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This is the curriculum as posted on the Mississippi State Department of Education website.

-one semester-

Mississippi Studies is a one semester course designed to foster appreciation for the state and its culture. The content will include the geographic, historic, economic, political, and social events that have contributed to the state’s development.

The course will trace Mississippi’s transition from agriculture to industry and its effort to expand participation in the political process. The course will include the study of the diverse contributions of the citizens of the state. Additionally, civic concepts will be developed in order to encourage active participation in the political process of the state and nation. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands.

The social studies curriculum is designed to be taught in a developmental sequence. This means the instruction proceeds from the simple to the complex, beginning with the child’s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child’s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, United States to the world.

The Curriculum Guide is one suggested format. Competencies may be taught thematically, chronologically, geographically, or in any other format a district develops.

The competencies are required to be taught. The competencies combine these strands: civics, history, geography, and economics. Competencies may be taught in any order and may be combined with other competencies. Competencies are not ranked in order of importance; rather the sequence of competencies relates to the broader K-12 framework. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills.

The sample objectives are optional, not mandatory. Competencies indicate skills that enable fulfillment of competencies, describe objectives in further detail, or show the progression of concepts throughout the grades. School districts may adopt the objectives, modify them, and are encouraged to write their own objectives to meet the needs of students in their school district.

STRANDS: (C-Civics) (H-History) (G-Geography) (E-Economics)

COMPETENCIES and Suggested Objective(s)

1. Explain how geography, economics, history, and politics have influenced the development of Mississippi. (C, H, G, E)

    a. Explain how changing conditions can result in a region taking on a new identity (e.g., The Delta, the Coast, etc.).

    b. Identify the state’s role in the global economy (e.g., catfish production, import of bananas, etc.).

    c. Identify renewable (e.g., trees) and non-renewable (e.g., minerals) resources of the state.

    d. Analyze advanced personal economic choices (e.g., timber industry, shipping industry, gaming industry).

    e. Analyze the historical and political significance of key events in our state’s development (e.g., Civil War, Civil Rights Movement, etc.).

2. Describe the impact of science and technology on the development of Mississippi. (H, G, E)

    a. Identify the influence of the industrial and agricultural revolution in our state.

    b. Discuss the impact of agribusiness and industry.

3. Describe the relationship of people, places, and environment through time. (G)

    a. Trace the effects of migration to and from the state (e.g., The Great Migration, etc.).

    b. Identify how patterns of settlement are associated with locations of resources.

    c. Compare various people who have had an influence on Mississippi history (e.g., African American, Native American, European, Asian).

    d. Analyze the significance of key events in our state’s history.

    e. Analyze the ways Mississippians have resolved conflict and adapted to change, and continue to address cultural issues unique to our state.

    f. Identify how changes in one environment can produce changes in another (e.g., human, physical).

4. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, etc.). (G, E)

    a. Develop maps and graphs to show the spatial relationships within and between regions of the state (e.g., counties of the state, congressional districts).

    b. Create or use flow charts, pictograms, photographs, graphs, and documents to analyze patterns of trade, production, and resource distribution.

    c. Analyze political cartoons.

5. Explain how civic responsibilities are important to Mississippians as citizens of the United States and residents of a global setting. (C, H)

    a. Explain the necessity of politics and government.

    b. Describe the roles of citizens in the state and nation.

    c. Explain how the United States Constitution grants and distributes power to national and state government.

    d. Identify the major responsibilities of state and local government.

6. Examine the cultural impact of Mississippi artists and writers. (H, E)

    a. Evaluate the impact of Mississippians on the fine arts (e.g., visual arts, drama, dance, music, folk art).

    b. Analyze the contributions of Mississippi authors (e.g., Faulkner, Welty, etc.).

    c. Give examples of contributions made by selected Mississippians (e.g., Walter Anderson, B.B. King, etc.).