Current Issues in Health Science

SSCIH: Current Issues in Health Science

SSCIH.A: Map and Globe Skills

SSCIH.B: Information Processing Skills

SSCIH.C: Economics of Healthcare

SSCIH.D: The Government and Healthcare

SSCIH.E: Environment and Health

SSCIH.F: Families and Healthcare

SSCIH.G: Societal Issues and Healthcare

SSCIH.H: Technology and Society

SSCIH.A.1: compare and contrast the categories of natural, cultural, and political features found on maps as it relates to trade

SSCIH.A.2: use map key/legend to acquire information from physical, political, resource, product, and economic maps

SSCIH.A.3: draw conclusions and make generalizations based on information from maps

SSCIH.A.4: compare maps with data sets (e.g., charts, tables, graphs) and/or readings to draw conclusions and make generalizations

SSCIH.B.5: compare similarities and differences

SSCIH.B.6: identify and write about issues and/or problems and alternative solutions

SSCIH.B.7: distinguish between fact and opinion as used in information/explanatory text

SSCIH.B.8: identify and use primary or secondary sources

SSCIH.B.9: identify social studies reference resources to use for a specific purpose

SSCIH.B.10: construct charts and tables

SSCIH.B.11: write arguments, informative text, and explanatory text that draw conclusions and make generalizations

SSCIH.B.12: analyze graphs and diagrams

SSCIH.B.13: formulate appropriate research questions

SSCIH.B.14: write arguments, informative text, and explanatory text that determine the adequacy and/or relevancy of information

SSCIH.B.15: check for consistency of information

SSCIH.B.16: interpret political cartoons

SSCIH.C.17: analyze how economic conditions impact access to medicine in various areas of the world

SSCIH.D.18: explain how governments have responded to healthcare issues in a historical context

SSCIH.E.19: describe how environmental factors contribute to specific individual and community health outcomes

SSCIH.E.20: discuss the environmental concerns that are created through research and development in the medical industry

SSCIH.F.21: describe the challenges relating to urbanization and changes in family and household structure and its impact on public health

SSCIH.G.22: analyze the issues related to access to medical care around the world and the impact on society

SSCIH.G.23: analyze the impact of diversity on the health services industry

SSCIH.H.24: analyze the impact of technology on the medical field and on human health

SSCIH.I.25: analyze future trends and concerns in health sciences

SSCIH.B.5.a: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSCIH.B.5.b: write arguments focused on discipline-specific content by developing claims(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipated the audience's knowledge level, concerns, values, and possible biases

SSCIH.B.5.c: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic

SSCIH.B.5.d: conduct short, as well as more sustained research projects, to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSCIH.B.6.a: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSCIH.B.6.b: write informative/explanatory texts, including narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSCIH.B.6.c: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSCIH.B.6.d: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSCIH.B.6.e: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCIH.B.6.f: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSCIH.B.7.a: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSCIH.B.7.b: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSCIH.B.7.c: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSCIH.B.7.d: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSCIH.B.7.e: write arguments focused on discipline-specific content by developing claims(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSCIH.B.7.f: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSCIH.B.7.g: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSCIH.B.7.h: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSCIH.B.7.i: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCIH.B.8.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSCIH.B.8.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSCIH.B.8.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSCIH.B.8.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of text contribute to the whole

SSCIH.B.8.e: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSCIH.B.8.f: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSCIH.B.8.g: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSCIH.B.8.h: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSCIH.B.8.i: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCIH.B.8.j: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSCIH.B.8.k: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCIH.B.8.l: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCIH.B.8.m: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCIH.B.8.n: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSCIH.B.8.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format of citation

SSCIH.B.8.p: draw evidence from informational texts to support analysis, reflection, and research

SSCIH.B.8.q: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSCIH.B.9.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSCIH.B.9.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSCIH.B.9.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSCIH.B.9.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of text contribute to the whole

SSCIH.B.9.e: evaluate authors; differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSCIH.B.9.f: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSCIH.B.9.g: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSCIH.B.9.h: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSCIH.B.9.i: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSCIH.B.9.j: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSCIH.B.9.k: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSCIH.B.9.l: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSCIH.B.9.m: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCIH.B.9.n: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concreate details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSCIH.B.9.o: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCIH.B.9.p: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCIH.B.9.q: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCIH.B.9.r: conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSCIH.B.9.s: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSCIH.B.9.t: draw evidence from informational texts to support analysis, reflection, and research

SSCIH.B.10.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when useful to aiding comprehension

SSCIH.B.11.a: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSCIH.B.11.b: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSCIH.B.11.c: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of text contribute to the whole

SSCIH.B.11.d: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSCIH.B.11.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSCIH.B.11.f: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSCIH.B.11.g: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSCIH.B.11.h: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCIH.B.11.i: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCIH.B.11.j: write informative/explanatory texts, including the narration of historical events a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSCIH.B.11.k: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSCIH.B.11.l: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSCIH.B.11.m: conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSCIH.B.12.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (i.e., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCIH.B.13.a: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSCIH.B.13.b: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSCIH.B.13.c: conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSCIH.B.14.a: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSCIH.B.14.b: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of text contribute to the whole

SSCIH.B.14.c: evaluate authors; differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSCIH.B.14.d: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSCIH.B.14.e: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSCIH.B.14.f: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSCIH.B.14.g: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSCIH.B.14.h: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSCIH.B.14.i: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSCIH.B.14.j: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSCIH.B.14.k: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concreate details, quotations, and other information and examples appropriate to the audience's knowledge of the topic

SSCIH.B.14.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCIH.B.14.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCIH.B.14.n: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSCIH.B.14.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSCIH.B.14.p: draw evidence from informational texts to support analysis, reflection, and research

SSCIH.B.15.a: evaluate authors; differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSCIH.B.15.b: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCIH.B.15.c: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSCIH.B.15.d: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSCIH.B.15.e: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSCIH.B.15.f: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSCIH.B.15.g: draw evidence from informational texts to support analysis, reflection, and research

SSCIH.B.16.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSCIH.C.17.a: compare and contrast the features of health systems around the world as related to the economic impact on each country

SSCIH.C.17.b: discuss how economic factors contribute to individual access to healthcare and medicine

SSCIH.D.18.a: identify the main components and issues of the organization, financing and delivery of health services and public health in the United States

SSCIH.D.18.b: identify different health care events in 20th century history and discuss the response of governments to addressing each health issue

SSCIH.E.19.a: identify issues that affect environmental health and analyze what is being done to diminish the impact of these issues

SSCIH.E.20.a: identify and discuss specific concerns resulting to the environment from developments in medical supplies, equipment, and resources

SSCIH.E.20.b: describe the ways countries around the world are coping with medical waste

SSCIH.F.21.a: analyze how changing demographic trends impact healthcare in the United States

SSCIH.F.21.b: describe how access to nutritious food sources impacts the health of people living in different areas

SSCIH.F.21.c: discuss the impact that household location has on healthcare availability in the United States

SSCIH.F.21.d: using population pyramids analyze healthcare concerns around the world

SSCIH.G.22.a: describe the differences in health care systems in countries around the world including examples with various levels of privatization and government contral

SSCIH.G.22.b: identify and discuss how primary medical issues vary in different countries

SSCIH.G.23.a: explain how various religious groups impact medical practice based upon their beliefs that impact medical practice

SSCIH.G.23.b: discuss how various diverse groups have been impacted by medical research

SSCIH.H.24.a: identify the technological advances that have impacted human health

SSCIH.H.24.b: discuss ways that advances in technology have impacted the medical practice

SSCIH.I.25.a: examine trends in medical research that may impact the future of healthcare

SSCIH.I.25.b: discuss the ethical implications of medical research for the future