Education for Life: The Subject of Social Sciences

The Subjects of Social Sciences – Click to Enlarge
This page is a free-shared non-linear educational subject outline for Social Sciences. It is purposed for use in community education environments, homeschool environments, traditional schooling environments, or as a supplemental and fun addition to any education program. As part of the complete Education for Life Program, this subject outline is specifically designed to work in conjunction with the other components: Foundations of Teaching, Curriculum, Lesson Plans for Life, Teaching Strategies, Learning Tools and Toys, Evaluation Model, and The Ultimate Classroom. If you’d like to learn how all these components work together, click here.
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RED | ORANGE | YELLOW | GREEN | BLUE | INDIGO | VIOLET
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RED
|  | NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level. | 
|  | What are social skills and why are they importantWho are your friends?Why do we make friends?How to be a good friend?How to become an even better friend?What to do with your moods and emotions?
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|  | What is a family?My family, my tribe, my community, my societyFamily lineage, family creed, family traditions
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|  | Seasons, weather, and climate of your home areaThe nature, plants, animals, land, and soil of your areaThe geography and relief of your home communityThe history of geographical changes of the area where you live
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|  | Fine arts: Music, Dance, Painting, Drawing, Sculpting, Theatre and Performance Art, Architecture, Cinema, Broadcasting
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|  | Who am I? Self IdentityHow do I feel? My emotionsHow do I think? My senses, my perceptionsMy desires, goals, and achievements
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|  | The culture of the USAFolklore
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|  | The history of your town / city / communityThe origin, culture, traditions of your town / city / community
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ORANGE
|  | NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level. | 
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|  | The history of anthropologyThe origins of human beingThe theory of evolution
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|  | Family relationshipsFamily roles and responsibilities (past, present, future)Strategies of communication, listening, and leadership with individuals and in groups
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|  | ReligionNational holidays
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|  | What education means to youHow education differs in different culturesHow education has changed over timeWhat can be expected for the future in education
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|  | The relief of your countryThe geographical location and borders of your country
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|  | The climate of your countryThe nature, animals and plants of your countryThe minerals, the ground, and soil of your countryThe conservation of natural resources of your country
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|  | The tectonic pattern of your countryThe geological pattern of your countryThe geomorphological structure of your countryThe paleogeographic conditions of the territory of your country
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|  | How to cope with stressStress, its function
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|  | Emotions, states, and moodsEmotions and their functions
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|  | The history of your countryWhen and how did it start?
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|  | Your nation, nationalityThe population of your home countryThe industries and agro-industrial complex of your home country
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|  | The connection between motivation, needs and emotions
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|  | Historical types of statesForms of statehoodlegal state
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YELLOW
|  | NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level. | 
|  | Strategies for management of and in groupsStrategies for supporting others individually and in groupsStrategies for energizing and encouraging others and groups
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|  | Types of families: conjugal (nuclear family), consanguineal (extended family), matrilocal, cohabitation, civil unions, same-sex relationships, etc.What makes people a family? (consanguinity ‘blood’, affinity, co-residence, etc.)“Rules” in personal relationshipsExploration of different individual and cultural ideas that define families and their roles
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|  | What is history?What is the history of history?Why is it important to study history?Why is history important to you?What does history mean to you?
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|  | AttentionThe ability to focus
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|  | Rules on the streetRules in different parts of the world
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|  | Art as means of personality creation
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|  | How do we remember, keep memories and forget? Why?
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|  | Subculture and its functions
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|  | Evolution and typology of societiesIndividuals in the context of socioeconomic development of the society
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|  | What makes culture?The functions of culture
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|  | The transportation of your country
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|  | The sense of responsibility
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|  | The administrative and territorial division of your country
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|  | The economic status and political situation of your country
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GREEN
|  | NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level. | 
|  | LawThe system of law: norms, institutes, and branches
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|  | Social norms and their types
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|  | CulturesWorld cultureWorld outlook and historical thinking
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|  | Conflict ResolutionExploring and respecting points of view and the opinions of othersStrategies for offering and asking for help individually and in groupsStrategies for agreement and disagreement individually and in groups
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|  | The artistic culture of Western Asia
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|  | Ancient Greek architecture and artsPrehistoric Greece and classical Hellas
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|  | The origin of Roman geniusRoman culture: liturgy and carnival
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|  | Periods of historySignificant events prehistory to 500 C.E.Significant events 500-1500 C.E.Significant events 1500-1900 C.E.Significant events Post-1900 C.E.
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|  | The perception of the world by primitive people, how this perception has changed, how is it still the same, what changes can be expected in the future?
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|  | Religions and philosophiesHistorical processes
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|  | MythMythological consciousnessSayings, proverbs, riddles
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|  | LithosphereThe shape and motion of the Earth
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|  | Stages and periods in culture development
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|  | Analysis: deduction and induction
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|  | The culture of Ancient Egypt
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|  | ImaginationCreative thinking
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|  | Main characteristics, functions and sources of law
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|  | The culture of ancient civilizationsAntique culture
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|  | Family related law and legalities (marriage, custody, property, power of attorney, etc.)
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BLUE
|  | NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level. | 
|  | The constitution of the USAConstitution lawConstitutions of the world
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|  | The architecture and arts in Byzantium in V-VIII centuries
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|  | The crisis of humanistic ideals
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|  | Baroque culture in EuropeItalian baroque school
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|  | Geographic overview of Europe
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|  | Humanism. A new model of the world and personality
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|  | The right to vote in political electionsThe history of votingVoting in different cultures and countriesWhat does voting mean to you?
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|  | Social perceptionFamily as an institution for socializationGroup thinking versus thinking for yourselfAttitude as an aspect of contribution in all situationsSetting and clarifying boundaries to assure win-win relationships
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|  | Contribution- What is contribution and why contribute?Volunteering and active or conscious vs passive or unconscious contributionContribution in relation to your family, community, society, and own goals
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|  | Geographic overview of the worldThe world’s Land massesThe world’s oceans
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|  | Two Way CommunicationTeaching/ learning opportunities across all age groupsStrategies for asking for and offering help
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|  | The right to organize political parties and public associationsThe right to freedom of belief, world outlook, and convictions
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|  | Geographic overview of South America
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|  | Geographic overview of the Arctic and the Antarctic
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|  | Engaging family in your personal growth processContribution within a family and outside
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|  | Significant historical events of EuropeSignificant historical events of Southwest AsiaSignificant historical events of Africa
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|  | Geographic overview of Australia
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|  | Gothic style and scholasticism
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|  | Personality: individual and collectiveCharacter and temperament
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|  | Geographic overview of Asia
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|  | Geographic overview of Africa
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|  | Family as an economics unit (family economics)
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|  | Geographic overview of North America
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|  | Geographic Significant historical events of East AsiaSignificant historical events of South and Southeast AsiaSignificant historical events of the Americas (excluding the US)
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|  | Legal status of a person and citizen
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INDIGO
|  | NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level. | 
|  | Branches of government: the legislative, the executive, and the juridicalJural relationshipsJuridical responsibility
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|  | Reasons of art nouveau beginningsThe combination of Oriental and Western European artSymbolism as the aesthetic and philosophical background of art nouveau
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|  | US and state history of resources, development, and government
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|  | Personalities in psychologyMethods and approaches in psychologyImportant revelations in psychology
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|  | US Intellectual and Cultural HistoryUS Foreign Policy
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|  | The industry of the world
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|  | Flemish and Dutch arts as two poles of world outlooks
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|  | ReferendumTypes of referendum
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|  | The legislative branch: the houses of Congress
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|  | Strategies for team building, forming and organizing groupsExploration of different roles in social environments and groups
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|  | Philosophical pessimism and voluntarismImpressionism and Postimpressionism
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|  | Exploration of current events and how they affect your family and their lives
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|  | Economic ties and international tourism
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|  | Exploration of different roles in social environments and groups?Who are you in different settings?Why do different social environments exist?
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|  | The age of absolutism and Enlightenment period
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|  | The Executive branchThe PresidentThe CabinetThe House of Representatives
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|  | The political map of the world
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|  | “Golden century” in Spanish arts
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|  | Politeness and gratitude skills
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|  | International organizations
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|  | AuthoritiesTypes of authorities
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|  | Art nouveauStyles and trends in art nouveauNew theater
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|  | The agriculture of the world
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|  | Local administration, state authorities
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|  | Fairness and honor skillsNegotiation and compromise skillsConsensus meaning, value, and skills
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|  | Realism in artsRomanticism in artsHistoric outlook at a person
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|  | Global issuesThe population of the worldWorld nature resources
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VIOLET
|  | NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level. | 
|  | Social skills exploration for professional and formal environments
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|  | Social skills exploration for recreational and informal environments
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|  | Cognitive, emotional and behavioral skills exploration, acquisition, and application
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|  | Financial lawAdministrative law
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|  | Psychology in Middle Ages
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|  | Engaging community in your personal growth process (idea source was Reggio)Community roles and responsibilities (past, present, future)Community defining attributes (values, beliefs, structure, government, traditions, etc.)
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|  | Court system and law enforcement agencies
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|  | Cultural circles as a community
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|  | Social circles as a community
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|  | Strategies for engaging diverse perspectives and conducting research
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|  | Social competence and conscious personality development
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|  | Exploration of current events and how they might be affecting other cultures and their livesExploration of current events and how they affect humanity as a whole
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|  | Exploration of current events and how they affect your culture and the lives of everyone in it
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|  | Exploration of current events and how they affect you and contribute to your lifeExploration of current events and how they might be affecting other families and their livesExploration of current events and how they affect your community and their livesExploration of current events and how they might be affecting other communities and the lives of the people within these communities
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|  | The culture of the XXI centuryThe culture of the XX century
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|  | Behaviorism and neo-behaviorism
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|  | New means of expression in music
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|  | Functionalism in architecture
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|  | Psychology in the age of Enlightenment
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|  | Experimental psychologyModern psychologyGestalt psychology
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|  | Contemporary issues and global perspectivesContemporary politics
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|  | What other global perspectives exist and what historical perspectives distinguishes them?
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|  | Exploring global historical perspectives from the standpoint of global cultures
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|  | Exploring global historical perspectives from the standpoint of global communities
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|  | Exploring global historical perspectives from the standpoint of global individualsExploring global historical perspectives from the standpoint of global families
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|  | Environmental law worldwideInternational law
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|  | What does it mean to think globally?
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|  | Global perspectives and history
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|  | Exploring global historical perspectives from the standpoint of humanity as a whole
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|  | Cognitive psychologyPsychoanalysis and the subconscious/unconscious mind
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