Enduring Understandings in the Social Studies

Standards & Outcomes Based Instruction


K-12: Where people live influences how they live.

K-12: Key geographic & environmental characteristics of a region impact the history, political development, economy & culture of the community of the region.

K-12: Nations & regions around the world can be analyzed spatially using maps, globes, & other images & models.

K-12: Some nations have been more successful in using geographic & natural resources to support economic, social, & political growth.




In order for a community to sustain itself, it must organize into political, economic, and social systems.


Communities change over time politically, economically and/or socially.


Across time, technological innovations have had both positive and negative effects on people, places and regions.


When cultures meet there is an exchange and /or a clash which have intentional & unintentional consequences


Individuals and groups within society use their agency to impact the political, economic, and social systems of their community, nation, and region of the world.


People explore, migrate, or emigrate for varying social, political, and economic reasons.


Organizations within society may impact other systems & individuals on a community, regional, &/or global scale.


Legal, political, and historical documents define the values, beliefs, and principles of a society.


Across time and place, people have held differing assumptions regarding power, authority, governance, law, civic values, principles, and views of the roles and rights of citizens.



K-12: Any unit of society needs to respond to 3 basic economic questions:

What is produced?

How is it produced?

For whom is it produced?

How are goods & services distributed?

K-12: Individuals & groups attempt to satisfy their basic needs & wants by utilizing scarce capital, natural & human resources.

4-12: As the economic systems of global communities become more interdependent , decisions made in one nation or region have intentional & unintentional implications for all regions & nations.

Social Studies Outcomes
National Council for the Social Studies Curriculum Strand 1: Culture
Social Studies programs should include experiences that provide for the study of culture and cultural diversity.

Grade Level & Topic

Enduring Understanding

District Outcome




The students will:


Grade 3:
World Communities

2D: Belief systems have both united and divided peoples of the world.

Analyze a variety of artifacts and /or primary and secondary documents to interpret how each serves as an expression of culture


Artifacts- students bring in artifacts and explain how each reflects the culture of our town (Irondequoit)

Grade 6:
World Civilizations

2D: Belief systems have both united and divided peoples of the world.

Evaluate reasons why individuals and groups respond differently to their physical and social environments, and/or changes to them, based on values and beliefs as they establish and sustain a civilization


Extended Paragraph: Evaluate how a person’s belief system effects the way they live by making connections between the beliefs of Hindus and Buddhists and their actions.

Grade 8:
US History

2D: Belief systems have both united and divided peoples of the world.

Sequence the evolution of changing democratic ideas within US culture

CEEI Paragraph: How did the Progressive Era improve the democratic culture of the U.S.?

Grade 10:
Global History and Geography

2D: Belief systems have both united and divided peoples of the world.

Investigate the causes and effects of conflicts such as: religious, ethnic, linguistic, geographical, and/or racial factors.


Thematic Essay: Evaluate the role of the U.N. in mediating and resolving international conflict.

Grade 12:
Participation in Government

2D: Belief systems have both united and divided peoples of the world.

Evaluate the role of belief systems on the shaping of public policy, considering how specific interest groups lobby for change


Special Interest Research Paper


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