Adopted June, 2001

In addition to the identification of a social studies philosophy, seven major social studies standards have been identified and are consistent throughout each of the three grade level groupings. The benchmarks have been identified and are consistent throughout each of the three grade level groupings. The benchmarks identified for each grade level represent an age-appropriate understanding of these concepts.

Research for this curriculum was based on National Council for the Social Studies Standards, Expectations of Excellence: Curriculum Standards for Social Studies, Bulletin 89, The Quality Core Curriculum of Georgia, and Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education (McRel/ASCD)

Archdiocese of Atlanta
Philosophy of Curriculum

At the core of education which is Catholic are the beliefs and teachings of the Catholic Church. While curriculum documents can reflect these realities in written form it is the responsibility of all that minister in Catholic schools to bring them to life in themselves and in those whom they teach.

Of great importance to the curriculum are the elements of message, community, service, and worship. Through an exploration of each, learners seek to acquire a deeper understanding essential for their own growth and development. Such an approach necessitates a vision of curriculum, which is non-biased and inclusive.

In order for a curriculum series to have validity, it must have the learner as its central focus. Courses which are planned should be developmentally responsive. Instruction should be engaging and cause the learner to be an active participant. Secular subject areas should be represented as well as the universal truths which are reflected by the history and tradition of the Church. In general, subject areas should acknowledge the present, study and reflect on the past, and assume a posture of openness to the future.

When developing curriculum, the unique features of each school should be taken into consideration. In addition, all professional educators should understand that it is the curriculum, which drives the entire educational process. This document allows teachers to make implementation decisions on a local level for the improvement of educational programs.

Archdiocese of Atlanta
Goals of Curriculum

1. Communicate the Gospel message.
2. Engender a sense of responsibility as members of a church community.
3. Empower learners to accept responsibility for the acquisition and use of knowledge.
4. Cultivate a desire for continuous learning through formal and informal education.
5. Engender a sense of responsibility as citizens within a democracy.
6. Empower learners to make informed choices.
7. Use independent and critical thinking.
8. Strive toward connectedness of all learning.
9. Implement instruction, which is developmentally appropriate.
10. Strive toward clear and accurate communication through the development of a variety of skills.
11. Represent all subject areas resulting in comprehensive literacy.
12. Use all available technologies to support instruction.
13. Implement effective prevention programs as early as possible for students who demonstrate learning challenges.
14. To ensure a thorough foundation of knowledge for successful transition into secondary study.

Archdiocese of Atlanta
Philosophy of Social Studies Instruction

Empowering students to be morally informed, intelligent, and involved citizens in a global community is the core of a Catholic social studies curriculum in a kindergarten through eighth grade program. This course of study recognizes how past and present events influence the future. A basic awareness of world geography and world cultures provides the framework for an understanding of each student’s place and his/her responsibilities in a rapidly changing world. Students in a Catholic environment should focus on both social justice and social responsibility as they consider their own needs and the needs of others.

Through active participation in their learning, which is often interdisciplinary in nature, students develop an ability to integrate basic skills with abstract concepts. Developmentally appropriate standards, benchmarks and activities drive student growth within a balanced social studies curriculum. Each area of learning is dependent on prior knowledge, content, process, problem solving, and logical reasoning. An essential component in this process is authentic assessment that includes real-world applications.

Social Studies Standards

Citizenship – the study of the role of individuals in their community, city, state, nation and as members of the world community.

Current events – the study of the recent happenings of people, places and events and their influences on contemporary culture.

Economics – the study of the production, distribution, and consumption of resources.

Geography – the study of the earth in relation to location, place, region, movement, and human/environmental interaction.

Government – the study of how political units and civil institutions are formed, what influences public policy, how they influence individuals and culture, and how these units and/or institutions are maintained and changed.

History – the study of a sequence of human experiences.

World cultures – the study of the customs, traditions, and religious beliefs of a people and the understanding of human relationships in an ever-changing global society.

Standards and Benchmarks

STANDARD: CITIZENSHIP – THE STUDY OF THE ROLE OF INDIVIDUALS IN THEIR COMMUNITY, CITY, STATE, NATION AND AS MEMBERS OF THE WORLD COMMUNITY

Level I (K-2)

1. Identifies his or her role in the family, classroom, and community

2. Acts responsibly and accepts consequences when working with others to resolve conflict

3. Develops a respect for laws and rules

4. Learns to accept differing points of view while working in a group

5. Identifies cause and effect relationships within the family, classroom and the community

6. Makes age appropriate decisions and judgments within the family, classroom and community

Level II (3-5)

1. Examines the rights and responsibilities of the individual in relation to his or her social group such as family, peer group, and school class

2. Explains actions citizens can take to influence public policy decisions

3. Recognizes how institutions can be strengthened through various forms of citizen participation

4. Identifies key ideals of individual human dignity, liberty, justice, equality and the role of law, and can discuss their application in specific situations

5. Defines and interprets the concept of the common good

Level III (6-8)

1. Explains how and why individuals have a personal connection with the local, state, national and international communities

2. Identifies the major institutions which are directed by citizen input

3. Explains and analyzes various forms of civic action such as voting and the responsibility to vote that influence public policy issues

4. Explains and describes how an individual’s values and beliefs influence the role of a citizen in society

5. Analyzes historic case studies for the effectiveness of citizen responses to the political, social and economic issues of an era

6. Identifies and analyzes appropriate citizen responses to current societal and governmental issues

7. Applies the lessons of democratic strategies and public discussion to age appropriate arenas

8. Identifies and interprets sources and examples of the rights and responsibilities of citizens

STANDARD: CURRENT EVENTS – THE STUDY OF THE RECENT HAPPENINGS OF PEOPLE, PLACES AND EVENTS AND THEIR INFLUENCES ON CONTEMPORARY CULTURE

Level I (K-2)

1. Identifies and distinguishes between basic needs and wants of a family

2. Identifies community helpers and describes their roles

3. Develops an awareness that events around the world may have an impact on their immediate community

Level II (3-5)

1. Analyzes current events to identify reasons individuals might respond to them in differing ways

2. Identifies and describes ways that families, groups, and communities influence an individual’s daily life

3. Gives examples of and describes the importance of cultural diversity represented in the world

4. Describes several examples of cultural unity represented in the world

5. Gives examples of and explains group and institutional influences such as religious beliefs, laws and peer pressure on people and events in the world

6. Identifies and describes factors that contribute to cooperation or cause disputes within and among groups and nations

7. Gives examples of the role of institutions in furthering both continuity and change in a modern society

8. Shows how groups and institutions in today’s world work to meet individual needs and promote the ‘common good’ and identify examples of where they fail to do so.

9. Recognizes and gives examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity and social justice

10. Describes instances in which changes in values, beliefs and attitudes have resulted from new scientific and technological knowledge

11. Identifies examples of current laws and policies that govern and affect the environment and the interaction of these laws with economic issues

Level III (6-8)

1. Locates, accesses, organizes, analyzes and applies information about selected public issues

2. Compares and contrasts proposals for dealing with contemporary social issues

3. Examines and describes the influence of culture on technology and the cultural implications for advancement of technology on mass media, medicine and the workforce

4. Explains conditions, motivations and actions that contribute to both conflict and cooperation within groups and among nations

5. Recognizes that promoting the common good may cause conflict with religious beliefs of some individuals or groups and describe one or more of these situations

6. Demonstrates understanding of concerns, standards, and conflicts related to human rights issues

STANDARD: ECONOMICS – THE STUDY OF THE PRODUCTION, DISTRIBUTION AND CONSUMPTION OF RESOURCES

Level I (K-2)

1. Understands the difference between needs and wants as related to availability or scarcity of resources

2. Describes and discusses jobs that are performed at home, at school and in the community

3. Describes the influence of values, traditions, labels and incentives on economic decisions

4. Explains division of labor and job specialization

5. Recognizes that there is a production process

6. Explains impact of technology on society

7. Counts, demonstrates and explains the role of money in everyday life

Level II (3-5)

1. Identifies and describes elements of the institutions that make up our economic system e.g., families, workers, banks, labor unions, small businesses, large corporations

2. Describes how workers with specialized jobs contribute to the production and exchange of goods and services

3. Gives and explains examples of how scarcity and choice influence our economic decisions

4. Introduces the role of monetary systems

5. Uses economic concepts such as supply, demand and price to help explain events in the community, nation, and the world

Level III (6-8)

1. Explains ways that economic systems structure choices about how goods and services are to be produced and distributed

2. Evaluates the role that supply and demand, prices and profits play in determining what is locally produced and distributed in a national/international competitive market system

3. Recognizes capitalism, socialism, and communism as major economic systems

4. Compares and contrasts the various institutions that make up economic systems such as households, business firms, banks, government agencies and corporations

5. Describes and analyzes the role of specialization and exchange in the economic process

6. Explores various systems of allocation of land, labor, capital, and management

7. Discusses social justice in light of these systems of allocation of resources

STANDARD: GEOGRAPHY – THE STUDY OF THE EARTH IN RELATION TO
LOCATION, PLACE, REGION, MOVEMENT AND HUMAN/ENVIRONMENTAL INTERACTION

Level I (K-2)

1. Identifies seasons and climate

2. Recognizes factors influencing locations

3. Distinguishes between types of communities and lists factors that influence the selection of their location

4. Develops map skills needed to identify relative and exact locations and directions

5. Recognizes landforms, bodies of water, and vegetation as physical features

6. Distinguishes between natural and man made formations

7. Identifies reasons for movement of people

8. Recognizes the importance of transportation in the movement of people and products

9. Describes various types of communication

10. Recognizes the importance of natural resources

11. Recognizes the importance of conservation and pollution

Level II (3-5)

1. Interprets, uses, and distinguishes information from various representations of the earth

2. Uses appropriate resources, data sources, and geographic tools to generate, manipulate and interpret information

3. Locates and defines varying land forms and geographic features

4. Explores ways that the earth’s physical features have changed over time

5. Examines the interaction of human beings and their physical environment

Level III (6-8)

1. Demonstrates an understanding of the relative location of a region and how its components affect the physical and cultural environment

2. Continues to use geographic tools to gather and record information

3. Explains how the cultures, beliefs, ideals and values of different world communities contribute to and affect our global community

4. Explores and proposes solutions to various problems in both local and global communities

5. Explains how historical events have been influenced by, and have influenced, physical and human geography factors in local and global settings

STANDARD: GOVERNMENT – THE STUDY OF HOW POLITICAL UNITS AND CIVIL INSTITUTIONS ARE FORMED, WHAT INFLUENCES PUBLIC POLICY, HOW THEY INFLUENCE INDIVIDUALS AND CULTURE AND HOW THESE UNITS AND/OR INSTITUTIONS ARE MAINTAINED AND CHANGED

Level I (K-2)

1. Identifies patriotic symbols, customs and celebrations

2. Recognizes that families and schools make rules

3. Recognizes that governments create laws

4. Recognizes that in a democracy people are the source of governmental authority

5. Recognizes that there are rights and responsibilities of citizens in government

6. Identifies a variety of jobs within government structures

7. Recognizes the three branches of the United States government

Level II (3-5)

1. Recognizes and gives examples of different types of government

2. Explains some of the purposes of government

3. Distinguishes between local, state and national government and identify representative leaders at these levels such as mayor, governor, and president

4. Develops an understanding of how groups and nations attempt to resolve conflicts and seek to establish order and security

5. Gives examples of how government does or does not provide for needs and wants of people, establish order and security and manage conflict

Level III (6-8)

1. Identifies a spectrum of political beliefs

2. Explains the general purposes and goals of governments, including protecting human dignity and liberty, preserving order and the rule of law, and providing justice and equality

3. Analyzes the rights, roles and status of the individual in relation to the community and how different forms of government have attempted to balance individual rights with the general welfare

4. Analyzes how government power is derived and maintained

5. Identifies and explains the legislative, executive and judicial functions of governments, and how those functions are carried out in the United States

6. Understands the relationship and responsibilities of different levels of government within our federal system, including national, state and local government

7. Identifies and evaluates democratic structures and procedures used in the United States and how these are influenced by individuals, special interest groups, and political parties

8. Identifies and explains several sources of conflicts within and between nations and provides potential solutions to them

9. Understands the procedures by which nations relate to each other in the international community
STANDARD: HISTORY – THE STUDY OF A SEQUENCE OF HUMAN EXPERIENCES

Level I (K-2)

1. Recognizes that historical events follow a sequence

2. Identifies historical cause and effect

3. Understands the importance of individuals and groups across time and place

4. Recognizes growth and expansion in United States history

Level II (3-5)

1. Recognizes different interpretations of past events

2. Develops a historical sense of time, order and place

3. Knows that there are connections between decisions, events, and their consequences

4. Examines changes in cultures, and geography over time

Level III (6-8)

1. Identifies and describes selected historical periods and patterns of change within and across cultures

2. Analyzes group and institutional influences on people, events, and elements of culture

3. Describes the ways organizations and nations respond to forces of unity and diversity affecting order and security

4. Describes and gives examples of ways in which values, beliefs, and attitudes have been influenced by new scientific and technological knowledge

5. Identifies and evaluates the historical factors that influence a contemporary life

STANDARD: WORLD CULTURES – THE STUDY OF THE CUSTOMS, TRADITIONS AND RELIGIOUS BELIEFS OF A PEOPLE AND THE UNDERSTANDING OF HUMAN RELATIONSHIPS IN A EVER-CHANGING GLOBAL SOCIETY

Level I (K-2)

1. Compares children in the United States with children in other countries

2. Describes events, holidays, and customs practiced by families, schools, states, and countries.

3. Describes how individual family units are alike and different

4. Knows that people in different countries speak different languages and that language is important in defining culture.

5. Knows that a variety of experiences, including music, art, and sports influences thought and culture

Level II (3-5)

1. Explores ways that language, art, music, belief systems, and other cultural elements may facilitate global understanding or lead to misunderstanding

2. Gives examples of conflict, cooperation, and interdependence among individuals, groups, and nations

3. Explores ways in which institutions address social issues and responds to changing individual and group needs

4. Explores causes, consequences, and possible solutions to persistent, contemporary and emerging global issues

Level III (6-8)

1. Examines examples of conflict, cooperation, and interdependence among global societies

2. Describes customs, languages, traditions, and religious beliefs that can facilitate or hinder global understanding

3. Analyzes relationships based on national and ethnic identity, political and military alliances, and economic competition and cooperation

4. Explores the causes, consequences, and possible solutions to persistent and emerging issues in health, security, resource allocation, economic development, and environmental quality

5. Evaluates the impact of emerging technologies on the global community

6. Demonstrate understanding of concerns, standards, issues, and conflicts related to universal human rights

7. Describe and analyze the roles of international and multinational organizations

Assessment Strategies

Assessment of student progress should reflect a wide variety of educational experiences. It is important that when analyzing cumulative period grading, that a reasonable distribution of activities against which learning is assessed be evidenced. Assessment should be authentic and aligned in that there is a correspondence between what is assessed and what was actually taught.

Assessment rubrics are an expected component of student evaluation, especially when grading group projects which are an integral part of the learning process in the social studies. It is recommended that student self-evaluation should also be incorporated into the overall cumulative grading.

Appendices

Recommended Progression of Social Studies Content

Kindergarten: Myself, my family and God’s world

First Grade: Families and cultures of North America (past and
present)

Second Grade: Local and regional communities

Grade Three: States and regions of the United States with an
introduction to Georgia History

Grade Four: American Studies to 1860

Grade Five: American Studies after 1860

Grade Six: Study of the Western Hemisphere, Europe and
Russia (excluding the United States)

Grade Seven: Study of the Eastern Hemisphere and the Pacific Rim

Grade Eight American Studies emphasizing the 20th century with
an overview of Georgia Government

Alternate Progression of Social Studies Content
NOTE: St. Thomas More uses this progression

Kindergarten: Myself, my family and God’s world

First Grade: Families and cultures of North America (past and
present)

Second Grade: Local and regional communities

Grade Three: Communities past and present

Grade Four: States and Regions of the United States with an
introduction to Georgia history

Grade Five: Study of the Western Hemisphere, Europe and Russia

Grade Six Study of the Eastern Hemisphere and the Pacific
Region

Grade Seven: American studies to 1900 or
World studies with an emphasis on Geography and
Culture

Grade Eight: American studies emphasizing the 20th century with
an overview of Georgia Government

A1
Recommendations Regarding the Use of Novels in Social Studies Instruction

It is expected that novels selected as an instructional part of the social studies curriculum should tie in with a particular unit theme. Four (4) novels per year when read as a whole class assignment are generally considered sufficient. It is recommended that the use of novels be integrated and/or coordinated with the language arts curriculum* since students in grades 4-8 should not be expected to study, as guided classroom instruction, more than one novel at a time. It is also recommended that classroom study of a novel in conjunction with a social studies unit should not exceed a total of three weeks. Additional novels may be assigned as independent and/or summer reading selections.

Care should be exercised to insure that novels selected for use in the middle grades are not chosen from traditional high school reading lists. Sufficient age appropriate quality literature is available for use in the elementary schools.

* Language Arts Curriculum for Grades K-8, Archdiocese of Atlanta, Adopted June 2000, Page A2.1 and A2.2

The Office of Catholic Schools does not take a specific position on the appropriateness of the content of any of the novels selected. It is the responsibility of each school’s administration to determine which pieces of literature correspond to the curriculum themes being studied at each grade level.

A2
Instructional Time Allocations for Social Studies Instruction

Archdiocese of Atlanta Policy 6130

“Schools shall provide class schedules that will most effectively serve the essential components of instruction within that school, namely the needs of the students, the school’s mission, philosophy and goals and the programs that flow from them.”

PreK – K 20 minutes x five (5) days per week Social Studies or Science

Grades 1 – 5 40-45 minutes x five (5) days per week Social Studies or Science

Grades 6 – 7 48 minutes x four (4) days per week Social Studies

Grade 8 48 minutes x five (5) days per week Social Studies

A3
Suggested Supplemental Resource Materials

Textbook selection, including supplemental resource materials, is the responsibility of the school principal. The final decision about purchasing core content materials should be made after consulting with teachers and utilizing other available resources. Standards and Benchmarks established by the Office of Catholic Schools should be followed unless there is a compelling and significant reason to deviate from those recommendations.

PreK – K

Use of a textbook at these grades is not recommended.

Time for Kids (classroom set) or another appropriate student magazine
Globes, maps, theme big books, posters, stories from trade books and learning centers are all recommended.

Grades 1 and 2

The use of a textbook is optional, but is not recommended. Classroom sets of appropriate texts could be a consideration and one set could be shared if the school has more than one section of these grades. The integration of short, easy to read, stories and novels about various peoples and places can be a very important component of social studies content for young children.

Time for Kids (classroom set) or another appropriate student magazine
Globes, talking globes, wall maps, floor maps, outline maps, map transparencies, primary atlas, graphs, trade books, and learning centers are all recommended.

Recommended Technology

Items available through the selected textbook publisher

Kidspiration software
Kid-Pix Studio Deluxe Software
Kid Pix Projects for Early Readers, FTC Publications
Teacher Templates for Kid Pix, FTC Publications
Carmen SanDiego Jr., Detective Edition
National Geographic ZipZapMaps
Geo-Safari History
Geo-Safari Geography

Cable in the Classroom
Selected CD-ROMS
Video Disc programs

A4.1
Grades 3-5

It is recommended that at grade three and beyond, social studies be taught in an integrated approach which includes literature study as a reinforcement for the content presented. Most third grade students are at a developmental point in reading instruction where a textbook can be a benefit to instruction, therefore, a textbook is recommend for grades three, four and five. Students at these levels should be encouraged to read for pleasure from the wide variety of available trade books for early and intermediate readers.

Globes of various types, wall maps, outline maps, map transparencies, intermediate student atlases, map and skills activity type books, graphic organizer transparencies, vocabulary extension activities, trade books, learning rotations, selected fiction and non-fiction novels, biographies, Young Audiences guest presenters, selected Discovery Channel TV Series programs, assessment and evaluation materials

National Geographic Map Essentials, Great Source Daily Geography, Steck-Vaughn supplemental materials for social studies reinforcement and reteaching, The Wright Group supplemental materials and Scholastic materials are all recommended.

Dockterman, David, Ed.D., Great Teaching in a One Computer Classroom, 5th Edition, Tom Snyder Publications, 2001

Recommended Technology

Items available through selected textbook publisher

Book2web Programs, The Wright Group
Kidsinspiration software
Inspiration software
National Geographic ZipZapMaps
Decisions, Decisions On Line
Graph Master
TimeLiner 5.0
Mapmaker’s Tool Kit
Neighborhood MapMachine
HyperStudio4
Multimedia Projects for Kid Pix
The American Girls Premiere: 2nd Edition
Native Americans Series, Rainbow Educational Media
Carmen SanDiego Series
Oregon Trail, 4th Edition
Schoolhouse Rock: America Rock
Best selling State CD-ROMS , Educational Resources, Elgin, Ill.
Facts Factivities (specific state related), Learning Resources, Eugene, Oregon
Cable in the Classroom
Selected CD-ROMS
Video Disc programs
Laser Disc programs

A4.3
Grades 6-8

For the middle grades both the recommended and the alternate programs of study meet the objectives of the Standards and Benchmarks approved by the Office of Catholic Schools, as well as State of Georgia Standards. Both programs of study address the objectives of the Iowa Test of Basic Skills and prepare students well for a high school social studies curriculum.

Every effort should be made to integrate the social studies curriculum with the literature strand of recommended novels. It is expected that the combined number of novels for whole group instruction (social studies and language arts) not exceed eight per school year. It is also expected that any single novel study not exceed three weeks of classroom instructional time.

Globes of various types, wall maps, outline maps, desk top maps, map transparencies, student atlas, time line activities black line masters, graphic organizer transparencies, cooperative learning activities, interdisciplinary connections, enrichment activities, decade study materials including music, newspapers, trade books, selected fiction and non-fiction novels, biographies, Young Audiences guest presenters, selected Discovery Channel TV Series programs, assessment and evaluation materials are all recommended.

National Geographic Map Essentials, Great Source Daily Geography, Steck-Vaughn supplemental materials for social studies reinforcement and reteaching, The Wright Group supplemental materials and Scholastic materials are all recommended.

Recommended Technology

Items available through selected textbook publisher

Middle School Advantage 2001, Encore Education, Social Studies section
Inspiration software
Electronic Field Trips
National Geographic ZipZapMaps
Decisions, Decisions On Line
Graph Master
TimeLiner 5.0
TimeLine Machine Plus Combo Pack
Mapmaker’s Tool Kit
HyperStudio4
Oregon Trail, 4th Edition
Amazon Trail, 3rd Edition: Rainforest Adventures
Talking Walls
Talking Walls: The Stories Continue
Ancient Lands Series
Vote America, Field Guide to Electing a President
Computer test bank packages

A4.4
Selected internet sites
Explorers of the World Video Series, Schlessinger Media
PBS Video Series
Cable in the Classroom
The Jason Project
Selected CD-ROMS
Video Disc programs
Interactive News video disc programs
Laser Disc programs

A4.5

Social Doctrine of the Catholic Church
(Catechism of the Catholic Church 2419-2463)

The social doctrine of the Church developed in the nineteenth century when the Gospel encountered modern industrial society with its new structures for the production of consumer goods, its new concept of society, the state and authority, and its new forms of labor and ownership. The development of the doctrine of the Church on economic and social matters attests to the true meaning of her Tradition, always living and active.

2426 The development of economic activity and growth in production are meant to provide for the needs of human beings. Economic life is not meant solely to multiply goods produced and increase profit and power; it is ordered first of all to the service of persons. Economic activity, conducted according to its own proper methods, is to be exercised within the limits of the moral order.

2427 Human work proceeds directly from persons created in the image of God and called to prolong the work of creation by subduing the earth, both with and for one another. Hence work is a duty…work can be a means of sanctification and a way of animating earthly realities with the Spirit of Christ.

2428 In work, the person exercises and fulfills in part the potential inscribed in his/her nature. Everyone should be able to draw from work the means of providing for his/her life and that of his/her family, and of serving the human community.

2429 Everyone has the right of economic initiative; everyone should make legitimate use of his/her talents to contribute to the abundance that will benefit all and to harvest the just fruits of his/her labor. He/She should seek to observe regulations issued by legitimate authority for the sake of the common good.

2430 Economic activity, especially the activity of a market economy, cannot be conducted in an institutional, juridical, or political vacuum. On the contrary, it presupposes sure guarantees of individual freedom and private property, as well as stable currency and efficient public services.

2432 Those responsible for business enterprises are responsible to society for the economic and ecological effects of their operations.

2433 Access to employment and to professions must be open to all without unjust discrimination: men and women, healthy and disabled, natives and immigrants.

2434 A just wage is the legitimate fruit of work.

2435 Recourse to a strike is morally legitimate when it cannot be avoided, or at least when it is necessary to obtain a proportionate benefit.

2436 It is not unjust to pay the social security contributions required by legitimate authority.
A6.1
2437 On the international level, inequality of resources and economic capability is such that it creates a real gap between nations.

2438 Summary: we live in a global economy

2439 Rich nations have a grave moral responsibility to those which are unable to ensure the means of their development by themselves or have been prevented by doing so by tragic historical events.

2440 Direct aid is an appropriate response to immediate, extraordinary needs caused by natural catastrophes, epidemics and the like. Reform is the goal.

2441 An increased sense of God and increased self-awareness are fundamental to any full development of human society.

2442 The lay faithful have the responsibility to intervene directly in the political structuring and organization of the social life.

2443
2449 The Church calls us to preferential love for the poor

Just War Theory
(Catechism of the Catholic Church 2307-2317)

The 5th commandment forbids the intentional destruction of human life. Because of the evils and injustices that accompany all war, the Church insistently urges everyone to prayer and to action so that the divine Goodness may free us from the ancient bondage of war.

All citizens and all governments are obliged to work for the avoidance of war.

However, “as long as the danger of war persists and there is no international authority with the necessary competence and power, governments cannot be denied the right of lawful self-defense, once all peace efforts have failed.”

Legitimate defense by military force considerations:

1) The damage inflicted by the aggressor on the nation or community of nations must be lasting, grave and certain;
2) All other means of putting an end to it must have been shown to be impractical or ineffective;
3) There must be serious prospects of success;
4) The use of arms must not produce evils and disorders graver than the evil to be eliminated.

Other items regarding war 2310-2317