GRADE 2 Communities Here and across the World

Size: px
Start display at page:

Download "GRADE 2 Communities Here and across the World"

Transcription

1 Standard 2-1: The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States : Recognize the basic elements that make up a cultural region in the United States, including language, customs, and economic activities. (G, H, E, P) Taxonomy Level: A 1 Remembering Factual Knowledge Previous/future knowledge: In the first grade (1-1.2) students learned the ways in which people are both alike and different from one another in different regions of the United States and the world, including their culture, language, and jobs. In the fourth grade (4-5.6) they will be asked to compare the experiences of different groups who migrated and settled in the West, including their reasons for migrating, their experiences on the trails and at their destinations, the cooperation and conflict between and among the different groups, and the nature of their daily lives. It is essential for students to know the distinct characteristics of a cultural region, the natural features of cultural regions in the U.S., and the meaning of cultural diversity. Students should know examples of these characteristics and features such as language, customs, and economic activities. Students should understand the diversity of these features across the United States. It is not essential for students to know specific language, customs, and economic activities of people in regions outside of the United States. Students do not have to compare specific, diverse cultural characteristics of regions across the United States. Appropriate assessment requires students to recognize the basic elements of a cultural region, therefore, the primary focus of assessment should be to identify elements such as language, customs, and economic activities within regions of the United States. Effective May 2008 Indicator / 1

2 Standard 2-1: The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States : Compare the historic traditions, customs, and cultures of various regions in the United States, including how traditions are passed between and among generations. (G, H) Taxonomy Level: B 2 Understanding /Conceptual Knowledge Previous/future knowledge: In first grade (1-1.2 and 1-1.3) students learned the ways in which people are both alike and different from one another in different regions of the United States and the world, including their culture, language, and jobs and also learned to illustrate their personal and family histories on a time line. In fifth grade (5.3.4) students will learn to summarize the significance of large-scale immigration and the contributions of immigrants to America in the early 1900s, including the countries from which they came, and the cultural and economic contributions they made to this nation. They will also understand changes in daily life in the boom period of the 1920s, including the improved standard of living; the popularity of new technology such as automobiles, airplanes, radio, and movies; the Harlem Renaissance and the Great Migration; Prohibition; and racial and ethnic conflict (5-4.1). It is essential for students to know how family traditions and customs are passed down from each generation. Students should know how to create a timeline of family events and how to use graphic organizers to compare cultural regions of the United States. It is not essential for students to know how to make comparisons of traditions, customs and cultures of other nations beyond the United States. Students do not need to compare regional features beyond culture and tradition or features related to geography, political, resources and trade. Appropriate assessment requires students to compare historic traditions, customs, and cultures of various regions in the U.S. and to understand how traditions are passed on; therefore, the primary focus of assessment should be to compare characteristics of various regions in the United States. Effective May 2008 Indicator / 2

3 Standard 2-1: The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States : Summarize the cultural contributions of Native American nations, African Americans, and immigrant groups in different regions of the United States. Taxonomy Level: A 2 Understanding /Factual Knowledge Previous/future knowledge: This is the first time students are introduced to specific contributions of cultural groups in the United States. In third grade (3-2.4, 3-2.7) students will learn about the culture, governance, and geographic locations of different Native American nations in South Carolina, including the three principal nations Cherokee, Catawba, and Yemassee that influenced the development of colonial South Carolina. Further, in fourth grade (4-2.5, 4-2.7) students will summarize the introduction and establishment of slavery in the American colonies, including the role of the slave trade; the nature of the Middle Passage; and explain how conflicts and cooperation among the Native Americans, Europeans, and Africans influenced colonial events including the French and Indian Wars, slave revolts, Native American wars, and trade. Fourth grade students (4-6.2) will also learn about the roles and accomplishments of the leaders of the abolitionist movement and the Underground Railroad before and during the Civil War. In fifth grade (5-3.4, 5-5.2) students will discover the significance of large-scale immigration and the contributions of immigrants to America in the early 1900s, including the countries from which they came, and the cultural and economic contributions they made to this nation and discover the advancement of the civil rights movement in the United States, including key events and people. Further, in eight grade (8-1.4) students will understand the growth of the African American population during the colonial period and the significance of African Americans in the developing culture (e.g., Gullah) and economy of South Carolina. Later, in high school US history (USHC-5.6, 5.7, 7.2) students will explain the influx of immigrants into the United States in the late nineteenth century in relation to the specific economic, political, and social changes that resulted; compare the accomplishments and limitations of the progressive movement in effecting social and political reforms in America; and explain cultural responses to the period of economic boom-and-bust, including the Harlem Renaissance; new trends in literature, music, and art; and the effects of radio and movies It is essential for students to summarize the cultural contributions of Native American nations, African Americans and immigrant groups. Students should be able to define and identify significant contributions made by each of these groups throughout United States history. It is not essential for students to know specific biographical and historical information about Native Americans, African Americans, and immigrant groups. Effective May 2008 Indicator / 2

4 Standard 2-1: The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States. Appropriate assessment requires students to summarize cultural contributions from Native American nations, African Americans, and immigrants; therefore, the primary focus of assessment should be to generalize the cultural contributions of each group. Effective May 2008 Indicator / 2

5 Standard 2-1: The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States : Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. (G,H) Taxonomy Level: A 1 Remembering /Factual Knowledge Previous/future knowledge: This is the first time students use songs and stories to learn about historic and regional folklore. This is the first time students learn about Pecos Bill, Paul Bunyan, Davie Crockett, and John Henry. In later grades students will learn about other key historical figures who have contributed to the cultural history of the United States. It is essential for students to know specific elements of these stories and individual life histories as they relate to America s history and development. It is also essential to understand the basis for folklore, which incorporates both fictional and non-fictional elements. It is not essential for students to know detailed biographical information of these characters or individuals. Appropriate assessment requires students to recall stories and songs about folk figures; therefore, the primary focus of assessment should be to retrieve this information from memory. However, appropriate assessments should also require students to identify these characters and recognize their contributions. Effective May 2008 Indicator / 1

6 Standard 2-2: The student will demonstrate an understanding of the local community and the way it compares with other communities in the world : Locate on a map the places and features of the local community, including the geographic features (e. g., parks, water features) and the urban, suburban, and rural areas. (G) Taxonomy Level: C 3 Apply/ Procedural Knowledge Previous/future knowledge: Students were introduced to basic maps skills in Kindergarten where they constructed maps (K-5.3) and also in first grade (1-2.2) when students identified a familiar area or neighborhood on a simple map, using the basic map symbols and the cardinal directions. Later, in third grade (3-1.1) students will identify on a map the location and characteristics of significant physical features of South Carolina, including landforms; river systems such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River Basin; major cities; and climate regions. In fourth grade (4-1.3) students will learn to use a map to identify the routes of various sea and land expeditions to the New World and match these to the territories claimed by different nations. As well, in fifth grade (5-6.1) student will use a map to identify the regions of United States political involvement since the fall of the communist states, including places in the Middle East, Central America, the Caribbean, Africa, the Balkans in Europe, and Asia. It is essential for students to know how to read a map legend; identify bodies of water, parks and symbols for city government; identify rural features such as farmland; and identify key elements of suburban communities. Students must also understand the meaning and characterization of urban, suburban, and rural areas. It is not essential for students to know the political and geographic features of their state, nation, and world. It is not necessary for students to know the specific geographic and community features of their specific local community on a map; they need to understand map features and characteristics from a representative local community. Further, students do not need to understand the many different types of maps and related map legends that can illustrate information. Appropriate assessment requires students to locate specific physical features of a local community on a map; therefore, the primary focus of assessment should be for students to recall and illustrate the key features of a representative local community on a map. Effective May 2008 Indicator / 1

7 Standard 2-2: The student will demonstrate an understanding of the local community and the way it compares with other communities in the world : Recognize characteristics of the local region, including its geographic features and natural resources. (G, E) Taxonomy Level: A 1 Remember/ Factual Knowledge Previous/future knowledge: In first grade (1-1.5) students learned to illustrate different elements of community life, including the structure of schools; typical jobs; the interdependence of family, school, and the community; and the common methods of transportation and communication. In third grade students will be discussing significant physical features of South Carolina. They will learn to identify on a map the location and characteristics of significant physical features of South Carolina (3-1.1); interpret thematic maps of South Carolina places and regions that show how and where people live, work, and use land and transportation (3-1.2); categorize the six geographic regions of South Carolina according to their different physical and human characteristics (3-1.3); and explain the effects of human systems on the physical landscape of South Carolina over time, including the relationship of population distribution and patterns of migration to natural resources, climate, agriculture, and economic development (3-1.4). It is essential for students to know the meaning of natural resources, along with specific geographic features. Students must be able to identify those resources that are relevant to their local region. It is not essential for students to know the geographic features for the entire state of South Carolina. Students do not need to understand the diversity of natural resources across the state or nation. Appropriate assessment requires students to recognize the geographical features and natural resources of a local region; therefore, the primary focus of assessment should be to recall essential features of the local community and locate them on a map. Effective May 2008 Indicator / 1

8 Standard 2-2: The student will demonstrate an understanding of the local community and the way it compares with other communities in the world : Summarize the roles of various workers in the community, including those who hold government jobs there. (E) Taxonomy Level: B 2 Understanding Conceptual Knowledge Previous/future knowledge: In first grade (1-1.5) students learned to illustrate different elements of community life, including the structure of schools; typical jobs; the interdependence of family, school, and the community; and the common methods of transportation and communication. Later, in second grade (2-3.2) students will learn to identify the roles of leaders and officials in local government, including law enforcement and public safety officials. It is essential for students to know the characteristics of important public officials in their local community. It is essential for students to be able to summarize the responsibilities of community workers such as police officers and firefighters who deal with safety, teachers and principals who deal with education, and doctors, nurses who deal with our health.. It is not essential for students to know the names of specific workers in the community. It is also not essential for students to understand the educational background of individuals that hold these positions or whether these jobs are appointed or elected positions. Appropriate assessment would require students to summarize the roles performed by community workers; therefore the primary focus of assessment should be to generalize key characteristics and responsibilities of different community workers and local government positions. Effective May 2008 Indicator / 1

9 Standard 2-2: The student will demonstrate an understanding of the local community and the way it compares with other communities in the world : Summarize changes that have occurred in the life of the local community over time, including changes in the use of land and the way that people earn their living there. (G, E, H) Taxonomy Level: B 2 Understanding /Conceptual Knowledge Previous/future knowledge: In the first grade (1-1.4) students compared the daily life of families across the world including the roles of men, women, and children; typical food, clothes, and style of homes; and the ways the families earn their living. They also illustrated different elements of community life, including the structure of schools; typical jobs; the interdependence of family, school, and the community; and the common methods of transportation and communication. Later, in third grade (3-1.4) students will study the effects of human systems on the physical landscape of South Carolina over time; including the relationship of population distribution and patterns of migration to natural resources, climate, agriculture, and economic development. In fourth and fifth (4-5.4, 5-2.2) grade, respectively, students will learn how territorial expansion and related land policies affected Native Americans, and illustrate the effects of settlement on the environment of the West, including changes in the physical and human systems. In high school (ECON-1.2) students will explain the concept of opportunity costs and how individuals, families, communities, and nations make economic decisions on that basis, including analyzing marginal costs and marginal benefits and assessing how their choices may result in trade-offs. It is essential for students to know the many ways people use land in the local community and to identify the different types of jobs that exist within the community. Students should know local examples of highways, recreation areas, forests, lakes, farmland, and other land resource examples. Students should understand how land use and jobs within their community have changed over time. It is not essential for students to know geographic characteristics of other regions of the country. It is also not necessary for students to understand the economic features of other communities across the nation. Appropriate assessment will require students to summarize economic and land resource changes in the local community; therefore the primary focus of assessment should be to generalize significant changes in land use and in the ways people earn a living within the local community over time. Effective May 2008 Indicator / 1

10 Standard 2-2: The student will demonstrate an understanding of the local community and the way it compares with other communities in the world : Compare the history and features of the local community with those of different communities around the world. (G) Taxonomy Level: B 2 Understanding /Conceptual Knowledge Previous/future knowledge: In the first grade (1-1.4) students compared the daily lives of families across the world including the roles of men, women, and children; typical food, clothes, and style of homes; and the ways the families earn their living. In sixth grade (6-1.4, 6-4.1) students will compare the cultural, social, and political features and contributions of civilizations in the Tigris and Euphrates, Nile, Indus, and Huang He river valleys, and compare the features and major contributions of the African civilizations of Ghana, Mali, and Songhai, including the influence of geography on their growth and the impact of Islam and Christianity on their cultures. In seventh grade (7-1.3) students will compare how European nations exercised political and economic influence differently in the Americas, including tradingpost empires, plantation colonies, and settler colonies. It is essential for students to know the elements of the history and culture of their own local community. Students must also be able to compare this information to select communities around the world. It is not essential for students to know the history and culture of all (or many) world communities. Appropriate assessment requires students to compare the history and features of the local community with communities around the world; therefore, the primary focus of assessment should be to contrast the similarities and differences between select communities around the world. Effective May 2008 Indicator / 1

11 Standard 2-3: The student will demonstrate an understanding of origins, structure, and functions of local government Recognize types of local laws and those people who have the power and authority to enforce them. (P) Taxonomy Level: A 1 Remembering/Factual Knowledge Previous/future knowledge: In first grade (1-3.2, 1-3.4) students learned the concept of authority and gave examples of people in authority, including school officials, public safety officers, and government officials and discovered possible consequences of an absence of laws and rules, including the potential for disorderliness and violence. Later, in high school (USG-3.2, USG-3.3) students will explain the organization and responsibilities of local and state governments, the relationships among national, state, and local levels of government; and the structure and operation of South Carolina s government. They will learn to summarize the function of law in the American constitutional system, including the significance of the concept of the due process of law and the ways in which laws are intended to achieve fairness, the protection of individual rights, and the promotion of the common good. It is essential for students to know examples of local laws that are part of the local government structure. Students need to know examples of people who create and enforce the laws such as the mayor, city council, and the police, as well as principals and teachers. Students should know examples related to school rules, traffic laws, and basic criminal laws. It is not essential for students to know the details of criminal enforcement, including things like sentencing guidelines for particular crimes that have been committed. Students do not need to understand the procedures for passing laws or the names of specific community law enforcement individuals. Appropriate assessment requires students to recognize types of local laws; therefore, the primary focus of assessment should be to recall examples of local laws, along with identifying the duties and responsibilities to the community that individuals have who are responsible for enforcing these laws. Effective May 2008 Indicator / 1

12 Standard 2-3: The student will demonstrate an understanding of origins, structure, and functions of local government : Identify the roles of leaders and officials in local government, including law enforcement and public safety officials. (P) Taxonomy Level: A 1 Remember/ Factual Knowledge Previous/future knowledge: In the first grade (1-3.2) students summarized the concept of authority and gave examples of people in authority, including school officials, public safety officers, and government officials. Later, in second grade (2-3.3) students will explain the ways that local and state governments contribute to the federal system, including law enforcement and highway construction. In high school (USG-1.1, USG-1.2) students will learn to summarize arguments for the necessity and purpose of government and politics, including the idea that the purposes of government include enhancing economic prosperity and providing for national security. They will also understand the differing ideas about the purposes and functions of law, including the rule of law and the rule of man and the idea that the rule of law protects not only individual rights but also the common good. It is essential for students to know the role(s) of local public officials such as the mayor, city council, police officers, and judges. Students should understand how these local officials assist with the affairs of local government, especially in the creation and enforcement of laws and which contribute to keeping the community safe. It is not essential for students to know specific personal histories or background information of local leaders. Students do not need to understand how these individuals came to these positions or whether they are appointed or elected positions. Appropriate assessment requires students to identify the role of leaders and officials; therefore, the primary focus of assessment should be for students to recall the duties and responsibilities of local community officials. Effective May 2008 Indicator / 1

13 Standard 2-3: The student will demonstrate an understanding of origins, structure, and functions of local government : Explain the way that local and state governments contribute to the federal system, including law enforcement and highway construction. (P) Taxonomy Level: C 2 Understanding /Procedural Knowledge Previous/future knowledge: In first grade (1-3.3) students identified ways that government affects the daily lives of individuals and families in the United States, including providing public education, building roads and highways, and promoting personal freedom and opportunity for all. In high school (USG-2.1) students will summarize the basic principles of American democracy including popular sovereignty, the rule of law, the balance of power, the separation of powers, limited government, federalism, and representative government as expressed in the Declaration of Independence, the Federalist Papers, the Constitution, and the Bill of Rights. Also in high school (ECON-6.1) students will compare the various functions and roles of the government in the United States economy, including providing public goods, defining and enforcing property rights, correcting externalities and regulating markets, maintaining and promoting competition in the market, protecting consumers rights, and redistributing income. It is essential for students to know basic differences between the three levels of government; they should understand the basic relationship between local, state and federal levels of government. Students need to be introduced to the concept of power sharing and economic relationships between the three levels of government through examples like highway construction or law enforcement. It is not essential for students to know specific names of persons working in the three levels of government or advanced knowledge of Federalism. Students do not need to understand the unique fiscal responsibilities of each level of government or the fiscal relationships between the different levels of government. Students also do not need to understand the historical evolution of Federalism or the early founders debate and resolution of a Federalist type system. Appropriate assessments require students to explain the way local and state governments contribute to the federal government; therefore, the primary focus of assessment should be to identify examples of the different and overlapping roles of the three different levels of government, highlighting the unique contributions of local and state governments in the federal system. Effective May 2008 Indicator / 1

14 Standard 2-4: The student will demonstrate an understanding of the division of the world geographically into continents and politically into nation-states 2-4.1: Identify on a map the continents and the major nation-states of the world and distinguish between these two entities. (P, G) Taxonomy Level: A 1 Remembering /Factual Knowledge Previous/future knowledge: This is the student s first introduction to the study of continents and nation-states. In sixth grade (6-3.1) students are required to explain feudalism and its relationship to the development of European nation states and monarchies, including feudal relationships, the daily lives of peasants and serfs, the economy under the feudal/manorial system, and the fact that feudalism helped monarchs centralize power. It is essential for students to know the difference between a continent and a nation-state. Students need to know the location of the seven continents and be able to locate major nations in relationship to the continents. It is not essential for students to know the history of nation-building. Students do not need to know the names of all the nations of the world or be able to describe geographic features of the continents. Appropriate assessment requires students to identify continents and nation-states on a map; therefore, the primary focus of assessment should be to recall this information using the appropriate materials. Effective May 2008 Indicator / 1

15 Standard 2-4: The student will demonstrate an understanding of the division of the world geographically into continents and politically into nation-states 2-4.2: Summarize how nation-states interact with one another in order to conduct trade. (P, H, E, G) Taxonomy Level: B 2 Understanding /Conceptual Knowledge Previous/future knowledge: This is the student s first experience with the idea of how nationstates interact through trade. Earlier in second grade (2-4.1) students identified on a map the continents and the major nation-states of the world and distinguished between these two entities. In sixth (6-3.1) students will explain feudalism and its relationship to the development of European nation states and monarchies, including feudal relationships, the daily lives of peasants and serfs, the economy under the feudal/manorial system, and the fact that feudalism helped monarchs centralize power. In seventh grade (7-1.3, 7-1.5) students will compare how European nations exercised political and economic influence differently in the Americas, including tradingpost empires, plantation colonies, and settler colonies. They will also summarize the characteristics of European colonial powers in Asia and their effects on the society and culture of Asia, including global trade patterns and the spread of various religions. It is essential for students to know the incentives that nation-states have to interact and engage in trade. Students must understand the motives (i.e. acquiring necessary goods and services) behind trading with other nations and how this forces nation-state interactions. It is also essential for students to understand how nations interact and engage in trade, i.e., transportation, communication, etc. It is not essential for students to know the theory of comparative advantage. Students do not need to understand the costs and benefits of trade or be able to identify who wins and loses in trading relationships. It is also not essential for students to understand details of a nation s trade flows or trade patterns. Appropriate assessment requires students to summarize the way nations interact with each other; therefore the primary focus of assessment should be to generalize the main motives of nationstate trade, descriptions of nation-state trading practices, and the effects of these practices on the relationships among trading partners. Effective May 2008 Indicator / 1

16 Standard 2-5: The student will demonstrate an understanding of trade and markets and the role of supply and demand in determining the price and allocation of goods within the community : Identify examples of markets and price in the local community and explain the roles of buyers and sellers in creating markets and pricing. (E) Taxonomy Level: A 2 Understanding /Factual Knowledge Previous/future knowledge: In first grade (1-6.4) students were introduced to the roles of producers and consumers and the ways in which they are interdependent. In high school students will have a more-in-depth discussion of the nature and role of competition in a market economy, including the determination of market price through competition among buyers and sellers and the conditions that make industries more or less competitive, such as quality, quantity, and price of products (ECON2.2). It is essential for students to know the role of trade in market transactions. Students should have an understanding of both the definition of markets and examples of markets in the local community. Students must also recognize the role of buyers and sellers in determining the price and the amount of goods sold in the market. They must also understand the importance of buyers in determining the types of goods and services that are available in the market. It is not essential for students to know issues such as profit motive, the impact of shortages and surpluses, the determinants of supply and demand, or a graphical analysis of market forces. Appropriate assessment requires students to identify examples of markets and price in a local community; therefore, the primary focus of assessment should be to define and explain the role of markets and the role of trade in market transactions. In addition, an emphasis should be placed on identifying the role of buyers and sellers in the market place. Effective May 2008 Indicator / 1

17 Standard 2-5: The student will demonstrate an understanding of trade and markets and the role of supply and demand in determining the price and allocation of goods within the community : Summarize the concept of supply and demand and explain its effect on price. (E) Taxonomy Level: B 2 Understanding /Conceptual Knowledge Previous/future knowledge: This is the first time that students will be introduced to the concepts of supply and demand. They will have discussions of this concept in more detail in high school where the focus will be on the determinants of supply, demand and price allocation (ECON 2.1) It is essential for students to know the definition of supply and demand. Students need to know why prices go up and down in their community market place. It is not essential for students to know factors that cause supply and demand curves to shift and issues relating to equilibrium price and quantity. The objective of this indicator is to summarize the concept of supply and demand; therefore the primary focus of assessment should be to generalize the main points in the description of these economic concepts and their effects on price and to generalize why prices change in the marketplace. Effective May 2008 Indicator / 1

18 Standard 2-5: The student will demonstrate an understanding of trade and markets and the role of supply and demand in determining the price and allocation of goods within the community : Recognize that people s choices about what they will buy will determine what goods and services are produced. (E) Taxonomy Level: A 1 Remember /Factual Knowledge Previous/future knowledge: Students were introduced to making choices in first grade (1-6.1). They would have been introduced to supply and demand earlier (2.5.2) and will be exposed to the issues of scarcity, opportunity cost, and economic decision making in high school (ECON 1.1, 1.2, 1.3). It is essential for students to know: Students must understand the relationship between what people buy and what is produced by businesses. Students should understand the market concept of consumer sovereignty, or the consumer as king of the marketplace, and the impact of consumer choices on the final production of goods and services. Students should recognize the determinants, or factors, of demand that influence changes in consumer decisions to purchase goods and services. It is not essential for students to know: Students do not need to know the meaning of scarcity, opportunity cost, and the determinants of supply that would cause supply to change in the market. Students do not have to understand a graphical analysis of supply and demand or be able to illustrate changes in supply or demand. The objective of this indicator is to exemplify the impact of people s choices on market behavior; therefore, the primary focus of assessment should be to identify determinants of demand and explain how these changes impact the price and quantity sold in the market.. Effective May 2008 Indicator / 1

19 Standard 2-5: The student will demonstrate an understanding of trade and markets and the role of supply and demand in determining the price and allocation of goods within the community : Identify the relationships between trade and resources both within and among communities, including natural, human, and capital resources. (E) Taxonomy Level: B 2 Understanding /Conceptual Knowledge Previous/future knowledge: Students were introduced to how families and communities cooperate and compromise in order to meet their needs in first grade (1-6.3). They will have more in-depth knowledge of productive resources in high school (ECON 1.2, 1.3). It is essential for students to know: Students must understand the meaning of natural, human, and capital resources. They need to be able to identify examples of each concept and understand how these resources are used in the production of goods and services. Students must also understand the importance of productive resources in both trade and the final production of goods and services.. It is not essential for students to know: Students do not need understand the details of the circular flow model of economic activities. Students also do not need to know the importance of productive resources in international trade. One objective of this indicator is to identify the relationship between trade and resources both within and among communities therefore; the primary focus of assessment should be to differentiate between human, natural, and capital resources and to compare their uses in the final production of goods and services. Effective May 2008 Indicator / 1

Grade 2 Foundations of Social Studies: Communities

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

More information

INDIANA S CORE STANDARDS:

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

More information

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

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

More information

McKinley Presidential Library & Museum American Heritage Tour Standards Third Grade

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

More information

7.1.3.a.1: Identify that trade facilitates the exchange of culture and resources.

7.1.3.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 information

Effective September 2008 Indicator / 2

Effective September 2008 Indicator / 2 Standard 3-1 The student will demonstrate an understanding of places and regions and the role of human systems in South Carolina. 3-1.1 Identify on a map the location and characteristics of significant

More information

SOCIAL 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. 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 information

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

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

More information

Grades 6-8 Social Studies GLE Comparison Chart

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

More information

Social Studies Content Expectations

Social 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 information

Boyd County Public Schools

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

More information

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

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

More information

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

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

More information

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

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

More information

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

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

More information

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

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

More information

WS/FCS Unit Planning Organizer

WS/FCS Unit Planning Organizer WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course Fifth Conflict Unit of Study The Civil War Power and Authority Unit Title One Nation, Indivisible? Common Good Pacing

More information

Groveport Madison Local School District Seventh Grade Social Studies Content Standards Planning Sheets

Groveport Madison Local School District Seventh Grade Social Studies Content Standards Planning Sheets Standard: Citizenship Rights and Responsibilities A. Show the relationship between civic participation and attainment of civic and public goals. 1. Explain how the participation of citizens differs under

More information

MIDDLE GRADES SOCIAL SCIENCE

MIDDLE GRADES SOCIAL SCIENCE MIDDLE GRADES SOCIAL SCIENCE Content Domain Range of Competencies l. History 0001 0008 50% ll. Geography and Culture 0009 0011 19% lll. Government 0012 0014 19% lv. Economics 0015 0016 12% Approximate

More information

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

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

More information

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

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

More information

GRADE 7 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 7

GRADE 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 information

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

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

More information

Acuity Indiana Social Studies - Diagnostic Blueprints

Acuity Indiana Social Studies - Diagnostic Blueprints Social Studies Diagnostic Blueprints Diagnostic 1 Diagnostic 2 Diagnostic 3 Diagnostic 4 Grade Standard Indicator Testing Window 10/13-11/03/10 01/05-01/26/11 03/09-03/30/11 05/04-05/25/11 Total # of Item

More information

Combined Curriculum Document Social Studies Fifth Grade

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

More information

Ohio Learning Standards in Social Studies Proposed Revisions

Ohio Learning Standards in Social Studies Proposed Revisions Kindergarten Ohio Learning Standards in Social Studies Topic: Historical Thinking and Skills 1. Time can be measured. 2. Personal history can be shared through stories and pictures. Topic: Heritage 3.

More information

2008 World History I History and Social Science Standards of Learning STANDARD

2008 World History I History and Social Science Standards of Learning STANDARD Provider York County School Division Course Title World History I Last Updated 2010-11 Course Syllabus URL http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx Correlation: Content must address

More information

Title Social Studies Grade 3

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

More information

Minnesota Transportation Museum

Minnesota Transportation Museum Minnesota Transportation Museum Minnesota Social Studies s Alignment Sixth Grade 38 1. Democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic

More information

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

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

More information

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

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

More information

InspireData Standards Match

InspireData Standards Match InspireData Standards Match F L O R I D A Sunshine State Standards: Social Studies Meeting curriculum standards is a major focus in education today. This document highlights the correlation of InspireData

More information

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

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

More information

2 nd Grade Social Studies

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

More information

WS/FCS Unit Planning Organizer

WS/FCS Unit Planning Organizer WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 5th Migration Unit of Study Colonization Settlement Patterns Unit Title Oh the places we will go Pacing 12-15 days

More information

TAKS Diagnostic and Practice Tests

TAKS Diagnostic and Practice Tests Teacher s Edition Texas Assessment Consultant Sharon Sicinski Skeans Texas Consultant Sue Hudson Lubbock Independent School District Lubbock, Texas To the Teacher This booklet is designed to help students

More information

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

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

More information

One Stop Shop For Educators. Grade Four

One 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 information

SOCIAL STUDIES SKILLS

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

More information

DRAFT First Reading, Oregon State Board of Education

DRAFT First Reading, Oregon State Board of Education CORE STANDARDS It is essential that these standards be addressed in contexts that promote, civic responsibility and engagement, understanding global relationships, enhanced communication, making connections

More information

SOCIAL STUDIES Grade 8 Standard: History

SOCIAL STUDIES Grade 8 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early

More information

Wisconsin Model Academic Standards for Social Studies Grades K -6

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

More information

Missouri Educator Gateway Assessments

Missouri Educator Gateway Assessments Missouri Educator Gateway Assessments FIELD 014: MIDDLE SCHOOL EDUCATION: SOCIAL SCIENCE June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. History 0001 0006 40% II.

More information

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

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

More information

2nd Grade Social Studies GLEs

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

More information

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

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

More information

myworld History Early Ages Edition 2012

myworld History Early Ages Edition 2012 A Correlation of to the Pennsylvania Assessment Anchor Standards Civics and Government Economics Geography History Grades 6-8 INTRODUCTION This document demonstrates how meets the 2009 Pennsylvania Assessment

More information

West Linn-Wilsonville School District Middle (Grades 6-8) Social Sciences Curriculum. Curriculum Foundations

West Linn-Wilsonville School District Middle (Grades 6-8) Social Sciences Curriculum. Curriculum Foundations Curriculum Foundations Important Ideas & Understandings Significant Content Strands Significant Skills to be Learned & Practiced The Stories of Human Experience Environmental Adaptation Technological Advances

More information

Proposed AKS for Kindergarten Social Studies

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

More information

8 th Grade: United States Studies 1607 to Suggested Units and Pacing

8 th Grade: United States Studies 1607 to Suggested Units and Pacing 8 th Grade: United States Studies 1607 to 1877 2005-06 Suggested Units and Pacing The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study

More information

Eighth Grade Social Studies United States History Course Outline

Eighth Grade Social Studies United States History Course Outline Crossings Christian School Academic Guide Middle School Division Grades 5-8 Eighth Grade Social Studies Chapter : Early Exploration of the Americas How do new ideas change the way people live? Why do people

More information

Big Picture Matrix for Fifth Grade Social Studies

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

More information

5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME

5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME Grade 5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME + + + 200 MINUTES PER WEEK + + + Grade 5 United States: Continuing Development of the United States Social Studies in grade five concentrates on the development

More information

Social Studies Fifth Grade

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

More information

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

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

More information

Social Studies Grade 5

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

More information

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

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

More information

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

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

More information

Fifth Grade Social Studies Standards and Benchmarks

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

More information

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

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

More information

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

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

More information

Geography 8th Grade Social Studies Standard 1

Geography 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 information

Locating Places. 7. G Hudson Bay 8. D Great Bear Lake 9. B Pacific Ranges 10. I Mackenzie River 11. H Rio Grande 12. E Great Slave Lake

Locating Places. 7. G Hudson Bay 8. D Great Bear Lake 9. B Pacific Ranges 10. I Mackenzie River 11. H Rio Grande 12. E Great Slave Lake Locating Places Match the letters on the map with the physical features of the United States and Canada. Write your answers on a sheet of paper. 7. G Hudson Bay 8. D Great Bear Lake 9. B Pacific Ranges

More information

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 8/29/13 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

Principles of Citizenship

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

More information

Indiana Academic Standards Social Studies

Indiana 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 information

Common Core Standards Standards Content Skills/Competency Suggested Assessment

Common Core Standards Standards Content Skills/Competency Suggested Assessment 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 5/10/11 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

SOCIAL STUDIES AP American History Standard: History

SOCIAL STUDIES AP American History Standard: History A. Explain connections between the ideas of Enlightenment and changes in the relationship between citizens and their government. B. Identify the causes of political, economic and social oppression and

More information

Standards Social Studies Grades K-12 Mille Lacs Indian Museum

Standards Social Studies Grades K-12 Mille Lacs Indian Museum Grade Workshops Native American Four Seasons Exhibit Hall Seasonal Demonstrati Stards Social Studies Grades K-12 Mille Lacs Indian Museum Title Program Name Stards K Str Sub-Str Stard Code 1. Citizenship

More information

GRADE 5 - AMERICAN HISTORY (PREHISTORY ) OVERVIEW

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

More information

SOCIAL STUDIES GRADE 7. I Can Checklist Office of Teaching and Learning Curriculum Division

SOCIAL 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 information

Grade 8 Pre AP United States History Learner Objectives BOE approved

Grade 8 Pre AP United States History Learner Objectives BOE approved Grade 8 Pre AP United States History Learner Objectives BOE approved 2-17-2017 Learner Objective: Develop the ability to make informed decisions for the public good as citizens of a culturally diverse,

More information

Good Habits Great Readers and Pearson SuccessNet

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

More information

Houghton Mifflin Harcourt The United States: Making a New Nation Minnesota Academic Standards in Social Studies, Grade 5

Houghton Mifflin Harcourt The United States: Making a New Nation Minnesota Academic Standards in Social Studies, Grade 5 Houghton Mifflin Harcourt The United States: Making a New Nation 2012 correlated to the Minnesota Academic in Social Studies, Grade 5 Grade 5 5.1 Citizenship and Government 5.1.1 Civic Skills 5.1.1.1 Democratic

More information

SS8 8 th Grade American History. SS9 9 th Grade World Studies

SS8 8 th Grade American History. SS9 9 th Grade World Studies SSK Outcome 1: Families and Friends SSK 1.1 We Learn From our Families 0.1.1,0.1.1.a 0.1.1.b SSK 1.2 We Learn At School 0.1.2,0.1.2.a 0.1.2.b,0.4.2 0.4.2.b SSK 1.3 Friends at School 0.1.1,0.1.1.a 0.1.1.b,0.1.2

More information

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce Shamokin Area 7 th Grade American History I Common Core Marking Period Content Targets Common Core Standards Objectives Assessments Formative/Performan ce MARKING PERIOD 1 I. UNIT 1: THREE WORLDS MEET

More information

COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP

COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP CONTENT STRANDS: Domestic Affairs Global Affairs Civil Rights/Human Rights Economics Culture *denotes

More information

Test Booklet. Subject: SS, Grade: 08 Grade 8 Social Studies Practice Test Student name:

Test Booklet. Subject: SS, Grade: 08 Grade 8 Social Studies Practice Test Student name: Test Booklet Subject: SS, Grade: 08 Grade 8 Social Studies Practice Test 2006 Student name: Author: Ohio District: Ohio Released Tests Printed: Sunday September 02, 2012 1 According to Article I of the

More information

Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5

Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5 Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5 Our Country s Geography Apply critical thinking skills to organize and analyze information Use primary sources to acquire information

More information

CONCEPTUAL UNIT QUESTION

CONCEPTUAL UNIT QUESTION UNIT VI: The Boom to Bust Period This unit will address the following objectives: SOL USII.5 a) explaining how developments in transportation (including the use of the automobile), communication, and rural

More information

WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 9 th Grade

WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 9 th Grade WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 9 th Grade Trade Unit of Study Rise and Fall of Empires (2.2, 2.4, 2.7, 2.8, 2.9) Culture Achievements Unit Title

More information

5 th Grade Vocabulary Practice STUDY SKILLS Terms: Definitions: Match the explanations with the term above.

5 th Grade Vocabulary Practice STUDY SKILLS Terms: Definitions: Match the explanations with the term above. 5 th Grade Vocabulary Practice STUDY SKILLS Terms: Primary Source Secondary Source Heritage Timeline Historical Significance Technology Definitions: Match the explanations with the term above. 1. Records

More information

WS/FCS Unit Planning Organizer

WS/FCS Unit Planning Organizer WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course American History 1 Expansion Unit of Study Unit 5: Westward Expansion (3.2, 3.3, 3.4, 4.4, 7.3, 8.2, 8.3) Migration

More information

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

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

More information

Chapter 3 Notes Earth s Human and Cultural Geography

Chapter 3 Notes Earth s Human and Cultural Geography Chapter 3 Notes Earth s Human and Cultural Geography Section 1: World Population Geographers study how people and physical features are distributed on Earth s surface. Although the world s population is

More information

America, History of Our Nation Civil War to the Present 2014

America, 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 information

North Carolina Essential Standards for Social Studies Grade 7

North Carolina Essential Standards for Social Studies Grade 7 A Correlation of Pearson myworld History Survey Edition myworld Geography Survey Edition Digital Support to the for Social Studies Grade 7 History 7.H.1 Use historical thinking to analyze various modern

More information

NC Final 7 th grade Social Studies Review Sheet

NC Final 7 th grade Social Studies Review Sheet NC Final 7 th grade Social Studies Review Sheet 7.H.2.1 Analyze the effects of social, economic, military, and political conflict among nations, regions, and groups. 1. How did the European domination

More information

History. Geography. Civics and Government

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

More information

INSPIRED STANDARDS MATCH: LOUISIANA

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

More information

TASC Social Studies Blueprint Overview (DEF)

TASC Social Studies Blueprint Overview (DEF) TASC Social Studies Blueprint Overview (DEF) 01_U.S. History 02_World History 03_Civics and Government Subdomain % HS US01 Revolution and the New Nation (1754 1820s) 2% HS US02 Expansion and Reform (1801

More information

X On record with the USOE.

X 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 information

Directives Period Topics Topic breakdowns

Directives Period Topics Topic breakdowns AP World History Review Development, Transmission, and Transformation of Cultural Practices Slide Key Directives Period Topics Topic breakdowns World History Themes Memorize these themes and how they are

More information

WS/FCS Unit Planning Organizer

WS/FCS Unit Planning Organizer WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 8 th Grade Leadership Unit of Study Expansion and Reform (1801-1861) Innovation Unit Title Unit 4 Growing Up: Expanding

More information

Individuals and Societies

Individuals and Societies Individuals and Societies Subject Group Overview North American History (to 1800) YEAR 0 (Grade 5) Unit Title Key Concept Related Concept(s) Context and Exploration Native American Cultures of North America

More information

X On record with the USOE.

X 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 information

INDEPENDENT SCHOOL DISTRICT 196 Rosemount-Apple Valley-Eagan Public Schools Educating our students to reach their full potential

INDEPENDENT SCHOOL DISTRICT 196 Rosemount-Apple Valley-Eagan Public Schools Educating our students to reach their full potential INDEPENDENT SCHOOL DISTRICT 196 Rosemount-Apple Valley-Eagan Public Schools Educating our students to reach their full potential Series Number 619 Adopted November 1990 Revised June 2013 Title K-12 Social

More information

X On record with the USOE.

X 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 information

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

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

More information

myworld Social Studies We Are Connected Grade 3, 2013

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

More information