ANCIENT GREECE & ROME
|
|
- Elfrieda Anthony
- 6 years ago
- Views:
Transcription
1 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), and sports. -The ancient Greeks and Romans were two groups of people who made significant contributions to society in terms of architecture, government, and sports. -CONTRIBUTION: The act of giving or doing something -Example: The Olympic games of today are modeled after the games of ancient Greece. -The ancient Greeks and Romans have influenced the lives of people today. The architects of ancient Greece and Rome used columns and arches in the construction of their buildings. Ancient examples still exist today. GREECE Columns ROME Arches ARCHITECTURE GOVERNMENT Example: Parthenon Example: Colosseum Ancient Greeks and Romans displayed artwork suck as mosaics, sculpture, and paintings on buildings. The government of the United States is based on ideas developed in ancient Greece and Rome. Direct Democracy GREECE (Government by the people) Birthplace of democracy ROME Representative Democracy Republican (representative) form of government
2 ANCIENT GREECE & ROME 3.4 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. CHARACTERISTIC: Different traits CHARACTERISTICS PHYSICAL CHARACTERISTIC (describes the land): GREECE ROME -Located on a peninsula with many -Located next to a river islands, mountains, and hills -Built on many hills -Surrounded by the Mediterranean Sea -Limited rich soil -Limited rich soil HUMAN CHARACTERISTIC (describes the people): GREECE ROME Farmers, Shipbuilders, Traders Farmers, Road builders, Traders Ancient Greece and Rome were located: -In Europe -Near the Mediterranean Sea ADAPTATION GEOGRAPHY People adapt to their environment in different ways. GREECE -They farmed on hillsides -Trading took place on the Mediterranean Sea -Small, independent communities developed because of the many mountains ROME -They farmed on hillsides -Trading took place on the Mediterranean Sea
3 ANCIENT MALI 3.2 The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade). 3.4 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. ORAL TRADITION Most of what we know about Mali s history comes from oral accounts that were handed down by Mali storytellers from one generation to the next. GRIOT: A storyteller that passed down information about Mali s history. CITY ADAPTATION GEOGRAPHY TRAITS GOVERNMENT The kings of Mali were rich and powerful men who controlled trade in West Africa. Sundiata and Mansa Musa were two famous kings. Africa was the home to several great empires. Mali became one of the largest and wealthiest empires in the region and was an important trade center. Early Mali was a wealthy trading empire before Columbus sailed to America. CHARACTERISTIC: Different traits PHYSICAL CHARACTERISTIC (describes the land): Located in West Africa near rivers and in a grassland region; had gold mines HUMAN CHARACTERISTIC (describes the people): Farmers, Miners, Traders -In Western Africa -Near Rivers -In Grassland Region -Had Gold Mines -Located across trade routes -Near Sahara Desert & Salt Mines People adapt to their environment in different ways. People in Mali adapted to their environment by: 1. Using salt for health and preserving food 2. Trading gold from the mines for salt Timbuktu was an important city in Mali. It had a famous university with a large library containing Greek and Roman books.
4 EXPLORERS 3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) Identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians. CHRISTOPHER COLUMBUS JUAN PONCE DE LEON JACQUES CARTIER CHRISTOPHER NEWPORT SPONSOR REASON FOR EXPLORING ACCOMPLISHMENTS COLUM- BUS Spain To find a western sea route to America -First European to discover sea route to America -Discovered Western Hemisphere PONCE DE LEON CARTIER Spain France -To discover riches -To discover land to conquer -Find Fountain of Youth To colonize the New World -First European to land on main body of U.S. (Florida) -Gave Spain a claim to Florida -Explored St. Lawrence River Valley near Quebec, Canada -Gave France a claim to North America NEWPORT England -To discover riches -Find a western sea route to Asia -Arrived at present town Jamestown -Made 4 voyages brining people to Jamestown -To colonize Virginia -One of the first men to reach the Fall Line of the James River -Due to European explorations, American Indians experienced changes to their cultures and environment. The impact of European exploration on American Indians included: Introducing deadly diseases Settling on the American Indian s land Forcing the American Indian s to relocate away from their homeland
5 EXPLORER GEOGRAPHY 3.5 The student will develop map skills by 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 León (near St. Augustine, Florida), Jacques Cartier (near Québec, Canada), and Christopher Newport (Jamestown, Virginia); All of the explorers sailed from Europe to North America. EXPLORER SAILED FROM (SPONSOR) SAILED TO (EXPLORED) EXPLORERS Christopher Columbus Juan Ponce de Leon Spain (Continent: Europe) Spain (Continent: Europe) Bahamas (Location: Islands of America) St. Augustine (Country: U.S. State: Florida) Jacques Cartier France (Continent: Europe) Quebec & St. Lawrence River Valley (Country: Canada) Christopher Newport England (Continent: Europe) Jamestown (Country: U.S. State: Virginia) MAP
6 GEOGRAPHY 3.5 The student will develop map skills by a) Positioning and labeling the seven continents and five oceans to create a world map CONTINENT: large body of land There are 7 continents. The United States is located on the continent of North America. South America Australia Europe Africa Asia CONTINENTS North America Antarctica OCEAN: large body of water OCEANS There are 5 oceans.
7 3.5 The student will develop map skills by GEOGRAPHY b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; e) Locating specific places, using a simple letter-number grid system. -The globe (and the Earth) is in the shape of a sphere (ball). -A hemisphere is half of a sphere; it is created by the Prime Meridian or Equator -The Prime Meridian is an imaginary line that divides the Earth into the Eastern and Western Hemisphere. GLOBE FEATURESS -The Equator is an imaginary line around the middle of the Earth that divides it into the Northern and Southern Hemispheres. GRID MAP CHANGES The letter and number coordinates of a grid system identify the approximate location of a place.
8 VISUAL AIDS 3.6 The student will read and construct maps, tables, graphs, and/or charts. Maps, tables, graphs, charts, and pictures can be read and constructed to gather and display information. VISUAL AIDS -Regions are places that have common characteristics (traits). MAP FEATURES -MAP KEY or MAP LEGEND: gives an explanation of symbols used on a map -COMPASS: a tool used to find a direction -CARDINAL DIRECTIONS: North, South, East, West -INTERMEDIATE DIRECTIONS: Northeast, Northwest, Southeast, Southwest
9 ECONOMICS 3.7 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. 3.8 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. 3.9 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). PRODUCERS: People who use resources to make goods and provide services. GOODS: Things that people make or use to satisfy needs and wants. SERVICES: Activities that satisfy people s needs and wants. NATURAL RESOURCES HUMAN RESOURCES CAPITAL RESOURCES RESOURCES materials that come directly from nature people working to produce goods and services goods made by people and used to produce other goods and services examples: water, soil, wood, coal examples: farmer, construction worker examples: machines, tools, buildings PRINCIPLES DECISIONS SPECIALIZATION: People and regions specialize because they cannot produce everything they want. Specialization is when people focus on providing only certain goods and services. INTERDEPENDENCE: People trade for things they need and want, but do not have. People must depend on others for things they can t produce themselves. People must make choices because they cannot have everything they want. ECONOMIC CHOICE: The economic choice is the decision someone makes out of all of the options. OPPORTUNITY COST: The opportunity cost is the next best choice, the choice that was given up to pick something else. EXAMPLE ECONOMIC CHOICE OPPORUNITY COST I can either buy new shoes or a new book bag for school. I chose to buy new shoes. I gave up the new book bag.
10 ECONOMICS IN ANCIENTS 3.7 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. -Resources are used to produce goods and services. -Producers of goods and services are influenced by natural, human, and capital resources. NATURAL RESOURCES HUMAN RESOURCES CAPITAL RESOURCES MALI -gold -salt -miners -farmers -traders -mining tools GREECE -Mediterranean Sea -limited rich soil -ship-builders -traders -farmers -potters -ship building tools -ships ROME -Mediterranean Sea -limited rich soil -trees -river -ship builders -road builders -traders -farmers -potters -ship building tools -ships -road building tools
11 CIVICS 3.10 The student will recognize the importance of government 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 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; RULES/LAWS 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 government We have rules and laws to keep people safe and maintain order. GOVERNMENT BASIC PRINCIPLES GOVERNMENT: A group of people who: 1. Make laws 2. Carry out laws 3. Decide if laws have been broken The government is important because it protects the rights and property of people. Government exists locally (community), in the state (Virginia), and nationally (United States). BASIC PRINCIPLES: Basic principles are privileges that people are born with and cannot be taken away. The 3 privileges are: 1. Life 2. Liberty 3. Pursuit of Happiness Equality under the law means people are treated fairly. Many people worked to defend the basic principles that formed the foundation for our republican form of government.
12 FAMOUS AMERICANS: PRESIDENTS 3.11 b) identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez; WASHINGTON George Washington -1 st President of the new nation (United States) -He is called the Father of our Country -Worked under new republican form of government (where people could elect leaders) -He helped put the basic principles into practice for the new nation (life, liberty, pursuit of happiness) JEFFERSON Thomas Jefferson -Born in Virginia -3 rd President -Wrote Declaration of Independence (which says that all people have certain rights) -Leader who helped develop country LINCOLN Abraham Lincoln -16 th President -President when country was divided over the issue of equality (slavery) -Helped free African-American slaves
13 FAMOUS AMERICANS: CIVIL RIGHTS LEADERS 3.11 b) identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez; PARKS Rosa Parks -Refused to give up her seat on a bus -Helped bring about changes in laws -Worked so that all people would have equal rights MARSHALL Thurgood Marshall -Lawyer who defended people when not all had equal rights -First African American Supreme Court Justice (judge) of the U.S. Supreme Court KING Martin Luther King, Jr. -African-American minister -Worked to get equal rights for all people -Helped bring about changes in laws peacefully CHAVEZ Cesar Chavez -Mexican-American -Worked to improve conditions for farm workers
14 HOLIDAYS & CITIZENSHIP 3.11 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. Veterans Day is the recognition of and respect for Americans who serve or served in the military. Veteran s day is celebrated on November 11 th. VETERANS DAY Memorial Day is the recognition of Americans who died in wars while they were serving their country. Memorial Day is celebrated on the last Monday in May. MEMORIAL DAY There are many ways people can serve their community, state, and nation. SERVICE Examples include: -Volunteering -Getting involved in community projects -Serving as a government official -Joining the military -Voting
15 DIVERSITY 3.12 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. AMERICANS The American people come from diverse ethnic and national backgrounds and they are united as Americans by basic American principles. AMERICANS: share the basic principles of the republican form of government RUBPUBLICAN FORM OF GOVERNMENT: representative democracy BASIC PRINCIPLES: life, liberty, pursuit of happiness There are many benefits to the diversity that people from different cultures bring to America, including: 1. Food BENEFITS 2. Music 3. Clothing
Grade Three Introduction to History and Social Science
2008 Curriculum Framework Grade Three Introduction to History and Social Science Commonwealth of Virginia Board of Education Richmond, Virginia Approved July 17, 2008 STANDARD 3.1 The student will explain
More informationDate Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources/Assessment & Activities September MAP SKILLS
During the summer of 2010, the pacing guide for third grade History was reviewed based on input from third grade teachers and the following changes were made: Economics concepts were moved to November.
More informationThird Grade Social Studies Pacing Guide
Third Grade Social Studies Pacing Guide Revised: June 2015 Waynesboro Public Schools 301 Pine Avenue Waynesboro, Virginia 22980 www.waynesboro.k12.va.us Important Pacing Guide Information: This pacing
More informationVGLA 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 informationVirginia 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 informationSOL 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 informationPrinciples 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 informationStudent will be able to: Show understanding of the following essential knowledge:
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
More informationU.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 informationGeorgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 3rd Grade Skills requirement.
Grade 3 Module Where People Live This module reinforces students understandings of grids on maps and globes to meet the 3rd Grade Skills requirement. Matters This module may be used at the start of the
More informationProposed 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 informationGanado Unified School District (Social Studies/3 rd Grade)
Ganado Unified School District (Social Studies/3 rd Grade) PACING Guide SY 2018-2019 Timeline & Resources 1 st Quarter Week 1-2 - July 31 & August 6 AZ College and Career Readiness Standard Geography Skills
More informationGrade 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 informationCesar 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 informationGeorgia 3 rd Grade Cumulative Social Studies Review
Georgia 3 rd Grade Cumulative Social Studies Review Graphics from www.scrappindoodle.com Name Date Social Studies Cumulative Review 3 rd Grade Directions: Circle the correct answer. 1. Your teacher has
More informationGrade 5 Concepts and Skills
G RADE 5 UNITED STATES HISTORY, GEOGRAPHY, ECONOMICS, AND GOVERNMENT: EARLY EXPLORATION TO WESTWARD MOVEMENT Students study the major pre-columbian civilizations in the New World; the 15th and 16th century
More informationThird Grade Report Card Teacher Rubric Social Studies. in concept
Social Studies Historical Explain the political roots of our Minimal ability to A. Inconsistently A. Identifies Consistently and Demonstrates or self Options include: Discussion, Dialog, modern democracy
More informationSocial 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 informationBig 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 informationCalifornia 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 informationGrade 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 informationOne Stop Shop For Educators. Grade Four
Grade Four UNITED STATES HISTORY TO 1860 In fourth grade, students begin the formal study of United States history. At this grade, the four strands of history, geography, civics, and economics are fully
More informationCITIZENSHIP 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 informationGrade 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 information7.1.3.a.1: Identify that trade facilitates the exchange of culture and resources.
History: 6.1.1.a.1: Identify the cultural achievements of ancient civilizations in Europe and Mesoamerica. Examples: Greek, Roman, Mayan, Inca, and Aztec civilizations. 6.1.2.a.1: Describe and compare
More informationSocial Studies Grade 6
3/29/10 A.8.1 Use a variety of geographic representations, such as political, physical, and topographic maps, a globe, aerial photographs and satellite images, to gather and compare information about a
More informationKindergarten 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 informationSocial Studies. Essential Questions. Standards. Content/Skills. Assessments. Timeframe, suggested
Social Studies Essential Term 1 Grade 5 What is change? Why do people move and what are some of the effects? How do people relate to each other, friends, family, community, and government? 5.1 Describe
More informationCherokee County School District Student Performance Standards Unit Guides - Social Studies: Third Grade
Unit 1 Connecting Themes (Enduring Understandings/Essential Questions) Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the social, political, and economic
More informationA 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 informationSecond 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 informationHISTORY AND SOCIAL SCIENCE
Nashoba Regional School District HISTORY AND SOCIAL SCIENCE Grade 5 Nashoba Regional School District History and Social Science, 2008. Work in this document is based upon the standards outlined in the
More informationDO NOT WRITE ON THIS TEST BOOKLET, ANSWER ALL QUESTIONS ON ANSWER SHEET PROVIDED.
DO NOT WRITE ON THIS TEST BOOKLET, ANSWER ALL QUESTIONS ON ANSWER SHEET PROVIDED. DO NOT WRITE ON THIS TEST BOOKLET, ANSWER ALL QUESTIONS ON ANSWER SHEET PROVIDED. (rev. 03/11) Civics (History and Government)
More informationSecond 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 informationNEXT 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 informationFifth 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 informationJackson County Schools 4 th Grade Social Studies Curriculum Map *In this unit students will be introduced to the unit connecting themes of:
Unit Connecting Themes in Fourth Grade Social Studies (Unit 1) *In this unit students will be introduced to the unit connecting themes of: Beliefs and Ideals Conflict and Change Distribution of Power Individuals,
More information1. Identify different ways of dating historical narrative ( 17th century, seventeenth century, 1600s, colonial period) (H, G)
Andover Public Schools Social Studies Benchmarks ~ 2004 Grade 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement Students study major pre-columbian civilizations
More informationADOPTED 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 informationSocial 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 informationA 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 informationAMERICAN 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 informationmyworld 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 information2nd 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 informationCivics (History and Government) Questions for the Naturalization Test
(rev. 01/17) Civics (History and Government) Questions for the Naturalization Test The 100 civics (history and government) questions and answers for the naturalization test are listed below. The civics
More informationKinder: Social Studies Curriculum Map
Kinder: Social Studies Curriculum Map 2017 2018 Dates Topics Standards Objectives First Trimester Sept 5 Rules and Procedures K.1 Students understand that being a good citizen Sept 11 We learn from our
More informationHISTORY/SOCIAL SCIENCE 4
Curriculum Standard One: The students will demonstrate an understanding of the physical and human geographic features that define places and regions in California. *1. The students will identify absolute
More informationCivics (History and Government) Items for the Redesigned Naturalization Test
Civics (History and Government) Items for the Redesigned Naturalization Test Beginning October 1, 2008, U.S. Citizenship and Immigration Services (USCIS) will begin implementation of a redesigned naturalization
More informationSOCIAL SCIENCE. Kindergarten. Goal 14 Understand political systems, with an emphasis on the United States.
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
More informationHistory and Geography 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600 s, colonial period).
Grade 5 Expectations in History and Social Science 1 Grade 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement Students study the major pre-columbian civilizations
More information5-8 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 informationA Correlation of. To the. Georgia Social Studies Standards Grade 3
A Correlation of To the Georgia Social Studies Standards Introduction myworld Social Studies is an exciting program that supports both social studies and literacy with instruction that is streamlined,
More informationDescribe opportunity costs and their relationship to decision making. Describe opportunity costs and their relationship to decision making
Learning Performance Indicators Possible Evidence Standards 1 st 2 nd 3 rd 4 th Economic understandings Shows basic understandings of economic concepts. opportunity costs and their improves standard of
More informationKindergarten 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 informationQ6. What do the stripes on the flag represent? 96. Why does the flag have 13 stripes?
Naturalization TEST Civics Items Comparison Current 96 Civics Items Q1. What are the colors of the flag? Q2. What do the stars on the flag mean? Q3. How many stars are there on our flag? Q4. What color
More informationWisconsin 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 informationGeography 8th Grade Social Studies Standard 1
Geography Standard 1 1. I can determine how geography affected the development of the United States. 8. 1. a I can identify the 5 aspects of geography including location, place, human-environmental interaction,
More informationU.S. CITIZENSHIP NATURALIZATION TEST
PART I: PRINCIPALS OF AMERICAN DEMOCRACY 1. What is the supreme law of the land? 2. What does the U.S. Constitution do? 3. The idea of self-government is in the first three words of the Constitution. What
More informationSUBJECT: History and Social Studies Grade Level: 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement
Unit: Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to 1700 Learning Standards / Essential Knowledge Concepts and Skills Essential Questions 5.1 Describe
More informationA 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 informationTTUISD - 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 informationSocial Studies: 8 th Grade
Social Studies: 8 th Grade Unit: Unit 1: American and Wisconsin Native Cultures Unit Sub-Topics: Origin of Native Americans Native American Cultures Time Line: 2-4 weeks Wisconsin State Standards: A.8.1,
More informationGlobal: Spiraling essential questions, concepts and skills, and standards. Grade 5
History and Geography (H,G) Geography- Why do people move?, How does a region s geography, climate, and natural resources affect the way people live? What information and stories do maps and globes tell?
More informationSocial Studies Pacing Guide 4 th Grade
Q1 Unit 1: Connecting Themes Unit 2: The Discovery of North America 5 days (1 week) 34 days (7 weeks) Days Aug. 10-14, 2015 August 17 October 2, 2015 SS4G1 The student will be able to locate important
More informationName: Date: Class Period: --------------------------------------------------------------------------------------------------------------------------------------- ---- The Arizona State Civics Test This
More informationPre-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 informationmyworld 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 informationAlabama Extended Standards Social Studies Grades K-12. DRAFT for Review. May 2013
Alabama Extended Standards Social Studies Grades K-12 DRAFT for Review May 2013 We welcome your editorial comments. Please e mail questions or comments about these DRAFT Extended Standards to speced@alsde.edu.
More informationConstruct maps that display the location of a variety of Earth's physical features (e.g., plateaus, rivers, deltas
Subject Grade Level 7 Social Studies G.1.7.1 G.1.7.10 G.1.7.2 G.1.7.3 G.1.7.4 G.1.7.5 G.1.7.6 G.1.7.7 G.1.7.8 G.1.7.9 Description Determine the absolute and relative location of a specific place Construct
More informationFOURTH 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 informationFifth Grade History/Social Science Pacing Guide Trimester One
History/Social Science Pacing Guide Trimester One Date: -Weeks 1-6 Nature s Fury History Standard 5.1: Students describe the major pre-columbian settlements, including the cliff dwellers and pueblo people
More informationThird 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 informationGeography played an important role in the rise of Roman civilization.
Ancient Rome Rome s Beginnings Key Terms: republic: a form of government in which rulers are elected by citizens legion: Roman army unit of 6,000 men each In this section, you will learn how Rome grew
More information7 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 informationHIST-VS Kaechele_Grant_VS.5/VS.6 Test Exam not valid for Paper Pencil Test Sessions
HIST-VS Kaechele_Grant_VS.5/VS.6 Test Exam not valid for Paper Pencil Test Sessions [Exam ID:2NS6LL 1 What document states that all people are created equal and have rights to life, liberty, and the pursuit
More informationClassical Civilizations of the Mediterranean & Middle East. Persia, Greece & Rome
Classical Civilizations of the Mediterranean & Middle East Persia, Greece & Rome Common Features of Classical Civilizations China, India, Persia, Greece and Rome developed their own beliefs, lifestyles,
More information2. If something happened to the president, who would take his or her place? 1. The U.S. Congress is a group of people who
1. The U.S. Congress is a group of people who A. run the city. B. are soldiers. C. are lawyers. D. make laws 2. If something happened to the president, who would take his or her place? A. Vice president
More informationCentral 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 informationCivics (History and Government) Questions for the Naturalization Test
Page 1 of 37 Warning: This material cannot be sold or reproduced by any means It is FREE Disclaimer: I am not responsible for any translation mistake or skipped questions For latest questions, please trust
More informationGRADE 7 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 7
GRADE 7 SOCIAL STUDIES The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards.
More informationSOCIAL STUDIES GRADE 7. I Can Checklist Office of Teaching and Learning Curriculum Division
SOCIAL STUDIES WORLD STUDIES FROM 750 B.C. TO 1600 A.D.: ANCIENT GREECE TO THE FIRST GLOBAL AGE GRADE 7 I Can Checklist 2015-2016 Aligned with Ohio s New Learning Standards for Social Studies Office of
More informationI 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 informationGood 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 informationSocial Studies Content Expectations
The fifth grade social studies content expectations mark a departure from the social studies approach taken in previous grades. Building upon the geography, civics and government, and economics concepts
More information1. What is the supreme law of the land? the Constitution
Do you need to take the citizenship test? / Necesitas tomar el exámen de ciudadanía? The 100 Questions of Citizenship / Las 100 Preguntas de Ciudadanía 1. What is the supreme law of the land? the Constitution
More informationSocial Studies. DCAS Review
Social Studies DCAS Review 7 th Grade Student Edition SWAP Questions Grade 7 Benchmarks 6-8 Cluster Created for Exclusive Use in the Colonial School District Economics 3a 1. In a command or planned economy,
More information3 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 informationWarren 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 informationSOCIAL 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 informationIndiana Academic Standards Social Studies
A Correlation of To the Introduction This document demonstrates how,, meets the for,. Correlation page references are to the Student Edition and Teacher Edition. The all new myworld Interactive encourages
More informationHistory & Geography -understand what geography includes -understand the beginnings of human history and creation
All About Me (And belonging to a Family) Begin to understand that they are unique individuals created by God. Learn their whole name, initials, birthdate, and parents first names. (Address and phone numbers
More informationSocial Studies Precision Review of the GPS Grades 3-5
Social Studies Precision Review of the GPS Grades 3-5 The Social Studies Precision Review reflects changes approved by the State Board of Education. The original standard is to be taught in the 2008-2009
More informationX On record with the USOE.
Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)
More informationX On record with the USOE.
Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)
More informationX On record with the USOE.
Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)
More informationConstitution (4 weeks) What factors influenced the development of the US government? SS4H1 Explain the causes, events, and results of the
4 th Grade Social Studies Teaching and Learning Framework 2017-2018* (Transition Plan) Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Launching Social Studies (2 weeks)
More informationAmerica, History of Our Nation Civil War to the Present 2014
A Correlation of Civil War to the Present 2014 To the Utah Core State Standards for Resource Title:, Civil War to the Present Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231441
More informationName: 8 th Grade U.S. History. STAAR Review. Colonization
Name: _ 8 th Grade U.S. History STAAR Review Colonization FORT BURROWS 2018 Name: _ VOCABULARY Agriculture - Farming, raising crops and livestock. Assembly a group of people who make and change laws for
More informationABC's of Government Traceable Cursive Copywork. Sample file
ABC's of Government Traceable Cursive Copywork Created and designed by Debbie Martin ABC's of Government Copywork Traceable Cursive The Whole Word Publishing The Word, the whole Word and nothing but the
More informationGRADE 4 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 4
GRADE 4 SOCIAL STUDIES The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards.
More information