Skolbanken – inspiration och utveckling från hela landet
samsam01b
https://start.unikum.net/unikum/content/lpp/kristianstad/soderportgymnasiet/soderportgymnasiet_samsam01bpredp/5730630791_3259bc00-9d79-4f0e-9cc1-da6ef5e2e9a5.jpg
Skapad 2020-04-29 09:09
i Söderportgymnasiet Kristianstad
unikum.net
Gymnasieskola
Samhällskunskap
Social studies should give students the opportunities to develop the following: 1) Knowledge of democracy and human rights, both individual and collective rights, social issues, social conditions, as well as the function and organization of different societies from local to global levels based on different interpretations and perspectives. 2) Knowledge of the importance of historical conditions and how different ideological, political, economic, social and environmental conditions affect and are affected by individuals, groups and social structures. 3) The ability to analyse social issues and identify causes and consequences using concepts, theories, models and methods from the social sciences. 4) The ability to search for, critically examine and interpret information from different sources and assess their relevance and credibility. 5) The ability to express their knowledge of social studies in various types of presentation.
Innehåll
1. Israel and Palestine Conflict analysis - cooperation social studies and history
2. Model UN - international relations, international politics and resolution writing
3. Economic situations i different countries (Sweden/Venezuela/Cuba): different perspective, understanding different stakeholders’ roles (micro and macro perspective) and their interaction in the economy on different levels.
4. BREAKING NEWS - analysis of social issue, presentation and source criticism
5. Report Writing - analysis of a chosen social issue with a research question, report structure and use of reference system (Harvard)
Matriser
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| E | C | A | |
|---|---|---|---|
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Compare and contrast different societies organisation
1. Israel and Palestine Conflict analysis
2. Model UN - reslolution writing
3. Economic situations i different countries: different perspective and levels
4. BREAKING NEWS
|
Students can in basic terms give an account of and analyse the organisation and
social conditions of different societies, and their underlying ideas. Students can also
in basic terms give an account of human rights. In their analysis, students explain
simple relationships and draw simple conclusions about similarities and differences
between the organisation of different societies. In addition, students can in basic
terms give an account of the importance of historical conditions and draw simple
conclusions about contemporary social conditions, such as the development of
working life, influence and are influenced by individuals, groups and social
structures.
|
Students can in detail give an account of and analyse the organisation and social
conditions of different societies and their underlying ideas. Students can also in
detail give an account of human rights. In their analysis students explain
relationships and draw well grounded conclusions about similarities and differences
between the organisation of different societies. In addition, students can in detail give
an account of the importance of historical conditions and draw well grounded
conclusions on how contemporary social conditions, such as the development of
working life, affect and are affected by individuals, groups and social structures.
|
Students can in detail and in a balanced way give an account of and analyse the
organisation and social conditions of different societies and their underlying ideas.
Students can also in detail and in a balanced way give an account of human rights.
In their analysis, students explain complex relationships and draw well grounded
conclusions about similarities and differences between the organisation of different
societies. In addition, students can in detail and in a balanced way give an account
of the importance of historical preconditions and draw well grounded and balanced
conclusions on how contemporary social conditions, such as the development of
working life, influence and are influenced by individuals, groups and social
structures.
|
|
Analysis of Social Issue
1. Israel and Palestine Conflict analysis
2. Model UN - reslolution writing
3. Countries economic situations: different perspective and levels
Sweden/Venezuela/Cuba
5. BREAKING NEWS
|
Students can analyse social issues and identify some causes and consequences. In
their analyses, students with some certainty use the concepts, theories, models and
methods of the social sciences. Students discuss in basic terms causes and
consequences, and also possible solutions to social issues. Students can give simple
arguments for their viewpoints and in simple assessments evaluate the viewpoints of
others
|
Students can analyse social issues and identify some causes and consequences. In
their analyses, students with some certainty use the concepts, theories, models and
methods of the social sciences and evaluate them in simple assessments. Students
discuss in detail causes and consequences, and also possible solutions to social
issues. Students can give well grounded arguments for their viewpoints and in
simple assessments evaluate the viewpoints of others
|
Students can analyse social issues and identify several causes and consequences. In
their analyses, students with certainty use the concepts, theories, models and
methods of the social sciences and evaluate them in balanced assessments.
Students discuss in detail and in a balanced way causes and consequences, and also
possible solutions to social issues. Students can give balanced arguments for their
standpoints and evaluate with balanced assessments the views of others.
|
|
Economics
1. Sweden/Venezuela/Cuba
Understanding different stakeholders role and their interaction in the economy on different levels and from perspectives.
|
Students can in basic terms give an account of the rights and obligations of
individuals in their roles as consumers, the relationship between household income
and spending, assets and liabilities, and also the relationship between personal
finances and the economy.
|
Students can in detail give an account of the rights and obligations of individuals in
their roles as consumers, the relationship between household income and expenditure,
assets and liabilities, and the relationship between personal finances and the
economy.
|
Students can in detail and in a balanced way give an account of the rights and
obligations of individuals in their roles as consumers, the relationship between
household income and expenditure, assets and liabilities, and the relationship between
personal finances and the economy.
|
|
Use of sources, source critisism and structure in work and handeling different types of presentations
1.Israel and Palestine Conflict analysis
2.Model UN - reslolution writing
3.Countries economic situations: different perspective and levels
4.Report writing - a chosen social issue
5. BREAKING NEWS
|
In their work on social issues, students can with some certainty search for, examine
and interpret information from different sources, report their sources, and make
simple reflections on the relevance and credibility of the sources. Students can with
some certainty and in a structured way, express their knowledge of social studies
using different types of presentations.
|
In their work on social issues, students can with some certainty search for, examine
and interpret information from different sources, report their sources, and make well
grounded reflections on the relevance and credibility of sources based on their
purpose. Students can with some certainty and in a structured way, express their
knowledge of social studies using different types of presentations and express
themselves independently in relation to the sources.
|
In their work on social issues, students can with certainty search for, examine and
interpret information from different sources, report their sources, and make well
grounded and balanced reflections on the relevance and credibility of sources based
on their purpose. Students can with certainty and in a structured way, express their
knowledge of social studies using different types of presentations and express
themselves independently in relation to the sources.
|
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