Student will be able to: Show understanding of the following essential knowledge:

Transcription

1 Reporting Category 1: History ANCIENT GREECE AND ROME STANDARD 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present in terms of architecture, government (direct and representative democracy), and sports. Terms to know Contribution: The act of giving or doing something Direct democracy: A government in which people vote to make their own rules and laws Representative democracy: A government in which people vote for (elect) a smaller group of citizens to make the rules and laws for everyone What styles in architecture used today came from ancient Greece and Rome? Architecture The architects of ancient Greece and Rome used columns and arches in the construction of their buildings. Ancient examples still exist today: Greece The Parthenon (columns) Rome The Colosseum and aqueducts (arches) The Arts Mosaics, sculpture, and paintings are displayed on buildings. What principles of government from ancient Greece and Rome are part of our government? The Government of the United States The government is based on the ideas developed in ancient Greece and Rome. Greece: Birthplace of democracy (government by the people); a direct democracy Rome: Republican (representative) form of government; a representative democracy What sporting events today came from ancient Greece? Sports Olympic games of today are modeled after the games of ancient Greece. Locate and use information from print and non-print sources. Use resource materials. Gather, classify, and interpret information.

2 Reporting Category 1: History STANDARD 3.2 ANCIENT MALI The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade). Africa was the home to several great empires. One of the most prosperous was the empire of Mali. Why were storytellers so important in the empire of Mali? Many storytellers in Mali passed on traditions and stories from one generation to the next. What do we know about the leaders of the empire of Mali? The kings of Mali were rich and powerful men who controlled trade in West Africa. Mali became one of the largest and wealthiest empires in the region and was an important trade center. Why was the empire of Mali so wealthy? Mali lay across the trade routes between the sources of salt in the Sahara Desert and the gold region/mines of West Africa. For the people of the desert, salt was a natural resource. People used salt for their health and for preserving foods. Miners found gold in Western Africa. Therefore, salt was traded for gold. Timbuktu was an important city in Mali. It had a famous university with a large library containing Greek and Roman books. Collect and record information.

3 Reporting Category 1: History STANDARD 3.3a-b EXPLORATION The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques Cartier, and Christopher Newport; b) identifying reasons for exploring, the information gained, the results of the travels, and the impact of these travels on American Indians. Terms to know Explorer: A person who travels seeking new discoveries European: A person from one of the countries in Europe Who were some of the important European explorers from Spain, England, and France?/ What were the different motivations of these early European explorers?/ What were the successes of these early European explorers? Explorers Country (Sponsor) Reasons for Exploring Successes/ Achievement Christopher Columbus Spain To find a western sea route to Asia Juan Ponce de Leon Spain To discover riches and land to conquer First Eurpean to discover a sea route to America; discovered Western Hemisphere (landed at San Salvador) First European to land in Florida (near St. Augustine); gave Spain claim to Florida Jacques Cartier France To colonize the New World Explored the St. Lawrence River Valley (near Quebec, Canada) and gave France a North American claim Christopher Newport England To discover riches; To find a western sea route to Asia; To colonize Virginia What were the effects of European explorations on the American Indians? Impact of European exploration on American Indians: Deadly diseases were introduced Exploration later led to settlement The Settlements led to relocation of the American Indians from their homeland Locate and use information from print and non-print sources. Distinguish between relevant and irrelevant information. Gather, classify, and interpret information. Arrived at present day Jamestown; made four additional voyages bringing more people to Jamestown; was one of the first men to reach the Fall Line of the James River

4 Reporting Category 1: History ANCIENT CHINA AND EGYPT SOL(s) Not Included in Third Grade STANDARD 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language. Terms to know Ancient: Long, long ago Architecture: The design of buildings Contribution: The act of giving or doing something What contributions did the people of ancient China and Egypt make to the development of written language?/ What inventions came from ancient China and Egypt?/ What examples of architecture from ancient China and Egypt are still present today? Contributions of Ancient China and Egypt China Egypt Written Language Characters, symbols Hieroglyphics Inventions Kite Silk cloth Compass Paper made from papyrus 365-day calendar Clock Fireworks Architecture Great Wall Pyramids Many inventions of ancient China and Egypt are still used today. Locate and use information from print and non-print sources. Gather, classify, and interpret information. Use resource materials. Collect, organize, and record information.

5 Reporting Category 1: History AMERICAN INDIANS SOL(s) Not Included in Third Grade STANDARD 2.2 The student will compare the lives and contributions of three American Indians cultures of the past and present with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest. Terms to know Regions: Places that have common (the same) characteristics Cultures: The beliefs, customs, and way of life of a group of people Environment: Surroundings In what ways were past the American Indians lifestyles in Virginia similar to and different from those of the Lakota and Pueblo Indians? Region Indians Homes Occupations Transportation Eastern Woodlands Powhatan Wood frame houses with bark/reed covering Fishermen Hunters Farmers Walked Paddled canoes Plains Lakota Teepees Hunters Horsemen Walked Used horses Southwest Pueblo Multi-story terraced buildings Farmers Hunters Walked What are some contributions of the American Indians culture to present day life? Contributions of American Indians Arts (pottery, weaving, carving) Knowledge of the environment Respect for nature Farming of corn and tobacco How are American Indians of the past different from those of today? Changes in American Indian Culture American Indian cultures have changed over time Today, American Indians live and work in Virginia and the United States Compare and contrast differing sets of ideas. Gather, classify, and interpret information. Construct and explain simple charts. Collect, organize, and record information.

6 Reporting Category 1: History CHANGES IN COMMUNITY LIFE SOL(s) Not Included in Third Grade STANDARD 2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population. How and why have communities changed over time? Terms to know Community: A place where people live, work, and play Population: The number of people living in a community Transportation: A way of moving people and things from one place to another The way people live today is different from the way people lived long ago. New inventions have led to changes in buildings, jobs, transportation, and populations of communities over time. Make and explain graphs. Compare and contrast information. Gather, classify, and interpret information.

7 Reporting Category 1: History PICTURE TIME LINES SOL(s) Not Included in Third Grade STANDARD 1.1 The student will interpret information presented in picture time lines to show sequence of events and will distinguish among past, present and future. STANDARD K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time. Terms to know (1.1) Community: A place where people live, work, and play Change: Something that happens to make things different Family: A group of people who care for one another Past: Things that have already happened Present: Things that are happening right now Future: Things that may happen someday What does a time line show about the past and present? (1.1) Time lines show the sequence of events occurring in the past, present, or future. How have schools changed over time?/ How have communities changed over time?/ How has transportation changed over time?/ How has family life changed over time? (1.1) PAST PRESENT FUTURE Schools Small one-room buildings Schools Large buildings with many rooms Schools Virtual schools Communities Communities Communities Smaller than today, fewer people Transportation Walking, riding horses, or riding in wagons Family life Handmade clothes, homemade games, family vegetable gardens Gather and classify information. (1.1, K.2) Interpret concepts expressed by pictures. (1.1) Larger than in past, more people Transportation Riding in cars, airplanes, trains, and space shuttles Family life Store-bought clothes, electronic games, microwave food Larger, online Transportation Electric and solar cars Family Life Custon clothes, online, virtual games

8 Use time lines. (1.1) Sequence events in chronological order. (1.1) How is life today different from life of long ago? (K.2) Terms to know Past: Something that has already happened Present: What is happening now Information about life in the past is gained through the study of Thanksgiving and the stories of Powhatan, Pocahontas, Betsy Ross, George Washington, and Abraham Lincoln. Descriptions of life in the past and present can be shared by families through pictures and stories. Collect information from print and non-print sources. (K.2) Compare information. (K.2) Describe a picture. (K.2)

9 Reporting Category 1: History AMERICAN LEADERS SOL(s) Not Included in Third Grade STANDARD 1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver, and Eleanor Roosevelt. STANDARD K.1A The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of Powhatan, Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln What contributions do we remember that were made by George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver and Eleanor Roosevelt? (1.2) Terms to know (1.2) Contribution: The act of giving or doing something People to know George Washington: He was born in Virginia. He was a farmer. He became a brave leader of soldiers. He was the first President of the United States. He is known as the Father of Our Country. (K.1a, 1.2) Benjamin Franklin: He proved that electricity was present in lightning through his kite experiment. He started the first library and the first volunteer fire department in America. (1.2) Abraham Lincoln: He was born in a log cabin. He taught himself how to read. He became a United States President. He was known as Honest Abe. (K.1a, 1.2) George Washington Carver: He was an African American who studied science and plants. He became a teacher. He developed hundreds of uses for peanuts, sweet potatoes, and soybeans. (1.2) Eleanor Roosevelt: She was a leader for equal rights for all people. She volunteered for many organizations. Use information from print and non-print sources. (K.1a, 1.2) Use resource materials. (1.2) Gather and classify information. (1.2)

10 What can we learn about people and events from long ago? (K.1a) Terms to know Long ago/past/present Real and make-believe History: Events that have already happened People to know (K.1a) Powhatan: He ws an Indian leader when the settlers came to Jamestown. He ruled over many tribes. Pocahontas: She was an Indian girl, daughter of Powhatan, who came with her father s people to visit the settlers at Jamestown. She worked to help the settlers receive food from the Indians. Betsy Ross: She is believed to have sewn one of the first flags for our country. Separate fact from fiction. (K.1a) Identify primary ideas expressed in data. (K.1a)

11 Reporting Category 1: History HOLIDAYS SOL(s) Not Included in Third Grade STANDARD 1.3 The student will study the lives of people associated with Presidents Day, Columbus Day, and the events of Independence Day (Fourth of July). STANDARD K.1B The student will recognize that history describes events and people of other times and places by b) identifying the people and events honored in the holidays of Thanksgiving Day, Martin Luther King, Jr. Day, Presidents Day, and Independence Day (Fourth of July). Why do people celebrate holidays?/ Who are the people most associated with these holidays? (K.1b, 1.3) Terms to know (K.1b, 1.3) Holiday: A day on which something or someone is honored or remembered Holidays to know Columbus Day: This is a day to remember Christopher Columbus, who was given the credit for discovering America. It is observed in October. (1.3) Presidents Day: This is a day to remember all United States Presidents, especially George Washington and Abraham Lincoln. It is observed in February. (K.1b, 1.3) Independence Day (Fourth of July): This is a holiday to remember when America became a new country. It is sometimes called America s birthday. It is observed in July. (K.1b, 1.3) Thanksgiving Day: This is a day to remember the sharing of the harvest with the American Indians. It is observed in November. (K.1b) Martin Luther King, Jr. Day: This is a day to remember an African American who worked so that all people would be treated fairly. It is observed in January. (K.1b) Collect, organize, and record information. (1.3) Use a calendar. (K.1b, 1.3)

12 Reporting Category 2: Geography STANDARD 3.4a-c DEVELOPING MAP SKILLS (GREECE, ROME, WEST AFRICA) The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. Includes the following SOLs: STANDARD 2.4 The student will develop map skills by a) locating the United States, China and Egypt on world maps; b) Understanding the relationship between the environment and the culture of ancient China and Egypt c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps; d) understanding the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians. STANDARD 1.6 The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation. Terms to know (1.6) Location: Where people live Climate: The kind of weather an area has over a long period of time Physical surroundings: Land and bodies of water Season: Any one of the four phases of the year (spring, summer, fall, or winter) Land: The shape of the land s surface Environment: Surroundings How does location affect how people live?/ How does climate affect the way people live? / How do physical surroundings affect the way people live? (1.6) Location, climate, and physical surroundings affect the way people in a community meet their basic needs. This includes: foods they eat, clothing they wear, and the kinds of houses they build. Geography affects how people travel from one place to another and determines what is available for recreation. Identify primary ideas expressed in graphic data. (1.6) Use information from print and non-print sources. (1.6) Use resource materials. (1.6) Gather and classify information. (1.6) Use and explain simple charts. (1.6)

13 Where are the United States, China and Egypt located on a world map?(2.4) China is located in Asia. Egypt is located in Africa. The United States is located in North America Where are the regions of the Powhatan, Lakota, and Pueblo people located on a United States map? (2.4) How did the environment affect the culture of Egypt and China?(2.4) How did the environment affect the Powhatan, Lakota and Pueblo Indians? (2.4) Climate Land China Seasons Forests, Hills, Mountains, Deserts Egypt Hot, dry Nile River, Desserts, Flooding Eastern Woodlands (Powhatan) Mild winters; Hot, Humid summers Rivers, Hills, Mountains, Coastland Plains Hot summers; Harsh, cold, winters Plains, Prairies, Rolling hills Southwest (Pueblo) Hot days, Cold nights, Little rainfall High flatlands How did the ancient Chinese, Egyptians, Powhatan, Sioux, and Pueblo people relate to their environments?(2.4) Ways people relateded to their environment The ancient Chinese settled along the Huang He. They fished, farmed, and irrigated the land. The ancient Egyptians farmed and irrigated the land near the Nile River. The Powhatan farmed, fished, hunted, used trees for homes and canoes, and gathered plants for food. The Lakota moved around the region to hunt for buffalo. They later used horses for transportation. The Pueblo people farmed the land. They lived in villages in adobe (clay) houses. Locate regions on maps and globes. (2.4) Locate and use information from print and non-print sources. (2.4) Use resource materials. (2.4) Collect, organize, and record information. (2.4) Gather, classify, and interpret information. (2.4) Terms to know (3.4) Characteristics: Different traits Where were ancient Greece, ancient Rome, and the empire of Mali located? (3.4) Ancient Greece and Rome were located on land near the Mediterranean Sea. The empire of Mali was located in the western region of the continent of Africa.

14 What were the physical and human characteristics of ancient Greece and Rome and West Africa (Mali)? (3.4) Physical characteristics Ancient Greece: Located on a peninsula with many islands, mountains and hills, surrounded by Mediterranean Sea and limited rich soil Ancient Rome: Located next to a river; city built on many hills; limited rich soil Empire of Mali: Located in West Africa; near rivers; desert-like conditions; gold mines Human characteristics Ancient Greece: Farmers, shipbuilders, and traders Ancient Rome: Farmers, road builders, and traders Empire of Mali: Farmers, miners, and traders How did the people of ancient Greece, ancient Rome, and Mali adapt to and change their environment to meet their needs? (3.4) Ways they adapted to their environments Ancient Greece: They farmed on hillsides; trading took place on the Mediterranean Sea; small independent communities developed because of the many mountains. Ancient Rome: They farmed on hillsides; trading took place on the Mediterranean Sea. Empire of Mali: Salt was an important natural resource for people in the desert; salt was traded for gold. Identify and locate features on a map and globe. (3.4) Locate and use information from print and non-print sources. (3.4)

15 Reporting Category 2: Geography DEVELOPING MAP SKILLS (CONTINUED) STANDARD 3.5a-e The student will develop map skills by a) positioning and labeling the seven continents and five oceans to create a world map; b) using the equator and prime meridian to identify the Northern, Southern, Easter, and Western hemispheres; c) locating the countries of Spain, England, and France; d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Léon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia); e) locating specific places using a simple letter-number grid system. STANDARD 2.5 The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries STANDARD 1.4 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shape of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. Terms to know Hemisphere: Half of a sphere (globe) created by the prime meridian or the equator Equator: An imaginary line around the middle of the earth that divides the globe into the northern and southern hemispheres Prime meridian: An imaginary line that divides the globe into the eastern and western hemispheres Regions: Places that have common characteristics Continent: A large body of land on the Earth Map: A drawing that shows what places look like from above and where they are located Globe: A round model of the Earth Symbol: A picture or thing that stands for something else Cardinal directions: The directions of north, east, south, west Where are the seven continents and the five oceans located on a world map? The physical shapes of the continents (North America, South America, Europe, Asia, Africa, Australia, Anarctica) and the positions of the five oceans (Arctic, Atlantic, Indian, Pacific and Southern) may be identified on a world map.

16 What imaginary lines are used to create hemispheres? The equator and the prime meridan are used to create the Northern, Southern, Eastern and Western hemispheres. On which continents are England, Spain, France, and the United States located?/ Where are the countries of Spain, England, and France located on a world map? England, Spain, and France are located on the continent of Europe. The United States is located on the continent of North America. Where are the regions (general areas) of San Salvador in the Bahamas; St. Augustine, Florida; Quebec, Canada; and Jamestown, Virginia located on a map? San Salvador is located in the general area of the Bahamas. St. Augustine is located in northern Florida. Quebec is located in Canada. Jamestown is located in Virginia. How is a simple letter-number grid system used to locate places on maps? The letter (left) and number (bottom) coordinates of a grid system identify the approximate location of a place. What are the names of the four hemispheres? The equator and the prime meridian are used to create the Northern, Southern, Eastern, and Western Hemispheres. Where are these major rivers, lakes, and mountain ranges located on a map of the United States and the world? Selected rivers, mountain ranges, and lakes in the United States Locate the James River, the Mississippi River, the Rio Grande, the Appalachian Mountains, the Rocky Mountains, and the general area of the Great Lakes on a United States map. Selected world rivers: Locate the Huang He in China and the Nile River in Egypt. How are land, water, cities, and roads shown on a map? Map symbols to identify Land Water Cities Roads What are the cardinal directions? The terms north, east, south, and west are used to determine location on simple maps. Where is the United States located on a globe?/ Where is Virginia located on a United States map? Virginia and the United States may be located by their shapes on maps and globes. Where are the capital cities of Washington, D.C., and Richmond, Virginia, located on a United States map? The capital cities of Washington, D.C., and Richmond, Virginia, may be located by using symbols on a United States map. Locate places on a grid system. Identify and locate continents, oceans, and major features on maps and globes.

17 Draw maps of familiar areas. Identify and use cardinal directions. Locate areas on maps. Interpret simple maps and globes. Use maps of familiar objects or areas. Differentiate color symbols on maps and globes.

18 Reporting Category 2: Geography INTERPRETATION OF MAPS, TABLES, GRAPHS, CHARTS STANDARD 3.6 The student will read and construct maps, tables, graphs, and/or charts. STANDARD K.4 The student will use simple maps and globes to a) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; b) describe places referenced in stories and real-life situations; c) locate land and water features. STANDARD K.5 The student will develop an awareness that maps and globes a) show a view from above; b) show things in smaller size; c) show the position of objects. What visual aids are used to gather, display and classify information? Maps, tables, graphs, charts, and pictures are visual aids used to gather, display and classify geographic information. Parts of a Map: Map Title Map Legend Compass Rose Terms to know Map: A drawing that shows what a place looks like from above Globe: A round model of the Earth Model: Something that stands for something else What can be used to show a model of the Earth?/ How can maps be used to locate areas referenced in stories and in real-life situations? Maps or globes can show the location of places referenced in stories and real-life situations. Maps can show simple drawings of classrooms, playgrounds, neighborhoods, rivers, and oceans. How are land and water features shown on maps and globes? Land and water features on maps and globes are shown by different colors.

19 Identify and locate features on maps and globes. Use resource materials. Differentiate color symbols on maps and globes. Make and explain bar and pie graphs. Draw maps of familiar objects or areas. Construct and explain simple charts. Why are maps and globes important? (K.5) Basic concepts about maps and globes They show a view from above. They show things/objects as they are, only smaller. They show the position/location of things/objects. Develop concepts of space by actively exploring the environment. (K.5) Develop beginning map skills through manipulation of objects. (K.5) Use maps of familiar objects or areas. (K.5)

20 Reporting Category 2: Geography CONSTRUCTION OF MAPS SOLs Not Included in Third Grade STANDARD 2.6 The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose. STANDARD 1.5 The student will construct a simple map of a familiar area, using basic map symbols in the map legend. What is included when making a map? Maps include the following: Title The name or kind of map Map legend A list of shapes and symbols used on a map and an explanation of what each stands for Compass rose A symbol that shows direction (north, east, south, and west) on a map What information is learned from a map legend? Maps include symbols that are pictures that stand for something else. Most maps have legends including symbols that represent objects and places. Maps include the cardinal directions of north, east, south, and west. Use a map legend. Draw maps of familiar areas. Make and use simple map symbols. Use a compass rose to identify directions.

21 Reporting Category 2: Geography RELATIVE LOCATION SOLs Not Included in Third Grade ** May want to cross-reference with MATH Math K.12 & Math 1.15 (LOCATION).** STANDARD K.3 The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front. What words are used to describe the location of people, places, and things? Terms to know Near/far Above/below Left/right Behind/in front These words are used daily to describe where people, places, and things are located. Describe the location of people, places, and things. Develop beginning map skills through the manipulation of objects. Develop fluency in the use of directional words.

22 Reporting Category 3: Economics STANDARD 3.7 NATURAL, HUMAN, AND CAPITAL RESOURCES The student will explain how producers in ancient Greece, rome, and the West African empire of Mali used natural resources, human resources, and capital resources in the production of goods and services. STANDARD 2.7 The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). How do producers use natural, human, and capital resources to produce goods and services? (3.7, 2.7) Terms to know Natural resources: Materials that come directly from nature (water, soil, wood, coal) Human resources: People working to produce goods and services (farmers, miners, builders, painters) Capital resources: Goods made by people and used to produce other goods and services (machines, tools, buildings, such as... hammers, computers, trucks, lawn mowers, factory buildings) Producers: People who use resources to make goods and/or provide services Goods: Things that people make or use to satisfy needs and wants Services: Activities that satisfy people s needs and wants Gather, classify, and interpret information. (3.7, 2.7) Draw conclusion and make generalizations about data. (3.7) What are some of the goods and srvices produced in ancient Greece, Rome, and the West African empire of Mali? What resources (natural, humand, capital)were used to produce goods and services in ancient Greece, Rome and the West African empire of Mali? Ancient Greece was located on a peninsula with mountains and hills and was surrounded by many islands and the Mediterranean Sea. Greece had limited rich soil. The prople of ancient Greece built ships, fished, made pottery, and farmed. Ancient Rome was located next to a river. The soil was limited for farming. A variety of trees grew in ancient Rome. The prople of ancient Rome built ships, fished, made pottery, and farmed. The West African empire of Mali was located in Africa. Gold was a natural resource. The people of the West African empire of Mali traded gold for salt.

23 Reporting Category 3: Economics STANDARD 3.8 SPECIALIZATION AND INTERDEPENDENCE The student will recognize that because people and regions cannot produce everything they want, they specialize in producing some things and trade for the rest STANDARD K.6 The student will match simple descriptions of work that people do with the names of those jobs. STANDARD 1.7 The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services. What are examples of jobs? (K.6) Examples of jobs Doctors are people who take care of other people when they are sick. Builders are people who build houses and other buildings. Teachers are people who help students learn. Cooks are people who prepare meals. Farmers are people who grow crops and raise animals. Firefighters are people who put out fires. What are goods? (1.7) Goods: Things people make or use to satisfy needs and wants What are services? (1.7) Services: Activities that satisfy people s needs and wants Who is a conusmer? (1.7) Consumer: A person who uses or buys goods and services Who is a producer? (1.7) Producer: A person who makes goods or provides services What is specialization? (3.8) Specialization occurs when people focus on the production of selected kinds of goods and services. Why do those who specialize have to depend on others? People and regions often specialize in the productionof certain goods and services. Specialization encourages trade because people want goods and services that they do not have.

24 Why do people trade? People trade when individuals or groups benefit from the trade. Gather, classify, and interpret information. Draw conclusions and make generalizations about data.

25 Reporting Category 3: Economics STANDARD 3.9 NEEDS/ WANTS, SCARCITY, ECONOMIC CHOICE, OPPORTUNITY COST The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice). STANDARD K.7a The student will a) recognize that people make choices because they cannot have everything they want. STANDARD 1.8 The student will explain that people make choices because they cannot have everything they want. STANDARD 2.9 The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services. Terms to know. (K.7) Choice: Choosing between two or more things Wants: Things people would like to have include basic needs such as food, clothing and shelter Money: what people use to buy the things they want. Paper bills and coins are examples of money. Why do people have to make choices? (k.7a) When people cannot have everything they want, they must choose something and give up something else. What happens when people cannot have everything they want? (1.8) People cannot have all the goods and services they want. They must choose some things and give up others. What is scarcity? (2.9) Scarcity: Not being able to meet all wants at the same time because resources are limited. What is a consumer? (2.9) Consumer: A person who uses goods and services What is a producer? (2.9) Producer: A person who uses resources to make goods and/or provide services Why do people have to make economic choices? (2.9) People must make economic choices because resources and goods and services are scarce (limited).

26 Why does an economic choice involve giving up something else? (3.9) Terms to know Economic choice: The choice of or decision among alternatives or possibilities Opportunity cost: The next best choice that is given up when a decision is made Economic decision-making requires comparing both the opportunity cost and the monetary cost of choices with benefits. Economic Choices Choices Choices made Choices given up (opportunity cost) Ice cream or popcorn Ice cream Popcorn Toy or favorite video Favorite video Toy Spend now or save for the future Spend now Save for the future Gather, classify, and interpret information. (3.9, K.7a, 2.9) Make decisions based on information. (3.9, 1.8, 2.9) Explain cause and effect relationships. (3.9, 1.8)

27 Reporting Category 3: Economics BARTERING, SPENDING, AND SAVING MONEY SOLs Not Included in Third Grade STANDARD K.7b The student will b) explain that people work to earn money to buy the things they want. STANDARD 1.9 The student will recognize that people save money for the future to purchase goods and services. STANDARD 2.8 The student will distinguish between the use of barter and the use of money in the exchange for goods and services. How do people earn money to get the things they want? (K.7b) People work to earn money to buy the things they want. Why do people save money? (1.9) To buy something later when they have enough money Terms to know Money: Paper bills and coins are used to pay for goods and services Savings: Money not spent now so it can be spent in the future What is the difference between using barter and using money in exchange for goods and services? (2.8) Terms to know Barter: The exchange of goods and services without the use of money Money: Coins, paper bills, and checks used in exchange for goods and services Explain simple charts. (K.7b) Make decisions based on information. (1.9) Compare and contrast different concepts. (2.8)

28 Reporting Category 4: Civics STANDARD 3.10a-c RULES, LAWS, AND GOVERNMENT The student will recognize the importance of government in necessary in the community, Virginia and the United States of America by a) explaining the purpose of rules and laws; b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken; c) explaining that government protects the rights and property of individuals. STANDARD K.8 The student will demonstrate that being a good citizen involves a) taking turns and sharing; b) taking responsibility for certain classroom chores; c) taking care of personal belongings and respecting what belongs to others; d) following rules and understanding the consequence of breaking rules; e) practicing honesty, self-control, and kindness to others. f) participating in decision-making in the classroom; g) participating successfully in group activities. STANDARD 1.10 The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b) recognizing the purpose of rules and practicing self-control; c) working hard in school; d) taking responsibility for one s own actions; e) valuing honesty and truthfulness in oneself and others. f) participating in classroom decision-making through voting STANDARD 2.10 The student will explain the responsibilities of a good citizen, with emphasis on a) respecting and protecting the rights and property of others; b) taking part in the voting process when making classroom decisions; c) describing actions that can improve the school and community; d) demonstrating self-discipline and self-reliance; e) practicing honesty and trustworthiness. Terms to know (3.10) Community: A place where people live, work, and play Rules: What people must or must not do Laws: Important rules written and carried out by the government. The purpose of rules and laws is to keep people safe and maintain order.

29 What is government? (3.10) Government: A group of people who make rules and laws, carry out rules and laws, and decide if rules and laws have been broken. What are the basic purposes of government? The purpose of government is to make laws, carry out laws, and decide if laws have been broken. Why is government necessary? Governments are necessary because they develop the laws and protect the rights and property of individuals. What actions show examples of being a good citizen at school? In what ways are good citizens involved in their home, school, and communities? (K.8, 1.10, 2.10) Examples of being a good citizen Taking turns Sharing Completing classroom chores Taking care of one s things Practicing self-control Being kind to others Playing fairly Exhibiting good sportsmanship Helping others Treating others with respect Recognizing the purpose of rules Working hard in school Taking responsibility for one s own actions Respecting and protecting the rights and property of others Taking part in the voting process when making classroom decisions Describing actions that can improve the school and community Demonstrating self-discipline and self-reliance Participating in making classroom decisions Working well with classmates in groups What are examples of rules? What are the consequences of breaking rules? (K.8) Rule Results of the Rule Consequence (if rule is not followed) Home Put toys away. Toys are safe. Know where toys are located. Toys can be broken or lost. School Line up to go to the Everyone gets there Someone can get lost or Community playground. Look both ways before crossing the street. safely. Cross the street safely. What are ways to be good citizens when working in groups with classmates? Why are rules necessary? (1.10) Reasons for rules To protect rights of people To suggest good behavior To keep people safe hurt. Someone can get hurt.

30 Why do people vote?(1.10) To voice your self-interest To take part in the process Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions. (3.10) Gather, classify, and interpret information. (3.10) Explain cause and effect relationships. (K.8, 3.10) Participate in groups and democratic society. (K.8, 1.10, 2.10) Make decisions based on information. (1.10, 2.10) Differentiate between points of view held by self and others. (1.10) Follow oral and written directions. (1.10)

31 Reporting Category 4: Civics STANDARD 3.11a-d REPUBLIC OF AMERICA/ AMERICAN LEADERS/ HOLIDAYS The student will explain the importance of the basic principles that form the foundation of a republican form of government by a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law; b) identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr., and Cesar Chavez c) recognizing that Veterans Day and Memorial Day honor people who have served to protect the country s freedoms. d) describing how people can serve the community, state, and nation. A. Republic: STANDARD K.9 The student will recognize the American flag and the Pledge of Allegiance, and know that the President is the leader of the United States. STANDARD 1.11 The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty; b) demonstrating respect for the American flag by learning about the Pledge of Allegiance. What does the American flag look like? (K.9) The American flag has white stars on a blue rectangle. It also has red and white stripes. What is the name of the pledge to the American flag? (K.9) The pledge to the American flag is called the Pledge of Allegiance. What is the name given to the leader of the United States? (K.9) The President is the leader of the United States. What are some patriotic symbols and traditions of the United States? (1.11) Patriotic symbols of the United States American flag Bald eagle Washington Monument Statue of Liberty How do citizens demonstrate respect for the American flag and the United States? (1.11) Citizens say the Pledge of Allegiance to demonstrate respect for the American flag and the United States.

32 Terms to know (1.11) Symbol: A picture or thing that stands for something else Tradition: A custom or belief that happens over a long period of time Patriotic: Showing respect for and love of country American flag: A flag representing the United States What are some basic principles commonly held by American citizens? (3.11a) Basic principles The right to Life, liberty, and the pursuit of happiness are privileges that people are born with and that cannot be taken away. Equality under the law means that all people are treated fairly. Participate in groups and democratic society. (K.9) Identify and explain symbols. (1.11) Compare, and contrast differing sets of ideas, values, personalities, behaviors, and institutions. (3..11) Gather, classify, and interpret information. (1.11, 3.11) B. American leaders: *** May want to cross-reference with SOL K.1a and SOL 1.2. *** STANDARD 2.11 The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr. as Americans whose contributions improved the lives of other Americans. How did George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr. help to improve the lives of other Americans? (2.11) Famous Americans and their contributions George Washington: He led the fight for freedom from England and helped establish a new country. Abraham Lincoln: He was the President of the United States who helped free African American slaves. Susan B. Anthony: She led the struggle to give women equal rights, including the right to vote. Helen Keller: She overcame disabilities and worked to help others who were blind and deaf. Jackie Robinson: He was the first African American player in the major leagues of baseball. His actions helped to bring about other opportunities for African Americans. Martin Luther King, Jr.: He was an African American minister who worked so that all people would be treated fairly. He led peaceful marches and gave speeches. How did American citizens work to defend American principles? (3.11b) Many people worked to defend the basic principles that formed the foundation of a republican form of government.

33 Citizens who defended basic principles George Washington: He was the first President of the new nation. He worked under the new republican form of government. He helped put the basic principles into practice for the new nation. Thomas Jefferson: He was born in Virginia. He was the third President of the United States. He wrote the Declaration of Independence, which states that people have certain rights. He was a leader who helped develop the country. Abraham Lincoln: He was the United States President when the country was divided over the issue of equality for all people. He helped free African American slaves. Rosa Parks: She is an African American woman who refused to give up her seat on a public bus as was required by law many years ago. She helped to bring about changes in laws and worked so that all people would have equal rights. Thurgood Marshall: He was a lawyer who defended people at a time when not all people had equal rights. He was the first African American justice of the United States Supreme Court. Martin Luther King, Jr.: He was an African American minister who worked for equal rights for all people. He helped bring about changes in laws through peaceful means. Cesar Chavez: He was a Mexican American who worked to improve conditions for farm workers. Collect, organize, and record information. (2.11) Gather, classify, and interpret information. (2.11, 3.11) Compare and contrast different personalities and behaviors. (2.11) Explain cause and effect relationships. (2.11) Compare, and contrast differing sets of ideas, values, personalities, behaviors, and institutions. (3.11) C. Holidays: *** May want to cross-reference with SOL K.1b and SOL 1.3. *** Why do we recognize Veterans Day and Memorial Day? (3.11c) Days to remember Veterans Day: This is a day for the recognition of and respect for Americans who served in the military. It is observed in November. Memorial Day: This is a day for the recognition of and respect for Americans who died in wars while they were serving their country. It is observed in May. How do people serve their community, state and nation? Some of the ways that people can serve their community, state and nation include: Being a volunteer Getting involved in community projects Serving as a government official Joining the military Voting Compare, and contrast differing sets of ideas, values, personalities, behaviors, and institutions. Gather, classify, and interpret information.

34 Reporting Category 4: Civics STANDARD 3.12 TRADITIONS The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms. STANDARD 1.12 The student will recognize that communities in Virginia a) have local governments; b) benefit from people who volunteer in their communities; c) include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. STANDARD 2.12 The student will understand that the people of Virginia a) have state and local government officials who are elected by voters b) have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. Why are local governments important? Communities in Virginia have local governments that: Are elected by the people Try to make the community a better place to live and work. How are state and local government officials elected? (2.12) Voters in Virginia elect officials to make decisions for them in the state and local governments. How do Virginians of different ethnic origins, customs, and traditions share common principles? (1.12, 2.12) Communities in Virginia include people of many ethnic origins who come from different places around the world. Most Virginians make valuable contributions to their communities. (1.12) People celebrate American holidays and traditions in addition to their own cultural holidays and traditions. (1.12) People living in Virginia have diverse ethnic origins, customs, and traditions and participate in and contribute to their communities. (2.12) People contribute to their community by practicing the responsibilities of good citizens. (2.12) While people in our communities have different ethnic and cultural origins, they are united as Americans by common principles and traditions. (2.12)

35 What common principles and traditions unite people as Americans? (1.12, 2.12, 3.12) People in our communities are united as Americans by common principles and traditions, such as celebrating Independence Day (Fourth of July) and pledging allegiance to the flag and voting in elections. (1.12) People share the principles of respecting and protecting the rights and property of others, participating in school and community activities, demonstrating self-discipline and self- reliance, and practicing honesty and trustworthiness. (2.12) The American people come from different ethnic origins and different countries, but are united as Americans by the basic principles of a republican form of government, including individual rights to life, liberty, and the pursuit of happiness; and equality under the law. (3.12) Why do communities need volunteers? (1.12) Volunteers work to make communities better. What are some benefits of diversity in the United States? (3.12) Benefits of diversity Food Clothing Music Terms to know (3.12) Republican form of government: A representative democracy Differentiate between points of view by self and others. (3.12) Participate in groups and democratic society. (3.12) Make generalizations about data. (3.12, 2.12) Interpret ideas and events expressed in the media. (1.12) Draw conclusions and make generalizations of data. (1.12) Gather, classify, and interpret information. (1.12, 2.12) Compare and contrast differing sets of ideas. (2.12)