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Poyen School |
| Time, Continuity and Change |
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Content Standard 1
The learner will be able to demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships.
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Important Americans
The learner will be able to examine and analyze stories of important Americans and their contributions to our society. Students will explore the contributions of important Americans.
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Influences on history
The learner will be able to explain how individuals, events, and ideas influence the history of one's self, family, community, state and nations. Students will describe the people, events, and ideas that were significant to the growth and development of their family's history.
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sequencing events
The learner will be able to demonstrate the ability to think in terms of sequencing events. 1. Students will measure and calculate calendar time by days, weeks, and months. 2. Students will identify the beginning, middle, and end of a story. 3. Students will distinguish from past, present, and future time. 4. Students will distinguish between first and last.
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History as continuing story
The learner will be able to describe how history is a continuing story of events, people, and places. Students will differentiate broad categories of historical time e.g. Long ago, Before I was born, Last year, Last month.
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National Holidays & symbols
The learner will be able to recognize the historical significance of national holidays and symbols. 1. Students will demonstrate a comprehension of national holidays and symbols through art, songs, role plays, programs, projects and food. 2. Students will recognize our national and state symbols.
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vocabulary: time/chronology
The learner will be able to use vocabulary related to time and chronology. 1. Students will sequence events as first, next, last. 2. Students will name the days of the week and the four seasons. 3 . Students will distinguish among broad categories of historical time e.g. long, long ago; long ago; yesterday; today; and tomorrow.
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Literature & arts for connetions
The learner will be able to use literature and the arts to show how people, places, and events are connected to the past. Students will understand that history relates to events and people of other times and places.
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Content Standard 2
The learner will be able to demonstrate an understanding of how ideas, events, and conditions bring about change.
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Record changes
The learner will be able to discuss and record changes in one's self, community, state, and nation. 1. Students will identify examples of things that have changed and things that have remained the same. 2. Students will listen and respond to stories and music of other times.
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Change is inevitable
The learner will be able to illustrate that change is inevitable and universal and affects everyone. 1. Students will identify and describe the physical changes we observe as weather; rain, dry, sunny cloudy, warm cold, etc. 2. Describe personal physical changes over time; eg. sun tan, growing taller, etc. 3. Students will explain how change occurs within the family e.g. new baby, loss of grandparent, marriage, stepsiblings.
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experiences related to change
The learner will be able to use personal experiences, biographies, autobiographies or historical fiction to explain how individuals are affected by, can cope with, and can create change. Students will compare past and present similarities and differences in daily life.
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what has gone before brings results
The learner will be able to explain how people, places, events, tools, institutions, attitudes, values, and ideas are the result of what has gone before. Students will identify people, past and present and identify their effects on societies.
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Processes demonstrate continuity/change
The learner will be able to use a variety of processes, such as thinking, reading, writing, listening, and speaking to demonstrate continuity and change. Students will describe what has changed and what has stayed the same in their family and in their classroom.
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| People, Places, and Environments |
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Content Standard 1
The learner will be able to demonstrate an understanding that people, cultures, and systems are connected and that commonalities and diversities exist among them.
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Dependence
The learner will be able to investigate how members of a family, school, community, state, nation and culture depend on each other. 1. Students will compare appropriate behaviors in home and school environments. 2. Students will give examples of how families cooperate and work together. 3. Students will identify their role in their immediate family.
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Similarities/differences in cultures
The learner will be able to compare and contrast similarities and differences in cultures through a variety of experiences, such as reading, writing, drawing, role playing, dance, music, and simulation. 1. Students will identify and compare similarities and differences in families in other places and cultures. 2. Students will compare stories and music of other cultures around the world with stories and music in the United States. 3. Students will recognize the ways in which people are alike.
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Contributions of Groups
The learner will be able to analyze the contributions of various groups to community, state, and nation. Students will identify community helpers.
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Diversity of United States
The learner will be able to use student, family and community resources to recognize and understand the ethnic, racial, and religious diversity of the United States. 1. Students will give examples of how families in the community are similar and different, yet are part of the community. 2. Students will recognize that while there are traits common to all people, each individual has characteristics that make him/her unique.
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Interactions people/environment
The learner will be able to analyze the effects of interactions between people and their environment. Students will examine ways in which people depend on and affect the physical environment, e.g. clean air, food, water, mineral resources.
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Similarities/differences families
The learner will be able to distinguish similarities and differences among families and communities around the world. 1. Students will compare and contrast how families are alike and different. 2. Students will recognize types of nontraditional families, e.g. single parent, foster, raised by grandparent.
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Analyze Interdependence
The learner will be able to use a variety of processes, such as thinking, listening, reading, writing, and speaking, to analyze interdependence. Students will give examples of how groups cooperate and work together.
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Content Standard 2
The learner will be able to demonstrate an understanding of the significance of physical and cultural characteristics of places and world regions.
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geography affects people
The learner will be able to explain how geography and the environment affect the way people live. Students will recognize seasonal changes.
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Five themes of geography
The learner will be able to understand and apply the five themes of geography: location, place, human-environment interaction, movement, and regions. Students will discover the relationships among people, places and environments.
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Compare/contrast rural/urban
The learner will be able to compare adn contrast the features of rural and urban areas. 1. Students will locate and describe familiar places in home, classroom,and school settings. 2. Students will describe simple differences and similarities between ways people live in cities and on farms.
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Types of maps & uses
The learner will be able to understand the various types of maps and their uses. 1. Students will describe that a map is a globe rolled out flat. 2. Students will recognize that a map represents a real place. 3. Students will be exposed to maps of their classroom, school, city, state, nation and world. 4. Students will use a globe and map to distinguish between land and water.
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Geographical terms
The learner will be able to understand geographical terms such as, mental mapping, spatial relationships, cardinal directions, latitude, longitude, and landforms. 1. Students will locate land and water on a map and a globe. 2. Students will recognize and apply terms related to location, direction, size and distance; e.g. up, down, left, right, here, there. 3. Students will recognize the shape of Arkansas and the United States. 4. Students will use a globe to locate the North and South Poles. 5. In order to develop spatial relationship, students will state personal information, e.g. full name, age, family members, residence, state, city and country.
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Technology affects geography
The learner will be able to explore and communicate how technology affects geography. Students will identify modes of transportation.
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| Production, Distribution, & Consumption |
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Content Standard 1
The learner will be able to demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making.
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Wants & Needs
The learner will be able to categorize and prioritize wants and needs. 1. Students will work with their teacher to make lists of wants and needs. 2. Students will define in their own words, the difference between wants and needs. 3. Students will recognize that all people have wants.
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Goods and services limits
The learner will be able to apply the concept that goods and services are limited by available resources, requiring individuals and societies to make choices. 1. Students will identify examples of scarcity in a classroom situation. 2. Students will explain and give examples of how scarcity forces people to make choices.
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Needs & Opportunities
The learner will be able to determine whether all people have the same needs and opportunities to meet those needs. 1. Students will recognize that although customs and habits differ from one group to another, all people have the same basic need. 2. Students will recognize that available resources determine how a basic need is met.
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Scarcity & Choice
The learner will be able to use a variety of thinking processes, such as reading, writing, speaking, listening, graphing, charting, estimating, predicting, and using mental math, to analyze and apply concepts of scarcity and choice. Students will participate in activities that demonstrate the concept of scarcity.
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Economic interdependencies
The learner will be able to identify economic interdependencies among community, state, and nation. Students will demonstrate an understanding of family interdependence using a graphic organizer.
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Dependence for goods and services
The learner will be able to examine how people depend on each other to supply economic goods and services. 1. Students will participate in activities that require division of labor. 2. Students will recognize how the farmer, processing factory, truck driver, and grocery store employees all play a role in getting food to the consumer (families).
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Economic Change
The learner will be able to recognize different means of economic change. 1. Students will understand that when people trade goods and services they expect to be better off from the trade. 2. Students will perform simple bartering. 3. Students will understand that money is a good used in exchange for other goods and services.
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Economic terms
The learner will be able to demonstrate an understanding of economic terms, such as opportunity cost, bartering, scarcity, and production. 1. Students will state the scarcity of resources in the classroom/home environment e.g. a shortage of pencils, paper, toys. etc. 2. Students will understand that when a choice is made, something is given up. 3. Students will understand that people make choices because they cannot hae everything they want. 4. Students will participate in activities that demonstrate the concepts of choice and opportunity cost.
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Work & work benefits
The learner will be able to explore the kinds of work that people do and how that work benefits their family and community. 1. Students will explore different types of work. 2. Students will identify individuals or things that are helpful to people in their daily lives. 3. Students will state the goods and services provided by family producers e.g. goods are objects(cookies) and services are actions (making cookies).
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Spending & Saving money
The learner will be able to identify and define ways of spending and saving money. 1. Students will identify some uses of money by individuals and families. 2.. Students will explain that people word to earn money to buy the things they want.
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Resources to produce goods/services
The learner will be able to determine how natural, human, and capital resources are used to produce goods and services. Students will explore resources needed to produce a familiar good or service.
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