Kindergarten Social Studies Indicators

Transcription

1 Kindergarten s Key Vocabulary Power s Month student engagement learning activity Citizenship Rights and Responsibilities A. Describe the results of cooperation in group settings and demonstrate the necessary skills. cooperation, Citizen crr 1 I Participate and cooperate in classroom activities. 1, 2, 3, 4 cooperate, participate, describe Citizenship Rights and Responsibilities B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions. responsibility, rules, directions crr 2 I Take personal responsibility to follow directions and rules. 1, 2, 3, 4 take personal responsibility, follow, demonstrate Citizenship Rights and Responsibilities B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions. voter crr 3 I Demonstrate the ability to make choices and take responsibility for personal actions. 1, 2, 3, 4 demonstrate Citizenship Rights and Responsibilities B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions. A. Explain how the scarcity of resources requires people to make choices to satisfy their wants. trust, respect, honesty, responsibility, fairness, selfcontrol goods, services crr 4 I eco 1 I Discuss the attributes and actions of a good citizen with emphasis on: Trust; Respect; Honesty; Responsibility; Fairness; Compassion; Self-control. 1, 2, 3, 4 make choices, discuss Identify goods and services. 4 identify, explain A. Explain how the scarcity of resources requires people to make choices to satisfy their wants. B. Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. wants buyers, sellers eco 2 I eco 3 I Recognize that people have many wants. Explain how people make decisions in order to satisfy their wants. 4 4 recognize, explain, make choices explain distinguish Fulton Farms Andy's Garden A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. natural resources, Ohio, United States, oceans, maps, globes, continents, country geo 1 I Identify key natural resources that are used in the students' daily lives identify 1

2 Kindergarten s Key Vocabulary Power s Month student engagement learning activity A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. geo 2 M Demonstrate familiarity with the school's layout. 1, 2, 3, 4 identify, demonstrate A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. place geo 3 I Describe the immediate surroundings of home (e.g., streets, buildings, fields, woods or lakes). 1, 2 identify, describe A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. Up/Down; Over/Under; Here/There; Front/Back; Behind/In front of. directions geo 4 I Identify and correctly use terms related to location, direction and distance including: a. Up/Down; b. Over/Under; c. Here/There; d. Front/Back; e. Behind/In front of. 4 identify and use terms B. Identify physical and human features of places. address, Tipp City, Ohio, state, city geo 5 M Recite home address identify, recite B. Identify physical and human features of places. C. Explain how environmental processes influence human activity and ways humans depend on and adapt to the environment. maps environment, land, water, maps, globes geo 6 I geo 7 I Make models and maps representing real places including the classroom. Distinguish between land and water on maps and globes. 3,4 identify, make 1, 2, 3, 4 explain, distinguish A. Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority. rules, community, elected leaders, authority, president gov 1 I Identify purposes for having rules and ways that they provide order, security and safety in the home, school and community. 2, 3, 4 identify fire safety presentation, dental presentation, police visit 2

3 Kindergarten s Key Vocabulary Power s Month student engagement learning activity B. Recognize and explain the importance of symbols and landmarks of the United States. United States, symbols, landmarks gov 2 I Identify authority figures in the home, school and community. 1, 2, 3, 4 recognize, explain, identify C. Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules. A. Use a calendar to determine the day, week, month and year. national flag, Pledge of Allegiance gov 3 I Recognize symbols of the United States that represent its democracy and values including: a. The national flag; b. The Pledge of Allegiance. 1, 2, 3, 4 explain, recognize calendar, day, week, month year his 1 M Recite the days of the week. 1, 2, 3, 4 use, recite B. Place events in correct order on a time line. timeline, long ago, yesterday, today, tomorrow, past, present, future his 2 I ODE Use vocabulary associated with time to distinguish broad categories of historical time such as long ago, yesterday, today and tomorrow. 1, 2, 3,4 place, use B. Place events in correct order on a time line. history his 3 I Demonstrate understanding of one's own personal life history (e.g., birth, toddler and preschool). 1, 2, 3, 4 place demonstrate D. Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States. holidays, heritage Recognize state and federal holidays and explain their significance. 1, 2, 3, 4 recognize his 4 I D. Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States. heritage his 5 I Listen to and discuss songs, poetry, literature and drama that reflect the cultural heritages of the people of the United States. 1, 2, 3, 4 recognize, relate, listen to, discuss 3

4 Kindergarten s Key Vocabulary Power s Month student engagement learning activity A. Identify practices and products of divers cultures. cultures, holidays, customs, traditions Identify different cultures through the study of holidays, customs and traditions utilizing language, stories, folktales, music and the arts. 1, 2, 3, 4 identify pis 1 I B. Identify ways that different cultures within the United States and the world have shaped our national heritage. pis 2 I Identify ways that individuals in the family, school and community are unique and ways that they are the same. 1, 2, 3, 4 compare Skills and Methods A. Obtain information from oral, visual, print and electronic sources. ssm 1 I Listen for information. 1, 2, 3, 4 obtain information, listen Skills and Methods B. Predict outcomes based on factual information. fact, factual ssm 2 I Sort objects or pictures according to appropriate criteria. 1, 2, 3, 4 predict outcomes, sort Skills and Methods B. Predict outcomes based on factual information. fact, similarities, differences ssm 3 I Compare similarities and differences among objects or pictures. 1, 2, 3, 4 predict, compare Skills and Methods C. Communicate information orally, visually or in writing. information ssm 4 I Communicate information. 1, 2, 3, 4 communicate Skills and Methods D. Identify a problem and work in groups to solve it. sharing, taking turns, raising hand to speak, problem, solve ssm 5 I Work with others by sharing, taking turns and raising hand to speak. 1, 2, 3, 4 identify, work with others 4

5 1st Grade s Citizenship Rights and Responsibilities A. Describe the results of cooperation in group settings and demonstrate the necessary skills. Key Vocabulary Power cooperation crr 1 R Demonstrate the importance of fair play, good sportsmanship, respect for the rights and opinions of others and the idea of treating others the way you want to be treated. 1, 2, 3, 4 Engagement/ learning activity describe, demonstrate Citizenship Rights and Responsibilities B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions. choices, responsibility crr 2 R Demonstrate self-direction in school tasks. 1, 2, 3, 4 demonstrate Citizenship Rights and Responsibilities B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions. accountability, personal actions crr 3 R Demonstrate accountability for actions. 1, 2, 3, 4 demonstrate Citizenship Rights and Responsibilities B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions. pride crr 4 R Demonstrate pride in personal accomplishments. 1, 2, 3, 4 demonstrate Citizenship Rights and Responsibilities B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions. trustworthiness, fairness, self control, respect authority crr 5 R Demonstrate citizenship traits including: a. Trustworthiness; b. Fairness; c. Selfcontrol; d. Respect for those in authority. 1, 2, 3, 4 demonstrate A. Explain how the scarcity of resources requires people to make choices to satisfy their wants. resources eco 1 I Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices. 3 explain B. Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. produce, consume exchange eco 2 I Describe the ways people produce, consume and exchange goods and services in their community. 3 distinguish, describe C. Explain ways that people may obtain goods and services. goods, services, money, barter eco 3 I Explain ways that people may obtain goods and services that they do not produce including the use of money and barter. 3 explain 1

6 1st Grade s Key Vocabulary Power Engagement/ learning activity A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. left, right, near, far, location direction geo 1 R Identify and correctly use terms related to location, direction and distance including: a. Left/Right; b. Near/Far. 3 identify and use terms A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. map, model, construct geo 2 I Construct simple maps and models using symbols to represent familiar places (e.g., classroom, school or neighborhood). 3 identify, construct A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. symbols, globes geo 3 I Identify and use symbols to locate places of significance on maps and globes. 3 identify and use symbols A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. community, state, United states geo 4 I/R Locate the local community, state and the United States on maps or globes. 3 identify, locate B. Identify physical and human features of places. lake, river, hill, mountain, forest, town, city, farm, park, playground, house, traffic signs geo 5 I/R Identify and describe the physical features (lake, river, hill, mountain, forest) and human features (town, city, farm, park, playground, house, traffic signs/signals) of places in the community. 3 identify and describe B. Identify physical and human features of places. geo 6 I/R Compare areas within the local community to identify similarities. 3 identify, compare C. Explain how environmental processes influence human activity and ways humans depend on and adapt to the environment. shelter, transportation recreation geo 7 I/R Describe human adaptations to variations in the physical environment including: a. Food; b. Clothing; c. Shelter; d. Transportation; e. Recreation. 2 explain, describe 2

7 1st Grade s Key Vocabulary Power Engagement/ learning activity A. Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority. safety, security gov 1 R Recognize the role of authority figures in providing for the safety and security of individuals. 1, 2, 3, 4 identify, recognize A. Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority. voting, decisions gov 2 I Explain how voting can be used to make group decisions. 1, 2, 3, 4 identify, explain B. Recognize and explain the importance of symbols and landmarks of the United States. bald eagle, statue of liberty, national anthem gov 3 I/R Recognize symbols of the United States that represent its democracy and values including: a. The bald eagle; b. The White House; c. The Statue of Liberty; d. The national anthem. 1, 2, 3, 4 recognize C. Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules. rules, fairness gov 4 R Recognize the need for rules in different settings and the need for fairness in such rules. 1, 2, 3, 4 explain, recognize C. Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules. consequences, violating gov 5 R Discuss the consequences of violating rules. 1, 2, 3, 4 explain, discuss A. Use a calendar to determine the day, week, month and year. B. Place events in correct order on a time line. B. Place events in correct order on a time line. his 1 I/R/ M chronological his 2 I/R ODE past, present future Recite the months of the year. 1, 2, 3, 4 use, recite Place events from one's own life in chronological order. 2, 3 his 3 I/R Distinguish among past, present and future. 1, 2 place events in order place order, distinguish Carillion Park 3

8 1st Grade s Key Vocabulary Power Engagement/ learning activity C. Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places. photographs, letters, artifacts his 4 I Raise questions about how families lived in the past and use photographs, letters, artifacts and books to clarify what is known and what is unknown. 1, 2 compare, raise questions Native American Presentation C. Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places. his 5 R/M Compare past and present, near and far, with emphasis on daily life including: a. The roles of men, women and children; b. The identification of basic human needs; c. Various ways people meet human needs. 1, 2 compare D. Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States. heroism, achievements, state federal his 6 R Relate stories of the heroism and the achievements of the people associated with state and federal holidays. 1, 2, 3, 4 recognize, relate stories A. Identify practices and products of divers cultures. pis 1 R Describe similarities and differences in the ways different cultures meet common human needs including: a. Food; b. Clothing; c. Shelter; d. Language; e. Artistic expressions. 1, 2 identify, describe B. Identify ways that different cultures within the United States and the world have shaped our national heritage. cultural, continent pis 2 R Identify cultural practices of a culture on each continent through the study of the folktales, music and art created by people living in that culture. 2, 3 identify B. Identify ways that different cultures within the United States and the world have shaped our national heritage. customs, traditions pis 3 R Describe family and local community customs and traditions. 1, 2 identify, describe B. Identify ways that different cultures within the United States and the world have shaped our national heritage. countries pis 4 I/R Describe life in other countries with emphasis on daily life, including roles of men, women and children. 1, 2 identify, describe 4

9 1st Grade s Key Vocabulary Power Engagement/ learning activity Skills and Methods A. Obtain information from oral, visual, print and electronic sources. ssm 1 I/R Obtain information about a topic using a variety of oral and visual sources. 1, 2, 3, 4 obtain information Skills and Methods B. Predict outcomes based on factual information. ssm 2 R Sequence information. 1, 2, 3, 4 predict, sequence Skills and Methods B. Predict outcomes based on factual information. ssm 3 R Determine categories for sorting information. 1, 2, 3, 4 predict, determine categories Skills and Methods B. Predict outcomes based on factual information. oral, visual, print ssm 4 I/R Identify main ideas from oral, visual and print sources. 1, 2, 3, 4 predict, identify Skills and Methods C. Communicate information orally, visually or in writing. ssm 5 R Communicate information orally or visually. 1, 2, 3, 4 communicate Skills and Methods D. Identify a problem and work in groups to solve it. courtesy, respect ssm 6 R Display courtesy and respect for others in group settings including: a. Staying on the topic; b. Focusing attention on the speaker. 1, 2, 3, 4 identify, display 5

10 2nd Grade s Social Studies Key Vocabulary indicator power indicators student engagement/ learning activity Citizenship Rights and Responsibilities A. Describe the results of cooperation in group settings and demonstrate the necessary skills. conflict, respect, courtesy, cooperation crr 1 R Demonstrate skills and explain the benefits of cooperation when working in group settings: a. Manage conflict peacefully; b. Display courtesy; c. Respect others. 1, 2, 3, 4 describe,demonstrate, explain, manage, display Spaghetti Warehouse Citizenship Rights and Responsibilities B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions. responsibility, choices, community crr 2 R Demonstrate self-direction in tasks within the school community (e.g., classroom, cafeteria and playground). 1, 2, 3, 4 demonstrate Citizenship Rights and Responsibilities B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions. citizenship, honesty, respect, persistence, patriotism, self assurance crr 3 R Demonstrate citizenship traits including: a. Honesty; b. Self-assurance; c. Respect for the rights of others; d. Persistence; e. Patriotism. 1, 2, 3, 4 demonstrate A. Explain how the scarcity of resources requires people to make choices to satisfy their wants. resources, eco 1 R Explain how resources can be used in various ways (e.g., a bushel of corn could be fed to cows, used to make sweetener, or converted to fuel). 2 explain B. Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. buyers, sellers, goods, services eco 2 M Explain how people are both buyers and sellers of goods and services. 2 distinguish, explain B. Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. produce eco 3 R Recognize that most people work in jobs in which they produce a few special goods or services. 2 distinguish, explain, recognize B. Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. earn eco 4 R Explain why people in different parts of the world earn a living in a variety of ways. 2 distinguish, explain 1

11 2nd Grade s Social Studies Key Vocabulary indicator power indicators student engagement/ learning activity C. Explain ways that people may obtain goods and services. countries, medium of exchange eco 5 R Recognize that money is a generally accepted medium of exchange for goods and services and that different countries use different forms of money. 2 explain, recognize A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. state, Ohio, United States of America, continents, oceans, maps, globes geo 1 M Read and interpret a variety of maps. 3 identify, read, interpret A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. geography coordinates, symbols, map title, compass rose, cardinal directions geo 2 M Construct a map that includes a map title and key that explains all symbols that are used. 3 identify, construct A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations. North America, South America, Asia, Europe, Africa, Antarctica, Australia, Pacific, Atlantic, Indian, Arctic geo 3 M Name and locate the continents and oceans. 3 identify, name, locate B. Identify physical and human features of places. plateau, island, hill, mountain, valley, plain, desert, creek, pond, lake, ocean, river geo 4 M Describe and locate landforms (plateaus, islands, hills, mountains, valleys) and bodies of water (creeks, ponds, lakes, oceans) in photographs, maps and 3-D models. 3 identify, describe, locate C. Explain how environmental processes influence human activity and ways humans depend on and adapt to the environment. urban, suburban, rural, adapt, environment geo 5 R Compare how land is used in urban, suburban and rural environments. 3 explain, compare 2

12 2nd Grade s Social Studies Key Vocabulary indicator power indicators student engagement/ learning activity C. Explain how environmental processes influence human activity and ways humans depend on and adapt to the environment. physical environment geo 6 R Identify ways in which people have responded to and modified the physical environment such as building roads and clearing land for urban development. 4 explain, identify A. Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority. mayor, governor, president, authority gov 1 R figures, elected leaders, Identify leaders such as mayor, governor and president, and explain that they are elected by the people. 4 identify A. Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority. government, leadership, services, resolving disputes, gov 2 R making laws, enforcing laws, democracy Explain how a system of government provides order to a group such as a school or community and why government is necessary including: a. Making and enforcing laws; b. Providing leadership; c. Providing services; d. Resolving disputes. 4 identify, explain fire station visit B. Recognize and explain the importance of symbols and landmarks of the United States. landmarks, Washington Monument, Jefferson Memorial, Lincoln Memorial gov 3 M Explain the importance of landmarks in the United States and the ideals that they represent including: a. The Washington Monument; b. The Jefferson Memorial; c. The Lincoln Memorial. 4 recognize, explain C. Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules. workplace, rules, violation, adherence gov 4 R Explain the purpose of rules in the workplace. 1, 2, 3, 4 explain C. Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules. consequences gov 5 R Predict the consequences of following rules or violating rules in different settings. 1, 2, 3, 4 explain, predict A. Use a calendar to determine the day, week, month and year. his 1 M Measure calendar time by days, weeks, months and years. 1, 2, 3, 4 use, measure 3

13 2nd Grade s Social Studies Key Vocabulary indicator power indicators student engagement/ learning activity A. Use a calendar to determine the day, week, month and year. his 2 M List the days of the week and months of the year in order. 1, 2, 3, 4 use, list B. Place events in correct order on a time line. his 3 R ODE Place a series of related events in chronological order on a time line. 3 place in order C. Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places. historical artifacts, photographs, folklore, maps, diaries, basic human needs his 4 R Use historical artifacts, photographs, biographies, maps, diaries and folklore to answer questions about daily life in the past. 3 compare, demonstrate, use, answer Dayton Art Institute C. Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places. his 5 R Identify the work that people performed to make a living in the past and explain how jobs in the past are similar and/or different from those of today. 3 compare, identify C. Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places. technology, communication, transportation his 6 R Identify and describe examples of how science and technology have changed the daily lives of people and compare: a. Forms of communication from the past and present; b. Forms of transportation from the past and present. 4 compare, identify, describe D. Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States. diverse backgrounds, heritages, social leaders, political leaders his 7 M Recognize the importance of individual action and character and explain how they have made a difference in others' lives with emphasis on the importance of: a. Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson 4 recognize, explain Neil Armstrong Space Museum 4

14 2nd Grade s Social Studies Key Vocabulary indicator power indicators student engagement/ learning activity A. Identify practices and products of divers cultures. culture, cultural practices, products pis 1 R Describe the cultural practices and products of people on different continents. 4 identify, describe Outback Steak House B. Identify ways that different cultures within the United States and the world have shaped our national heritage. artistic creations pis 2 R Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture. 4 identify, describe B. Identify ways that different cultures within the United States and the world have shaped our national heritage. national, national heritage, contributions pis 3 R Explain how contributions of different cultures within the United States have influenced our common national heritage. 4 identify, explain B. Identify ways that different cultures within the United States and the world have shaped our national heritage. artisans, inventors, scientist, architects, explorers, cultural heritage pis 4 R Describe the contributions of significant individuals, including artisans, inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States. 4 identify, describe Skills and Methods A. Obtain information from oral, visual, print and electronic sources. oral, visual, print, electronic ssm 1 R Obtain information from oral, visual and print sources. 1, 2, 3, 4 obtain Skills and Methods A. Obtain information from oral, visual, print and electronic sources. sources ssm 2 R Identify sources used to gather information: a. People; b. Printed materials; c. Electronic sources. 1, 2, 3, 4 obtain, identify Skills and Methods B. Predict outcomes based on factual information. ssm 3 R Predict the next event in a sequence. 1, 2, 3, 4 predict Skills and Methods B. Predict outcomes based on factual information. fact, fiction ssm 4 M Distinguish the difference between fact and fiction in oral, visual and print materials. 1, 2, 3, 4 predict, distinguish Skills and Methods C. Communicate information orally, visually or in writing. ssm 5 M Communicate information in writing. 1, 2, 3, 4 communicate 5

15 2nd Grade s Social Studies Key Vocabulary indicator power indicators student engagement/ learning activity Skills and Methods D. Identify a problem and work in groups to solve it. ssm 6 R Use problem-solving/decision-making skills to identify a problem and gather information while working independently and in groups. 1, 2, 3, 4 identify, use problem solving/decision making, gather information 6

16 3rd Grade s Key Vocabulary indicator Power s student engagement/ learning activity Citizenship Rights and Responsibilities A. Explain how citizens take part in civic life in order to promote the common good. community, environment crr 1 I/R Describe how people help to make the community a better place in which to live including: a. Working to preserve the environment; b. Helping the homeless; c. Restoring houses in low-income areas; d. Supporting education; e. Planning community events, starting a business 2,3,4 explain, describe---- Tipp City Board of Education Citizenship Rights and Responsibilities A. Explain how citizens take paprt in civic life in order to promote the common good. citizenship traits, civility, respect, volunteerism, compromise, compassion, persistence, civicmindedness crr 2 R Demonstrate effective citizenship traits including: a. Civility; b. Respect for the rights and dignity of each person; c. Volunteerism; d. Compromise; e. Compassion; f. Persistence in achieving goals; g. Civic-mindedness 1,2,3,4 explain, demonstrate Citizenship Rights and Responsibilities B. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government. opportunity cost crr 3 I/R Describe the responsibilities of citizenship with emphasis on: a. Voting; b. Obeying laws; c. Respecting the rights of others; d. Being informed about current issues; e. Paying taxes. 1,2,3,4 identify, describe A. Explain the opportunity costs involved in the allocation of scarce productive resources. goods, services, resources, savings eco 1 I/R Define opportunity cost and give an example of the opportunity cost of a personal decision. 4 explain, define B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services. eco 2 R Identify different forms of money used over time, and recognize that money facilitates the purchase of goods, services and resources and enables savings. 4 explain, identify 1

17 3rd Grade s Key Vocabulary indicator Power s student engagement/ learning activity B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services. economic competition eco 3 I/R Explain how the local community is an example of a market where buyers and sellers exchange goods and services. 1,2,3,4 explain B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services. consumers, producers eco 4 R Identify examples of economic competition in the local community. 3,4 explain, identify C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. eco 5 I/R Identify people who purchase goods and services as consumers and people who make goods or provide services as producers. 3,4 explain, identify C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. production consumption eco 6 I/R Categorize economic activities as examples of production or consumption. 3,4 explain, categorize C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. specialization, division of labor eco 7 I/R Explain the advantages and disadvantages of specialization and the division of labor to produce items. 3,4 explain A. Use map elements or doordinates to locate physical and human features of North America. transportation, communication geo 1 1 Identify systems of transportation used to move people and products and systems of communication used to move ideas from place to place. 3,4 use, identify 2

18 3rd Grade s Key Vocabulary indicator Power s student engagement/ learning activity A. Use map elements or doordinates to locate physical and human features of North America. mpa title, map key, direction indicator, symbols geo 2 M Read and interpret maps by using the map title, map key, direction indicator and symbols to answer questions about the local community. 1,2,3,4 use, read A. Use map elements or doordinates to locate physical and human features of North America. grid system geo 3 R Use a number/letter grid system to locate physical and human features on a map. 1,2,3,4 use A. Use map elements or doordinates to locate physical and human features of North America. equator, Arctic Circle, Antartic Circle, North Pole, South Pole, Prime Meridan, tropics, hemispheres, maps, globes geo 4 R Identify the location of the equator, Arctic Circle, Antarctic Circle, North Pole, South Pole, Prime Meridian, the tropics and the hemispheres on maps and globes. 1 use, identify A. Use map elements or doordinates to locate physical and human features of North America. landforms, climate, vegetation, population geo 5 R Identify and describe the landforms and climate, vegetation, population and economic characteristics of the local community. 1,2,3,4 use, identify, describe B. Identify the physical and human characteristics of places and regions in North America. geo 6 I/R Identify ways that physical characteristics of the environment (i.e., landforms, bodies of water, climate and vegetation) affect and have been modified by the local community. identify C. Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences. political maps, physical mpas, aerial photographs geo 7 I/R Use political maps, physical maps and aerial photographs to ask and answer questions about the local community. 1,2,3,4 identify, use 3

19 3rd Grade s Key Vocabulary indicator Power s student engagement/ learning activity D. Analyze ways that transportation and communication relate to patterns of settlement and economic activity. compass rose, cardinal directions geo 8 M Use a compass rose and cardinal directions to describe the relative location of places. 1,2,3,4 analyze, use A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. gov 1 Explain the major functions of local government including: a. Promoting order and security; b. Making laws; c. Settling disputes; d. Providing public services; e. Protecting the rights of individuals. 3,4 identify, explain A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. township trustees, county commissioners, city gov 2 R/M council members or mayor Explain the structure of local governments and identify local leaders (e.g., township trustees, county commissioners, city council members or mayor). 3,4 identify, explain------tipp City Building, Troy City Building, Mayor Mike Beamish, Miami County Courthouse A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. government gov 3 Identify the location of local government buildings and explain the functions of government that are carried out there. 3,4 identify A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. gov 4 Identify goods and services provided by local government, why people need them and the source of funding (taxation). 3,4 identify--- Tipp City Police Department, Harrison's, Safety Presentations A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. power, authority gov 5 R Define power and authority. 1,2,3,4 identify, define A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. gov 6 Explain why the use of power without legitimate authority is unjust (e.g., bullying, stealing). 1,2,3,4 identify, explain 4

20 3rd Grade s Key Vocabulary indicator Power s student engagement/ learning activity A. Construct time lines to demonstrate an understanding of units of time and chronological order. years, decades, centuries his 1 I/R Define and measure time by years, decades and centuries. 2,3,4 construct, define A. Construct time lines to demonstrate an understanding of units of time and chronological order. timeline his 2 M ODE Place local historical events in sequential order on a time line. 3,4 construct, place C. Explain how new developments led to the growth of the United States. architecture, phsical features, employment, education, transportation, technology, religion, recreation hos 3 M Describe changes in the community over time including changes in: a. Businesses; b. Architecture; c. Physical features; d. Employment; e. Education; f. Transportation; g. Technology; h. Religion; i. Recreation. 3,4 explain, describe--- Tipp City Museum, Tipp City Walking Tour, Johnston Farms, Charleston Falls, Banana Slugs A. Compare practices and products of North American cultural groups. cultural practices pis 1 M Compare some of the cultural practices and products of various groups of people who have lived in the local community including: a. Artistic expression; b. Religion; c. Language; d. Food. 1,2,3,4 compare--- Cultural Lunch A. Compare practices and products of North American cultural groups. pis 2 Compare the cultural practices and products of the local community with those of other communities in Ohio, the United States and countries of the world. 3,4 compare 5

21 3rd Grade s Key Vocabulary indicator Power s student engagement/ learning activity B. Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other. pis 3 Describe settlement patterns of various cultural groups within the local community. 3,4 explain, describe Skills and Methods A. Obtain information from a variety of primary and secondary sources using the component parts of the source. oral histories, artifacts, documents ssm 1 Obtain information about local issues from a variety of sources including: a. Maps; b. Photos; c. Oral histories; d. Newspapers; e. Letters; f. Artifacts; g. Documents. 3,4 obtain---tipp City Speakers Skills and Methods A. Obtain information from a variety of primary and secondary sources using the component parts of the source. table of contents, title page, illustrations, keyword searches ssm 2 Locate information using various parts of a source including: a. The table of contents; b. Title page; c. Illustrations; d. Keyword searches. 1,2,3,4 obtain, locate Skills and Methods B. Use a variety of sources to organize information and draw inferences. cause and effect relationships ssm 3 Identify possible cause and effect relationships. 1,2,3,4 use, identify Skills and Methods B. Use a variety of sources to organize information and draw inferences. pictographs, bargraphs, charts ssm 4 M Read and interpret pictographs, bar graphs and charts. 1,2,3,4 use, read, interpret Skills and Methods C. Communicate social studies information using graphs or tables. ssm 5 M Communicate information using pictographs and bar graphs. 1,2,3,4 communicate Skills and Methods D. Use problem solving skills to make decisions individually and in groups. ssm 6 R/M Use a problem-solving/decision-making process which includes: a. Identifying a problem; b. Gathering information; c. Listing and considering options; d. Considering advantages and disadvantages of options; e. Choosing and implementing a solution 1,2,3,4 use 6

22 4th Grade s Social Studies Key Vocabulary Power Engagement/Learning Activity A. Explain how citizens take Citizenship Rights part in civic life in order to and Responsibilities promote the common good. common good CCR 1 I/R Describe the ways in which citizens can promote the common good and influence their government including: a. Voting; b. Communicating with officials; c. Participating in civic and service organizations; d. Performing voluntary service. 3 Describe, Explain B. Identify rights and responsibilities of citizenship Citizenship Rights in the United States that are and Responsibilities important for preserving democratic government. civic responsibility CCR 2 I/R Explain why personal responsibilities (e.g., taking advantage of the opportunity to be educated) and civic responsibilities (e.g., obeying the law and respecting the rights of others) are important. 3 Describe, Explain B. Identify rights and responsibilities of citizenship Citizenship Rights in the United States that are and Responsibilities important for preserving democratic government. CCR 3 I/R Explain the importance of leadership and public service. 3 Explain, Identity B. Identify rights and responsibilities of citizenship Citizenship Rights in the United States that are and Responsibilities important for preserving democratic government. citizenship CCR 4 I/R ODE Explain why characteristics such as respect for the rights of others, fairness, reliability, honesty, wisdom and courage are desirable qualities in the people citizens select as their leaders. 3 Explain, Identity A. Explain the opportunity costs involved in the allocation of scarce productive resources. opportunity cost, renewable resources, non renewable resources, scarcity ECO 1 I/R Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. 4 Explain A. Explain the opportunity costs involved in the allocation of scarce productive resources. specialization, trade ECO 2 ODE Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade. 4 Explain/ Ex. Mini Mall 1

23 4th Grade s Social Studies Key Vocabulary Power Engagement/Learning Activity B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services. profit, capital goods, entrepreneur, division of labor ECO 3 I/R Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks. 4 Explain/ Ex. Mini Mall C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. competition, producers, consumers, budget, income ECO 4 I/R Explain ways in which individuals and households obtain and use income. 4 Explain C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. market economy, specialization ECO 5 ODE Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available. 4 Explain C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. trade, tariff, labor: human resource ECO 6 I/M/R ODE Explain why many jobs in Ohio depend on markets in other countries and why Ohio is a market for goods and services from other countries. 4 Explain A. Use map elements or coordinates to locate physical and human features of North America. A. Use map elements or coordinates to locate physical and human features of North America. A. Use map elements or coordinates to locate physical and human features of North America. linear scale, map key cardinal directions, intermediate directions, compass roes north, south, east, west GEO 1 GEO 2 GEO 3 I/R ODE, ODE Use a linear scale to measure the distance between places on a map. Use cardinal and intermediate directions to describe the relative location of places. Describe the location of Ohio relative to other states and countries. 1,2,3, 4 1,2,3, 4 1,2,3, 4 Use Use Use, Describe 2

24 4th Grade s Social Studies Key Vocabulary Power Engagement/Learning Activity A. Use map elements or coordinates to locate physical and human features of North America. bordering states, physical features, human features GEO 4 ODE Use maps to identify the location of major physical and human features of Ohio including: a. Lake Erie; b. Rivers; c. Plains; d. The Appalachian Plateau; e. Bordering states; f. The capital city; g. Other major cities. 1,2,3, 4 Use B. Identify the physical and human characteristics of places and regions in North America. plateau, hills, valleys, mountains, rivers, lakes GEO 5 ODE Describe and compare the landforms, climates, population, vegetation and economic characteristics of places and regions in Ohio. 1 Identity, Describe B. Identify the physical and human characteristics of places and regions in North America. manufacturing, mining, forestry GEO 6 ODE Identify manufacturing, agricultural, mining and forestry regions in Ohio. 1,2,3, 4 Identify B. Identify the physical and human characteristics of places and regions in North America. oil, steel, rubber, freight, railroad GEO 7 ODE Explain how resources, transportation and location influenced the development of cities and industries in Ohio including major industries such as oil, steel, rubber and glass. 1,2,3, 4 Explain, Identity C. Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences. elevation, natural resources, economy GEO 8 ODE Use elevation, natural resource and road maps to answer questions about patterns of settlement, economic activity, and movement. 1,2,3, 4 Identify, Use C. Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences. glaciers, erosion GEO 9 ODE Identify how environmental processes (i.e., glaciation and weathering) and characteristics (landforms, bodies of water, climate, vegetation) influence human settlement and activity in Ohio. 1 Identify 3

25 4th Grade s Social Studies Key Vocabulary Power Engagement/Learning Activity D. Analyze ways that transportation and communication relate to patterns of settlement and economic activity. wetlands, deforestation, fertilizers, herbicide, pesticide, land: natural resources GEO 10 ODE Identify ways that people have affected the physical environment of Ohio including: a. Use of wetlands; b. Use of forests; c. Building farms, towns and transportation systems; d. Using fertilizers, herbicides and pesticides; e. Building dams. 1,2,3, 4 Analyze, Identify A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. General Assembly, Governor, Ohio Supreme Court GOV 1 ODE Explain major responsibilities of each of the three branches of government in Ohio: a. The legislative branch, headed by the General Assembly, makes state laws. b. The executive branch, headed by the governor, carries out and enforces laws made by the General Assembly. c. The judicial branch headed by the Ohio Supreme Court, interprets and applies the law. 3 Identify, Explain A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. elections, Executive, Judicial, Legislative GOV 2 I/R ODE Explain why elections are used to select leaders and decide issues. 3 Identify, Explain B. Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster selfgovernment in a democracy. representative, democracy, districkt GOV 3 I/R ODE Explain the purpose of a democratic constitution: a. To provide a framework for a government; b. To limit the power of government; c. To define the authority of elected officials. 3 Explain 4

26 4th Grade s Social Studies Key Vocabulary Power Engagement/Learning Activity B. Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster selfgovernment in a democracy. Ohio Constitution, U. S. Constitution, Governor, Ohio General Assembly, Ohio Supreme Court GOV 4 ODE Explain that the Ohio Constitution tells how the state government should be organized and guarantees the rights of individuals. 3 Explain A. Construct time lines to demonstrate an understanding of units of time and chronological order. Time line, intervals HIS 1 I/R ODE Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history. 1,2,3, 4 Construct/ Ex. Stillwater Ride to the Past and Sunwatch B. Describe the cultural patterns that are evident in hunters, gatherers, North America today as a result agriculture, customs of exploration, colonization and conflict. HIS 2 ODE Describe the earliest settlements in Ohio including those of prehistoric peoples. 1 Describe/Ex. Brukner Field Trip, Sunwatch, Miamisburg Mound, and Stillwater Ride to the Past B. Describe the cultural patterns that are evident in Battle of Fallen North America today as a result Timbers of exploration, colonization and conflict. HIS 3 ODE Explain the causes and effects of the frontier wars of the 1790s, including the Battle of Fallen Timbers, on American Indians in Ohio and the United States. 2 C. Explain how new Northwest Territory, developments led to the growth Northwest Ordinance of the United States. HIS 4 ODE Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance. 2 Explain/ Ex. Stillwater Ride to the Past C. Explain how new canals, National developments led to the growth Road, railroads of the United States. HIS 5 ODE Explain how canals and railroads changed settlement patterns in Ohio and Ohio's economic and political status in the United States. 3 Explain/ Ex. Stillwater Ride to the Past C. Explain how new developments led to the growth inventors HIS 6 ODE of the United States. Explain the importance of inventors such as the Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods and Thomas Edison. 2 Explain 5