# High school: Social studies A course roadmap (social-studies). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 6 concepts ready. In the app: https://ai.page/roadmap/ga-ss-high-school Part of: [Georgia: Social studies](https://ai.page/roadmap/ga-ss.md) Goal: Georgia academic standards: Social studies, High school ## 1. Culture and Social Structure · Analyze social structure and interaction within society. - [Leadership Styles and Influence](https://ai.page/c/leadership-styles-and-influence/index.md): Distinguish different leadership styles (directive, democratic, servant, transformational) and understand when each is appropriate; understand that influence in a group comes with responsibility, and explore the difference between leading through inspiration versus coercion; practise inclusive leadership: actively creating space for quieter voices and diverse perspectives; understand the ethics of influence and the boundary between persuasion and manipulation; explore concepts of consent and coercion in peer relationships; reflect on what kind of influence they want to have in their communities ## 2. Analyze the difference between involuntary and voluntary participation in civic life. - [Global Citizenship](https://ai.page/c/global-citizenship/index.md): Understand what it means to be a citizen in an interconnected world where decisions in one place affect people elsewhere; explore global issues (climate justice, forced migration, global health, poverty) through an empathy lens, distinguishing facts from value judgements; engage with the ethical tension between obligations to those close to us and obligations to distant strangers; introduce evidence-based giving and effective altruism as one framework for thinking about global responsibility; develop a personal, reasoned stance on global citizenship that acknowledges complexity ## 3. Government Public Administration: State and Federal Issues (29.411) · Understand the impact and priority for maintaining appropriate ethics when analyzing data and its sources. - [Online Identity and Misinformation](https://ai.page/c/online-identity-and-misinformation/index.md): Understand the ethics of online identity and the importance of consistency between who you are online and offline; explain how recommendation algorithms and filter bubbles narrow information exposure; evaluate the psychology of misinformation: why it spreads, why smart people believe it, and how to apply source evaluation (lateral reading, checking evidence, recognising emotional manipulation); understand digital consent around sharing images or personal information; explore the ethics of AI, surveillance, and data privacy as they affect everyday life; reflect on responsible content creation and online influence ## 4. Army Leadership Education - 2 Bravo (28.0322) · Students will determine ethical concepts and affects leadership. - [Ethical Frameworks and Moral Reasoning](https://ai.page/c/ethical-frameworks-and-moral-reasoning/index.md): Introduce the three main ethical frameworks: consequentialism (judge actions by outcomes and overall welfare), deontology (judge actions by adherence to rules and duties regardless of consequences), and virtue ethics (judge actions by the character they reflect); apply each framework to real-world moral dilemmas: climate responsibility, AI ethics, civil disobedience, wealth inequality, healthcare rationing; understand the strengths and limitations of each framework; develop the capacity for careful moral reasoning — the ability to think through ethical questions systematically rather than relying only on intuition or group opinion ## 5. Army Leadership Education - 1 Bravo (28.0312) · Determine the causes, effects, and coping strategies for stress in your life. - [Good Stress and Bad Stress](https://ai.page/c/good-stress-and-bad-stress/index.md): Distinguish between eustress (the productive, motivating kind of stress) and distress (harmful, overwhelming stress); explain the physiological stress response (fight-flight-freeze, HPA axis) and how chronic stress affects the body and mind; identify common adolescent stressors (academic pressure, social comparison, physical change, uncertainty about the future); evaluate evidence-based coping strategies (exercise, sleep, mindfulness, social support, expressive writing); recognise warning signs that stress has crossed into anxiety or depression and know where to get help ## 6. Aerospace Science: Corps Management (28.0192) · Students will identify personality traits and predict behavior and personality. - [Emotional Intelligence](https://ai.page/c/emotional-intelligence/index.md): Introduce Goleman's emotional intelligence model (self-awareness, self-regulation, motivation, empathy, social skills); develop vocabulary for complex emotional states (ambivalence, ennui, schadenfreude, awe, nostalgia, cognitive dissonance); understand the evidence linking emotional intelligence to wellbeing, relationship quality, and long-term life outcomes; reflect on personal emotional growth over the secondary school years; explore the relationship between emotional literacy and mental health, and know when to seek professional support ## Health: 0 of 100 Of its 6 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Leadership Styles and Influence has no explanation yet - Global Citizenship has no explanation yet - Online Identity and Misinformation has no explanation yet - Ethical Frameworks and Moral Reasoning has no explanation yet - Good Stress and Bad Stress has no explanation yet - Emotional Intelligence has no explanation yet Credit: The structure of Georgia academic standards: Social studies (https://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/cluster-GPA.aspx); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.