District #200 Curriculum: Social Studies
Subject
Expectation 1
The student will understand, analyze, and compare the political systems
of the United States and other nations.
Essential Learning
1
Explore basic principles of United States government.
Critical Content
| a.
recognize symbols of freedom and democracy such as:
- American flag - Statue of Liberty - American Eagle - White House - Lincoln Memorial - Washington Monument - Liberty Bell - Pledge of Allegiance |
Symbols
(explanation of symbols) Liberty Bell (expg)lanation of liberty bell) Lincoln Memorial (info.on Lincoln Memorial) Washington Monument (info. on Washington Monument) Symbols (great reproducible coloring pages, dot to dots ) Statue of Liberty (visitors guide and information) |
| b. demonstrate civic responsibility by formulating and following classroom and school rules |
Essential Learning
2
Explore democratic processes and institutions.
Critical Content
| a. explain and apply the concept of majority rule in voting | Voting (democracy project) |
| b. identify the role(s) of the President | President for a Dayl |
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c. identify the role(s) of a citizen: -in the classroom -in the school |
Roles of a Citizen (democracy project) |
Essential Learning
3
Formulate and defend reasoned judgments regarding relevant political topics.
Critical Content
|
a. offer a reason to support an opinion such as in developing classroom rules |
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b. develop respect for the opinions of others |
Essential Learning
4
Use reading and writing strategies to comprehend expository materials
Critical Content
|
a. apply pre-reading strategies such as: - activating prior knowledge - brainstorming - previewing - predicting - surveying - setting a reading purpose |
Pre-Reading (excellent site for primary comprehension strategies) |
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b. apply during reading strategies such as:
- predicting - questioning - re-reading - self monitoring - organization of text
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| c.
apply post-reading strategies such as:
- summarizing - paraphrasing - generalizing
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d. apply vocabulary strategies such as:
- context - word recognition strategies |
Word Recognition Strategies (teacher information) Word Recognition Strategies (bibliography of resources) |
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e. apply content information into various writing formats such
as:
- note taking - graphic organizers/webbing - summarizing - expository - persuasive - narrative - illustrating - journaling |
Graphic
Organizers (includes printable charts for KWL etc.)
Graphic Organizers (webbing)
|
Essential Learning
5
Access, use, and evaluate information from a variety of sources (technology,
library, etc.).
| a. differentiate between fiction and non-fiction books | |
| b.
locate and apply information from expository material such as:
- chapter/unit organization - headings - bold words - italicized words - table of contents - index - glossary - captions |
Expository
Text (teacher information)
Expository Text (teacher information) Expository Text (first grade information) |
| c.
research information from a variety of sources:
- library - technology - people |
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| d. interpret graphs, maps and charts |
Subject Expectation
2
The student will understand, analyze, and compare the economic structures
of the United States and other nations.
Essential Learning 1
Explore economic systems and how they function.
Critical Content
| a.
describe types of workers and how they benefit our society:
- goods - services - volunteering |
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b. recognize that some jobs are for pay and some are not |
Essential Learning 2
Explore the effects of the availability of resources.
Critical Content
| a. describe how available resources can be used to create goods and services | |
| b.
explain how wants and needs affect choices such as:
- shelter - food - clothing - water - love and care |
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c. discuss how transportation affects goods and services |
Essential Learning 3
Explore economic interdependence.
Critical Content
|
a. discover that trade is a type of exchange |
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b. discover that money makes trade easier |
Essential Learning 4
Formulate and defend reasoned judgments regarding relevant economic topics.
Critical Content
| a. offer reasons to make an opinion such as how to spend money | |
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b. demonstrate respect for the opinions of others |
Essential Learning 5
Use reading and writing strategies to comprehend expository materials.
Critical Content
Same as Subject Expectation 1, Essential Learning 4
Essential Learning 6
Access, use, and evaluate information from a variety of sources (technology,
library, etc.).
Critical Content
Same as Subject Expectation 1, Essential Learning 5
Subject Expectation 3
The student will recall, understand, and analyze significant events, trends,
personalities, and movements in history as these shape United States and world
cultures.
Essential Learning 1
Explore patterns and relationships of historical events.
Critical Content
| a. explain the difference between past, present and future time | |
| b. explain their place in time | |
| c. recognize that Native Americans lived where we live now | |
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d. explore the relationships between Native Americans and settlers |
Essential Learning 2
Explore roles played by groups and individuals in developing a pluralistic
society.
Critical Content
| a.
identify individuals and events that are celebrated as local, state or national
holidays such as:
-Christopher Columbus - Thanksgiving - Memorial Day |
Thanksgiving/Halloween
(tons of pumpkin stuff) Thanksgiving (The true story and ideas on how to teach it) Memorial
Day (background info. for teachers on Memorial Day) Abraham Lincoln (Abraham Lincoln) |
| b.
identify how customs and traditions from around the world influence the
local community such as:
- Valentine’s Day - St. Patrick’s Day - Winter Holidays |
St. Patrick's Dayl (great ideas) Winter Holidays (holidays around the world)
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| c. explore the differences between natives and settlers | |
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d. explore the interactions of Native Americans and early settlers |
Native Child - (teacher resource) |
Essential Learning 3
Formulate and defend reasoned judgments regarding relevant historical topics.
Critical Content
|
a. offer reasons to support an opinion such as reasons why people move to the U.S. |
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| b. demonstrate respect for the opinions of others | |
| c. demonstrate respect for the customs and traditions of other people |
Essential Learning 4
Use reading and writing strategies to comprehend expository and narrative
materials.
Critical Content
Same as Subject Expectation 1, Essential Learning 4
Essential Learning 5
Access, use, and evaluate information from a variety of sources (technology,
library, etc.)
Critical Content
Same as Subject Expectation 1, Essential Learning 5
Subject Expectation
4
The student will demonstrate a knowledge of world geography and an understanding
of its effects on the United States and the world community.
Essential Learning 1
Locate, describe, and explain places, regions, and features on the earth.
Critical Content
|
a. state personal address |
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b. identify land forms such as:
- plains - hills -mountains |
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| c.
identify bodies of water such as:
- lakes - rivers - oceans |
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| d. identify characteristics of geographic representations on both maps and globes such as oceans & continents | |
| e. locate and use a map key | |
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f. locate and use a compass rose |
Essential Learning 2
Identify characteristics and interactions of the earth’s systems.
Critical Content
| a. distinguish characteristics of seasons | Winter/Snow Fall (a visualization of a trip through an apple orchard Fall (Johnny Appleseed-apple/fall activities) |
| b. observe seasonal changes | |
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c. chart/graph weather patterns |
Essential Learning 3
Explore the patterns of interaction for human beings and their physical
environment.
| a. identify ways people depend on and interact with the physical environment | |
| b. recognize how basic needs are affected by the constraints of the physical environment | |
| c.
explore natural resources such as:
- water - soil - sunlight - air - plants |
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| d.
discuss how we care for our natural resources such as:
- reduce - reuse - recycle |
Recycle (coloring pages) |
Essential Learning 4
Formulate and defend reasoned judgments regarding relevant geographical
topics
Critical Content
| a. offer reasons to support an opinion such as for recycling | |
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b. demonstrate respect for the opinions of others |
Essential Learning 5
Use reading and writing strategies to comprehend expository text
Critical Content
Same as Subject Expectation 1, Essential Learning 4
Essential Learning 6
Access, use, and evaluate information from a variety of sources (technology,
library, etc.)
Critical Content
Same as Subject Expectation 1, Essential Learning 5
Subject Expectation
5
The student will understand analyze, and compare social systems with an
application to the United States.
Essential Learning 1
Explore characteristics of culture as reflected in language, literature,
the arts, and traditions.
Critical Content
|
a. describe figures in legends and folklore |
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b. compare cultural differences, traditions and customs:
- food - clothing - shelter |
Essential Learning 2
Explore the interactions of individuals, groups, and institutions in society
Critical Content
|
a. discover how individuals interacted within groups to make choices regarding food, clothing and shelter |
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b. examine the roles of individuals in a family |
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| c.
examine the roles of groups in our community such as:
- scouts - church - sports |
Roles
of Groups (different roles in community)
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Essential Learning 3
Formulate and defend reasoned judgments regarding relevant social topics
Critical Content
| a. offer reasons to support an opinion such as why holidays are celebrated | |
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b. demonstrate respect for the opinions of others |
Essential Learning 4
Use reading and writing strategies to comprehend expository materials
Critical Content
Same as Subject Expectation 1, Essential Learning 4
Essential Learning 5
Access, use, and evaluate information from a variety of sources (technology,
library, etc.)
Critical Content
Same as Subject Expectation 1, Essential Learning 5