SOCIAL SCIENCE. Kindergarten. Goal 14 Understand political systems, with an emphasis on the United States.

Size: px
Start display at page:

Download "SOCIAL SCIENCE. Kindergarten. Goal 14 Understand political systems, with an emphasis on the United States."

Transcription

1 SOCIAL SCIENCE Kindergarten Goal 14 Understand political systems, with an emphasis on the United States. Standard A Understand and explain basic principles of the United States government. 1. Students will identify the flag as a symbol of our country and recite the Pledge of Allegiance. 2. Students will explain consequences of actions. 3. Students will identify classroom rules. 4. Students will explain why rules are necessary. 5. Students will identify positive behaviors. Standard B Understand the structures and functions of the political systems of Illinois, the United States and other nations. 1. Students will explain similarities and differences between rules at home and in the classroom. 2. Students will identify who makes and enforces rules/laws of home and classroom. Standard C Understand election processes and responsibilities of citizens. 1. Students will give an example of what they think is a good rule. Standard D Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. 1. Not covered at this level. Standard E Understand United States foreign policy as it relates to other nations and international issues. 1. Students will explain why it is important to cooperate with one another. Standard F Understand the development of United States political ideas and traditions. Goal 15 Understand economic systems, with an emphasis on the United States. 1

2 Standard A Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. 1. Students will explain differences between a want and a need. 2. Students will participate in earning tokens to exchange for incentives. 3. Students will explain how money is exchanged for goods. Standard B Understand that scarcity necessitates choices by consumers. 1. Students will explain why it is necessary to take turns. Standard C Understand that scarcity necessitates choices by producers. 1. Not covered at this level. Standard D Understand trade as an exchange of goods or services. 1. Not covered at this level. Standard E Understand the impact of government policies and decisions on production and consumption in the economy. Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Standard A Apply the skills of historical analysis and interpretation. 1. Students will match Thanksgiving to Pilgrims and Native Americans, Presidents Day to Abraham Lincoln and Martin Luther King to fairness. Standard B Understand the development of significant political events. 1. Students will explain how Thanksgiving encourages cooperative behavior. Standard C Understand the development of economic systems. 1. Students will identify differences between people of long ago and people of today. 2

3 Standard D Understand Illinois, United States and world social history. 1. Students will explain differences between urban and rural communities. Standard E Understand Illinois, United States and world environmental history. 1. Students will identify their family members. Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States. Standard A Locate, describe and explain places, regions and features on the Earth. 1. Students will recite their address, including city and state. Standard B Analyze and explain characteristics and interactions of the Earth s physical systems. 1. Not covered at this level. Standard C Understand relationships between geographic factors and society. 1. Not covered at this level. Standard D Understand the historical significance of geography. 1. Not covered at this level. Goal 18 Understand social systems, with an emphasis on the United States. Standard A Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. 1. Students will identify various holidays (i.e., Christmas, Thanksgiving, Halloween, Valentine Day, St. Patrick Day and Easter). 3

4 Standard B Understand the roles and interactions of individuals and groups in society. 1. Given a situation, students will identify individuals or groups, who can provide help or assistance. 2. Students will communicate the necessary information to the proper authority. Standard C Understand how social systems form and develop over time. Grade One Goal 14 Understand political systems, with an emphasis on the United States. Standard A Understand and explain basic principles of the United States government. 1. The students will name the president of the United States and his/her role in the country. 2. Students will define rules and laws of their classroom and school. 3. Students will identify who makes and enforces rules/laws of school and community. 4. Students will recite and describe the significance of the Pledge of Allegiance. Standard B Understand the structures and functions of the political systems of Illinois, the United States and other nations. 1. The students will be able to explain why rules are needed. Standard C Understand election processes and responsibilities of citizens. 1. The students will explain the responsibilities of being a good citizen. 2. Students will describe three qualities that make them a good citizen. 3. Students will participate in the election process. Standard D Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. 1. Students will describe how families are a special group of people that differ in size and structure. 2. Students will discuss different careers. 3. Students will identify and explain how family members work at many types of jobs. 4. The students will identify three occupations where people can work. 4

5 Standard E Understand United States foreign policy as it relates to other nations and international issues. 1. Students will explain why it is important to get along with people different from themselves. Standard F Understand the development of United States political ideas and traditions. 1. Students will identify George Washington, Abraham Lincoln, and Martin Luther King as important figures in history. Goal 15 Understand economic systems, with an emphasis on the United States. Standard A Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. 1. Students will describe how families have needs and wants. 2. The students will identify occupations that produce goods and occupations that provide services. 3. The students will identify places where people in his/her family work and the services or goods they provide. Standard B Understand that scarcity necessitates choices by consumers. 1. Students will identify how families work to satisfy their wants and needs. Standard C Understand that scarcity necessitates choices by producers. 1. Students will identify the importance of natural resources. Standard D Understand trade as an exchange of goods or services. 1. Students will explain the purpose of money. Standard E Understand the impact of government policies and decisions on production and consumption in the economy. 1. Not covered at this level. Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. 5

6 Standard A Apply the skills of historical analysis and interpretation. 1. Students will describe holidays honor important people who lived in the past or commemorate historical events(washington, Columbus, Lincoln, Martin Luther King). Standard B Understand the development of significant political events. 1. The students will explain the difference between holidays (special) and regular days(columbus, Thanksgiving, Lincoln, Washington, Martin Luther King, Christmas, Hanukkah, Kwanzaa, Veterens Day, Memorial Day). Standard C Understand the development of economic systems. 1. Students will explain how customs and traditions shape behavior in their own life. Standard D Understand Illinois, United States and world social history. 1. Students will explain how people can be alike and how they can be different. 2. Students will analyze the different roles and responsibilities of family members. 3. Students will distinguish the unique qualities of their family. 4. Students will explain the importance of family in shaping their lives. Standard E Understand Illinois, United States and world environmental history. 1. The students will identify five modes of transportation. 2. The students will identify modes of transportation used to travel to work and school. Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States. Standard A Locate, describe and explain places, regions and features on the Earth. 1. Students will identify maps and globes as graphic representations of actual places and things. 2. Students will explain how maps can show landforms and bodies of water. 3. The students will be able to explain that the globe is a model of Earth and distinguish between continents and oceans on a globe. 4. The students will identify North America using a globe. 5. The students will identify their state using a map of the United States. 6. The students will name the direction words and explain the relationship between North, South, East and West. 7. The students will use direction words and a map key to find places on a map, 8. The students will name their country and locate it on a map. 6

7 9. The students will explain that our country is composed of 50 states and that Washington D.C. is our nation s capital. 10. Students will demonstrate the concept of a neighborhood using technology. Standard B Analyze and explain characteristics and interactions of the Earth s physical systems. 1. Students will explain the physical and living components of a variety of habitats. Standard C Understand relationships between geographic factors and society. 1. Students will identify natural resources and the importance of recycling. 2. Students will identify how the Pilgrims and Native Americans depended on each other and their environment. Standard D Understand the historical significance of geography. 1. Not covered at this level. Goal 18 Understand social systems, with an emphasis on the United States. Standard A Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. 1. Students will explain family traditions. Standard B Understand the roles and interactions of individuals and groups in society. 1. Students will identify the need for various occupations. Standard C Understand how social systems form and develop over time. 1. Students will explain choices made regarding food, clothing and shelter. Grade Two Goal 14 Understand political systems, with an emphasis on the United States. Standard A Understand and explain basic principles of the United States government. 7

8 1. Students will name community officials (mayor, governor, vice president and president) and explain what they do. 2. Students will explain the symbolism of the American flag. Standard B Understand the structures and functions of the political systems of Illinois, the United States and other nations. 1. Students will compare and contrast the different community services. 2. Students will identify community services and relate them to everyday living. 3. Students will explain the purposes of rules and laws. Standard C Understand election processes and responsibilities of citizens. 1. Students will identify the concepts of responsible citizenship (i.e., respect for the law, patriotism, civility). 2. Students will participate in a mock election. Standard D Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. Standard E Understand United States foreign policy as it relates to other nations and international issues. 1. Students will describe and explain the differences between home rules and rules in school. Standard F Understand the development of United States political ideas and traditions. 1. The students will identify major traditions and how they have shaped American culture. 2. Through the study of holiday customs and traditions, the students will identify similarities and differences among people around the world. Goal 15 Understand economic systems, with an emphasis on the United States. Standard A Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. 1. Students will identify reasons why people work. 2. Students will identify that people have the same basic needs but different wants. Standard B Understand that scarcity necessitates choices by consumers. 8

9 1. Students will evaluate practical and impractical ways of spending and earning money. Standard C Understand that scarcity necessitates choices by producers. 1. Students will explain goods and services. 2. Students will explain that goods and services are produced to meet needs and wants of people, and that people purchase goods and services to satisfy wants and needs. Standard D Understand trade as an exchange of goods or services. 1. Identify the origin of products purchased by consumers. 2. The students will identify where most products are made and understand workers make products. Standard E Understand the impact of government policies and decisions on production and consumption in the economy. 1. Students will identify and describe the function of crossing guards, firefighters, police officers, postal service workers, health care workers and other people providing community services. Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Standard A Apply the skills of historical analysis and interpretation. 1. Students will identify contributions of selected individuals (i.e., founders, current leaders, business persons, athletes, artists) in the history of the community. 2. Students will identify that many holidays honor important people who lived in the past or commemorate events of significance. 3. The students will identify some national holidays and the customs that are associated with those holidays. Standard B Understand the development of significant political events. 1. Students will explain the significance of events in the development of the United States (i.e., settlement, statehood, wars, technological advancement). Standard C Understand the development of economic systems. 1. Students will explain the influence of historical customs and traditions in American society (i.e., clothing, food, holidays). 2. The students will define and differentiate between settlers and pioneers. 9

10 3. The students will identify Native Americans as first Americans. 4. The students will identify four Native American Indian groups and compare their needs to our needs. Standard D Understand Illinois, United States and world social history. 1. Students will explain that the degree of available technology distinguishes neighborhoods of today from the past. 2. The students will describe what a settlement is. Standard E Understand Illinois, United States and world environmental history. Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States. Standard A Locate, describe and explain places, regions and features on the Earth. 1. Students will describe the physical characteristics of places, both local and global (i.e., locations, roads, regions, bodies of water, continents). 2. The students will identify characteristics and purposes of maps, globes, graphs and photographs. 3. Students will identify different land formations. 4. The students will define the differences between a town, suburb and city. 5. The students will identify a map key and explain its purpose. 6. The students will use direction words to locate people, places and things. 7. On a map, students will identify their country and their state. 8. Students will use maps and globes to show relative sizes, distances of the places they represent. 9. Students will explain that maps and globes assist people in understanding relative size and distance. Standard B Analyze and explain characteristics and interactions of the Earth s physical systems. 1. Students will identify some natural features on the earth and the continent in which the United States is located. 2. Students will explain that climate differs from region to region and country to country. Standard C Understand relationships between geographic factors and society. 1. Students will identify ways people depend on and interact with the physical environment. 2. Students will differentiate between renewable and non-renewable resources. 3. The students will compare their community to different communities in the world. Standard D Understand the historical significance of geography. 1. Students will be able to explain why the world was once thought to be flat. 10

11 Goal 18 Understand social systems, with an emphasis on the United States. Standard A Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. 1. Students will explain how Native American customs and traditions shaped their behavior. 2. Students will explain how customs and traditions of other cultures shaped the behavior in their own lives. Standard B Understand the roles and interactions of individuals and groups in society. 1. The students will describe the differences between schools of today from schools of long ago. 2. Students will explain that neighborhoods are made up of people and places. 3. Students will identify that neighborhoods exist everywhere and have similarities and differences. 4. Students will explain how people who live in the same area have responsibilities to each other. 5. Students will describe that people work together to make rules to help people live together and to keep people safe. 6. Students will identify that people who live together share and are helped by services and facilities in that area. 7. Students will discuss different working roles of individual people and groups. Standard C Understand how social systems form and develop over time. Grade Three Goal 14 Understand political systems, with an emphasis on the United States. Standard A Understand and explain basic principles of the United States government. 1. Students will identify the fundamental principles of government as expressed and implied in major documents such as the United States Constitution and Declaration of Independence. 2. Students will explain symbolism of the American flag. Standard B Understand the structures and functions of the political systems of Illinois, the United States and other nations. 1. Students will identify local, state and national political systems (i.e., local councils, legislatures, Congress). 2. Students will explain the purposes of rules and laws. 3. Students will describe why people need government. Standard C Understand election processes and responsibilities of citizens. 11

12 1. Students will identify the concepts of responsible citizenship (i.e., respect for the law, patriotism, civility). 2. Students will demonstrate the fundamentals of the election process. 3. Students will explain how as good citizens they can help the community in which they live. Standard D Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. 1. The students will describe and compare the roles of local leaders (i.e., governmental, community). 2. Students will identify the responsibilities people have to their families, communities and country. Standard E Understand United States foreign policy as it relates to other nations and international issues. Standard F Understand the development of United States political ideas and traditions. 1. The students will identify major traditions and how they have shaped American culture. Goal 15 Understand economic systems, with an emphasis on the United States. Standard A Understand how different economic systems operate in the exchange, production, distribution, and consumption of goods and services. 1. Students will describe how products of the local area are sent to other parts of Illinois, the United States and or the world. 2. Students will identify specific jobs that people perform to earn money. Standard B Understand that scarcity necessitates choices by consumers. 1. The students will explain why consumers must make choices. 2. Students will distinguish between producers and consumers and explain how their choices affect decisions. 3. Students will identify factors a person might consider before making a purchase. 4. Students will report on ways that savings can benefit an individual. Standard C Understand that scarcity necessitates choices by producers. 1. The students will identify human, natural and capital resources (i.e., skills, minerals, tools, machines) used to produce different goods and services. 2. Students will identify and explain examples of competition in the economy. 12

13 Standard D Understand trade as an exchange of goods or services. 1. Students will identify import and export as a means of the economic trade. 2. Students will explain how supply and demand affect global interdependence. Standard E Understand the impact of government policies and decisions on production and consumption in the economy. 1. Students will explain the benefits received from police officers, firefighters, health professionals and other members of the human services profession in the community. 2. Students will explain the benefits received by postal workers, armed services, banks and federal emergencies. Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Standard A Apply the skills of historical analysis and interpretation. 1. Students will identify the contributions of others including those who belong to a different cultural, racial, or ethnic group other than their own. 2. Students will identify contributions of significant American leaders. 3. Students will list contributions individuals have made in the work place. 4. Students will identify contributions made by individual men and women in world history. Standard B Understand the development of significant political events. 1. Students will explain the significance of events in the development of Illinois and the United States (i.e., settlement, statehood, wars, technological advancement). 2. Students will define chronological order. 3. Students will identify customs, holidays and traditions which represent the American heritage. Standard C Understand the development of economic systems. 1. Students will identify characteristics that are useful to describe societies (i.e., organization, rules of members, ways of using resources). 2. Students will explain that all forms of communication help us to know and understand groups and individuals. Standard D Understand Illinois, United States and world social history. 1. The students will explain the influence of transportation and communication changes throughout history (i.e., wheel, sailing improvements, steam power, fossil fuels, automobiles, telephones, broadcast media, internet). 2. Students will apply the idea of cause and effect to various situations. 13

14 3. Students will distinguish between rural and urban families. 4. Students will explain the effect of urbanization on society and the environment. 5. Students will identify the relationship between transportation and economic development. 6. Students will explain what factors influence community change and development. Standard E Understand Illinois, United States and world environmental history. 1. The students will explain the influence of historical customs and traditions in American society (i.e., clothing, food, holidays). 2. Students will explain that people everywhere have the same basic needs, motivations and desires, but the ways they accomplish them differ according to their culture. 3. Students will explain terms such as town, city, rural and urban. 4. Students will identify various forms of mass communication. 5. Students will trace the development and influence of specific customs and traditions on the shaping of society. Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States. Standard A Locate, describe and explain places, regions and features on the Earth. 1. Students will describe the physical characteristics of places, both local and global, (i.e., locations, roads, regions, bodies of water, continents). 2. Students will identify characteristics and purposes of geographic representations (i.e., maps, globes, graphs, photographs) and be able to locate specific places using each. 3. Students will identify on a map or globe the location of Illinois, the United States, North America and a country on another continent. 4. Students will explain the differences between a map and a globe. 5. Students will name the major physical features of the local community. 6. Using a map, students will be able to locate and identify various physical features. 7. Students will identify major land forms and geographic regions. 8. The students will identify map skills terminology and apply the skills to a map. Standard B Analyze and explain characteristics and interactions of the Earth s physical systems. 1. Students will describe the physical components of eco-systems (i.e., climate, water, soil characteristics). 2. Students will explain the major geographical features of the earth s surface using a map or globe. 3. Students will explain the reasons features in the local community have been so named. 4. Students will identify how people have changed the physical features of the neighborhood. 5. Students will explain how weather can help/harm a community. 6. Students will explain the importance of natural resources. 7. Students will explain how climate affects crops and growing seasons of different states. Standard C Understand relationships between geographic factors and society. 1. Students will identify ways people depend on and interact with the physical environment. 2. Students will identify opportunities and constraints of the physical environment. 14

15 3. Students will differentiate between renewable and non-renewable resources. 4. Students will explain the difference between physical and cultural features on the earth s surface. Standard D Understand the historical significance of geography. 1. Students will describe how the geographic characteristics of a region have changed over time. 2. Students will explain the effects of seasonal changes on the local environment. 3. Students will list some of the recent changes in the local community. 4. Students will identify some of the ways the local community has changed since the time of the first settlers. Goal 18 Understand social systems, with an emphasis on the United States. Standard A Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. 1. Students will compare folklore (i.e., songs, stories, fables) from different cultures and identify those included in the heritage of the United States. Standard B Understand the roles and interactions of individuals and groups in society. 1. Students will compare the roles of individuals in group situations (i.e., student, committee, member, team leader). 2. Students will identify a problem, propose a plan and determine a solution that needs to be solved. 3. Students will explain how every course of action has consequences. 4. Students will describe how the outcomes of decision making can be both positive and negative. 5. Students will identify ways to change a course of action in order to increase benefits and reduce consequences. 6. Students will identify that each person plays many roles in society. Standard C Understand how social systems form and develop over time. Grade Four Goal 14 Understand political systems, with an emphasis on the United States. Standard A Understand and explain basic principles of the United States government. 1. Students will explain and give an example of the three levels of government. 2. Students will explain how Illinois became a state. Standard B Understand the structures and functions of the political systems of Illinois, the United States and other nations. 15

16 1. Students will identify the two parts of our government are the Congress (the House of Representatives and the Senate) and the President. 2. Students will identify and explain the three branches of government. Standard C Understand election processes and responsibilities of citizens. 1. Students will explain and participate in a voting process. 2. Students will explain the responsibilities of a good citizen. Standard D Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. 1. Students will give examples of contributions of influential Americans of the United States and Illinois. 2. Students will identify the Illinois State symbols. 3. Students will identify current political state leaders of Illinois government. Standard E Understand United States foreign policy as it relates to other nations and international issues. 1. Students will identify the effects of immigration on population in the United States. 2. Students will identify current events through various medias. Standard F Understand the development of United States political ideas and traditions. 1. Students will be able to explain the two political parties and highlight differences of the two parties. 2. Students will be able to explain the significance of Martin Luther King Day, Presidents Day and Veterens day. Goal 15 Understand economic systems, with an emphasis on the United States. Standard A Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. 1. Students will identify import/export as it relates to transportation and industry of United States regional ports. 2. Students will be exposed to a variety of careers that will inform them of education requirements and salary range. Standard B Understand that scarcity necessitates choices by consumers. 16

17 1. Students will explain why consumers make choices when purchasing goods and services. 2. Students will demonstrate concepts of supply and demand through activities related to current economics. Standard C Understand that scarcity necessitates choices by producers. 1. Students will compare and contrast the economics that are unique to their varied geographic regions. 2. Students will compare and contrast production of various products/resources as it effects our economy. Standard D Understand trade as an exchange of goods or services. 1. Students will explain why the United States trades certain goods with other states and nations. 2. Students will explain why the United States trades certain services with states and nations. Standard E Understand the impact of government policies and decisions on production and consumption in the economy. 1. Students will list goods/resources from the different geographical regions of the United States. 2. Students will explain why goods/resources are produced in certain regions. Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Standard A Apply the skills of historical analysis and interpretation. 1. Students will explain that people immigrated to the United States because they desired religious freedom and economic security. 2. Students will explain people immigrated in search of a fair system of government. Standard B Understand the development of significant political events. 1. Students will explain the election process. 2. Students will identify outcomes and effects of genocide across the globe. Examples may include the American Genocide, the Famine-Genocide in the Ukraine and more recent atrocities in Cambodia, Bosnia, Rwanda and the Sudan. Standard C Understand the development of economic systems. 1. Students will explain the United States economy is based on free enterprise. 2. The students will explain process of managing Illinois resources in corn, soy beans manufacturing. 17

18 Standard D Understand Illinois, United States and world social history. 1. Students will explain Earth Day. 2. Students will explain reduce, reuse, recycle. 3. Students will explain global warming. Standard E Understand Illinois, United States and world environmental history. 1. Students will identify that a region may have been settled by many different groups whose influence is evident in the region. 2. Students will identify that regional or ethnic differences exist in various forms, but contribute to American life. 3. Students will explain how cities can be centers of cultural activity. Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States. Standard A Locate, describe and explain places, regions and features on the Earth. 1. Students will compare the physical characteristics of places (i.e., soils, landforms, vegetation, wildlife, climate, natural hazards). 2. Students will demonstrate how to use maps (i.e., landform, political, topographical, precipitation, temperature, natural resources, highway, as well as others). 3. Students will identify the location of each state and its capital by regions. 4. Students will identify the seven continents and the four oceans. Standard B Analyze and explain characteristics and interactions of the Earth s physical systems. 1. Students will identify the natural resources of a region and determine its industries. 2. Students will explain that a region is characterized by distinct landforms such as mountains, highlands, plateaus and plains. 3. Students will name important waterways that exist in the United States. 4. Students will explain how the climate of a region is affected by geographical features. Standard C Understand relationships between geographic factors and society. 1. Students will describe the relationships among location of resources, population distribution and economic activities (i.e., transportation and communications). 2. Students will identify that a region depends on its resources and industries to meet the needs of the population. 18

19 3. Students will explain the importance of tourism in the Southeast. 4. Students will define and identify rural and suburban areas. Standard D Understand the historical significance of geography. 1. Students will explain that a region s agriculture and industry depend on its natural resources, topography, and climate. Goal 18 Understand social systems, with an emphasis on the United States. Standard A Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. 1. Students will identify and explain that certain cultures exists within populations of cities and states. Standard B Understand the roles and interactions of individuals and groups in society. 1. Students will identify contribution of individual and groups to the development of diverse social and economic structures. Standard C Understand how social systems form and develop over time. 1. Students will explain development of human rights in United States. 2. Students will explain and list development of civil rights in United States. 3. Students will identify the importance of cultural diversity in present society. Grade Five Goal 14 Understand political systems, with an emphasis on the United States. Standard A Understand and explain basic principles of the United States government. 1. Students will list reasons for forming a government. 2. Students will recite basic rights of citizens and restrictions upon government afforded to Americans through the Bill of Rights. 3. Students will explain the importance of the Declaration of Independence. 19

20 Standard B Understand the structures and functions of the political systems of Illinois, the United States, and other nations. 1 Students will summarize the function of the three branches of government found within the state and federal government. 2 Students will describe the purpose behind the principles of division and sharing powers among the executive, legislative, and judicial branches. 3. Students will describe the system of checks and balances between the three branches of the federal government. Standard C Understand election processes and responsibilities of citizens. 1 Students will explain the significance of the rights and responsibilities students share within a school. 2. Students will identify voting requirements. 3. Students will illustrate how people are elected to all levels of our government. Standard D Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations. 1. Students will explain how the United States democracy continually evolves as society grows and changes. Standard E Understand United States foreign policy as it relates to other nations and international issues. 1. Students will describe the leadership role of the United States in international settings (i.e., diplomacy). Standard F Understand the development of United States political ideas and traditions. 1. Students will describe values that have formed the foundation of our American democratic system (e.g., the love of liberty, respect for individual rights). 2. Students will give examples of events where people have had to fight to win their equality. 3. Students will illustrate conflicts over the rights and freedom of competing individuals or groups (e.g., a novel about two families from the north and south during the Civil War). Goal 15 Understand economic systems, with an emphasis on the United States. Standard A Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. 1. Students will identify the productive resources (human, natural, capital) used in the production of goods and services they use. Standard B Understand that scarcity necessitates choices by consumers. 20

21 1. Students will identify factors that affect consumer choices (e.g., prices of goods and services; quality; income; preferences/tastes). Standard C Understand that scarcity necessitates choices by producers. 1. Students will explain that producers will make and sell more of a good or service when the price of that good or service is higher, and will make and sell less when the price is lower. Standard D Understand trade as an exchange of goods or services. 1.The student will identify current and historical examples of exchange (both barter and monetary). Standard E Understand the impact of government policies and decisions on production and consumption in the economy. 1. The student will define public goods and services as those that benefit more than one person at the same time, and cannot be restricted to only those that pay. Goal 16 Understand events, trends, individuals, and movements shaping the history of Illinois, the United States and other nations. Standard A Apply the skills of historical analysis and interpretation. 1. Students will place a randomly ordered series of events at the proper points on a timeline to differentiate between BCE and CE time. 2. Students will describe historical trends using data supplied on a graph or chart. 3. Students will describe trends during a time period using political, economic, environmental, and social data from appropriate graphs or charts. Standard B Understand the development of significant political events. 1. Students will list the contributions of significant figures in United States political history (e.g., Thomas Jefferson s writing of the Declaration of Independence). 2. Students will identify turning points in United States political history. 3. Students will interpret the actions and consequences of a significant figure in United States political history (e.g., Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, Franklin D. Roosevelt). Standard C Understand the development of economic systems. 21

22 1. Students will place a series of economic events in their proper location on a timeline of United States history. 2. Students will identify the different types of economic activities of early people in Illinois (e.g. Native Americans, pioneers). 3. Students will describe the economic choices people made or were forced to make during the development of the early economy of the United States. 4. Students will describe how slavery and indentured servitude were related to the wants of economic interest groups in the United States. 5. Students will evaluate how an individual s ideas, inventions, or entrepreneurship (e.g., Thomas Edison, George Washington Carver, Henry Ford) affected the economy then and now. 6. Students will place a series of economic events in their proper location on a timeline of World History. 7. Students will describe the impact of trade on the development of early civilizations. 8. Students will identify the differences between agricultural and industrial economies. Standard D Understand Illinois, United States and world social history. 1. Students will compare and contrast family and community life in two or more American colonies in terms of the colonists motives for settling there. 2. Students will compare and contrast changes in family life as people moved from one geographic region to another during the period of westward expansion. 3. Students will compare traditions and customs of a place or world region today with those from the past. 4. Students will discuss how the roles of men, women, and children in past cultures have changed over time. 5. Students will describe how a cultural exchange occurred between two societies of the past. Standard E Understand Illinois, United States and world environmental history. 1. Students will describe how hunter-gatherer cultures in the pre-colonial Illinois country and other regions of North America used the environment in terms of securing food, shelter, clothing, and tool (technology). 2. Students will describe how changes in weather/climate affected the physical and cultural features of the environment in the mid-west and other regions of North America using maps, geographic tools, images, and other sources. 3. Students will identify the rivers that fostered the growth and development of North America. 4. Students will explain how the locations of agricultural and industrial regions of the United States help to understand the nation s growth and development. 5. Students will identify on a map of Illinois the lands associated with Native American tribes. 6. Students will describe how various people around North America used human or animal power to cultivate crops before the onset of mechanized technology. 7. Students will provide an example of how some people continue to depend on human or animal power to survive in North America. 8. Students will describe how the people of a specific region of the United States gained control over rivers or other principal physical features of their environment. 9. Students will describe how the competition between or among different groups of people for the same land affected the environment. 10. Students will describe how hunter-gatherer cultures used the environment in terms of securing food, shelter, clothing, and tools (technology). 22

23 11. Students will identify the rivers that fostered the growth and development of early world civilizations. 12. Students will identify on a map the major food-producing regions of the world. Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States. Standard A Locate, describe and explain places, regions and features on the Earth. 1. Students will describe the location of countries relative to the locations of other countries. 2. Students will locate the principal parallels and meridians on maps and globes. Standard B Analyze and explain characteristics and interactions of the Earth s physical systems. 1. Students will compare ways the physical environment is used to meet the needs of people (e.g., cutting trees, mining, raising food). 2. Students will recognize that people can work together to preserve and protect the natural resources and environment. 3. Students will explain how and why people alter the physical environment (e.g., by creating irrigation projects, clearing land to make room for houses and shopping centers, planting crops, building roads). Standard C Understand relationships between geographic factors and society. 1. Students will compare ways in which people in urban and rural communities meet their needs from the environment. 2. Students will identify factors that influence the location of cities (e.g., transportation arteries, physical features, migration, business, industry). Standard D Understand the historical significance of geography. 1. Students will compare maps of the United States showing landforms, climate, and natural vegetation regions to maps that show population distribution to identify the relationship between settlement and physical features. 2. Students will describe how physical characteristics of a region or a nation influence people s point of view and the decisions they make over time (e.g., scarcity of water influences water usage, mining resources in mountainous regions, logging forested land in forested areas). 3. Students will analyze selected historical events to determine how they influenced the migration of people throughout the world. Goal 18 Understand social systems, with an emphasis on the United States. Standard A Compare characteristics of culture as reflected in language, literature, the arts, traditions, and institutions. 23

24 1. Students will analyze ways in which language, stories, folk tales, music, or artistic creations serve as expressions of culture. Standard B Understand the roles and interactions of individuals and groups in society. 1. Students will give examples of peer pressure (e.g., pressure to smoke, drink, join gangs). 2. Students will analyze how social institutions or groups meet the needs of people. 3. Students will explain how interactions of individuals and groups impact the local community. 4. Students will analyze the effectiveness of a national or local social institution in addressing a social problem (e.g., DARE, MADD). 1. Standard C Understand how social systems form and develop over time. 1. Students will describe how the change from hunter-gatherer to settled society affected social roles. Grade Six Goal 14 Understand political systems, with an emphasis on the United States. Standard A Understand and explain basic principles of the United States government. 1. Not covered at this level. Standard B Understand the structures and functions of the political systems of Illinois, the United States, and other nations. 1. Students will explain the role of democracy. 2. Students will describe the purpose behind the principles of division and sharing powers among the executive, legislative, and judicial branches. Standard C Understand election processes and responsibilities of citizens. 1. Students will identify voting requirements. 24

25 Standard D Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations. 1. Students will explain the importance of an individual s responsibility to maintain a democratic, civil society. 2. Students will analyze actions taken by governments to improve the lives of people Standard E Understand United States foreign policy as it relates to other nations and international issues. 1. Not covered at this level. Standard F Understand the development of United States political ideas and traditions. 1. Not covered at this level. Goal 15 Understand economic systems, with an emphasis on the United States. Standard A Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. 1. Students will explain how a market economy answers the three basic economic questions: What to produce? How to produce? For whom to produce 2. Students will demonstrate how productivity increases through the use of technology Standard B Understand that scarcity necessitates choices by consumers. 1. Students will explain the differences between needs and wants. Standard C Understand that scarcity necessitates choices by producers. 1. The students will analyze potential uses of resources. 2. Students will identify problems or conflicts determined by scarcity and choice. Standard D Understand trade as an exchange of goods or services. 25

26 1. Students will predict how people s lives would be different if they did not trade with others for goods and services they use. 2. Students will provide examples of economic specialization. 3. Students will explain how specialization usually increases productivity in an economy. 4. Students will explain how people s incomes reflect choices they have made about education, training, skill development, and careers. Standard E Understand the impact of government policies and decisions on production and consumption in the economy. 1. Students will explain why there is a role for government in the economy. Goal 16 Understand events, trends, individuals, and movements shaping the history of Illinois, the United States and other nations. Standard A Apply the skills of historical analysis and interpretation. 1. Students will describe reactions of various individuals and groups to key events. 2. Students will place a series of events from the past that are listed on a chronology or timeline and categorize them according to political, economic, environmental, or social importance. 3. Students will compare the value of primary and secondary sources. 4. Students will explain how a significant historical event can have many causes. Standard B Understand the development of significant political events. 1. Students will compare the political characteristics of Greek and Roman civilizations with non-western civilizations, including the early Han dynasty and Gupta Empire, between 500 BCE and 500CE. Standard C Understand the development of economic systems. 1. Students will describe the impact of trade on the development of early civilizations. 2. Students will organize a series of economic events in World History into periodization charts for the ancient world, 1000 BCE-1500, 1500-present. 3. Students will identify the major periods in World economic history. 4. Students will describe the impact on societies of long-term economic trends from 1000 to 1500 CE (e.g., long distance trade, banking, specialization of labor, urbanization, technological/scientific progress). 26

FOURTH GRADE. STANDARD 14-B Understand the structures and functions of the political systems of Illinois, the United States and other nations.

FOURTH GRADE. STANDARD 14-B Understand the structures and functions of the political systems of Illinois, the United States and other nations. FOURTH GRADE SOCIAL SCIENCE GOAL #14 UNDERSTAND POLITICAL SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES STANDARD 14-A Understand and explain basic principles of the United States government. List reasons

More information

California Academic Content Standards. History/Social Science K-3

California Academic Content Standards. History/Social Science K-3 California Academic Content Standards History/Social Science K-3 notes Kindergarten LEARNING AND WORKING NOW AND First Grade A CHILD S PLACE IN TIME AND SPACE History/Social Science Standards K-3 Page

More information

7 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A F

7 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A F 7 TH GRADE SOCIAL SCIENCE CHECKLIST Goals 14 18 Illinois Learning Standards A F Performance Descriptors This checklist is a suggested guide What is important is not that you stick with the grade level

More information

Kindergarten Social Studies

Kindergarten Social Studies Kindergarten Social Studies 5.1.3.B (School E Explain classroom rules and consequences 5.1.3.I Environment and why rules are important. 5.3.3.C 5.3.3.E Civics and Principles and Documents of Quarters 1

More information

Wisconsin Model Academic Standards for Social Studies Grades K -6

Wisconsin Model Academic Standards for Social Studies Grades K -6 A Correlation of 2005 to the Wisconsin Model Academic Standards Grades K -6 G/SS-25 This document demonstrates the high degree of success students will achieve when using Scott Foresman Social Studies

More information

ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION. LCB File No. R AUTHORITY: 1-8, NRS , , and

ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION. LCB File No. R AUTHORITY: 1-8, NRS , , and ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION LCB File No. R056-17 EXPLANATION Matter in italics is new; matter in brackets [omitted material] is material to be omitted. AUTHORITY: 1-8, NRS 385.080,

More information

3 RD GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A F

3 RD GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A F 3 RD GRADE SOCIAL SCIENCE CHECKLIST Goals 14 18 Illinois Learning Standards A F Performance Descriptors This checklist is a suggested guide What is important is not that you stick with the grade level

More information

Pre-K & Kindergarten Diocese of Fall River Social Studies Learning Outcomes

Pre-K & Kindergarten Diocese of Fall River Social Studies Learning Outcomes Pre-K & Kindergarten Diocese of Fall River Social Studies Learning Outcomes and 1. Recall events and/or people celebrated during U.S. national holidays (such as Columbus Day, Independence Day, Martin Luther

More information

Cesar Chavez: K-3 Model Curriculum and Resources From the California Department of Education Website

Cesar Chavez: K-3 Model Curriculum and Resources From the California Department of Education Website Cesar Chavez: K-3 Model Curriculum and Resources From the California Department of Education Website Learning and Working Now and Long Ago Kindergarten students studying the life, work, and philosophy

More information

Grade 2 Foundations of Social Studies: Communities

Grade 2 Foundations of Social Studies: Communities Grade 2 Standard 2-1: The student will demonstrate an understanding of the local community as well as the fact that geography influences not only the development of communities but also the interactions

More information

VGLA COE Organizer Grade 3 History & Social Science

VGLA COE Organizer Grade 3 History & Social Science K.1 The student will recognize that history describes events and people of other times and places by identifying examples of past events in legends, stories, and historical accounts of Pocahontas, a) George

More information

Virginia Grade Level Alternative Worksheet

Virginia Grade Level Alternative Worksheet Grade 3 History and Social Science Student's Name: State Testing Identifier: Check all that apply: Assigned scores have been entered into the online VGLA System. Assigned scores have been verified and

More information

Grade 2 Social Studies Unit 1: I Am a Citizen

Grade 2 Social Studies Unit 1: I Am a Citizen Grade 2 Social Studies Unit 1: I Am a Citizen Theodore Roosevelt, who have influenced the community, state, and nation. Identify characteristics of good citizenship, including truthfulness, justice, equality,

More information

I can understand what a community is and that all communities are different.

I can understand what a community is and that all communities are different. 1 and 2 (Aug. 8-17) SS-EP-1.1.2; 2.1.1 Community, citizen, culture, business, museum, law, government, climate, desert, landform, goods, service, bank, I can understand what a community is and that all

More information

SOL Instruction Tracking Form Grade 3 History & Social Science

SOL Instruction Tracking Form Grade 3 History & Social Science SOL Instruction Tracking Form Grade 3 History & Social Science Place the SOL Instruction Tracking Form after the VGLA Collection of Evidence (COE) Coversheet. Use the SOL Instruction Tracking Form to track

More information

Proposed AKS for Kindergarten Social Studies

Proposed AKS for Kindergarten Social Studies Proposed AKS for Kindergarten Social Studies A - Map and Globe Skills 1. use cardinal directions B - Information Processing Skills 2. compare similarities and differences 3. organize items chronologically

More information

2 nd Grade Social Studies

2 nd Grade Social Studies 2 nd Grade Social Studies Month Topic / Essential Question Measurement Topic / Benchmark August Community / Citizenship (as it applies to our school and classroom community) S3C1PO5: Recognize how students

More information

Principles of Citizenship

Principles of Citizenship Kindergarten Social Studies ACPS Curriculum Overview Systems: Economic, Social, Political/ Civic Principles of Citizenship Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships

More information

A Correlation of. To the. Idaho Content Standards Social Studies Grade 4

A Correlation of. To the. Idaho Content Standards Social Studies Grade 4 A Correlation of To the Social Studies Grade 4 A Correlation of, Grade 4 Social Studies, Grade 4 Grade 4 Standard 1: History Goal 1.1: Build an understanding of the cultural and social development of the

More information

U.S. History Abroad. For American History Standards of Learning

U.S. History Abroad. For American History Standards of Learning U.S. History Abroad For American History Standards of Learning Learn which grades your child should be able to interpret patriotic slogans and excerpts from notable speeches and documents. When should

More information

Second Grade Social Studies

Second Grade Social Studies Second Grade Social Studies 5.1.3.A E Explain the purpose and importance of the 5.1.3.B local government. 5.1.3.I Heads of local government / leadership 5.2.3.D Rules and laws and why they are 5.3.3.C

More information

Third Grade Social Studies

Third Grade Social Studies Civics and Principles and Documents of Third Grade Social Studies 5.1.3.A E - Explain the purpose and importance of the 5.1.3.B state and national government. 5.1.3.I ( Heads of government / leadership

More information

2nd Grade Social Studies GLEs

2nd Grade Social Studies GLEs 2nd Grade Social Studies GLEs GRADE 2 SOCIAL STUDIES History Standard 1 Historical Thinking Skills Students use historical thinking skills to explore continuity and change in their community and the United

More information

SOCIAL STUDIES CURRICULUM GRADE 5

SOCIAL STUDIES CURRICULUM GRADE 5 VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY 12549 Telephone Number: (845) 457-2400 ext. 8121 Fax Number: (845) 457-4254 SOCIAL STUDIES CURRICULUM GRADE 5 JULY 2008 Approved by the

More information

ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION. LCB File No. R Effective June 20, 2000

ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION. LCB File No. R Effective June 20, 2000 ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION LCB File No. R074-00 Effective June 20, 2000 EXPLANATION Matter in italics is new; matter in brackets [omitted material] is material to be omitted. AUTHORITY:

More information

Idaho Content Standards for Social Studies. Grade 4

Idaho Content Standards for Social Studies. Grade 4 Title of Material: Scott Foresman, c. 2011, Regions Recommend Approval yes no Author: Kracht, et al Highly Recommend Recommend Publisher: Pearson Education, Inc., publishing as Scott Foresman Recommend

More information

GRADE 2 Communities Here and across the World

GRADE 2 Communities Here and across the World Standard 2-1: The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States. 2-1.1: Recognize the basic elements that make up a cultural

More information

Combined Curriculum Document Social Studies Fifth Grade

Combined Curriculum Document Social Studies Fifth Grade Big Idea: Government and Civics The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental

More information

New York State K-8 Social Studies Framework

New York State K-8 Social Studies Framework The State Education Department The University of the State of New York New York State K-8 Social Studies Framework Revised August 2014 Contents Grades K 4... 3 Social Studies Practices: Vertical Articulation

More information

SOCIAL STUDIES SKILLS

SOCIAL STUDIES SKILLS SOCIAL STUDIES SKILLS Anchor Standard: The student understands and applies reasoning skills to conduct research, deliberate, and form and evaluate positions through the processes of reading, writing, and

More information

A Correlation of. Milwaukee Public Schools Social Studies Learning Targets Grades K-6 G/SS-45

A Correlation of. Milwaukee Public Schools Social Studies Learning Targets Grades K-6 G/SS-45 A Correlation of to Milwaukee Public Schools Social Studies Grades K-6 G/SS-45 This correlation demonstrates the close alignment between Scott Foresman Social Studies and the Milwaukee Public Schools Social

More information

Content Area: Social Studies Grade/Course: K / ACCN: No ACCN

Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Grade/Course: K / ACCN: No ACCN Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Benchmark

More information

Social Studies Grade 5

Social Studies Grade 5 (1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to: (A) explain when,

More information

st Grade Social Studies. Month Topic / Essential Question Measurement Topic / Benchmark

st Grade Social Studies. Month Topic / Essential Question Measurement Topic / Benchmark 2016 2017 1 st Grade Social Studies Month Topic / Essential Question Measurement Topic / Benchmark August Community / Citizenship (as it applies to our school and classroom community) How do communities

More information

Grades 6-8 Social Studies GLE Comparison Chart

Grades 6-8 Social Studies GLE Comparison Chart Grades 6-8 Social Studies GLE Comparison Chart Grade 6 Grade 7 Grade 8 No or Minimal 74% Change 1 20/27 GLEs Moderate 15% Change 2 4/27 GLEs New Content 11% 3/27 GLEs No or Minimal Change Moderate Change

More information

Grade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills

Grade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills Cypress-Fairbanks I. S. D. 1 5.1 History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The A Explain when,

More information

Kindergarten Social Studies Pacing Guide First Nine Weeks

Kindergarten Social Studies Pacing Guide First Nine Weeks First Nine Weeks Standard 1: The student will demonstrate an understanding of his or her surroundings. Enduring Understanding: Maps and other geographic representations can communicate information about

More information

Big Picture Matrix for Fifth Grade Social Studies

Big Picture Matrix for Fifth Grade Social Studies Big Picture Matrix for Fifth Grade Social Studies (1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine.

More information

INDIANA S CORE STANDARDS:

INDIANA S CORE STANDARDS: Summer 2008 INDIANA S S: Core Academic Concepts Across the K 12 Continuum A Companion to Indiana s Academic Standards SOCIAL STUDIES Kindergarten Grade 12 Copyright 2008, Indiana Department of Education.

More information

Warren County Public Schools 5 th Grade Social Studies. Program of Studies Core Content 4.1 Student Learning Targets

Warren County Public Schools 5 th Grade Social Studies. Program of Studies Core Content 4.1 Student Learning Targets Unit & Time Frame Geography 1-2 Program of Studies Core Content 4.1 Student Learning Targets (I Can ) SS-5-G-U-1 Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs)

More information

Grade One Introduction to History and Social Science

Grade One Introduction to History and Social Science 2008 Curriculum Framework Grade One Introduction to History and Social Science Commonwealth of Virginia Board of Education Richmond, Virginia Approved July 17, 2008 STANDARD 1.1 The student will interpret

More information

The Kenton County School District A System of Excellence Social Studies 4.1 Core Content for Assessment

The Kenton County School District A System of Excellence Social Studies 4.1 Core Content for Assessment Big Idea: Government and Civics The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental

More information

A Correlation of. To the. Idaho Content Standards Social Studies Grade 3

A Correlation of. To the. Idaho Content Standards Social Studies Grade 3 A Correlation of To the Social Studies Grade 3 A Correlation of, Grade 3 Grade 3 Standard 1: History Goal 1.1: Build an understanding of the cultural and social development of the United States. 3.SS.1.1.1

More information

How will you assess mastery of the standard? 8th Grade Key Terms What do the Students Have to Know to Master the Standard?

How will you assess mastery of the standard? 8th Grade Key Terms What do the Students Have to Know to Master the Standard? Government & Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including

More information

Hamburg Area School District

Hamburg Area School District Effective Date: Hamburg Area School District Name of Course: Department: Social Studies Grade Level: 4 th Instructional Time: 150 minutes Length of Course: 4 Quarters Period Per Cycle: 5 periods Length

More information

FSPS 2nd Grade Social Studies Pacing Guide. Grade: 2nd Content Focus: Community ( Fort Smith) Unit Standards Content Resources

FSPS 2nd Grade Social Studies Pacing Guide. Grade: 2nd Content Focus: Community ( Fort Smith) Unit Standards Content Resources Grade: 2nd Content Focus: Community ( Fort Smith) 2015-2016 Essential Questions: 1. What are the roles and responsibilities of community members? 2. What makes a good community? 3. How does a student show

More information

STANDARD A - GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS

STANDARD A - GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS STANDARD A - GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS Students in the Wausau School District will learn about geography through the study of the relationships among people, places, and environments.

More information

NEXT GENERATION SOCIAL STUDIES BENCHMARKS. Develop an understanding of how to use and create a. Develop an awareness of a primary source.

NEXT GENERATION SOCIAL STUDIES BENCHMARKS. Develop an understanding of how to use and create a. Develop an awareness of a primary source. Grade K SOCIAL STUDIES CROSS REFERENCE Use the table below to determine which Social Studies Standards on the report card you have covered teaching the Next Generation Social Studies Benchmarks to your

More information

EIGHTH GRADE. STANDARD 14-B Understand the structures and functions of the political systems of Illinois, the United States and other nations.

EIGHTH GRADE. STANDARD 14-B Understand the structures and functions of the political systems of Illinois, the United States and other nations. EIGHTH GRADE SOCIAL SCIENCE GOAL #14 UNDERSTAND POLITICAL SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES STANDARD 14-A Understand and explain basic principles of the United States government. Evaluate

More information

Curriculum Guide. For Social Studies

Curriculum Guide. For Social Studies Curriculum Guide For Social Studies Table of Contents Pg # 1) Purpose Statement for our......... 3 Social Studies Curriculum 2) Overview of Social Studies........ 3-7 Curriculum 3) Adopted Textbooks..............

More information

Good Habits Great Readers and Pearson SuccessNet

Good Habits Great Readers and Pearson SuccessNet and Pearson SuccessNet Correlated to Minnesota Academic Standards Social Studies Grades K-5 Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved and Pearson SuccessNet Kindergarten

More information

GRADE 5 - AMERICAN HISTORY (PREHISTORY ) OVERVIEW

GRADE 5 - AMERICAN HISTORY (PREHISTORY ) OVERVIEW GRADE 5 - AMERICAN HISTORY (PREHISTORY - 1820) OVERVIEW The fifth grade curriculum takes a rigorous look at American history. This curriculum begins with the pre-historic arrival of hunter-gatherer societies

More information

Second Grade U.S. History Grade Standards, Supporting Skills, and Examples

Second Grade U.S. History Grade Standards, Supporting Skills, and Examples Second Grade U.S. History Grade s, Supporting Skills, and Examples Indicator 1: Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology. (Application)

More information

Social Studies Fifth Grade

Social Studies Fifth Grade Geography Harbor Creek School District Social Studies Fifth Grade Principles and Documents of Basic Geographic Literacy American Symbols and Map Skills August / September E Describe the proper use, display

More information

Fifth Grade Social Studies Standards and Benchmarks

Fifth Grade Social Studies Standards and Benchmarks Fifth Grade Social Studies Standards and Benchmarks Standard #1: History Definition: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes,

More information

5-8 Social Studies Curriculum Alignment. Strand 1: History

5-8 Social Studies Curriculum Alignment. Strand 1: History 5-8 Social Studies Curriculum Alignment Strand 1: History Content Standard 1: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes,

More information

Title Social Studies Grade 3

Title Social Studies Grade 3 Title Social Studies Grade 3 Type Individual Document Map Authors Jenny Wnuk Subject Social Studies Course Social Studies Grade 3 Grade(s) 03 Location District Curriculum Writing History Notes Attachments

More information

Social Studies K-5. MacMillan/McGraw Hill Grades 6-8. Holt/McDougal Pearson 2011

Social Studies K-5. MacMillan/McGraw Hill Grades 6-8. Holt/McDougal Pearson 2011 Social Studies K-5 MacMillan/McGraw Hill - 2009 Kindergarten Hello World First Grade - All Together Second Grade People and Places Third Grade Communities Fourth Grade Our Country and It s Regions, NJ

More information

New Jersey Student Learning Standards Science Grade: 1 - Adopted: STRAND 1-LS1. From Molecules to Organisms: Structures and Processes

New Jersey Student Learning Standards Science Grade: 1 - Adopted: STRAND 1-LS1. From Molecules to Organisms: Structures and Processes Main Criteria: New Jersey Student Learning Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 1 Correlation Options: Show Correlated NJ.1-LS. New Jersey Student Learning Standards Science

More information

America: History of Our Nation, Civil War to Present 2009 Correlated to: Illinois Learning Standards for Social Science (Middle/Junior/High School)

America: History of Our Nation, Civil War to Present 2009 Correlated to: Illinois Learning Standards for Social Science (Middle/Junior/High School) STATE GOAL 14: Understand political systems, with an emphasis on the United States. Why This Goal Is Important: The existence and advancement of a free society depend on the knowledge, skills and understanding

More information

HAMPTON BOROUGH PUBLIC SCHOOL SOCIAL STUDIES CURRICULUM GUIDE KINDERGARTEN THROUGH EIGHTH GRADE

HAMPTON BOROUGH PUBLIC SCHOOL SOCIAL STUDIES CURRICULUM GUIDE KINDERGARTEN THROUGH EIGHTH GRADE Hampton Public School Social Studies Curriculum 2009--1 HAMPTON BOROUGH PUBLIC SCHOOL SOCIAL STUDIES CURRICULUM GUIDE KINDERGARTEN THROUGH EIGHTH GRADE Board of Education Approval: April 16, 2013 (Originally

More information

Boyd County Public Schools

Boyd County Public Schools SOCIAL STUDIES 8 TH Grade Checklist Civics and Government SS-08-1.1.1 I can define monarchy. I can define democracy I can define republic I can identify the purposes and sources of power in a monarchy.

More information

Grade One Introduction to History and Social Science

Grade One Introduction to History and Social Science Modified by LCPS, June 2008 Curriculum Framework Grade One Introduction to History and Social Science Commonwealth of Virginia Board of Education Richmond, Virginia 2001 At-a-Glance Pacing Suggestions

More information

Pine Hill Public Schools Curriculum

Pine Hill Public Schools Curriculum Curriculum Content Area: Social Studies Course Title/ Grade Level: Grade 1 Unit 1: Civic Responsibility Month: September Unit 2: U.S. Government Month: End of October Unit 3: Thanksgiving Culture Month:

More information

Central Valley School District Social Studies Curriculum Map Grade 4. August September

Central Valley School District Social Studies Curriculum Map Grade 4. August September Central Valley School District Social Studies Curriculum Map Grade 4 August September of North American Regions Basis on which maps, graphs and diagrams are created Ø Aerial and other photographs Ø Reference

More information

CITIZENSHIP TEST. Name. A: Principles of American Democracy. B: System of Government. 1. What is the supreme law of the land?

CITIZENSHIP TEST. Name. A: Principles of American Democracy. B: System of Government. 1. What is the supreme law of the land? CITIZENSHIP TEST A: Principles of American Democracy 1. What is the supreme law of the land? 2. What does the Constitution do? Name 3. The idea of self-government is in the first three words of the Constitution.

More information

eorgia Adult Education CIVICS STANDARDS

eorgia Adult Education CIVICS STANDARDS eorgia Adult Education CIVICS STANDARDS CIVICS STANDARDS A. Demonstrate knowledge of key events, momentous documents, and historic people in United States history. B. Demonstrate knowledge of the structure,

More information

NEW YORK STATE CORE CURRICULUM, SOCIAL STUDIES Grade 5: The United States, Canada, and Latin America

NEW YORK STATE CORE CURRICULUM, SOCIAL STUDIES Grade 5: The United States, Canada, and Latin America New York Social Studies Core Curriculum: The Grade 5: The The grade 5 social studies program stresses geographic, economic, and social/cultural understandings related to the United States, Canada, and

More information

Idaho Content Standards for Social Studies. Grade 5

Idaho Content Standards for Social Studies. Grade 5 Title of Material: We the People: The Citizen & the Constitution Author: Center for Civic Education Publisher: Center for Civic Education ISBN #: 978-089818169-2 Reviewer: Recommend Approval yes no Highly

More information

Missouri State Standards. Reading Essentials in Social Studies Perfection Learning Corporation. Grade 5

Missouri State Standards. Reading Essentials in Social Studies Perfection Learning Corporation. Grade 5 Principles of Constitutional 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States A. Principles expressed in documents shaping constitutional democracy

More information

Sample Social Studies. Standards

Sample Social Studies. Standards Sample Social Studies Environment Content Standard Standards Students will learn about geography through the study of the relationships among people, places, and environments. FOURTH GRADE By the end of

More information

History. Geography. Civics and Government

History. Geography. Civics and Government Michigan Studies Third grade students explore the social studies disciplines of history, geography, civics and government, and economics through the context of Michigan studies. Building on prior social

More information

Standards Content (What the Student Will Know) Performance (What the Student Will Do) Activities/Assessments

Standards Content (What the Student Will Know) Performance (What the Student Will Do) Activities/Assessments Title: Geography of: South Africa, Australia, Oceania, United States Standards Content (What the Student Will Know) Performance (What the Student Will Do) Activities/Assessments 7.1.5.A 7.1.5.B 7.2.5.A

More information

Ohio Social Studies Academic Content Standards Grade-Level Indicators Grades K- 7

Ohio Social Studies Academic Content Standards Grade-Level Indicators Grades K- 7 A Correlation of 2005 to the Ohio Social Studies Academic Content Standards Grade-Level Indicators Grades K- 7 G/SS-27 This document demonstrates how Scott Foresman Social Studies meets the Ohio Social

More information

DIOCESE OF HARRISBURG

DIOCESE OF HARRISBURG Big Idea Geography is used to explain the past, interpret the present and plan for the future. 7.1.4, 7.2.4, 7.4.4 What makes one place different from another? Locate and highlight the state of, its capital

More information

5 th Grade US History

5 th Grade US History 5 th Grade US History Essential Questions: 1. How do people access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations? 2. How do people create

More information

myworld Social Studies We Are Connected Grade 3, 2013

myworld Social Studies We Are Connected Grade 3, 2013 A Correlation of To the Introduction is an exciting program that supports both social studies and literacy with instruction that is streamlined, flexible, and attuned to today s classroom. Innovative digital

More information

ANCIENT GREECE & ROME

ANCIENT GREECE & ROME ANCIENT GREECE & ROME 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy),

More information

GRADE 8 United States History Growth and Development (to 1877)

GRADE 8 United States History Growth and Development (to 1877) GRADE 8 United States History Growth and Development (to 1877) Course 0470-08 In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution

More information

Second Grade Social Studies Report Card Rubric Overview

Second Grade Social Studies Report Card Rubric Overview Citizenship I can identify characteristics of good citizenship my participation in my community/governme nt. 2.13A I can underst how historical figures exemplified good citizenship 2.13 Can we vote for

More information

Distinguish between the major regions of the United States and evaluate their interdependence

Distinguish between the major regions of the United States and evaluate their interdependence Subject Grade Level 5 Social Studies G.1.5.1 G.1.5.2 G.1.5.3 G.1.5.4 G.1.5.5 G.1.5.6 G.1.5.7 G.1.5.8 G.1.5.9 Description Classify locations as absolute and relative Identify and describe the region of

More information

Student accountability for these content standards will be available in for social science CIM endorsement.

Student accountability for these content standards will be available in for social science CIM endorsement. Storytelling connects with yellow highlighted standards. The study of the social sciences (civics, economics, geography, and history) prepares students for responsible citizenship. It enables students

More information

OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY. January 8, 2009 SOCIAL STUDIES 7 CURRICULUM

OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY. January 8, 2009 SOCIAL STUDIES 7 CURRICULUM OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY January 8, 2009 SOCIAL STUDIES 7 CURRICULUM PROPOSAL: It is proposed that the Board of Education adopt the Social Studies 7 Curriculum for students in

More information

COURSE GUIDELINE Green=Content (nouns); Yellow=Skills (verbs) GRADE: SUBJECT: TEACHER: QTR. STANDARD RESOURCES STRATEGIES ASSESSMENTS

COURSE GUIDELINE Green=Content (nouns); Yellow=Skills (verbs) GRADE: SUBJECT: TEACHER: QTR. STANDARD RESOURCES STRATEGIES ASSESSMENTS COURSE GUIDELINE Green=Content (nouns); Yellow=Skills (verbs) GRADE: SUBJECT: TEACHER: QTR. STANDARD RESOURCES STRATEGIES ASSESSMENTS 5.US.1.1. Students are able to differentiate the lifestyles of various

More information

INSPIRED STANDARDS MATCH: LOUISIANA

INSPIRED STANDARDS MATCH: LOUISIANA www.inspiration.com LOUISIANA SOCIAL STUDIES CONTENT STANDARDS STATE STANDARDS FOR CURRICULUM DEVELOPMENT 05/22/97 TABLE OF CONTENTS PAGE INTRODUCTION... 3 LOUISIANA CONTENT STANDARDS FOUNDATION SKILLS...

More information

myworld Social Studies Regions of Our Country Grade 4, 2013

myworld Social Studies Regions of Our Country Grade 4, 2013 A Correlation of To the Introduction is an exciting program that supports both social studies and literacy with instruction that is streamlined, flexible, and attuned to today s classroom. Innovative digital

More information

A Correlation of. To the. Missouri Social Studies Grade Level Expectations Grade 4

A Correlation of. To the. Missouri Social Studies Grade Level Expectations Grade 4 A Correlation of To the Grade Level Expectations Grade 4 1 Introduction This document demonstrates how myworld Social Studies meets the Grade Level Expectations for Grade 4. Correlation page references

More information

5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A-F

5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A-F 5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals 14-16 Illinois Learning Standards A-F Assessment Frameworks While ISBE is not currently assessing social science, many educators have requested copies of the framework

More information

GRADE 4: Indiana in the Nation and the World

GRADE 4: Indiana in the Nation and the World Subject/Course 0470 Level 4 GRADE 4: Indiana in the Nation and the World Fourth grade students apply their growing academic skills and knowledge to an exploration of Indiana and its relationships with

More information

Pine Hill Public Schools Curriculum

Pine Hill Public Schools Curriculum Pine Hill Public Schools Curriculum Content Area: Social Studies Course Title/ Grade Level: Social Studies/ Grade 3 Unit 1: Government Weeks: 7 weeks Unit 2: Georaphy, People, and Environment Weeks: 3

More information

We the People: The Citizen and the Constitution

We the People: The Citizen and the Constitution We the People: The Citizen and the Constitution CORRELATION GUIDE for Maine s Social Studies Framework and Standards Published by the Center for Civic Education and funded by the U.S. Department of Education

More information

TTUISD - TEKS Tracker

TTUISD - TEKS Tracker TTUISD - TEKS Tracker Author Submission Date / / Evaluator Joni Rodela Evaluation Date _8 /_1 /_16_ Note: The historical parameters for the TEKS range from 1565-2008 with the intent that all strands are

More information

Worthington Schools. SOCIAL STUDIES Graded Course Of Study. K 12 May 2003

Worthington Schools. SOCIAL STUDIES Graded Course Of Study. K 12 May 2003 Worthington Schools SOCIAL STUDIES Graded Course Of Study K 12 May 2003 Rick E. Fenton, Superintendent Jacquelyn Sonedecker, Assistant Superintendent Ed Chism, Social Studies Teacher Leader 200 East Wilson

More information

Grade 4 Social Studies

Grade 4 Social Studies Student Name: Practice Test Grade 4 Social Studies Student Test Booklet Published by FOCUScurriculum 33 Milford Drive, Suite 1 Hudson, OH 44236 (330) 656-9008 www.focuscurriculum.com Copyright 2009 FOCUScurriculum

More information

Central Valley School District Social Studies Curriculum Map Grade 3. August September

Central Valley School District Social Studies Curriculum Map Grade 3. August September Central Valley School District Social Studies Curriculum Map Grade 3 Geography of PA Characteristics and purposes of different geographic representations Ø Maps and basic map elements, Globes, Graphs,

More information

AMERICAN GOVERNMENT QUESTIONS Principles of American Democracy 1. What is the supreme law of the land? 2. What does the Constitution do?

AMERICAN GOVERNMENT QUESTIONS Principles of American Democracy 1. What is the supreme law of the land? 2. What does the Constitution do? STUDY QUESTIONS FOR THE NATURALIZATION EXAM STUDY TERIALS FOR THE CIVICS (HISTORY AND GOVERNMENT) EXAM The sample questions for the CURRENT naturalization interview are listed below. Visit the USCIS website

More information

Social Studies 5 th Grade

Social Studies 5 th Grade Government and Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including

More information

CURRICULUM MAPPING FORM

CURRICULUM MAPPING FORM Course: Social Studies Teacher: First Grade MONTH CONTENT TIME PA STANDARD/ANCH0R Yearlong MP-1 Yearlong MP-1 Civics and Government Principles and Documents of Government: Examine school rules and consequences-character

More information

CIVICS AND GOVERNMENT: Understand and apply knowledge about governmental and political systems, and the rights and responsibilities of citizens.

CIVICS AND GOVERNMENT: Understand and apply knowledge about governmental and political systems, and the rights and responsibilities of citizens. SOCIAL SCIENCES adopted April 2001. Student accountability on statewide assessments begins 2003-04. The study of the social sciences (civics, economics, geography, and history) prepares students for responsible

More information

McKinley Presidential Library & Museum American Heritage Tour Standards Third Grade

McKinley Presidential Library & Museum American Heritage Tour Standards Third Grade Third Grade: Communities: Past and Present, Near and Far McKinley Presidential Library & Museum American Heritage Tour Standards Third Grade Historical Thinking and Skills Heritage Events in local history

More information