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 Studies. Correlation page references are to the Teacher s Edition. Scott Foresman is pleased to introduce our, Kindergarten through Grade 6 - the social studies program that helps every child become an active, involved, and informed citizen. Content content covers the key social studies strands: Citizenship, Culture, Economics, Geography, Government, History and Science/Technology. content is organized for a flexible teaching plan. If time is short, teachers may use the Quick Teaching Plan to cover the core content and skills or to add depth, teachers may use the wealth of information in each unit. Accessibility provides systematic instruction to improve comprehension and to reach out to all learners. In every unit, reading skills are developed through built-in lessons. Target comprehension skills are pre-taught and then applied throughout the unit for sustained practice. Graphic organizers provide support for every skill. Motivation is filled with compelling visuals, intriguing facts, and exciting real-world learning. Colonial Williamsburg Lessons provide exciting, special features from the nation s largest living museum. Dorling Kindersley Visual Lessons provide bold, large-as life photographs with interesting, easy-to-read expository captions. Music lessons introduce or reinforce important concepts and vocabulary. Discovery Channel School projects provide exclusive, hands-on unit projects that synthesize and enhance learning. A special feature entitled You Are There provides captivating suspense-packed reading that builds excitement and lets students experience the event from a personal perspective. A Web-Based Information Center continually updates information, maps, and biographies. Accountability provides built-in skill lessons in every unit and multiple assessment tools to develop thinking citizens. Informal assessment opportunities monitor children s learning and provide If/then guidelines with specific reteaching strategies and effective practice. Formal assessment opportunities assess children s learning and provide practice for key test-taking skills. Test-taking strategy lessons provide test preparation for national and state tests.
Table of Contents Kindergarten Here We Go 1 Grade One All Together 3 Grade Two People and Places 5 Grade Three Communities 7 Grade Four Regions 10 Grade Four Wisconsin 10 Grade Five 14 Grade Five 14 Grade Six The World 23
Here We Go to the Milwaukee Public Schools Social Studies Kindergarten Milwaukee Social Studies Awareness of Self in a World of Diversity A.K Geography Recognize what maps and globes are, and how they are used to locate where they live Describe how people adapt to their environment (seasons) to meet their basic needs (food, clothing, shelter, energy use). B.K History Identify and compare family cultures and traditions Use calendars and timelines to sequence the events of an everyday routine and of historical events. C.K Civics and Government Identify, demonstrate and explain the rights and responsibilities as a member of a family, classroom and school Positions, 31 34; Maps, 73 76, 209 212, 213-216, 217-220, 221-224 Homes, 23 26; Neighborhoods, 69 72; Communities, 89 92; Needs and Wants, 143 146; Needs/Food, 147 150; Needs/Clothing, 151 154; Needs/Shelter, 155 158; Weather, 185 188; Seasons, 189 192 Family Stories: Alike and Different, 301 304; Everyday Routines, 305 308; Family Celebrations, 309 312; Then and Now, 313 316; Special Foods, 317 320 We All Change Time Lines, 130; Time Line Sequence, 273; Scientists and Inventors Long Ago, 278; Calendar Activities, TR15 TR28. Students explore sequencing and changes over time on pages 48, 246 247, and 313 316. Getting Along, 27 30; School Rules, 35 38; Solving Problems, 39 42; Signs, 77 80, Rules, 81 84 1 Kindergarten
D.K Economics Identify and describe jobs within the family and classroom and the ways people earn money to provide for needs and wants E.K Behavioral Sciences Describe how families are alike and different, and how they live, work and play. Identify and describe institutions such as police, fire, hospitals, schools, and places of worship Work, 119 122; Jobs, 123 126; Jobs Then and Now, 127 130; Earning Money, 131 134; Using Money, 135 138; Making Choices, 139 142 Families, 19 22; Unit 6: Family Stories: Alike and Different, 301 304; Everyday Routines, 305 308; Family Celebrations, 309 312; Then and Now, 313 316; Special Foods, 317 320 School Rules, 35 38; Neighborhoods, 69 72; Maps, 73 76; Community Helpers, 89 92; Communities, 89 92 2 Kindergarten
All Together to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Grade One A.1 Geography Interdependence of Families / Social Groups Use a map and globe vocabulary and identify major physical features (land masses and bodies of water), cardinal directions (e.g., east, south, north, west) and map keys. Explore how people adapt to their environment (seasons, climate, natural resources) to meet basic needs (food, clothing, shelter). B.1 History Use historical artifacts, documents, and photos to make observations and connect history and cultures to their family, neighborhood and beyond Read charts and graphs that depict change. Map and Globe Skills: Use a Map Key, 54 55; Use Four Directions, 60 61; Follow a Route, 120 121; Locate Land and Water, 154 155; Use a History Map, 200 201; Maps, 11, 18, 33, 51, 68, 73, 75, 76, 79, 106, 112, 115, 123, 144, 145, 155, 160, 163, 169, 174, 190, 207, 217, 221, 222, 244, 257, 263, R2, R3, R4, R6, R8 Welcome to My Neighborhood, 50 53; Different Kinds of Communities, 56 57; Needs and Wants, 100 103; Different Kinds of Weather, 142 145; Looking at Our Land and Water, 150 153 Colonial Williamsburg: Families Long Ago, 12 13; Chinese New Year, 66 67; Native Americans, 190 191; Native American Objects, 194 195; The Colonies Become Free, 202-205; Symbols in Our Country, 208-209; Our Country s Flag, 210 211; We Celebrate Holidays, 212 215; w Things Have Changed, 242 243; Inventors and Inventions, 246 249; Telephones, 250 251; How Travel Has Changed, 252 253 Read a Time Line, 146 147; Time Lines, 166 167, 180, 210 211, 252 253; Living Time Lines, 149a; Read a Calendar, 20-21; Use a Chart, 98-99; Read a Bar Graph, 254 255 3 Grade One
C.1 Civics and Government Describe and apply the rights and responsibilities of individuals within the family, school and neighborhood, and the roles, rights and responsibilities of authorities within these settings. D.1 Economics Identify and describe jobs within the family and classroom. Identify and describe ways people earn money to provide for needs and wants E.1 Behavioral Sciences Identify and explain differences and similarities in home, classroom and community, and identify how cultural influences affect their neighborhood and everyday life Citizenship in Action, H4 H5; Community Laws and Leaders, 70 71; The Colonies Become Free, 202 205; Choosing Our Country s Leaders, 218 221, 222 223; Biography, 72 73, 206 207, 216 217, 222 223 Special Things We Do, 62 65; Ben s Jobs, 94 97; Welcome to Job Day! 108 111; Interview with a Farmer, 116 119; Discovery Channel School: Jobs in Your Community, 134 Spending and Saving, 104 105; Money Around the World, 106 107; Penny, 228; The Rainy Day, 104a; Piggy Bank Saving, 107a; Making Cents, 217a Home and School, 14 17; Learning About My School, 28 31; Welcome to My Neighborhood, 50 53; Different Kinds of Communities, 56 57; How a Community Changed, 58 59; Special Things We Do, 62 65; Chinese New Year, 66 67; We Celebrate Holidays, 212 215; Life Around the World, 258 261 4 Grade One
People and Places to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Grade Two Diversity of Neighborhoods A.2 Geography Explore and describe the community around them and how physical and human processes affect the earth s surface (land) and living things (weather, seasonal patterns, earthquakes, population). Use and construct simple maps of school and neighborhood using elements such as symbols, title, key, cardinal directions, scale. B.2 History Identify and interpret past and present contributions of people, places and things within their community A Walk Through a Community, 16 19; Comparing Communities, 24 27; Our State and Our Country, 30 33; In the Country, In the City, 42 43; Interview with a Geographer, 56 59; Landforms and Water on a Map, 60 61; Where People Live, 62 65; How and Where People Lived, 66 67 Maps, 12, 29, 31, 32, 35, 38, 62, 63, 64, 65, 75, 82, 87, 88, 110, 117, 133, 158, 160, 161, 171, 179, 202, 206, 216, 221, 223, 225, 228, 235, 250, 252, 254, 267, 269, 277, 283, R2 R8; Map and Globe Skills, 20 21, 60 61, 124 125, 184 185, 214 215; Mapmaking, 19, 21, 33, 39, 46, 61, 125a, 125, 215 The First Americans, 202 205; Colonial Williamsburg: Native Americans Meet, 208 209; Colonies, 210 213; Our Country Grows, 222 225; Westward Ho! 228 229; We Remember Americans, 230 233; Sojourner Truth, 234 235; End with a Song: Follow the Drinkin Gourd, 236 237; Family History, 250 253; People Celebrate, 256 259; Linking Our World, 278 281; Biographies, 28 29, 34 35, 74 75, 86 87, 116 117, 132 133, 170 171, 178 179, 220 221, 234 235, 268 269, 282 283 5 Grade Two
Use and interpret data presented in timelines and graphic organizers to group personal and local events and significant holidays in chronological sequence. C.2 Civics and Government Define and demonstrate the idea of citizenship and the role of a citizen within the community. Explain and demonstrate how various groups within the community develop, enforce, and change rules of behavior. D.2 Economics Recognize, understand impact of personal economic decisions. Describe role of money, banking and savings, resources and products, goods and services and careers E.2 Behavioral Science Investigate and explain similarities and differences in the ways that cultures meet human needs and the contributions made by individuals within each culture Read a Time Line, 226-227; Holiday Time Line, 240; Time Lines, 256-257; Sequence, 107, 109, 120, 121, 122, 172, 173, 200-201, 202, 226, 230, 239, 256, 268; Thanksgiving, 213; Independence Day, 219; Festivals, 247; People Celebrate, 256 259; Spring 260 261; Memorial Day, 262 263, 286; Holiday Calendar, 287 Citizenship Skills, H2 H9; Voting, 11; Voting for Leaders, 172 179; Begin with a Song, 148 149; Discovery Channel School: Get Out the Vote, 194 195; Citizen Heroes, 12 13, 88 89, 110 111, 158 159, 206 207, 254 255 Rules and Laws, 4, 9, 33, 44, 154, 156, 167 169 Choosing Goods and Services, 104 107; Make a Decision, 108 109; A Trip to the Bank, 126 129 A Classroom Store, 104a; What Should I Buy? 104a; Money, 126a; Make Your Own Bank, 126a; The Flow of Money, 107; Is the Price Right? 109; A Trip to the Bank, 126 129; Read a Pie Chart, 130 131 Ethnic Cultures, 24 27, 62 65, 180 183, 202 205, 222 225, 230 234, 250 253, 260 261, 264 267; Biographies, 28 29, 34 35, 74 75, 86 87, 116 117, 132 133, 170 171, 178 179, 220 221, 234 235, 268 269, 282 283; Citizen Heroes, 12 13, 88 89, 110 111, 158 159, 206 207, 254 255 6 Grade Two
Communities to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Interdependency of Communities of Our World and Milwaukee A.3 Geography Grade Three Give examples and describe how a community's climate, geographic location, and resources affect the way people live and the choices they make as they interact with their environment. Create mental maps and use graphs, charts, and other graphic organizers to gather information about their city. B.3 History Identify the people and the historical and cultural events that led to the development of Milwaukee and communities around the world and their influence on those communities; identify examples of freedom (rights and responsibilities) and justice (fairness) in Milwaukee's history A Rural Community, 38 39; A Suburban Community, 42 43; An Urban Community, 48 50; Japan, 54 55; A Mountain Community, 172 173; A Water Community, 178 179; Here and There: World Climate Regions, 180 181; A Crossroads Community, 186 189; What Is Your Community s Environment, 142 147 Welcome to My Community, 4 5, 68 69, 136 137, 202 203, 284 285, 352 353; What s Your Community s Environment? 142 147; Living in Different Climates, 150 153; Chart and Graph Skills: Use a Line Graph, 158 159 For related information see: Explorers Come to North America, 208 211; A Spanish Community, 214 219; Here and There: Cadiz, Spain, 220 221; A French Community, 224 227; Issues and Viewpoints: Who Owns the Land? 228 229; An English Community, 230 235; Issues and Viewpoints, 166 167, 228 229 7 Grade Three
Describe and predict how changes in communities and in Milwaukee may take place in the future. C.3 Civics and Government Identify and explain the role and responsibilities of the three branches of government. Identify and explain the rights, responsibilities and behaviors of a citizen within a community. D.3 Economics Understand, describe and demonstrate role of money, banking, budgeting and savings in everyday life. Identify the resources, products within the city. Describe the ways people participate in the community in order to provide goods and services and why people specialize in different jobs and describe how that specialization leads to increasing interdependence between producers and consumers in a community. Explorers Come to North America, 208 211; A Spanish Community, 214 219; A French Community, 224 227; An English Community, 230 235; Transportation Over Time, 242 247; Communication Over Time, 250 255; Inventions Over Time, 258 263; Medicine Improves Over Time, 266 269 United States Government, 366 371; State Government, 398 401 Citizenship Skills, H2 H3; Begin with the Pledge, 350 351; Rights and Responsibilities, 356 363; United States Government, 366-371; Here and There, 372-373; Citizenship in History, 374-375; Being a Good Citizen, 376-379; State Government, 398-401; Citizen Heroes, 16 17, 82 83, 190 191, 256 257, 298 299, 396 397; Issues and Viewpoints, 166 167, 228 229 Earning, Spending, and Saving, 290 295; History of Money, 296 297 Communities and Resources, 160 165, 166 167; Using Resources, 318 323; Too Few Resources, 329; Resources and Goods, 330 331 Welcome to My Community, 284 285; Citizen Heroes, 298 299; People at Work, 321 323; Depending on Others, 328 333; Review, 342 343 8 Grade Three
E.3 Behavioral Science Investigate and explain similarities and differences in ways that different cultures in Milwaukee meet human needs. Describe instances of cooperation and interdependence among individuals and groups in Milwaukee in helping others For related information see: Celebrating Cultures, 104 109; Dancing to Celebrate Culture, 112 113; Celebrating a Community s Past, 114 115; Here and There: N cwala, an African Thanksgiving, 124 125; Cadiz, Spain, 220 221; Quebec, 226 227 For related information see: Cooperation and Interdependence, 16-17, 27, 44-45, 52-53, 82-83, 85-87, 180-181, 186-189, 225-227, 232-233, 236-237, 243-244, 298-299, 306-311, 312-313, 318-323, 326-327, 328-333, 334-341, 358-361, 366-371, 384-389, 390-395, 398-401 9 Grade Three
Regions Wisconsin to the Milwaukee Public Schools Social Studies Milwaukee Social Studies The States and Regions Physical, Historical, Economic, Political and Social and the State of Wisconsin A.4 Geography Identify and interpret geographic features using maps and globes (e.g., latitude, longitude, equator, hemispheres, grid, key, scale, etc.) in the regions, states and world; develop a mental map of Wisconsin and the United States. Grade Four Regions Map Handbook, H10 H22; Maps, 11, 19, 20, 22, 25, 40, 41, 105, 114, 133, 167, 173, 181, 191, 195, 234, 247, 265, 281, 309, 326, 333, 347, 372, 381, 387, 401, 403, 409, 414, R2 R15; Map and Globe Skills, 24 25, 54 55, 86 87, 170 171, 408 409; Map Adventure, 83, 144, 174, 279, 341, 402 Describe the importance and effects of the movement of people, ideas, and goods to, from, and within Wisconsin and across regions. Wisconsin Maps, 2, 5, 7, 8, 9, 12-13, 15, 16, 19, 21, 22, 24, 31, 38, 44, 46, 47, 51, 53, 54, 64, 67, 73, 99, 101, 117, 133, R1, R2, R3; TE: 15, 17, 21, 23, 25, 30, 34, 36, 37, 41-42, 46, 49, 61, 65, 70, 78, R1, R2, R3, R15, R16, R17, R18 Regions The Earliest Americans, 39; Explorers from Europe, 40; Grows, 41; Immigration, 42, 43; Urban Nation, 71; A Land of Promise, 132 133 Wisconsin Resourceful Wisconsin, 35 42; Early People and Settlement, 49 55; Wisconsin Becomes a State, 57 65; Progress and Conflicts, 79 86; Wisconsin s Economy, 130 135; TE: 32 35, 40 43, 44 47, 52 55, 56 59, 76 79 10 Grade Four
Explain how physical environment affects the way people live (i.e., how people adapt to and change their environment and use natural resources). Regions Regions and Landforms, 10 17; Climate, 18 23; Regional Resources, 26 31; The Beautiful Northeast, 104 106; Coastal Plains to the Mountains, 166 169; A Route to the Sea, 232 237; Land of Canyons, 300 304; A Land of Mountains, 368 373 B.4 History Describe, explore, compare and contrast the state s historical and cultural events and how they relate to the historical and cultural events of the nation. Identify the sequence events and people that led to the settlement and development of regions of the United States and the state of Wisconsin and explain the history and culture of the American Indian nations in Wisconsin. Wisconsin Interacting with the Environment, 3, 5, 8-9, 19-25, 33, 35-42, 43, 44, 45, 57, 61, 70-72, 92-93, 122, 126, 129, 134-135; TE: 15, 17, 21, 25-26, 30, 33-35, 45, 50, 57, 73, 77, 78 Regions For related information see: The Fur Trade, 264 266; Building Farms, 270 272 Wisconsin History of Wisconsin, 47, 48-55, 56-65, 66-75, 78-86, 87, 88-96, 97, 98; Culture, 11, 16, 23, 48-50, 58-63, 74-75, 80-81, 85, 92-96, 106-107, 111, 112-118, 120-127, 129, 131, 138, 139; TE: 37-39, 40-43, 44-47, 48-51, 52-55, 56-59, 60 Regions The Land of New Beginnings, 130 133; Early History of the Southeast, 194 196; The Fur Trade, 264 266; Building Farms, 270 272; Spanish Influence, 332 334; Exploration and Growth, 400 403. Learning About Your State and Community Booklet: 9 14 Wisconsin History of Wisconsin, 47, 48-55, 56-65, 66-75, 78-86, 87, 88-96, 97, 98; TE: 37-39, 40-43, 44-47, 48-51, 52-55, 56-59, 60 11 Grade Four
C.4 Civics and Government Explain how families, schools and other groups in the state develop, enforce and change rules of behaviors and how various behaviors promote or hinder cooperation. Explain the ways in which a citizen can participate in state government. D.4 Economics Define the terms specialization, market, economic choice, unlimited wants with limited resources, goods and services, and scarcity when describing a region s economy. Regions For related information see: A Government for the People, 47; The Three Branches of Government, 50 52, Votes for Women, 138; Civil Rights, 205; Civil Rights Movement, 206 Wisconsin Rules, 101, 106-107; TE: 65-66 Regions Citizenship Skills, H2-H3; A Government for the People, 47; The Three Branches of Government, 50 52; Votes for Women, 138; Civil Rights, 205 206; Citizen Heroes, 60, 148, 200, 260, 318, 416; Issues and Viewpoints, 238 239, 350 351 Wisconsin Civic Participation, 41, 45, 96, 97, 100, 104-105, 108-110, 111, 118, 119, 129; TE: 34-35, 58-59, 65-67, 70-71, 77 Regions Trade Then and Now, 72 79; See also: Regional Resources, 26; Natural Resources, 27; Renewable and Nonrenewable Resources, 29; Around the World, 82; Communication and Transportation, 84 85; Oil and Technology, 314 315 Wisconsin Economics, 33, 40-42, 43, 44, 70-72, 85, 92, 96, 101, 109, 116-118, 129-131, 132, 134, 135, 140; TE: 26, 34, 35, 50, 54, 57-58, 65-66, 70, 77-78, 82 12 Grade Four
Identify and locate resources and products within state. Understand the role of supply and demand and how it affects personal economic decisions E.4 Behavioral Science Explain the influence of factors such as family, neighborhood, personal interests, languages, likes and dislikes, and accomplishments on individual identity and development Regions Regional Resources, 26; Natural Resources, 27; Renewable and Nonrenewable Resources, 29; Around the World, 82; Communication and Transportation, 84 85; Oil and Technology, 314 315 Wisconsin Resources, 35-37, 43, 44, 45, 46, 70-72, 130-131, 134-135; TE: 33, 35, 36, 50, 77-78, R17 Regions Supply and Demand, 77; also see: Choosing Wisely, 300 303 Wisconsin Supply and Demand, 70-72, 89, 130 131, 132 133, 134 135; TE: 26, 50, 57, 77, 78, 79 Regions Festival of Two Worlds, 214 215; also see: Culture, 1f, 4, 13, 17, 41, 45, 53, 74 75, 95f, 98, 107 108, 115, 139, 147, 152 153, 157f, 160, 179 180, 183, 193, 207, 267, 271 272, 273, 283, 294, 305, 310 311, 312, 329, 345, 349, 354 355, 359f, 362, 373, 385 386, 389, 399, 407 Wisconsin Culture, 11, 16, 23, 48-50, 58-63, 74-75, 80-81, 85, 92-96, 106-107, 111, 112-118, 120-127, 129, 131, 138, 139; TE: 14, 25-26, 40-41, 45-47, 50, 53-55, 57-58, 59, 60, 66-67, 68-71, 72-75, 77 13 Grade Four
to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Grade Five United States Geography and History A.5 Geography Construct maps from memory and develop a mental map of the U.S. and its regions. Describe the various reasons for the continual movement of people, goods, and ideas in the United States; evaluate the cause and effects of immigration and migration. Mental Mapping, 27, 53, 75, 101, 133, 155, 201, 231, 267, 317, 337, 361, 401, 429, 537, 601, 635; also see: Mapmaking, 30, 109, 182, 291, 366, 391 Mental Mapping, 27, 53, 75, 101, 133, 155, 201, 231, 267, 317, 337, 361, 401, 429; also see: Mapmaking, 30, 109, 182, 291, 366, 391 Immigration and Migration, 55, 103, 104, 107-108, 111, 113-115, 134-138, 147, 159, 166, 170, 172, 206-207, 226, 234, 236, 238-239, 241-243, 370-372, 374-375, 378-379, 405, 406, 411-413, 431, 439-441, 473, 539, 540, 569-570, 613 Immigration and Migration, 55, 103, 104, 107-108, 111, 113-115, 134-138, 147, 159, 166, 170, 172, 206-207, 226, 234, 236, 238-239, 241-243, 370-372, 374-375, 378-379, 405, 406, 411-413, 431, 439-441, 473 14 Grade Five
Describe and give examples of ways people interact with the physical environment within the United States and how scientific and technological knowledge has led to environmental changes. Land and Regions, 24 30; Resources and the Environment, 34 38; Protecting the Land, 40 41; People Interacting with the Environment: Paleolithic, 56 57; Native Americans, 61 64, 68 69, 78, 83 85, 89 90, 95; New Spain, 144; Jamestown, 160, 161; Colonial America, 177 181, 204, 212 214; Westward Expansion, 374; Mining, 444; North and South, 465; Farmers and Cowboys, 547, 548, 550 552; Panama Canal, 604; Dust Bowl, 621 Land and Regions, 24 30; Resources and the Environment, 34 38; Protecting the Land, 40 41; People Interacting with the Environment: Paleolithic, 56 57; Native Americans, 61 64, 68 69, 78, 83 85, 89 90, 95; New Spain, 144; Jamestown, 160, 161; Colonial America, 177 181, 204, 212 214; Westward Expansion, 374; Mining, 444; North and South, 465 15 Grade Five
B.5 History Construct a timeline to trace basic historical events and changes related to the developmental growth of the United States and identify the factors for these changes. Explain when, where, and why groups of people colonized and settled in the United States. For related information see: Parallel Timelines, 116 117; Timelines, 46, 48, 54, 60, 66, 73, 76, 82, 88, 94, 98, 102, 106, 110, 116, 118, 126, 128, 134, 142, 146, 152, 156, 164, 166, 168, 176, 186, 194, 202, 210, 216, 228, 246, 260, 262, 268, 276, 286, 292, 296, 302, 314, 322, 330, 332, 344, 352, 370, 380, 402, 408, 426, 442, 456, 470, 488, 492, 506, 516, 522, 532, 546, 554, 568, 586, 602, 616, 632, 642, 668, 678, 682 For related information see: Parallel Timelines, 116 117; Timelines, 46, 48, 54, 60, 66, 73, 76, 82, 88, 94, 98, 102, 106, 110, 116, 118, 126, 128, 134, 142, 146, 152, 156, 164, 166, 168, 176, 186, 194, 202, 210, 216, 228, 246, 260, 262, 268, 276, 286, 292, 296, 302, 314, 322, 330, 332, 344, 352, 370, 380, 402, 408, 426, 442, 456, 470, 488, 492, 506, 516, 522 European Explorers, 110 115; Spain Builds an Empire, 132 153; The Struggle to Find Colonies, 154 187; Life in the English Colonies, 200 229; The Fight for a Continent, 230 253 European Explorers, 110 115; Spain Builds an Empire, 132 153; The Struggle to Find Colonies, 154 187; Life in the English Colonies, 200 229; The Fight for a Continent, 230 253 16 Grade Five
Identify the contributions of people of various racial, ethnic, and religious groups to the United States and analyze the impact of slavery and discrimination on the development of the nation. Describe the changing concept of freedom in the historical development of the United States. The American People, 6 11; New Americans, 568 574; also see immigrants by background: European Immigrants, 10, 535, 549, 570; Latin American Immigrants, 10, 570; African Americans, 213, 224 227, 306, 310, 471 473, 501, 518 521, 549, 613, 618, 642 646; Mexican Americans, 436, 649; Chinese Immigrants, 540; Japanese Immigrants, 552, 553, 568 569; Irish Immigrants, 569; Religion, 136, 148, 218, 234, 238, 417; Slavery in the Colonies, 224 227; The Struggle Over Slavery, 476 483 The American People, 6 11; also see immigrants by background: European Immigrants, 10; Latin American Immigrants, 10; African Americans, 213, 224 227, 306, 310, 471 473, 501, 518 5216; Mexican Americans, 436; Irish Immigrants, 569; Religion, 136, 148, 218, 234, 238, 417; Slavery in the Colonies, 224 227; The Struggle Over Slavery, 476 483 Government by the People, 14-17; Declaration of Independence, 295, 296 301; United States Constitution, 3, 331, 339, 344, 345 347, 348, 349, 350, 351, 352 355; The Bill of Rights, 354; United States Documents, R26-R52 Government by the People, 14-17; Declaration of Independence, 295, 296 301; United States Constitution, 3, 331, 339, 344, 345 347, 348, 349, 350, 351, 352 355; The Bill of Rights, 354; United States Documents, R26-R52 17 Grade Five
Describe, explore, identify, compare and contrast historical and cultural events of the nation. Section Reviews, 11, 17, 22, 30, 57, 64, 69, 72, 80, 85, 91, 97, 98, 104, 109, 115, 118, 138, 145, 150, 152, 162, 167, 173, 174, 182, 186, 207, 214, 220, 227, 228, 236, 243, 251, 252, 273, 282, 291, 292, 300, 308, 319, 320, 322, 343, 350, 355, 358, 366, 376, 384, 386, 406, 413, 420, 426, 436, 441, 445, 446, 448, 467, 468, 474, 482, 487, 488, 496, 503, 511, 521, 522, 541, 552, 557, 558, 567, 574, 582, 584, 586, 605, 614, 622, 630, 632, 641, 648, 655, 665, 668 Section Reviews, 11, 17, 22, 30, 57, 64, 69, 72, 80, 85, 91, 97, 98, 104, 109, 115, 118, 138, 145, 150, 152, 162, 167, 173, 174, 182, 186, 207, 214, 220, 227, 228, 236, 243, 251, 252, 273, 282, 291, 292, 300, 308, 319, 320, 322, 343, 350, 355, 358, 366, 376, 384, 386, 406, 413, 420, 426, 436, 441, 445, 446, 448, 467, 468, 474, 482, 487, 488, 496, 503, 511, 521, 522 18 Grade Five
C.5 Civics and Government Explain how diverse beliefs led to the colonization and the protection of people's right and the continued struggle in our society for equal rights for all people Identify documents in which rights of citizenship are guaranteed and show how these documents apply to daily living. Government by the People, 14-17; Declaration of Independence, 295, 296 301; United States Constitution, 331, 339, 344, 345 347, 348, 349, 350, 351, 352 355; Bill of Rights, 354; Supreme Court Decisions, 348, 642 643, 647; United States Documents, R26-R52; Struggle for Equal Rights, 644 649 Government by the People, 14-17; Declaration of Independence, 295, 296 301; United States Constitution, 331, 339, 344, 345 347, 348, 349, 350, 351, 352 355; Bill of Rights, 354; Supreme Court Decisions, 348; United States Documents, R26-R52 United States Constitution, 3, 331, 339, 344, 345 347, 348, 349, 350, 351, 352 355; Government by the People, 14 17; Declaration of Independence, 295, 296 301; Bill of Rights, 354 355, 358 359, R42 R43; United States Documents, R26 R52 United States Constitution, 3, 331, 339, 344, 345 347, 348, 349, 350, 351, 352 355; Government by the People, 14 17; Declaration of Independence, 295, 296 301; Bill of Rights, 354 355, 358 359, R42 R43; United States Documents, R26 R52 19 Grade Five
Explain the basic purpose of government, the three levels of government, the three branches of government, and the balance of power. Government by the People, 14 17; Our Constitution, 348 350, 358 359; Fact File: The Three Branches of Government, 349 D.5 Economics Distinguish between the terms supply and demand and explain how supply and demand influenced exploration, United States development and global interdependence Government by the People, 14 17; Our Constitution, 348 350, 358 359; Fact File: The Three Branches of Government, 349 Supply and Demand, How Free Enterprise Works, 18 19; Scarcity, 22; also see: Global Trading, 20, 22; China and Trade, 102 104; Africa s Trading Empires, 106 109; Portugal and Trade, 113 114; Triangular Trade, 206; Trading Posts, 241; Slavery in the Colonies, 224 227; Moving Goods and People, 411 413 Supply and Demand, How Free Enterprise Works, 18 19; Scarcity, 22; also see: Global Trading, 20, 22; China and Trade, 102 104; Africa s Trading Empires, 106 109; Portugal and Trade, 113 114; Triangular Trade, 206; Trading Posts, 241; Slavery in the Colonies, 224 227; Moving Goods and People, 411 413 20 Grade Five
Trace and evaluate the influence of discoveries, inventions, and innovations the development of United States economy Identify and locate resources and products within United States. Inventions, 21, 22; Resources, 34-39; Industrial Revolution, 409 413; Canals, 414 415; Technology and War, 496, 499, 514-515; Telegraph, 539; Railroad, 539 540; Windmills, 548; Barbed Wire, 551; Inventions and Big Business, 562 567; World War I, 609, 615; Automobile, 617; Atomic Bomb, 629 630; Internet, 661, 666; Biography, Thomas Edison, 23; George Washington Carver, 31 Inventions, 21, 22; Resources, 34-39; Industrial Revolution, 409 413; Canals, 414 415; Technology and War, 496, 499, 514-515; Biography, Thomas Edison, 23; George Washington Carver, 31 Land and Regions, 24 30; Resources and the Environment, 34 38; Resources, 212, 213, 241, 443 445, 566, 567, 569, 579, 604, 621 Land and Regions, 24 30; Resources and the Environment, 34 38; Resources, 212, 213, 241, 443 445 21 Grade Five
E.5 Behavioral Science Describe the ways in which ethnic cultures influence the daily lives of people in different areas of the United States; cite examples of valuable contributions made by many cultural, ethnic and racial groups. African Americans, 213, 224 227, 306, 310, 471 473, 501, 518 521, 549, 613, 618, 642 646; Native Americans, 54-59, 60-65, 66-71, 76-81, 82-87, 88-93, 94-97, 98-99, 129, 142-145, 160-161, 171, 197, 234, 251, 372-374, 405-406, 537, 557, 648; Hispanics, 8; Mexican Americans, 436, 649; Culture, 77, 79, 83, 89, 90, 91, 95, 96, 97, 106-109, 110-115, 143-145, 148, 149, 150, 151, 160, 161, 163, 165, 169-171, 172-173, 176-182, 183, 184-185, 416 418, 476 483, 498 505, 602 607, 616 623, 624 649 Recognize the importance of multiple viewpoints for understanding people, events, and issues. Describe the values and beliefs of different groups and institutions in the United States; identify examples of bias and prejudice and how they contribute to conflict in a society. African Americans, 213, 224 227, 306, 310, 471 473, 501, 518 521; Native Americans, 54-59, 60-65, 66-71, 76-81, 82-87, 88-93, 94-97, 98-99, 129, 142-145, 160-161, 171, 197, 234, 251, 372-374, 405-406; Hispanics, 8; Mexican Americans, 436; Culture, 77, 79, 83, 89, 90, 91, 95, 96, 97, 106-109, 110-115, 143-145, 148, 149, 150, 151, 160, 161, 163, 165, 169-171, 172-173, 176-182, 183, 184-185, 416 418, 476 483, 498 505 Issues and Viewpoints, 222-223, 310-311, 368-369, 576-577; Bias, 585; Point of View, 11, 38, 80, 150, 169, 173, 219, 221, 223, 227, 238, 243, 269, 277, 285, 289, 297, 298, 310, 315, 318, 431, 468, 495, 500, 572, 647, 655 Issues and Viewpoints, 222-223, 310-311, 368-369; Point of View, 11, 38, 80, 150, 169, 173, 219, 221, 223, 227, 238, 243, 269, 277, 285, 289, 297, 298, 310, 315, 318, 431, 468, 495, 500 22 Grade Five
The World to the Milwaukee Public Schools Social Studies Milwaukee Social Studies Grade Six Ancient and Medieval Geography and History A.6 Geography Use and apply the geographic themes of location, place, human-environment interactions, movement, and region to the area of study of ancient and medieval civilizations. Describe how geographic factors have influenced historical events, patterns of change, and daily life; explain where and how cities develop Interacting with the Environment, 10 17, 18 25, 34 39, 78 83, 100 105, 122 127, 162 167, 186 189, 208 211, 228 229, 246 251, 276 281, 322 325, 370 373, 392 395, 660 663, 664 667; Map and Globe Skills, 82, 166, 194, 258, 412, 658; Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662; Regional Geography, 78 81, 100 105, 122 127, 162 167, 186 189, 208 211, 246 251, 322 325, 370 373, 392 395, 660 663 Regional Geography, 78 81, 100 105, 122 127, 162 167, 186 189, 208 211, 246 251, 322 325, 370 373, 392 395, 660 663; Geography, 15, 21, 35, 49, 57, 58, 79, 93, 101, 109, 110, 124, 130, 132, 138, 142, 163, 170, 175 187, 198, 210, 214, 220, 247, 263, 267, 277, 286, 290, 296, 300, 303, 323, 327, 332, 347, 348, 352, 357, 362, 371, 373, 377, 383, 393, 397, 407, 409, 410, 431, 436, 441, 446, 448, 457, 460, 469, 488, 494, 499, 501, 502, 522, 529, 531, 535, 546, 549, 552, 553, 569, 574, 583, 586, 608, 610, 616, 617, 622, 632, 637, 638, 639, 645 23 Grade Six
Identify a variety of maps and geographic resources (e.g., physical, political, topographical, satellite images) and describe their uses (e.g., population density, climate). B.6 History Construct a timeline of important events of an ancient and medieval civilization to analyze connections and patterns; identify contributions from and effects on ancient civilizations to the present. Describe selected ancient and medieval civilizations in terms of location, geography, social structures, chronology, forms of government, economy, and religion Map Handbook, H10-H24; Maps, 15, 21, 35, 49, 57, 58, 79, 93, 101, 109, 110, 124, 130, 132, 138, 142, 163, 170, 175 187, 198, 210, 214, 220, 247, 263, 267, 277, 286, 290, 296, 300, 303, 323, 327, 332, 347, 348, 352, 357, 362, 371, 373, 377, 383, 393, 397, 407, 409, 410, 431, 436, 441, 446, 448, 457, 460, 469, 488, 494, 499, 501, 502, 522, 529, 531, 535, 546, 549, 552, 553, 569, 574, 583, 586, 608, 610, 616, 617, 622, 632, 637, 638, 639, 645, R2 19; Map and Globe Skills, 82, 166, 194, 258, 412, 658; Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662 For related information see: Time Lines, 2 3, 4 5, 70 71, 72 73, 154 155, 156 157, 238 239, 240 241, 314 315, 316 317, 422 423, 424 425, 512 513, 514 1515, 598 599, 600 601; Parallel Time Lines, 524 525, R29 R40 Ancient Egypt and Nubia, 76 77, 78 83, 84 91, 92 95, 96 97; Ancient China, 98 99, 100 105, 106 113, 114 117, 118 119; Ancient India and Persia, 120 121, 122 127, 128 135, 136 139, 140 145, 146 147; Mesoamerican Civilizations, 160 161, 162 167, 168 173, 174 181, 182 183; The Early People of South America, 184 185, 186 189, 190 195, 196 203, 204 205; Ancient Greece, 244 245, 246 251, 252 259, 260 265, 266 271, 272 273; Ancient Rome, 274 275, 276 281, 282 287, 288 293, 294 297, 298 304, 306 307; Asian Empire, 344 345, 346 349, 350 355, 356 359, 360 365, 366 367; African Empires, 368 369, 370 373, 374 379, 380 387, 388 389; Medieval Europe, 390 391, 392 395, 396 399, 400 405, 406 413, 414 415 24 Grade Six
Explain and describe how language, literature, the arts and artifacts demonstrate beliefs and values and contribute to cultures. C.6 Civics and Government Identify compare the rights and functions of various forms of government in ancient medieval civilizations and governmental practices (e.g., voting, schooling, taxes, freedoms, selection of leaders, etc.) Identify the social classes and describe the rights and responsibilities of individuals in ancient civilizations. Trace the historical development of democratic ideals and political institutions. D.6 Economics Give examples of natural resources, human resources and systems of exchange used in the production of goods and services in ancient and medieval civilizations. Identify reasons for taxation in ancient medieval civilizations. Culture, 38 39, 40 47, 48 53, 54 59, 84 91, 92 93, 106 113, 114 117, 128 135, 136 139, 140 143, 168 173, 174 181, 190 193, 196 202, 212 215, 218 221, 222 225, 246 271, 276 305, 326 329, 330 333, 334 339, 346 349, 350 355, 356 359, 360 363, 374 379, 380 385, 396 399, 400 405, 406 411, 430 437, 438 443, 444 449, 456 464, 466 473, 474 481, 486 491, 492 497, 498 503, 520 536, 542 563, 568 575, 576 581, 582 589 For related information see pages 14 17, 42 43, 296 301, 344 351, 352 357, 358 359, 464 465, and 642 649. Individual Identity and Development, 22, 42, 55, 56, 57, 85, 89-91, 95, 108, 111, 115, 139, 173, 243, 255, 256, 283-286, 361, 382, 398, 401-402, 404, 405 Democracy, 245, 255, 257, 283, 284, 398, 447, 457-458, 459, 460, 462, 466-469, 471, 472-473, 588-589, 606-612, 621-623 Natural Resources, 10 17, 18 25, 34 39, 78 83, 100 105, 122 127, 162 167, 186 189, 208 211, 228 229, 246 251, 276 281, 322 325, 370 373, 392 395, 658 659, 660 663, 664 667; Atlas, R2 R19 Taxes, 49, 95, 111, 348, 362, 375 25 Grade Six
Explain how physical geography, specialization and trade influenced the ways people earned income in various ancient and medieval civilizations. Trade, 38, 39, 58, 59, 89, 94, 99, 110, 112, 169, 220, 248, 324, 335, 336, 338, 362, 363, 369, 375, 378, 381, 385, 391, 408, 411 E.6 Behavioral Science Describe how cultures of ancient and medieval civilizations are reflected in their literature, religion, music, art and architecture Describe political and social structures of ancient and medieval civilizations and explain how they met the needs of individuals and societies Different Cultures, 18 23, 26 29, 40 46, 48 53, 54 59, 81, 84 90, 92 95, 106 112, 114 117, 128 134, 136 139, 140 143, 165, 168 173, 174 180, 190 193, 196 201, 202 203, 218 221, 222 224, 249, 252 253, 254, 260 264, 266 271, 276 279, 282 287, 288 292, 294 297, 298 304, 326 328, 329, 330 333, 334 338, 339 340, 346 349, 356 359, 360 363, 374 378, 380 385, 396 398, 399, 401, 404, 406 411, 416 Ancient Egypt and Nubia, 76 77, 78 83, 84 91, 92 95, 96 97; Ancient China, 98 99, 100 105, 106 113, 114 117, 118 119; Ancient India and Persia, 120 121, 122 127, 128 135, 136 139, 140 145, 146 147; Mesoamerican Civilizations, 160 161, 162 167, 168 173, 174 181, 182 183; The Early People of South America, 184 185, 186 189, 190 195, 196 203, 204 205; Ancient Greece, 244 245, 246 251, 252 259, 260 265, 266 271, 272 273; Ancient Rome, 274 275, 276 281, 282 287, 288 293, 294 297, 298 304, 306 307; Asian Empire, 344 345, 346 349, 350 355, 356 359, 360 365, 366 367; African Empires, 368 369, 370 373, 374 379, 380 387, 388 389; Medieval Europe, 390 391, 392 395, 396 399, 400 405, 406 413, 414 415 26 Grade Six
Demonstrate an understanding of how concerns, standards, issues, and universal human rights are viewed differently in societies; generate alternatives for dealing with social tensions and issues within and across cultures. Issues and Viewpoints, 228 229, 588 589; Citizen Heroes, 17, 88, 202, 293, 339, 471, 573, 643; Decision Making, 50, 125, 176, 180, 257, 263, 265, 300, 329, 440, 480, 527, 545, 667; Problem Solving, 24, 130, 133, 171, 197, 213, 355, 375, 387, 397, 436, 522, 537, 639, 661 27 Grade Six