How to learn High school: Social studies

Indiana academic standards: Social studies, High school

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1. PROCESSES Explain, demonstrate, and integrate processes of thinking, communication, leadership, and management in order to apply family and consumer sciences knowledge and skills.

1. Leadership Styles and Influence: 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. Cultural Self-Awareness

1. Identity and Belonging in Adolescence: Understand that adolescence involves active construction of identity, leading to emotional complexity around questions of 'who am I?'; explore the emotional dynamics of belonging to multiple groups simultaneously (family, peer group, cultural or religious identity); understand social comparison and its intensification through social media; recognise that identity is not fixed and that uncertainty about identity is normal, not a sign of failure; develop language for navigating emotions tied to group membership and personal values

3. Students understand the nature of citizenship, politics, and governments, understanding the rights and responsibilities of citizens and how these are part of local, state, and national government. Stu

1. Global Citizenship: 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