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

Transcription

1 A Correlation of to Milwaukee Public Schools Social Studies Grades K-6 G/SS-45

2 This correlation demonstrates the close alignment between Scott Foresman Social Studies and the Milwaukee Public Schools Social Studies. Correlation page references are to the Teacher s Edition. Scott Foresman is pleased to introduce our, Kindergarten through Grade 6 - the social studies program that helps every child become an active, involved, and informed citizen. Content content covers the key social studies strands: Citizenship, Culture, Economics, Geography, Government, History and Science/Technology. content is organized for a flexible teaching plan. If time is short, teachers may use the Quick Teaching Plan to cover the core content and skills or to add depth, teachers may use the wealth of information in each unit. Accessibility provides systematic instruction to improve comprehension and to reach out to all learners. In every unit, reading skills are developed through built-in lessons. Target comprehension skills are pre-taught and then applied throughout the unit for sustained practice. Graphic organizers provide support for every skill. Motivation is filled with compelling visuals, intriguing facts, and exciting real-world learning. Colonial Williamsburg Lessons provide exciting, special features from the nation s largest living museum. Dorling Kindersley Visual Lessons provide bold, large-as life photographs with interesting, easy-to-read expository captions. Music lessons introduce or reinforce important concepts and vocabulary. Discovery Channel School projects provide exclusive, hands-on unit projects that synthesize and enhance learning. A special feature entitled You Are There provides captivating suspense-packed reading that builds excitement and lets students experience the event from a personal perspective. A Web-Based Information Center continually updates information, maps, and biographies. Accountability provides built-in skill lessons in every unit and multiple assessment tools to develop thinking citizens. Informal assessment opportunities monitor children s learning and provide If/then guidelines with specific reteaching strategies and effective practice. Formal assessment opportunities assess children s learning and provide practice for key test-taking skills. Test-taking strategy lessons provide test preparation for national and state tests.

3 Table of Contents Kindergarten Here We Go 1 Grade One All Together 3 Grade Two People and Places 5 Grade Three Communities 7 Grade Four Regions 10 Grade Four Wisconsin 10 Grade Five 14 Grade Five 14 Grade Six The World 23

4 Here We Go to the Milwaukee Public Schools Social Studies Kindergarten Milwaukee Social Studies Awareness of Self in a World of Diversity A.K Geography Recognize what maps and globes are, and how they are used to locate where they live Describe how people adapt to their environment (seasons) to meet their basic needs (food, clothing, shelter, energy use). B.K History Identify and compare family cultures and traditions Use calendars and timelines to sequence the events of an everyday routine and of historical events. C.K Civics and Government Identify, demonstrate and explain the rights and responsibilities as a member of a family, classroom and school Positions, 31 34; Maps, 73 76, , , , Homes, 23 26; Neighborhoods, 69 72; Communities, 89 92; Needs and Wants, ; Needs/Food, ; Needs/Clothing, ; Needs/Shelter, ; Weather, ; Seasons, Family Stories: Alike and Different, ; Everyday Routines, ; Family Celebrations, ; Then and Now, ; Special Foods, We All Change Time Lines, 130; Time Line Sequence, 273; Scientists and Inventors Long Ago, 278; Calendar Activities, TR15 TR28. Students explore sequencing and changes over time on pages 48, , and Getting Along, 27 30; School Rules, 35 38; Solving Problems, 39 42; Signs, 77 80, Rules, Kindergarten

5 D.K Economics Identify and describe jobs within the family and classroom and the ways people earn money to provide for needs and wants E.K Behavioral Sciences Describe how families are alike and different, and how they live, work and play. Identify and describe institutions such as police, fire, hospitals, schools, and places of worship Work, ; Jobs, ; Jobs Then and Now, ; Earning Money, ; Using Money, ; Making Choices, Families, 19 22; Unit 6: Family Stories: Alike and Different, ; Everyday Routines, ; Family Celebrations, ; Then and Now, ; Special Foods, School Rules, 35 38; Neighborhoods, 69 72; Maps, 73 76; Community Helpers, 89 92; Communities, Kindergarten

6 All Together to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Grade One A.1 Geography Interdependence of Families / Social Groups Use a map and globe vocabulary and identify major physical features (land masses and bodies of water), cardinal directions (e.g., east, south, north, west) and map keys. Explore how people adapt to their environment (seasons, climate, natural resources) to meet basic needs (food, clothing, shelter). B.1 History Use historical artifacts, documents, and photos to make observations and connect history and cultures to their family, neighborhood and beyond Read charts and graphs that depict change. Map and Globe Skills: Use a Map Key, 54 55; Use Four Directions, 60 61; Follow a Route, ; Locate Land and Water, ; Use a History Map, ; Maps, 11, 18, 33, 51, 68, 73, 75, 76, 79, 106, 112, 115, 123, 144, 145, 155, 160, 163, 169, 174, 190, 207, 217, 221, 222, 244, 257, 263, R2, R3, R4, R6, R8 Welcome to My Neighborhood, 50 53; Different Kinds of Communities, 56 57; Needs and Wants, ; Different Kinds of Weather, ; Looking at Our Land and Water, Colonial Williamsburg: Families Long Ago, 12 13; Chinese New Year, 66 67; Native Americans, ; Native American Objects, ; The Colonies Become Free, ; Symbols in Our Country, ; Our Country s Flag, ; We Celebrate Holidays, ; w Things Have Changed, ; Inventors and Inventions, ; Telephones, ; How Travel Has Changed, Read a Time Line, ; Time Lines, , 180, , ; Living Time Lines, 149a; Read a Calendar, 20-21; Use a Chart, 98-99; Read a Bar Graph, Grade One

7 C.1 Civics and Government Describe and apply the rights and responsibilities of individuals within the family, school and neighborhood, and the roles, rights and responsibilities of authorities within these settings. D.1 Economics Identify and describe jobs within the family and classroom. Identify and describe ways people earn money to provide for needs and wants E.1 Behavioral Sciences Identify and explain differences and similarities in home, classroom and community, and identify how cultural influences affect their neighborhood and everyday life Citizenship in Action, H4 H5; Community Laws and Leaders, 70 71; The Colonies Become Free, ; Choosing Our Country s Leaders, , ; Biography, 72 73, , , Special Things We Do, 62 65; Ben s Jobs, 94 97; Welcome to Job Day! ; Interview with a Farmer, ; Discovery Channel School: Jobs in Your Community, 134 Spending and Saving, ; Money Around the World, ; Penny, 228; The Rainy Day, 104a; Piggy Bank Saving, 107a; Making Cents, 217a Home and School, 14 17; Learning About My School, 28 31; Welcome to My Neighborhood, 50 53; Different Kinds of Communities, 56 57; How a Community Changed, 58 59; Special Things We Do, 62 65; Chinese New Year, 66 67; We Celebrate Holidays, ; Life Around the World, Grade One

8 People and Places to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Grade Two Diversity of Neighborhoods A.2 Geography Explore and describe the community around them and how physical and human processes affect the earth s surface (land) and living things (weather, seasonal patterns, earthquakes, population). Use and construct simple maps of school and neighborhood using elements such as symbols, title, key, cardinal directions, scale. B.2 History Identify and interpret past and present contributions of people, places and things within their community A Walk Through a Community, 16 19; Comparing Communities, 24 27; Our State and Our Country, 30 33; In the Country, In the City, 42 43; Interview with a Geographer, 56 59; Landforms and Water on a Map, 60 61; Where People Live, 62 65; How and Where People Lived, Maps, 12, 29, 31, 32, 35, 38, 62, 63, 64, 65, 75, 82, 87, 88, 110, 117, 133, 158, 160, 161, 171, 179, 202, 206, 216, 221, 223, 225, 228, 235, 250, 252, 254, 267, 269, 277, 283, R2 R8; Map and Globe Skills, 20 21, 60 61, , , ; Mapmaking, 19, 21, 33, 39, 46, 61, 125a, 125, 215 The First Americans, ; Colonial Williamsburg: Native Americans Meet, ; Colonies, ; Our Country Grows, ; Westward Ho! ; We Remember Americans, ; Sojourner Truth, ; End with a Song: Follow the Drinkin Gourd, ; Family History, ; People Celebrate, ; Linking Our World, ; Biographies, 28 29, 34 35, 74 75, 86 87, , , , , , , , Grade Two

9 Use and interpret data presented in timelines and graphic organizers to group personal and local events and significant holidays in chronological sequence. C.2 Civics and Government Define and demonstrate the idea of citizenship and the role of a citizen within the community. Explain and demonstrate how various groups within the community develop, enforce, and change rules of behavior. D.2 Economics Recognize, understand impact of personal economic decisions. Describe role of money, banking and savings, resources and products, goods and services and careers E.2 Behavioral Science Investigate and explain similarities and differences in the ways that cultures meet human needs and the contributions made by individuals within each culture Read a Time Line, ; Holiday Time Line, 240; Time Lines, ; Sequence, 107, 109, 120, 121, 122, 172, 173, , 202, 226, 230, 239, 256, 268; Thanksgiving, 213; Independence Day, 219; Festivals, 247; People Celebrate, ; Spring ; Memorial Day, , 286; Holiday Calendar, 287 Citizenship Skills, H2 H9; Voting, 11; Voting for Leaders, ; Begin with a Song, ; Discovery Channel School: Get Out the Vote, ; Citizen Heroes, 12 13, 88 89, , , , Rules and Laws, 4, 9, 33, 44, 154, 156, Choosing Goods and Services, ; Make a Decision, ; A Trip to the Bank, A Classroom Store, 104a; What Should I Buy? 104a; Money, 126a; Make Your Own Bank, 126a; The Flow of Money, 107; Is the Price Right? 109; A Trip to the Bank, ; Read a Pie Chart, Ethnic Cultures, 24 27, 62 65, , , , , , , ; Biographies, 28 29, 34 35, 74 75, 86 87, , , , , , , , ; Citizen Heroes, 12 13, 88 89, , , , Grade Two

10 Communities to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Interdependency of Communities of Our World and Milwaukee A.3 Geography Grade Three Give examples and describe how a community's climate, geographic location, and resources affect the way people live and the choices they make as they interact with their environment. Create mental maps and use graphs, charts, and other graphic organizers to gather information about their city. B.3 History Identify the people and the historical and cultural events that led to the development of Milwaukee and communities around the world and their influence on those communities; identify examples of freedom (rights and responsibilities) and justice (fairness) in Milwaukee's history A Rural Community, 38 39; A Suburban Community, 42 43; An Urban Community, 48 50; Japan, 54 55; A Mountain Community, ; A Water Community, ; Here and There: World Climate Regions, ; A Crossroads Community, ; What Is Your Community s Environment, Welcome to My Community, 4 5, 68 69, , , , ; What s Your Community s Environment? ; Living in Different Climates, ; Chart and Graph Skills: Use a Line Graph, For related information see: Explorers Come to North America, ; A Spanish Community, ; Here and There: Cadiz, Spain, ; A French Community, ; Issues and Viewpoints: Who Owns the Land? ; An English Community, ; Issues and Viewpoints, , Grade Three

11 Describe and predict how changes in communities and in Milwaukee may take place in the future. C.3 Civics and Government Identify and explain the role and responsibilities of the three branches of government. Identify and explain the rights, responsibilities and behaviors of a citizen within a community. D.3 Economics Understand, describe and demonstrate role of money, banking, budgeting and savings in everyday life. Identify the resources, products within the city. Describe the ways people participate in the community in order to provide goods and services and why people specialize in different jobs and describe how that specialization leads to increasing interdependence between producers and consumers in a community. Explorers Come to North America, ; A Spanish Community, ; A French Community, ; An English Community, ; Transportation Over Time, ; Communication Over Time, ; Inventions Over Time, ; Medicine Improves Over Time, United States Government, ; State Government, Citizenship Skills, H2 H3; Begin with the Pledge, ; Rights and Responsibilities, ; United States Government, ; Here and There, ; Citizenship in History, ; Being a Good Citizen, ; State Government, ; Citizen Heroes, 16 17, 82 83, , , , ; Issues and Viewpoints, , Earning, Spending, and Saving, ; History of Money, Communities and Resources, , ; Using Resources, ; Too Few Resources, 329; Resources and Goods, Welcome to My Community, ; Citizen Heroes, ; People at Work, ; Depending on Others, ; Review, Grade Three

12 E.3 Behavioral Science Investigate and explain similarities and differences in ways that different cultures in Milwaukee meet human needs. Describe instances of cooperation and interdependence among individuals and groups in Milwaukee in helping others For related information see: Celebrating Cultures, ; Dancing to Celebrate Culture, ; Celebrating a Community s Past, ; Here and There: N cwala, an African Thanksgiving, ; Cadiz, Spain, ; Quebec, For related information see: Cooperation and Interdependence, 16-17, 27, 44-45, 52-53, 82-83, 85-87, , , , , , , , , , , , , , , , , , Grade Three

13 Regions Wisconsin to the Milwaukee Public Schools Social Studies Milwaukee Social Studies The States and Regions Physical, Historical, Economic, Political and Social and the State of Wisconsin A.4 Geography Identify and interpret geographic features using maps and globes (e.g., latitude, longitude, equator, hemispheres, grid, key, scale, etc.) in the regions, states and world; develop a mental map of Wisconsin and the United States. Grade Four Regions Map Handbook, H10 H22; Maps, 11, 19, 20, 22, 25, 40, 41, 105, 114, 133, 167, 173, 181, 191, 195, 234, 247, 265, 281, 309, 326, 333, 347, 372, 381, 387, 401, 403, 409, 414, R2 R15; Map and Globe Skills, 24 25, 54 55, 86 87, , ; Map Adventure, 83, 144, 174, 279, 341, 402 Describe the importance and effects of the movement of people, ideas, and goods to, from, and within Wisconsin and across regions. Wisconsin Maps, 2, 5, 7, 8, 9, 12-13, 15, 16, 19, 21, 22, 24, 31, 38, 44, 46, 47, 51, 53, 54, 64, 67, 73, 99, 101, 117, 133, R1, R2, R3; TE: 15, 17, 21, 23, 25, 30, 34, 36, 37, 41-42, 46, 49, 61, 65, 70, 78, R1, R2, R3, R15, R16, R17, R18 Regions The Earliest Americans, 39; Explorers from Europe, 40; Grows, 41; Immigration, 42, 43; Urban Nation, 71; A Land of Promise, Wisconsin Resourceful Wisconsin, 35 42; Early People and Settlement, 49 55; Wisconsin Becomes a State, 57 65; Progress and Conflicts, 79 86; Wisconsin s Economy, ; TE: 32 35, 40 43, 44 47, 52 55, 56 59, Grade Four

14 Explain how physical environment affects the way people live (i.e., how people adapt to and change their environment and use natural resources). Regions Regions and Landforms, 10 17; Climate, 18 23; Regional Resources, 26 31; The Beautiful Northeast, ; Coastal Plains to the Mountains, ; A Route to the Sea, ; Land of Canyons, ; A Land of Mountains, B.4 History Describe, explore, compare and contrast the state s historical and cultural events and how they relate to the historical and cultural events of the nation. Identify the sequence events and people that led to the settlement and development of regions of the United States and the state of Wisconsin and explain the history and culture of the American Indian nations in Wisconsin. Wisconsin Interacting with the Environment, 3, 5, 8-9, 19-25, 33, 35-42, 43, 44, 45, 57, 61, 70-72, 92-93, 122, 126, 129, ; TE: 15, 17, 21, 25-26, 30, 33-35, 45, 50, 57, 73, 77, 78 Regions For related information see: The Fur Trade, ; Building Farms, Wisconsin History of Wisconsin, 47, 48-55, 56-65, 66-75, 78-86, 87, 88-96, 97, 98; Culture, 11, 16, 23, 48-50, 58-63, 74-75, 80-81, 85, 92-96, , 111, , , 129, 131, 138, 139; TE: 37-39, 40-43, 44-47, 48-51, 52-55, 56-59, 60 Regions The Land of New Beginnings, ; Early History of the Southeast, ; The Fur Trade, ; Building Farms, ; Spanish Influence, ; Exploration and Growth, Learning About Your State and Community Booklet: 9 14 Wisconsin History of Wisconsin, 47, 48-55, 56-65, 66-75, 78-86, 87, 88-96, 97, 98; TE: 37-39, 40-43, 44-47, 48-51, 52-55, 56-59, Grade Four

15 C.4 Civics and Government Explain how families, schools and other groups in the state develop, enforce and change rules of behaviors and how various behaviors promote or hinder cooperation. Explain the ways in which a citizen can participate in state government. D.4 Economics Define the terms specialization, market, economic choice, unlimited wants with limited resources, goods and services, and scarcity when describing a region s economy. Regions For related information see: A Government for the People, 47; The Three Branches of Government, 50 52, Votes for Women, 138; Civil Rights, 205; Civil Rights Movement, 206 Wisconsin Rules, 101, ; TE: Regions Citizenship Skills, H2-H3; A Government for the People, 47; The Three Branches of Government, 50 52; Votes for Women, 138; Civil Rights, ; Citizen Heroes, 60, 148, 200, 260, 318, 416; Issues and Viewpoints, , Wisconsin Civic Participation, 41, 45, 96, 97, 100, , , 111, 118, 119, 129; TE: 34-35, 58-59, 65-67, 70-71, 77 Regions Trade Then and Now, 72 79; See also: Regional Resources, 26; Natural Resources, 27; Renewable and Nonrenewable Resources, 29; Around the World, 82; Communication and Transportation, 84 85; Oil and Technology, Wisconsin Economics, 33, 40-42, 43, 44, 70-72, 85, 92, 96, 101, 109, , , 132, 134, 135, 140; TE: 26, 34, 35, 50, 54, 57-58, 65-66, 70, 77-78, Grade Four

16 Identify and locate resources and products within state. Understand the role of supply and demand and how it affects personal economic decisions E.4 Behavioral Science Explain the influence of factors such as family, neighborhood, personal interests, languages, likes and dislikes, and accomplishments on individual identity and development Regions Regional Resources, 26; Natural Resources, 27; Renewable and Nonrenewable Resources, 29; Around the World, 82; Communication and Transportation, 84 85; Oil and Technology, Wisconsin Resources, 35-37, 43, 44, 45, 46, 70-72, , ; TE: 33, 35, 36, 50, 77-78, R17 Regions Supply and Demand, 77; also see: Choosing Wisely, Wisconsin Supply and Demand, 70-72, 89, , , ; TE: 26, 50, 57, 77, 78, 79 Regions Festival of Two Worlds, ; also see: Culture, 1f, 4, 13, 17, 41, 45, 53, 74 75, 95f, 98, , 115, 139, 147, , 157f, 160, , 183, 193, 207, 267, , 273, 283, 294, 305, , 312, 329, 345, 349, , 359f, 362, 373, , 389, 399, 407 Wisconsin Culture, 11, 16, 23, 48-50, 58-63, 74-75, 80-81, 85, 92-96, , 111, , , 129, 131, 138, 139; TE: 14, 25-26, 40-41, 45-47, 50, 53-55, 57-58, 59, 60, 66-67, 68-71, 72-75, Grade Four

17 to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Grade Five United States Geography and History A.5 Geography Construct maps from memory and develop a mental map of the U.S. and its regions. Describe the various reasons for the continual movement of people, goods, and ideas in the United States; evaluate the cause and effects of immigration and migration. Mental Mapping, 27, 53, 75, 101, 133, 155, 201, 231, 267, 317, 337, 361, 401, 429, 537, 601, 635; also see: Mapmaking, 30, 109, 182, 291, 366, 391 Mental Mapping, 27, 53, 75, 101, 133, 155, 201, 231, 267, 317, 337, 361, 401, 429; also see: Mapmaking, 30, 109, 182, 291, 366, 391 Immigration and Migration, 55, 103, 104, , 111, , , 147, 159, 166, 170, 172, , 226, 234, 236, , , , , , 405, 406, , 431, , 473, 539, 540, , 613 Immigration and Migration, 55, 103, 104, , 111, , , 147, 159, 166, 170, 172, , 226, 234, 236, , , , , , 405, 406, , 431, , Grade Five

18 Describe and give examples of ways people interact with the physical environment within the United States and how scientific and technological knowledge has led to environmental changes. Land and Regions, 24 30; Resources and the Environment, 34 38; Protecting the Land, 40 41; People Interacting with the Environment: Paleolithic, 56 57; Native Americans, 61 64, 68 69, 78, 83 85, 89 90, 95; New Spain, 144; Jamestown, 160, 161; Colonial America, , 204, ; Westward Expansion, 374; Mining, 444; North and South, 465; Farmers and Cowboys, 547, 548, ; Panama Canal, 604; Dust Bowl, 621 Land and Regions, 24 30; Resources and the Environment, 34 38; Protecting the Land, 40 41; People Interacting with the Environment: Paleolithic, 56 57; Native Americans, 61 64, 68 69, 78, 83 85, 89 90, 95; New Spain, 144; Jamestown, 160, 161; Colonial America, , 204, ; Westward Expansion, 374; Mining, 444; North and South, Grade Five

19 B.5 History Construct a timeline to trace basic historical events and changes related to the developmental growth of the United States and identify the factors for these changes. Explain when, where, and why groups of people colonized and settled in the United States. For related information see: Parallel Timelines, ; Timelines, 46, 48, 54, 60, 66, 73, 76, 82, 88, 94, 98, 102, 106, 110, 116, 118, 126, 128, 134, 142, 146, 152, 156, 164, 166, 168, 176, 186, 194, 202, 210, 216, 228, 246, 260, 262, 268, 276, 286, 292, 296, 302, 314, 322, 330, 332, 344, 352, 370, 380, 402, 408, 426, 442, 456, 470, 488, 492, 506, 516, 522, 532, 546, 554, 568, 586, 602, 616, 632, 642, 668, 678, 682 For related information see: Parallel Timelines, ; Timelines, 46, 48, 54, 60, 66, 73, 76, 82, 88, 94, 98, 102, 106, 110, 116, 118, 126, 128, 134, 142, 146, 152, 156, 164, 166, 168, 176, 186, 194, 202, 210, 216, 228, 246, 260, 262, 268, 276, 286, 292, 296, 302, 314, 322, 330, 332, 344, 352, 370, 380, 402, 408, 426, 442, 456, 470, 488, 492, 506, 516, 522 European Explorers, ; Spain Builds an Empire, ; The Struggle to Find Colonies, ; Life in the English Colonies, ; The Fight for a Continent, European Explorers, ; Spain Builds an Empire, ; The Struggle to Find Colonies, ; Life in the English Colonies, ; The Fight for a Continent, Grade Five

20 Identify the contributions of people of various racial, ethnic, and religious groups to the United States and analyze the impact of slavery and discrimination on the development of the nation. Describe the changing concept of freedom in the historical development of the United States. The American People, 6 11; New Americans, ; also see immigrants by background: European Immigrants, 10, 535, 549, 570; Latin American Immigrants, 10, 570; African Americans, 213, , 306, 310, , 501, , 549, 613, 618, ; Mexican Americans, 436, 649; Chinese Immigrants, 540; Japanese Immigrants, 552, 553, ; Irish Immigrants, 569; Religion, 136, 148, 218, 234, 238, 417; Slavery in the Colonies, ; The Struggle Over Slavery, The American People, 6 11; also see immigrants by background: European Immigrants, 10; Latin American Immigrants, 10; African Americans, 213, , 306, 310, , 501, ; Mexican Americans, 436; Irish Immigrants, 569; Religion, 136, 148, 218, 234, 238, 417; Slavery in the Colonies, ; The Struggle Over Slavery, Government by the People, 14-17; Declaration of Independence, 295, ; United States Constitution, 3, 331, 339, 344, , 348, 349, 350, 351, ; The Bill of Rights, 354; United States Documents, R26-R52 Government by the People, 14-17; Declaration of Independence, 295, ; United States Constitution, 3, 331, 339, 344, , 348, 349, 350, 351, ; The Bill of Rights, 354; United States Documents, R26-R52 17 Grade Five

21 Describe, explore, identify, compare and contrast historical and cultural events of the nation. Section Reviews, 11, 17, 22, 30, 57, 64, 69, 72, 80, 85, 91, 97, 98, 104, 109, 115, 118, 138, 145, 150, 152, 162, 167, 173, 174, 182, 186, 207, 214, 220, 227, 228, 236, 243, 251, 252, 273, 282, 291, 292, 300, 308, 319, 320, 322, 343, 350, 355, 358, 366, 376, 384, 386, 406, 413, 420, 426, 436, 441, 445, 446, 448, 467, 468, 474, 482, 487, 488, 496, 503, 511, 521, 522, 541, 552, 557, 558, 567, 574, 582, 584, 586, 605, 614, 622, 630, 632, 641, 648, 655, 665, 668 Section Reviews, 11, 17, 22, 30, 57, 64, 69, 72, 80, 85, 91, 97, 98, 104, 109, 115, 118, 138, 145, 150, 152, 162, 167, 173, 174, 182, 186, 207, 214, 220, 227, 228, 236, 243, 251, 252, 273, 282, 291, 292, 300, 308, 319, 320, 322, 343, 350, 355, 358, 366, 376, 384, 386, 406, 413, 420, 426, 436, 441, 445, 446, 448, 467, 468, 474, 482, 487, 488, 496, 503, 511, 521, Grade Five

22 C.5 Civics and Government Explain how diverse beliefs led to the colonization and the protection of people's right and the continued struggle in our society for equal rights for all people Identify documents in which rights of citizenship are guaranteed and show how these documents apply to daily living. Government by the People, 14-17; Declaration of Independence, 295, ; United States Constitution, 331, 339, 344, , 348, 349, 350, 351, ; Bill of Rights, 354; Supreme Court Decisions, 348, , 647; United States Documents, R26-R52; Struggle for Equal Rights, Government by the People, 14-17; Declaration of Independence, 295, ; United States Constitution, 331, 339, 344, , 348, 349, 350, 351, ; Bill of Rights, 354; Supreme Court Decisions, 348; United States Documents, R26-R52 United States Constitution, 3, 331, 339, 344, , 348, 349, 350, 351, ; Government by the People, 14 17; Declaration of Independence, 295, ; Bill of Rights, , , R42 R43; United States Documents, R26 R52 United States Constitution, 3, 331, 339, 344, , 348, 349, 350, 351, ; Government by the People, 14 17; Declaration of Independence, 295, ; Bill of Rights, , , R42 R43; United States Documents, R26 R52 19 Grade Five

23 Explain the basic purpose of government, the three levels of government, the three branches of government, and the balance of power. Government by the People, 14 17; Our Constitution, , ; Fact File: The Three Branches of Government, 349 D.5 Economics Distinguish between the terms supply and demand and explain how supply and demand influenced exploration, United States development and global interdependence Government by the People, 14 17; Our Constitution, , ; Fact File: The Three Branches of Government, 349 Supply and Demand, How Free Enterprise Works, 18 19; Scarcity, 22; also see: Global Trading, 20, 22; China and Trade, ; Africa s Trading Empires, ; Portugal and Trade, ; Triangular Trade, 206; Trading Posts, 241; Slavery in the Colonies, ; Moving Goods and People, Supply and Demand, How Free Enterprise Works, 18 19; Scarcity, 22; also see: Global Trading, 20, 22; China and Trade, ; Africa s Trading Empires, ; Portugal and Trade, ; Triangular Trade, 206; Trading Posts, 241; Slavery in the Colonies, ; Moving Goods and People, Grade Five

24 Trace and evaluate the influence of discoveries, inventions, and innovations the development of United States economy Identify and locate resources and products within United States. Inventions, 21, 22; Resources, 34-39; Industrial Revolution, ; Canals, ; Technology and War, 496, 499, ; Telegraph, 539; Railroad, ; Windmills, 548; Barbed Wire, 551; Inventions and Big Business, ; World War I, 609, 615; Automobile, 617; Atomic Bomb, ; Internet, 661, 666; Biography, Thomas Edison, 23; George Washington Carver, 31 Inventions, 21, 22; Resources, 34-39; Industrial Revolution, ; Canals, ; Technology and War, 496, 499, ; Biography, Thomas Edison, 23; George Washington Carver, 31 Land and Regions, 24 30; Resources and the Environment, 34 38; Resources, 212, 213, 241, , 566, 567, 569, 579, 604, 621 Land and Regions, 24 30; Resources and the Environment, 34 38; Resources, 212, 213, 241, Grade Five

25 E.5 Behavioral Science Describe the ways in which ethnic cultures influence the daily lives of people in different areas of the United States; cite examples of valuable contributions made by many cultural, ethnic and racial groups. African Americans, 213, , 306, 310, , 501, , 549, 613, 618, ; Native Americans, 54-59, 60-65, 66-71, 76-81, 82-87, 88-93, 94-97, 98-99, 129, , , 171, 197, 234, 251, , , 537, 557, 648; Hispanics, 8; Mexican Americans, 436, 649; Culture, 77, 79, 83, 89, 90, 91, 95, 96, 97, , , , 148, 149, 150, 151, 160, 161, 163, 165, , , , 183, , , , , , , Recognize the importance of multiple viewpoints for understanding people, events, and issues. Describe the values and beliefs of different groups and institutions in the United States; identify examples of bias and prejudice and how they contribute to conflict in a society. African Americans, 213, , 306, 310, , 501, ; Native Americans, 54-59, 60-65, 66-71, 76-81, 82-87, 88-93, 94-97, 98-99, 129, , , 171, 197, 234, 251, , ; Hispanics, 8; Mexican Americans, 436; Culture, 77, 79, 83, 89, 90, 91, 95, 96, 97, , , , 148, 149, 150, 151, 160, 161, 163, 165, , , , 183, , , , Issues and Viewpoints, , , , ; Bias, 585; Point of View, 11, 38, 80, 150, 169, 173, 219, 221, 223, 227, 238, 243, 269, 277, 285, 289, 297, 298, 310, 315, 318, 431, 468, 495, 500, 572, 647, 655 Issues and Viewpoints, , , ; Point of View, 11, 38, 80, 150, 169, 173, 219, 221, 223, 227, 238, 243, 269, 277, 285, 289, 297, 298, 310, 315, 318, 431, 468, 495, Grade Five

26 The World to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Grade Six Ancient and Medieval Geography and History A.6 Geography Use and apply the geographic themes of location, place, human-environment interactions, movement, and region to the area of study of ancient and medieval civilizations. Describe how geographic factors have influenced historical events, patterns of change, and daily life; explain where and how cities develop Interacting with the Environment, 10 17, 18 25, 34 39, 78 83, , , , , , , , , , , , , ; Map and Globe Skills, 82, 166, 194, 258, 412, 658; Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662; Regional Geography, 78 81, , , , , , , , , , Regional Geography, 78 81, , , , , , , , , , ; Geography, 15, 21, 35, 49, 57, 58, 79, 93, 101, 109, 110, 124, 130, 132, 138, 142, 163, 170, , 198, 210, 214, 220, 247, 263, 267, 277, 286, 290, 296, 300, 303, 323, 327, 332, 347, 348, 352, 357, 362, 371, 373, 377, 383, 393, 397, 407, 409, 410, 431, 436, 441, 446, 448, 457, 460, 469, 488, 494, 499, 501, 502, 522, 529, 531, 535, 546, 549, 552, 553, 569, 574, 583, 586, 608, 610, 616, 617, 622, 632, 637, 638, 639, Grade Six

27 Identify a variety of maps and geographic resources (e.g., physical, political, topographical, satellite images) and describe their uses (e.g., population density, climate). B.6 History Construct a timeline of important events of an ancient and medieval civilization to analyze connections and patterns; identify contributions from and effects on ancient civilizations to the present. Describe selected ancient and medieval civilizations in terms of location, geography, social structures, chronology, forms of government, economy, and religion Map Handbook, H10-H24; Maps, 15, 21, 35, 49, 57, 58, 79, 93, 101, 109, 110, 124, 130, 132, 138, 142, 163, 170, , 198, 210, 214, 220, 247, 263, 267, 277, 286, 290, 296, 300, 303, 323, 327, 332, 347, 348, 352, 357, 362, 371, 373, 377, 383, 393, 397, 407, 409, 410, 431, 436, 441, 446, 448, 457, 460, 469, 488, 494, 499, 501, 502, 522, 529, 531, 535, 546, 549, 552, 553, 569, 574, 583, 586, 608, 610, 616, 617, 622, 632, 637, 638, 639, 645, R2 19; Map and Globe Skills, 82, 166, 194, 258, 412, 658; Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662 For related information see: Time Lines, 2 3, 4 5, 70 71, 72 73, , , , , , , , , , , , ; Parallel Time Lines, , R29 R40 Ancient Egypt and Nubia, 76 77, 78 83, 84 91, 92 95, 96 97; Ancient China, 98 99, , , , ; Ancient India and Persia, , , , , , ; Mesoamerican Civilizations, , , , , ; The Early People of South America, , , , , ; Ancient Greece, , , , , , ; Ancient Rome, , , , , , , ; Asian Empire, , , , , , ; African Empires, , , , , ; Medieval Europe, , , , , , Grade Six

28 Explain and describe how language, literature, the arts and artifacts demonstrate beliefs and values and contribute to cultures. C.6 Civics and Government Identify compare the rights and functions of various forms of government in ancient medieval civilizations and governmental practices (e.g., voting, schooling, taxes, freedoms, selection of leaders, etc.) Identify the social classes and describe the rights and responsibilities of individuals in ancient civilizations. Trace the historical development of democratic ideals and political institutions. D.6 Economics Give examples of natural resources, human resources and systems of exchange used in the production of goods and services in ancient and medieval civilizations. Identify reasons for taxation in ancient medieval civilizations. Culture, 38 39, 40 47, 48 53, 54 59, 84 91, 92 93, , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , For related information see pages 14 17, 42 43, , , , , , and Individual Identity and Development, 22, 42, 55, 56, 57, 85, 89-91, 95, 108, 111, 115, 139, 173, 243, 255, 256, , 361, 382, 398, , 404, 405 Democracy, 245, 255, 257, 283, 284, 398, 447, , 459, 460, 462, , 471, , , , Natural Resources, 10 17, 18 25, 34 39, 78 83, , , , , , , , , , , , , , ; Atlas, R2 R19 Taxes, 49, 95, 111, 348, 362, Grade Six

29 Explain how physical geography, specialization and trade influenced the ways people earned income in various ancient and medieval civilizations. Trade, 38, 39, 58, 59, 89, 94, 99, 110, 112, 169, 220, 248, 324, 335, 336, 338, 362, 363, 369, 375, 378, 381, 385, 391, 408, 411 E.6 Behavioral Science Describe how cultures of ancient and medieval civilizations are reflected in their literature, religion, music, art and architecture Describe political and social structures of ancient and medieval civilizations and explain how they met the needs of individuals and societies Different Cultures, 18 23, 26 29, 40 46, 48 53, 54 59, 81, 84 90, 92 95, , , , , , 165, , , , , , , , 249, , 254, , , , , , , , , 329, , , , , , , , , , 399, 401, 404, , 416 Ancient Egypt and Nubia, 76 77, 78 83, 84 91, 92 95, 96 97; Ancient China, 98 99, , , , ; Ancient India and Persia, , , , , , ; Mesoamerican Civilizations, , , , , ; The Early People of South America, , , , , ; Ancient Greece, , , , , , ; Ancient Rome, , , , , , , ; Asian Empire, , , , , , ; African Empires, , , , , ; Medieval Europe, , , , , , Grade Six

30 Demonstrate an understanding of how concerns, standards, issues, and universal human rights are viewed differently in societies; generate alternatives for dealing with social tensions and issues within and across cultures. Issues and Viewpoints, , ; Citizen Heroes, 17, 88, 202, 293, 339, 471, 573, 643; Decision Making, 50, 125, 176, 180, 257, 263, 265, 300, 329, 440, 480, 527, 545, 667; Problem Solving, 24, 130, 133, 171, 197, 213, 355, 375, 387, 397, 436, 522, 537, 639, Grade Six