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 principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Academic Expectations 2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. 2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. SS-05-1.1.1 Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today. I can describe what the Preamble to the U.S. Constitution means. I can give examples of services the U.S. Government provides. I can analyze the importance of services to citizens. SS-05-1.1.2 Students will explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the common good (e.g., public smoking ban, speed limits, seat belt requirements). I can give examples of how a democratic government works to promote the common good POS - SS-5-GC-S-1 Students will demonstrate an understanding of government, using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): a) investigate the basic functions of the United States Government, as defined in the Preamble to the U.S. Constitution, (e.g., establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty) and explain their significance today b) explain how democratic governments work to promote the common good (e.g., making, enacting, enforcing laws that protect rights and property of all citizens) democratic form of government republic form of government United States Constitution Preamble Bold State Assessment Statement Page 1 of 27 justice common defense domestic tranquility general welfare freedom (liberty) services common good Making Social Studies Come Alive by Marilyn Kretzer Great American History Games by Lorraine Hopping Egan
SS-05-1.1.2 continued POS - SS-5-GC-U-1 Students will understand that the government of the United States was developed from a colonial base of representative democracy by people who envisioned an independent country and new purposes for the government. I can explain that the government of the United States was developed from a colonial base of representative government. I can explain that the government of the United States was developed by people who envisioned an independent country and new purposes for the government. POS- SS-5-GC-U-2 Students will understand that the United States Government was formed to establish order, provide security and accomplish common goals. I can explain that the U.S. Government was formed to establish order, provide security and accomplish common goals. SS-05-1.2.1 Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice- President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch. I can identify the three branches of government. I can explain the duties of the executive, legislative and judicial branches of government. I can identify important leaders of the executive, legislative and judicial branches of government. POS - SS-5-GC-S-1 continued I can use print and nonprint sources to demonstrate an understanding of the U.S. Government. I can explain the importance of the basic functions of the government. I can investigate the basic functions of the United States Government, as defined in the Preamble to the U.S. Constitution. I can explain how democratic governments work to promote the common good. Super Social Studies by Elizabeth Van Tine POS - SS-5-GC-S-2 Students will describe the basic duties of the three branches of government (executive, legislative, judicial); explain why the framers of the U.S. Constitution felt it was important to establish a government with limited powers that are shared among different branches and different levels (e.g., local, state, federal) legislative executive judicial President Vice-President Congress House of Representative Senate U.S. Senators U.S. Representatives U.S. Supreme Court Supreme Court justices/judges Bold State Assessment Statement Page 2 of 27
SS-05-1.2.2 Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial). I can explain why the framers of the Constitution established a government where powers are shared across different levels and branches. POS - SS-5-GC-U-4 Students will understand that the Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. I can explain that the Constitution establishes a government of limited powers that are shared among different levels and branches. SS-05-1.3.1 Students will explain the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in significant U.S. historical documents (Declaration of Independence, U. S. Constitution, Bill of Rights) and analyze why they are important to citizens today. I can explain the basic principles of democracy (e.g., justice, equality, responsibility, and freedom) that are found in important historical documents. I can analyze why historical documents are important to citizens today. POS - SS-5-GC-U-3 Students will understand that the fundamental values and principles of American democracy are expressed in historical documents (e.g., the Declaration of Independence, the Constitution of the United States, POS - SS-5-GC-S-3 Students will analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) to describe fundamental values and principles of American democracy (e.g., liberty, justice) found in the Declaration of Independence and the U.S. Constitution; explain their significance today I can analyze print and non-print sources to describe values and principles of American democracy found in historical documents. POS including the Preamble and the Bill of Rights). Bold State Assessment Statement Page 3 of 27 Local State Legislative: City council, county legislature Executive: Mayor, city departments Judicial: City courts, county courts Legislative: KY General Assembly Executive: Governor, state departments Judicial: State Supreme Courts National/Federal justice Legislative: U.S. Congress, House of Representatives, Senate, Executive: President, Vice-president, cabinet Judicial: U.S. Supreme Court, justices equality responsibility freedom Declaration of Independence U.S. Constitution Bill of Rights Preamble democracy
POS - SS-5-GC-U-3 continued I can explain that the values and principles of American democracy are expressed in historical documents. SS-05-1.3.2 Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society. I can describe rights and responsiblilities individuals have as citizens of the U.S. I can explain why civic engagement is necessary to preserve a democratic society. POS - SS-5-GC-U-5 Students will understand that as members of a democratic society, all citizens of the United States have certain rights and responsibilities, including civic participation. I can explain that all citizens of the U.S. have certain rights and responsibilities, including civic participation POS - SS-5-GC-S-4 Students will investigate the rights and responsibilities of U.S. citizens: a) describe and give examples of specific rights guaranteed to all U.S. citizens in the Bill of Rights (e.g., freedom of religion, freedom of speech, freedom of press) and explain why they are important today. I can describe and give examples or rights found in the Bill of Rights and explain why they are important. b) describe some of the responsibilities U.S. citizens have in order for democratic governments to function effectively (e.g. voting, community service, paying taxes) and find examples of civic participation in current events/news (e.g., television, radio, articles, Internet) Bill of Rights freedom of religion freedom of press voting election candidate ballot civic engagement civic participation civic duty D is for Democracy (A Citizenship Alphabet Book) by Elissa Grodin Bold State Assessment Statement Page 4 of 27
POS - SS-5-GC-S-4 continued I can describe responsibilities citizens have in order for the government to function effectively. I can find examples of civic participation in current events and the news. Big Idea: Cultures and Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World and that issues and challenges unite and divide them. Academic Expectations 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world. SS-05-2.1.1 Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences. I can identify early cultures (English, Spanish, French, and West African) in the United States. I can analyze similarities and differences of early cultures in the United States. POS - SS-5-CS-S-1 Students will demonstrate an understanding of culture and cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups: English Spanish French West African Bold State Assessment Statement Page 5 of 27
SS-05-2.1.1 continued POS - SS-5-CS-U-1 Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society s culture, individuals learn the relationships, structures, patterns and processes to be members of the society. I can explain that culture is a system of beliefs, knowledge, institutions, traditions and language shared by a group of people. I can explain that through a society s culture, individuals learn the relationships, structures, patterns and processes to be members of society POS - SS-5-CS-S-1 continued a) investigate cultural similarities and differences of diverse groups (e.g., English, French, Spanish and Dutch Colonists, West Africans, Immigrants of the 1800 s) during the early development of the United States I can explain cultural similarities and differences of diverse groups b) research the contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the United States today I can research the contributions of diverse groups of the U.S. today c) investigate factors that promoted cultural diversity in the history of the United States I can investigate factors that promoted cultural diversity in the history of the United States POS Cultural Elements beliefs knowledge institutions customs traditions languages literature the arts skills diverse Bold State Assessment Statement Page 6 of 27
SS-05-2.2.1 Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation. I can describe social institutions in the U.S. and explain their role in the development of the nation. POS - SS-5-CS-U-2 Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs. I can explain that cultures develop social institutions to structure society, influence behavior and respond to needs. SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European explorers, English colonists, British Parliament) in the history of the United States. I can describe interactions that occurred between diverse groups in the history of the U.S. POS - SS-5-CS-S-2 Students will examine social institutions (e.g., family, religion, education, government, economy) in the United States and explain their functions. I can explain the function of social institutions (family, religion, education, government, economy) in the United States POS - SS-5-CS-S-3 Students will describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early explorers, Native Americans and the colonists, the British Government and the English colonists, Native Americans and the U.S. government) during the settlement of the United States; explain the causes of these conflicts and the outcomes social institutions government economy education religion family compromise cooperation conflict competition. Bold State Assessment Statement Page 7 of 27
SS-05-2.3.1 continued POS - SS-5-CS-U-3 Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture. I can explain that interactions among groups assume various forms and are influenced by culture SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). I can give examples of conflicts between individuals or groups. I can give examples of conflict resolution strategies used between individuals or groups. POS - SS-5-CS-U-4 Students will understand that a variety of factors promote cultural diversity in a society, nation and world. I can explain that a variety of factors promote cultural diversity in a society, nation and world POS - SS-5-CS-U-5 Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today. POS - SS-5-CS-S-3 continued I can describe conflicts that occurred among diverse groups during the settlement of the U.S. I can explain the causes of conflicts between diverse groups. I can explain the outcome of the conflicts between diverse groups. POS - SS-5-CS-S-4 Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully I can describe causes of conflict between individuals and/or groups today I can give examples of how to resolve them peacefully. I can explain the importance of effective interaction and working cooperatively with diverse groups compromise cooperation conflict competition conflict resolution strategies compromise cooperation communication Bold State Assessment Statement Page 8 of 27
Big Idea: Economics Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others and the nation as a whole. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments. Academic Expectations 2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living. SS-05-3.1.1 Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. I can describe scarcity. I can explain how scarcity required people in different time periods to make economic choices. POS - SS-5-E-U-1 Students will understand that the basic economic problem confronting individuals, groups and businesses in the United States today is scarcity: as a result of scarcity, economic choices and decisions must be made. I can explain that the economic problem with individuals and groups is scarcity. I can explain that because of scarcity, economic decisions are made. POS - SS-5-E-S-1 Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity: a) investigate different kinds of resources (e.g., natural, human, capital) b) explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses I can use information from print and non-print sources to understand the connection between resources, limited resources and scarcity. scarcity opportunity cost limited resources choice productive resources (natural, human, capital) economic decisions interdependdence growth Junior Achievement Round & Round The Money Goes: What Money Is And How We Use It by Melvin Berger Various Pigs books by Amy Axelrod and Sharon McGinley-Nally The Money Tree by Sarah Stewart 4H Focus Bid, Barter, and Buy Bold State Assessment Statement Page 9 of 27
SS-05-3.1.1 continued SS-05-3.2.1 Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services. I can explain how profits motivate individuals and businesses to take risks in producing goods and services. SS-05-3.3.2 Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world. I can explain how competition among buyers and sellers influence the price of goods and services. POS - SS-5-E-U-2 Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the United States today. I can explain that economic concepts impact individuals, groups, and businesses. I can investigate different kinds of resources. I can give example how economic decisions create interdependence between individuals, groups and businesses. POS - SS-5-E-S-2 Students will demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts) I can explain how people deal with scarcity. I can explain the roles banks play in helping people deal with scarcity POS banks loan money save money lines of credit interestbearing accounts POS - SS-5-E-U-3 Students will understand that economic institutions are created to help individuals, groups and businesses accomplish common goals. I can explain that economic institutions help individuals, groups and businesses accomplish common goals. Bold State Assessment Statement Page 10 of 27 profits risks goods and services competition supply and demand opportunity cost economic institutions
SS-05-3.3.1 Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. I can give examples of markets in different periods of U.S. History. I can explain similarities and differences of markets in different periods of History. SS-05-3.3.2 Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world. I can explain how competition among buyers and sellers influences the price of goods and services. POS - SS-5-E-U-4 Students will understand that markets enable buyers and sellers to exchange goods and services. I can explain that markets enable buyers and sellers to exchange goods and services. POS - SS-5-E-S-3 Students will demonstrate an understanding of markets: a) explain how goods and services are/were exchanged I can explain how goods and services are exchanged. b) investigate and give examples of markets; explain how markets have changed over time during the history of the United States I can investigate and give examples of markets I can explain how markets have changed over time during the history of the United States. market competition Bold State Assessment Statement Page 11 of 27
SS SS-05-3.4.1 Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). I can describe production, distribution and consumption of goods and services thorughout history. SS-05-3.4.2 Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present). I can describe how new knowledge and specialization increases productivity. POS - SS-5-E-U-5 Students will understand that production, distribution and consumption of goods and services have changed over time in the United States. I can describe how production, distribution and consumption of goods and services have changed over time. POS - SS-5-E-S-4 Students will use a variety of sources: a) investigate and trace (e.g., write, draw, chart, timeline) change over time in the production, distribution and consumption of goods and services in the United States I can write, draw, chart or use a timeline to show change over time in the production, distribution and consumption of goods and services. b) research specialization in the United States; explain how specialization promotes trade between individuals, groups and businesses in the United States and world; describe the impact of specialization on the production of goods in the United States I can explain how specialization promotes trade between individuals, groups and businesses. production distribution consumption specialization productivity Lemonade Stand Open Response (Google for link to KIRIS Released Items) United Streaming/Discovery videos on the Economics of Production, Distribution, and Consumption of Goods and Services Bold State Assessment Statement Page 12 of 27
SS-05-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services. I can define interdependence. I can give examples of how people in our communities, states, nation and world depend on each opther for goods and services. POS - SS-5-E-U-6 Students will understand that individuals, groups and businesses in the United States demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services. I can explain how individuals, groups and businesses demonstrate interdependence. POS - SS-5-E-S-1 Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity: a) explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses I can use print or non-print sources to demonstrate connection between resources, limited resources and scarcity. I can give examples how economic decisions create interdependence between individuals, groups and businesses. Econ and Me Junior Achievement Bold State Assessment Statement Page 13 of 27
Big Idea: Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. Academic Expectations 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. SS-05-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States. I can use geographic tools to identify natural resources and other physical characteristics. I can analyze patterns of movement and settlement in the U.S. SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. I can use geographic tools to locate and describe absolute location. SS-05-4.1.3 Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States. I can describe how different factors influence where human activities are/were located. Program of Studies POS - SS-5-G-S-1 Students will demonstrate an understanding of patterns on the Earth s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs): a) locate, in absolute or relative terms, major landforms and bodies of water in the United States b) locate and explain patterns on Earth s surface (e.g., how different factors such as rivers, mountains and plains impact where human activities are located) Bold State Assessment Statement Page 14 of 27 maps globes charts graphs natural resources major landforms major bodies of water weather climate roads bridges patterns of movement absolute location relative location Great Map Mysteries: 18 Stores and Maps to Build Geography and Map Skills By Susan Julio
Program of Studies SS-05-4.1.4 Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams). I can explain how factors in one location impact other locations. POS - SS-5-G-U-1 Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues. I can explain that geographic tools help interpret information. SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). I can explain patterns of human settlement in the early development of the U.S. I can explain how these patterns were influenced by physical characteristics. SS-05-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion). I can describe how the environment promoted and restricted human activities. POS - SS-5-G-S-2 Students will investigate regions on the Earth s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): I can use print and non-print sources to investigate regions on the Earth. a) explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g. climate, landforms, bodies of water) climate landforms bodies of water mountains (Appalachian and Rocky Mountains) rivers (Mississippi and Ohio River) transportation protection restriction Bold State Assessment Statement Page 15 of 27
Program of Studies SS-05-4.4.2 continued POS - SS-5-G-U-2 Students will understand that patterns emerge as humans move, settle and interact on Earth s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict. I can explain that patterns emerge as humans move, settle and interact on Earth. I can explain patterns can be identified by the location of physical and human characteristics. I can explain that economic, political and cultural processes shape patterns of populations, interdependence, cooperation and conflict. POS - SS-5-G-S-2 continued I can explain how places and regions in the U.S. are defined by their human and physical characteristics b) locate and describe patterns of human settlement and explain how these patterns were influenced by the physical characteristics (e.g., climate, land-forms, bodies of water) of places and regions in the United States I can locate and describe patterns of human settlement. I can explain how patterns of human settlement were influenced by physical characteristics of places and regions in the United States. c) investigate how advances in technology (e.g., dams, roads, air conditioning, irrigation) over time have allowed people to settle in places previously inaccessible in the United States. POS human characteristics language settlement patterns religious beliefs physical characteristics climate landforms bodies of water interdependence cooperation conflict dams roads air conditioning irrigation I can investigate how advances in technology have allowed people to settle in places previously inaccessible in the United States. Bold State Assessment Statement Page 16 of 27
SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational). I can describe how individuals and groups have different perspectives about the use of land. POS - SS-5-G-S-2 (repeated) agricultural (farming) industrial residential recreational POS - SS-5-G-U-3 Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups. I can explain that regions help us see Earth as a system of places organized by landforms, political units, economic patterns and cultural groups. Bold State Assessment Statement Page 17 of 27
SS-05-4.3.2 Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States. I can describe how advances in technology allow people to settle in inaccessible places. SS-05-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment. I can explain and give examples how people changed the physical environment to meet their needs. POS - SS-5-G-U-4 Students will understand that people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States. I can explain that people depend on or change the environment to meet basic needs. I can explain that human actions change the environment and limits or promotes human activities. POS - SS-5-G-S-2 (repeated) POS - SS-5-G-S-3 Students will investigate how humans modify the physical environment: a) describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of the United States b) analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and restricted human activities during the early settlement of the United States c) explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial, residential, recreational) in the United States I can explain how perspectives of individuals or groups impact decisions about the use of the land. dams reservoirs roads bridges Irrigation adapted modified natural resources physical geography natural disasters farming industrial residential recreational Bold State Assessment Statement Page 18 of 27
Big Idea: Historical Perspective History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States, and the World. Academic Expectations 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. I can use primary and secondary sources to describe events and interpret perspectives in history. SS-05-5.2.1 Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King s speech: I Have a Dream) and explain their historical significance. I can identify historical documents and explain their importance. POS - SS-5-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources): a) investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing) I can describe major events in U.S. history using a variety of tools. b) explain and draw inferences about the importance of major events in United States history I can explain and draw inferences about the importance of major events in U.S. history. c) examine cause and effect relationships in the history of the United States; identify examples of multiple causes of major historical events I can identify multiple causes of historical events. Primary Sources artifacts diaries (journals) maps timelines photographs Secondary Sources books documents Mayflower Compact Emancipation Proclamation Dr. Martin Luther King s I Have a Dream speech Hands On History! Colonial America by Michael Gravois Life As A Colonist by Bob Rybak Bold State Assessment Statement Page 19 of 27
SS-05-5.2.3 Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education. I can compare changes in communication, technology, transportation and education between Colonization and Industrialization periods. SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships. I can describe important events that occurred during historical periods and eras in history. I can explain the cause of these important historical events in history. I can explain the effects of these important events in history. POS - SS-5-HP-S-2 Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): a) examine factual and fictional accounts of significant historical events and people in United States history I can examine factual and fictional accounts of historical events and people in history. b) explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States I can explore changes over time in the areas of transportation, communication, education, technology, lifestyles and conditions. c) investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the Star-Spangled Banner), and selected readings (e.g., Dr. Martin Luther King s speech: I Have a Dream), and explain their historical significance I can investigate the events surrounding patriotic symbols, songs, landmarks, and selected readings. freedoms opportunities fleeing negative situations immigrants communication technology transportation education American flag Statue of Liberty Star-Spangled Banner Dr. Martin Luther King s I Have a Dream speech Bold State Assessment Statement Page 20 of 27
POS - SS-5-HP-U-1 Students will understand that history is an account of human activities that is interpretive in nature. A variety of tools (e.g., primary and secondary sources) are needed to understand and analyze historical events. I can explain that history is an account of human activities that are interpretive in nature. I can explain that tools (for example primary and secondary sources) are needed to analyze historical events. POS - SS-5-HP-U-2 Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present. I can analyze history recognize cause and effect relationships and tying past to present. I can explore change over time in the U.S. I can investigate events surrounding patriotic symbols, songs, and landmarks and explain their importance. POS - SS-5-HP-U-3 Students will understand that the history of the United States has been impacted by significant individuals, groups and advances In technology. I can explain that history has been impacted by important people and groups. POS - SS-5-HP-U-4 Students will understand that geography, culture, and economics have a significant impact on historical perspectives and events. I can explain that geography, culture and economics have an important impact on historical perspectives. I can explain the historical significance of patriotic symbols, songs, landmarks, and selected readings. POS - SS-5-HP-S-3 Students will investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with major events/conflicts/culture to the present) I can investigate events, conflicts and cultures across U.S. history and compare them to the present. Bold State Assessment Statement Page 21 of 27
Cross Reference (abridged) of Additional Assessed Standards Not Addressed in Standards from End of Primary and 4 th grade Core Standards These social studies standards are standards that students were expected to master by the end of third grade or fourth grade. NOTE: The CAPITALIZED WORDS OR PORTIONS of the standards do not reoccur in the fifth grade standards and need to be reviewed. These are bold standards (assessed) and are crucial to a fifth grade student s success in Social Studies. Some italicized supporting standards have been included to support the bold assessed standards. Government and 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 its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. End of Primary 4th Grade 5th Grade Formation of Governments SS-EP-1.1.1 Students will identify the BASIC PURPOSES OF LOCAL GOVERNMENT (to establish order, provide security and accomplish common goals); give examples of services local governments provide (e.g., police and fire protection roads and snow removal, garbage pick-up,) and identify how they pay for these services taxes). SS-04-1.1.1 Students will describe the BASIC PURPOSES OF KENTUCKY GOVERNMENT (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide (e.g., state police, state highways, state parks, public schools) and identify how the government of Kentucky pays for these services (e.g., sales taxes, state income taxes). SS-05-1.1.1 Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today. Bold State Assessment Statement Page 22 of 27
SS-EP-1.1.2 Students will identify and explain the PURPOSE OF RULES WITHIN ORGANIZATIONS (e.g., school, clubs, teams) and compare rules with laws. Constitutional Principles SS-04-1.1.2 Students will explain how STATE GOVERNMENTS FUNCTION (by making, enacting and enforcing laws) to protect the rights and property of citizens. SS-05-1.1.2 Students will explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the common good (e.g., public smoking ban, speed limits, seat belt requirements). SS-EP-1.2.1 Students will describe how their LOCAL GOVERNMENT IS STRUCTURED (e.g., mayor, city council, judge-executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky. Rights and Responsibilities SS-EP-1.3.2 Students will identify and give examples of GOOD CITIZENSHIP AT HOME, AT SCHOOL AND IN THE COMMUNITY (e.g., helping with chores, obeying rules, participating in SS-04-1.2.1 Students will identify the three branches of Kentucky government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important state offices/ leaders, (Governor, Lieutenant Governor, General Assembly, Senate, House, representatives, senators, Kentucky Supreme Court, judges) associated with each branch. SS-04-1.2.2 Students will explain how power is shared among the different branches (executive, legislative, judicial) of state government. SS-04-1.3.2 Students will describe specific rights and responsibilities individuals have as CITIZENS OF KENTUCKY (e.g., voting in statewide elections, participating in state service SS-05-1.2.1 Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch. SS-05-1.2.2 Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial). SS-05-1.3.2 Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is Bold State Assessment Statement Page 23 of 27
community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important. projects, obeying state laws) and explain why civic engagement is necessary to preserve a democratic society. necessary to preserve a democratic society. Cultures & Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. Elements of Culture End of Primary 4th Grade 5th Grade SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts). DOK 1 SS-04-2.1.1 Students will identify EARLY CULTURES (NATIVE AMERICAN, APPALACHIAN, PIONEERS) IN KENTUCKY and explain their similarities and differences. SS-05-2.1.1 Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences. Interactions Among Individuals and Groups SS-EP-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/ groups at home and at school. SS-04-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred during THE EARLY SETTLEMENT OF KENTUCKY BETWEEN DIVERSE GROUPS (NATIVE AMERICANS, EARLY SETTLERS). SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. Bold State Assessment Statement Page 24 of 27
Economics Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments. Scarcity End of Primary 4th Grade 5th Grade SS-EP-3.1.1 Students will define basic economic terms related to scarcity (e.g., opportunity cost, WANTS AND NEEDS, limited productive resources-natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs. Economic Systems and Institutions SS-EP-3.2.1 Students will identify and give EXAMPLES OF ECONOMIC INSTITUTIONS (BANKS) AND EXPLAIN HOW THEY HELP PEOPLE DEAL WITH THE PROBLEM OF SCARCITY (e.g., loan money, save money) in today s market economy. SS-04-3.1.1 Students will describe scarcity and explain how scarcity requires people in Kentucky to make economic choices (e.g., use of productive resources - natural, human, capital) and incur opportunity costs. SS-04-3.2.1 Students will explain how profit motivates individuals/businesses to take risks in producing goods and services. SS-05-3.1.1 Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. SS-05-3.2.1 Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services. Bold State Assessment Statement Page 25 of 27