State Constitution. Examines the relationship between the implementation of the Bracero Program and the personal rights outlined in Article 1, Section 3 of the State Constitution. 2.1.1 Analyzes the importance of financial literacy in making economic choices related to spending, saving, and investing. Examples: Examines the costs and benefits of getting a credit card and accumulating debt. Examines the pros and cons of buying a Washington State lottery ticket. Examines how people in Washington State make choices about where to invest their money for the highest return and lowest risk. Examines how people evaluate advertising when choosing where to spend their money.

4. Grade 7 (part 2) 3.1.2 Understands how human spatial patterns have emerged from natural processes and human activities in the past or present. Examples: Compares the patterns of human settlement in Middle Eastern and European countries during the Crusades and explains the reasons for similarities and differences. Explains the differences in spatial patterns between the agricultural regions of the Palouse and those of the Skagit Valley in Washington State.

5. Grade 11 1.1.2 Evaluates how well court decisions and government policies have upheld key ideals and principles in the United States. Examples: Critiques how courts and government policies have supported or failed to support civil rights. Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents. Critiques how courts and government policies have supported or failed to support the constitutional right to freedom of speech. Critiques how well the Supreme Court decision in Parents Involved in Community Schools v. Seattle School Dist. No. 1 upheld the right to equal protection.

6. Grade 11 (Cntd.) 2.3.1 Evaluates the role of the U.S. government in regulating a market economy in the past or present. Examples: Critiques the effectiveness of the Sherman Anti-Trust Act in ensuring competition in the market. Critiques the effectiveness of the Federal Reserve Board in helping to control inflation through the regulation of interest rates. 3.1.1 Analyzes information from geographic tools, including computer- based mapping systems, to draw conclusions on an issue or event. Examples: Examines maps of the United States using a Geographic Information System (GIS) to draw conclusions on how the development of railroads led to Chicago’s industrialization. Examines maps of the Puget Sound using a Geographic Information System (GIS) to draw conclusions on why Seattle became Washington State’s largest city and port.

7. How do they relate to each other? I have found that the EALR’s are very broad. The GLE’s impose specific aspects of the EALR’s to be covered in curriculum. The GLE’s do not tell you exactly what to teach but more so what they should understand as a student. The categories of EALR’s encompass the GLE’s that each subject and grade level has.

8. The NCSS This organization seemed to focus a lot on modern issues and politics. They definitely fit under the categories the EALR’s and GLE’s presented. The organization seemed very geared around helping and providing tools for success for teachers of social studies that even exceeded standards. I believe that this curriculum presented real and good ideas.

9. Common Core The common core relates to the EALR’s in that it discusses a basic literacy. What it means to be literate and have an understanding of History instead of a simple basic knowledge in subjects. The thing that connects all these is how basic it is. It says what to cover, but not how to cover. What type of knowledge that should be instilled into kids and the basis they should have is all you really get. It is weird to see these ideas so basic, after I thought they were pretty solid and set in stone.