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1 1 of 11 9/18/2009 3:39 PM Map: Social Studies Type: Diary Grade Level: 5 School Year: Author: Mary Bannon District/Building: Minisink Valley CSD/Intermediate School Created: 11/02/2008 Last Updated: 06/19/2009 << Refresh Map Content << Printable Version What is a globe? What does it show? What is a hemisphere? What are latitude and longitude? What are cardinal directions? What are intermediate directions? How can you find directions on a map? What is a scale? How can you use a scale? How are map scales different? How are symbols used on a map? What is a locator? What does it show? Why read a map title? What is a political map? What is a physical map? What is an historical map? NYS Social Studies Test Preparation How can ELA strategies help us to succeed on the NYS Social Studies Assessment? Why is it important to use constructed response questions when answering DBQ essays? How does th DBQ organizer help us to organize our ideas and information for the essay? What makes up the history of the U.S.? Where do our people come from? Geography Skills and Concepts: continent ocean equator latitude parallel hemisphere longitude meridan prime meridian cardinal direction intermediate direction compass rose scale symbol map key locator political map physical map relief map elevation map historical map Multiple choice strategies. Techniques for paragraghs and essays - intro, transition sentence, body (according to the task), conclusion Essay format and DBQ graphic organizer. People in the U.S. come from many cultures with diverse customs, beliefs, and language. The U.S. Constitution Branches of Government: Executive, Legislative, and Judicial. Levels of Government: Federal, State, and Local. Understand how globes are different from maps. Locate four hemipheres. Identify lines of longitude and latitude. Identify the 7 Continents. Use a compass rose to locate cardinal directions and intermediate directions. Use a map scale to determine distance between places on a map. Read and use Map Symbols. Identify and use different kinds of maps. Test Preparation Multiple choice questions Read and identify important words, phrases within each question. Look at pictures graphs, charts, cartoons, and captions. Restate the question, answer the question, use transitions to explain your thinking, tie it together, summarize. Model how to set up DBQ organizer, practice completing and transferring notes from organizer into essay form. Use drawings of globes to label hemipheres, continents, equator, prime meridian, and oceans. Find directions on a map. Use a map scale to determine distance between places. Use symbols and a locator to identify items on a map. Use different kinds of maps to give specific information about a peticular subject. Test-taskvocabulary and map identification NYS Practice Tests Organizer Notes transferred into essay format. Lesson Worksheets Chapter Tests Read and interpret pie graphs, bar graphs, political cartoons and charts. Unit Tests SS5-K1-1B SS5-K1-1A SS5-K1-1C SS3-K2-1B SS3-K2-1C SS3-K2-1D What unites all the different people who make up the U.S.? Why is the U.S. considered a diverse country? What are the roles of the federal, state, and local governments? What are some rights and Primary Sources and Secondary Sources. Vocabulary culture diversity unity values immigrant DBQ Essay - Introduction, body paragraphs, conclusion. Explain why the U. S. is considered a diverse country. Analyze the role of the immigration in shaping the U.S.

2 2 of 11 9/18/2009 3:39 PM responsibilities of citizens of the U.S.? What are primary and secondary sources of information? ancestor ethnic group census population prejudice Constitution democracy republic federal citizen civil rights Washington, D.C. history historian primary source oral history secondary source perspective Describe the form of government in the U.S. Describe some important basic beliefs of the people of the U.S. Compare the roles of the federal, state, and local governments. Compare primary and secondary information sources. Analyze the effect that perspectives have on the interpretation of history. What is geography? What is a region? What is climate? Define temperature and precipitation What do lines of latitude measure? What are lines of latitude also called? What part of Earth is zero degrees latitude? What are the lines of longitude also called? What is another name for zero degrees longitude? What do lines of longitude measure? What is a grid? What are natural resources? What are nonrewable resources? What is a country's economy? What is conservation? Geography of the U.S. Land and Water regions of the U.S. Climate- Arid America and Humid America. Affects of climate on people's lives. Understanding Latitude and Longitude. Natural Resources-renewable and nonrewable. Vocabulary geography region landform interdependent Analyze how geographers study and learn about a place. Define different kinds of regions that exist. Describe the land and water in different regions of the U.S. Identify the factors that affect temperature. Explain how climate affects peoples lives. Use latitude and longitude to locate a place on a map. Appreciate the value of our natural resources and the method used to conserve them. Predict how people might find ways to conserve resources in the future. Lesson Worksheets Chapter Tests Unit Tests Read Maps, Charts and Graphs SS3-K1-1A SS3-K1-1B SS3-K1-1C SS3-K2-1B SS3-K2-1C SS3-K2-1D Rocky Mountains Continental Divide climate temperature precipitation arid humid latitude longitude meridian prime meridian grid

3 3 of 11 9/18/2009 3:39 PM natural resources nonrenewable resources renewable resources mineral environment economy pollution acid rain conservation recycle How can I best prepare students for the NYS Social Studies Assessment? How have archaeologists helped us learn about peoples' cultures? Review test taking strategies and skills - multiple choice, constructed responses, document-based questions, interpreting data, writing essays. Native American People Early explorers come to America Reading historical maps Read, identify,interpret questions Analyze how North American civilizations used the land and natural resources. Explain why and how Columbus reached the Americas. sample tests handouts notebook observation report timelines activity worksheets SS1-K1-1A SS1-K1-1B How did Native Americans throughout the Americas regard the land and its resources? Vocabulary: civilization artifact archaeologist Analyze the effects of the Columbian exchange on the Western and Eastern hemispheres. Why were s searching for the new route to Asia? empire slavery expedition Read and interpret an historical map. colony How did Columbus reach the Americas? conquistador Christopher Columbus King Ferdinand Queen Isabella Hernando Cortes Bahama Islands San Salvador New Spain historical map

4 4 of 11 9/18/2009 3:39 PM (Not necesssarily done this month) What were some of the drawbacks to the site of Jamestown? How did Captain John Smith help save Jamestown? Mayflower Compact? Early settlements in what is now the U.S. Vocabulary, people, places: Northwest Passage Mayflower Compact describe recognize distinguish report restate identify infer apply practice analyze distinguish test evaluate interpret recall Activity worksheets Notebook checks Chapter tests Unit tests Book Report Key Note Presentations SS1-K1-1A SS1-K4-1B SS4-K1-1A SS4-K2-1B SS4-K2-1A SS4-K2-1E What happened to the Pilgrims during the first winter that they lived in Plymouth? Queen Elizabeth I John Smith How did Squanto help the Plymouth colonists survive? Squanto Why did the Pilgrims celebrate Thanksgiving? New England Chesapeake Bay Who was Thomas Hooker and what colony did he found? Virginia Who was William Penn? Jamestown What did Penn name his colony and what did the name mean? Plymouth What are debtors and what often happened to them in England? The thirteen colonies What was one reason that the Lenape got along with the colonists at first? Reading time lines What is a time line? Life in the colonies. Why did many s come as indentured servents? England, Spain, and France all settled colonies in North America and struggled for contol of certain areas. Why did Africans come to the colonies? Vocabulary, People, Places: What cash crops did farmers grow in the Southern Colonies? What jobs were performed by most enslaved Africans in the North? Where did most enslaved Africans work in the South? Why was the fur trade so important in New France? tolerate debtor William Penn New England Colonies Middle Colonies Southern Colonies indentured servants result of the French and Indian War? slave trade plantation How did the missions treat the Pueblos and other Native Americans in the area? agriculture economy free enterprise Why did missionaries and fur traders make up most of the population of New cash crop slave codes frontier

5 5 of 11 9/18/2009 3:39 PM France? What things did the French trappers learn from the Native Americans? Treaty of Paris of 1763? Benjamin Franklin West Indies Africa Phildelphia mission Treaty of Paris Jauques Cartier Samuel de Champlain George Washington Canada New France Ohio River Valley What is liberty? What does it mean to rebel? Stamp Act? Who were the Sons of Liberty? What happened to the tea on the ships in Boston Harbor? The American Revolution A New Constitution Reading and Interpreting political cartoons Vocabulary, People, Places American Revolution Stamp Act Boston Massacre Analyze Describe Compare and analyze Explain Discuss Interpret political cartoons. Activity worksheets Chapter Tests Unit Tests Notebook Evaluation SS1-K1-1B SS1-K2-1B SS1-K3-1B SS1-K3-1C SS1-K3-1D What were the new British laws of 1774 called by the colonists? Boston Tea Party Intolerable Acts What happened at the battle of Lexington? First Continental Congress minuteman What happened at the battle of Concord? militia Second Continental Congress What happened at the Battle of Bunker Hill? Declaration Of Independence King George III What was Common Sense? purpose of the Declaration of Independence? samuel adams Thomas Jefferson Articles of Confederation Constitutional Convention Who wrote the Declaration of Independence? What did the Patriots believe? legislative branch executive branch judicial branch What view did the Loyalists have? Why were most of the powers of government given to the ststes? Supreme Court House of Representatives Senate Preamble Why did Congress have little power over the states? federal system checks and balances What were the provisions of the Northwest Ordinance? James Madison Alexander Hamilton Why was the Northwest Ordinance important? political cartoon symbol Louisiana Purchase

6 6 of 11 9/18/2009 3:39 PM How did James Madison prepare for the Constitutional Convention? Great Compromise? What compromise was reached on the issue of slavery? What is the purpose of the system of checks and balances? War of 1812 Monroe Doctrine cotton gin James Monroe Sacajawea James Madison Andrew Jackson What are amendments to the Constitution? How do some cartoonists help readers understand their drawings? Why did Americans move to lands in the West? effect of the Louisiana Purchase on the size of the United States? Why was Sacajawea needed by Lewis and Clark? Why did the United States fight the War of 1812? How did the Monroe Doctrine try to prevent control of Latin America? What happened at the battle of the Alamo? What happened at the Battle of San Jacinto? Republic of Texas? What two events caused the United States and Mexico to go to war? Who were the Forty-Niners? How have historical events affected the cultures of the United States and Canada? How has the variety of peoples in the United States and Canada benefited and challenged the two nations? Why are French Canadians concerned about preserving their How have French Canadians in Quebec worked to preserve their What are some Key Places: Quebec, British Columbia, Saskatchewan, Regina, Saskatoon, Vancouver, Fraser River, Victoria, Cariboo Mountains, Pacific Rim Vocabulary: Francophone, separatist, Quiet Revolution, referendum, immunity, totem pole, boomtown Key People: Jacques Cartier, Quebec City, Montreal Identify the different cultures that make up Quebec, British Columbia, Saskatchewan Identify the major influences on British Columbia's culture Know the location of Quebec, British Columbia and Saskatchewan and their proximity to the United States Understand the importance of preserving culture and the ways in which these provinces have chosen to maintain their cultural diversity Students will have a thorough knowledge of the historical reasons for Quebec's French heritage. They will be able to describe the steps the citizen's have taken to preserve this heritage. Students will be able to label the provinces that make up the areas of Quebec, Saskatchewan and British Columbia by completing a map of the region Students will be able to identify the reasons immigrants came to the Prairie Provinces in the mid-1800's by analyzing the various immigrant groups and Create an advertisement or poster encouraging immigrants to come to the Prairie Provinces Read the biography of Jean Chretien and write how his political beliefs shaped Quebec's history Research information on one of Quebec's, Saskatchewan's, or British Columbia's provinces and complete a book report Keep a diary of a Swiss immigrant's journey to northern SS2-K1-1A SS2-K1-1B SS2-K1-1C SS2-K2-1C SS2-K3-1A SS2-K3-1B SS2-K3-1C SS2-K4-1A SS2-K4-1B SS2-K4-1C SS2-K4-1D SS3-K1-1A SS3-K1-1C SS3-K2-1B SS3-K2-1D SS4-K1-1A SS5-K4-1A SS5-K4-1B SS5-K4-1C

7 7 of 11 9/18/2009 3:39 PM features of Quebec What are some reasons for the Quiet Revolution? What steps have Quebeckers and other Canadians taken to preserve French Why do many people in Quebec want to separate from Canada? Why did the Prairie Provinces attract immigrants in the mid-1800's? How do ethnic communities maintain their traditions in Saskatchewan, and how have the immigrants influenced the culture of Saskatchewan? How did the lives of indigenous peoples in Canada change after s arrived? Before the 1800's, what major events influenced British Columbia's Why does British Columbia have such a diverse population? How does geography tie British Columbia to the Pacific Rim? What brought s to British Columbia between the late 1500's and the late 1800's? What were the effects of the gold rush on British Columbia? importance of the completion of the Canadian Pacific Railroad? doing research on each group. Students will summarize the overall reasons for immigrants coming to Saskatchewan to start farms by creating a poster. Students will predict what overall changes will take place with Quebec's culture after the influx of immigrants. Students will compare and contrast the reasons different immigrants chose to settle in Canada. Students will write about the life of a Quebecker and their cultures and traditions. Canada and life in Canada Handouts from the Chapter and Section Support booklet Create an interview with an immigrant to British Columbia using research information Write a letter from a British trader to his family back about hunting and trapping in Vancouver Island Complete a map locating the main provinces in British Columbia, Saskatchewan, and Quebec Keep a notebook of class notes, vocabulary, etc. Write a report about life in the prairies of Saskatchewan Section and Chapter tests Create a timeline of immigration to Canada from the 1500's to the present Complete worksheets on each section How have historical events affected the cultures of the United States and Canada? How has the variety of peoples in the United States and Canada benefited and challenged the two nations? Why are French Canadians concerned about preserving their How have French Canadians in Key Places: Quebec, British Columbia, Saskatchewan, Regina, Saskatoon, Vancouver, Fraser River, Victoria, Cariboo Mountains, Pacific Rim Vocabulary: Francophone, separatist, Quiet Revolution, referendum, immunity, totem pole, boomtown Key People: Jacques Cartier, Quebec City, Montreal Identify the different cultures that make up Quebec, British Columbia, Saskatchewan Identify the major influences on British Columbia's culture Know the location of Quebec, British Columbia and Saskatchewan and their proximity to the United States Understand the importance of preserving culture and the ways in which these provinces have chosen to maintain their cultural diversity Students will have a thorough knowledge of the historical reasons for Quebec's French heritage. They will be able to describe the steps the citizen's have taken to preserve this heritage. Students will be able to label the provinces that make up the areas of Quebec, Saskatchewan and British Columbia by completing a map of the region Students will be able to identify the reasons Create an advertisement or poster encouraging immigrants to come to the Prairie Provinces Read the biography of Jean Chretien and write how his political beliefs shaped Quebec's history Research information on one of Quebec's, Saskatchewan's, or British Columbia's provinces and complete a book SS2-K1-1A SS2-K1-1B SS2-K1-1C SS2-K2-1C SS2-K3-1A SS2-K3-1B SS2-K3-1C SS2-K4-1A SS2-K4-1B SS2-K4-1C SS2-K4-1D SS3-K1-1A SS3-K1-1C SS3-K2-1B SS3-K2-1D SS4-K1-1A SS5-K4-1A SS5-K4-1B SS5-K4-1C

8 8 of 11 9/18/2009 3:39 PM Quebec worked to preserve their What are some features of Quebec What are some reasons for the Quiet Revolution? What steps have Quebeckers and other Canadians taken to preserve French Why do many people in Quebec want to separate from Canada? Why did the Prairie Provinces attract immigrants in the mid-1800's? How do ethnic communities maintain their traditions in Saskatchewan, and how have the immigrants influenced the culture of Saskatchewan? How did the lives of indigenous peoples in Canada change after s arrived? Before the 1800's, what major events influenced British Columbia's Why does British Columbia have such a diverse population? How does geography tie British Columbia to the Pacific Rim? What brought s to British Columbia between the late 1500's and the late 1800's? What were the effects of the gold rush on British Columbia? importance of the completion of the Canadian Pacific Railroad? immigrants came to the Prairie Provinces in the mid-1800's by analyzing the various immigrant groups and doing research on each group. Students will summarize the overall reasons for immigrants coming to Saskatchewan to start farms by creating a poster. Students will predict what overall changes will take place with Quebec's culture after the influx of immigrants. Students will compare and contrast the reasons different immigrants chose to settle in Canada. Students will write about the life of a Quebecker and their cultures and traditions. report Keep a diary of a Swiss immigrant's journey to northern Canada and life in Canada Handouts from the Chapter and Section Support booklet Create an interview with an immigrant to British Columbia using research information Write a letter from a British trader to his family back about hunting and trapping in Vancouver Island Complete a map locating the main provinces in British Columbia, Saskatchewan, and Quebec Keep a notebook of class notes, vocabulary, etc. Write a report about life in the prairies of Saskatchewan Section and Chapter tests Create a timeline of immigration to Canada from the 1500's to the present Complete worksheets on each section What improvements in industry and travel changed the lives of Americans at the end of the 1800s? What attracted large numbers of immigrants to the United States? How did the Spanish-American War contribute to Growth. Settlement and Civil War in the U.S. The U.S. becomes a World Power Interpret maps and charts -Identify factors leading to immigration to U.S. -Create time line of events leading to U.S. becoming a world power -Analyze contributions of leaders of the mid-1900s Cause/Effect Chart Time Line Biography Reports on Civil Rights Leaders and Presidents early-mid 1900s Comparison Chart: Roles of France/ Britain in Canada SS1-K1-1A SS1-K2-1B SS1-K2-1D SS1-K3-1D SS2-K1-1C SS2-K2-1A SS2-K4-1B SS4-K1-1G SS5-K3-1C SS5-K4-1A

9 9 of 11 9/18/2009 3:39 PM the U.S. becoming a world power? How did U.S. strength as a military and economic power continue during World War I and the years immediately following? Growth, Independence, and Settlement in Canada The U. S. and Canada today. -Compare the influences of France and Britain on Canadian history -Trace the development of Canada as a world power What improvements in industry and travel changed the lives of Americans at the end of the 1800s? What attracted large numbers of immigrants to the United States? How did the Spanish-American War contribute to the U.S. becoming a world power? How did U.S. strength as a military and economic power continue during World War I and the years immediately following? Growth. Settlement and Civil War in the U.S. The U.S. becomes a World Power Growth, Settlement and Independence in Canada The U.S. and Canada today Interpret maps and charts -Identify factors leading to immigration to U.S. -Create time line of events leading to U.S. becoming a world power -Analyze contributions of leaders of the mid-1900s -Compare the influences of France and Britain on Canadian history -Trace the development of Canada as a world power Cause/Effect Chart Time Line Biography Reports on Civil Rights Leaders and Presidents early-mid 1900s Comparison Chart: Roles of France/ Britain in Canada SS2-K1-1A SS2-K3-1A SS2-K3-1C SS3-K1-1A SS3-K1-1B SS3-K1-1C SS3-K2-1C SS4-K1-1A SS4-K1-1C SS4-K1-1D SS4-K2-1D How did the citizens of the U.S.gain more equality from the1950s to the present? Why Were France and Britain rivals in Canada? How did Canada become an independent Nation? How did Canada become a world power? What is the ethnic heritage, main language, and main religion of the people of Mexico and Central America? How do languages and religions of the region reflect its history? Why have many people in the region been moving from the country to the city? What are the causes of Mexican and Central American immigration to the United States? Who were the first inhabitants of the Caribbean islands? How did, African, and Native American cultures blend to create unique Caribbean cultures? What are the key The Cultures of Mexico and Central America * Cultural Heritage *One Region, Many Faces *Mexico's Heritage *The Church *Looking for Work *Life in the City *Moving to the United States The Cultures of the Caribbean *The People of the Caribbean *The First People of the Caribbean *People in the Caribbean Today *Food, Music, Art, and Fun *Carnival The Cultures of South America *The People of South America *Regions Within South America *Art & Literature in South America *Country & City Life *Farming in South America *South America's Cities *The Role of Women Reviewing Main Ideas/Vocabulary Reviewing Key Terms Graphic Organizers Critical Thinking Activities Map Activities Journal Writing Activities Internet/Technology Activities Analyzing Photographs Charts/Tables/Graphs Political Cartoons Timelines Section Activites/Quizzes Notebook notes/activities Salt Dough Map Political Map Chapter Test Written & Oral Presentations Country Research Project Keynote Presentation Travel Brochure SS2-K1-1A SS2-K1-1C SS3-K1-1A SS3-K1-1B SS3-K1-1C SS4-K1-1A SS4-K1-1B SS5-K1-1B SS5-K1-1C SS5-K1-1D

10 10 of 11 9/18/2009 3:39 PM characteristics of Caribbean cultures? What major cultural groups live in South America? How has geography created diversity in this region? What pressures does rapid population growth place on the countries of South America? What are ways in which the geography of South America has shaped how people live? Key to Standards used in this Map SS1-K1-1A [1 occurrence] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1A - know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it. [Elementary] SS1-K1-1A [2 occurrences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1A - explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans. [Intermediate] SS1-K1-1B [2 occurrences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1B - interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents. [Intermediate] SS1-K2-1B [2 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1B - investigate key turning points in New York State and United States history and explain why these events or developments are significant. [Intermediate] SS1-K2-1D [1 occurrence] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1D - analyze the role played by the United States in international politics, past and present. [Intermediate] SS1-K3-1B [1 occurrence] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1B - gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States. [Intermediate] SS1-K3-1C [1 occurrence] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1C - describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents. [Intermediate] SS1-K3-1D [2 occurrences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1D - classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious. [Intermediate] SS1-K4-1B [1 occurrence] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1B - understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives. [Intermediate] SS2-K1-1A [4 occurrences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1A - know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations. [Intermediate] SS2-K1-1B [2 occurrences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1B - know some important historic events and developments of past civilizations. [Intermediate] SS2-K1-1C [4 occurrences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1C - interpret and analyze documents and artifacts related to significant developments and events in world history. [Intermediate] SS2-K2-1A [1 occurrence] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1A - develop timelines by placing important events and developments in world history in their correct chronological order. [Intermediate] SS2-K2-1C [2 occurrences] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1C - study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes. [Intermediate] SS2-K3-1A [3 occurrences] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1A - investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history. [Intermediate] SS2-K3-1B [2 occurrences] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1B - interpret and analyze documents and artifacts related to significant developments and events in world history. [Intermediate] SS2-K3-1C [3 occurrences] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1C - classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic. [Intermediate] SS2-K4-1A [2 occurrences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1A - explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed. [Intermediate] SS2-K4-1B [3 occurrences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1B - analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians. [Intermediate] SS2-K4-1C [2 occurrences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1C - view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents. [Intermediate] SS2-K4-1D [2 occurrences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1D - investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions. [Intermediate] SS3-K1-1A [5 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1A - map information about people, places, and environments. [Intermediate] SS3-K1-1B [3 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1B - understand the characteristics, functions and applications of maps, globes, aerial and other photographs, satellite-produced images, and models. [Intermediate] SS3-K1-1C [5 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1C - investigate why people and places are located where they are located and what patterns can be perceived in these locations. [Intermediate] [6 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1D - describe the relationships between people and environments and the connections between people and places. [Intermediate] SS3-K2-1B [4 occurrences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1B - use a number of research skills; (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems. [Intermediate] SS3-K2-1C [3 occurrences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1C - present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models. [Intermediate] SS3-K2-1D [4 occurrences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1D - interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems. [Intermediate] SS4-K1-1A [5 occurrences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1A - explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources. [Intermediate] SS4-K1-1B [1 occurrence] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1B - define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems. [Intermediate] SS4-K1-1C [1 occurrence] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1C - understand how scarcity requires people and nations to make choices which involve costs and future considerations. [Intermediate] SS4-K1-1D [1 occurrence] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1D - understand how people in the United States and throughout the world are both producers and consumers of goods and services. [Intermediate]

11 11 of 11 9/18/2009 3:39 PM SS4-K1-1G [1 occurrence] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1G - explain how nations throughout the world have joined with one another to promote economic development and growth. [Intermediate] SS4-K2-1A [1 occurrence] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1A - identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources. [Intermediate] SS4-K2-1B [1 occurrence] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1B - organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data. [Intermediate] SS4-K2-1D [1 occurrence] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1D - develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions. [Intermediate] SS4-K2-1E [1 occurrence] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1E - present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions. [Intermediate] SS5-K1-1A [1 occurrence] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1A - explain the probable consequences of the absence of government and rules. [Intermediate] SS5-K1-1B [2 occurrences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1B - describe the basic purposes of government and the importance of civic life. [Intermediate] SS5-K1-1C [2 occurrences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1C - understand that social and political systems are based upon peoples beliefs. [Intermediate] SS5-K1-1D [1 occurrence] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1D - discuss how and why the world is divided into nations and what kinds of governments other nations have. [Intermediate] SS5-K3-1C [1 occurrence] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1C - discuss the role of an informed citizen in todays changing world problems. [Intermediate] SS5-K4-1A [3 occurrences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1A - respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint. [Intermediate] SS5-K4-1B [2 occurrences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1B - explain the role that civility plays in promoting effective citizenship in preserving democracy. [Intermediate] SS5-K4-1C [2 occurrences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1C - participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems. [Intermediate]