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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 1) Students will be given multiple opportunities to read and be read to about the contributions of important Americans. 2) Students will describe the contributions of important Americans from the past, including a variety of political, scientific, social, and military leaders through exposure to biographies and stories.
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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. 1) Students will compare current school and community with past school and community activities. Students will compare contemporary American school and community life with life in previous time periods.
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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 demonstrate an ability to sequence events by speaking and writing about yesterday, today, and tomorrow. 2. Students will sequence the days of the week and months of the year.
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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. 1. Students will distinguish between past, present, and future events. 2. Students will explore placing events on a time line e.g. organize pictures of events along a clothesline.
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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. 2. Students will recognize different holidays Americans celebrate and how they celebrate these holidays.
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vocabulary: time/chronology
The learner will be able to use vocabulary related to time and chronology. 1. Students will reconstruct the chronology of a historical narrative e.g. beginning, middle, and end.
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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. 1. Students will explain how history is connected to the past.
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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 observe and record physical and cultural environments and note changes over time. 2. Students will compare differences in the ways American families live today to how they lived in the past.
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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 recognize and describe that the earth's postition to the sun causes warmer and colder seasons in most parts of the world. 2. Students will recognize that members of the community are affected by changes in the community that occur over time e.g. people moving in and out of the community, businesses closing down/laying off employees.
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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. 1. Students will examine how actions of groups and individuals cause change.
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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. 1. Students will define multiculturalism. 2. Students will demonstrate an understanding that families have different beliefs, customs, and traditions. 3. Students will compare outdated tools and ideas with modern inventions.
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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. 1. Students will recognize that citizens of the United States can trace their origins. 2. Students will observe and describe changes to the local community brought about by natural and human activity.
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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 describe the roles of individuals in the family. 2. Students will distinguish similarities and differences between the roles of individuals in a family, and the roles of individuals in a state and nation.
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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 recognize that culture is learned behavior that includes customs, beliefs, rules, life ways, language, food and clothing. 2. Students will describe ways families express culture e.g. music, stories, language, holidays, and folktales.
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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 discuss how people view their own communities.
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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. Students will compare similarities and differences in customs, foods, play, recreation, and celebrations of families in the community.
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Interactions people/environment
The learner will be able to analyze the effects of interactions between people and their environment. 1. Students will discuss the importance of responsible behavior towards the environment e. g. wildlife management, recycling, and conservation 2. Students will discuss how the environment affects homes that are built.
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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 explain or compare the different ways that families document their history e.g., picture albums, videos, family stories, holiday traditions. 2. Students will recognize similarities and differences among people around the world e.g. leaders, wants and needs, affects of the climate.
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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 compare interdependent story characters to real life situations.
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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. 1. Students will identify and describe changes in the classroom and outside the school environment throughout the year. 2. Students will use charts, maps, graphs, speaking and writing skills to describe how climate, location, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation. 3. Students will explain the effect of seasonal changes on plants, animals, and people.
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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. 1. Students will discover how movement and human environment interact. 2. Students will identify location.
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Compare/contrast rural/urban
The learner will be able to compare adn contrast the features of rural and urban areas. Students will use maps, pictures, and stories to compare the geography of rural communities with that of urban communities.
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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 identify basic map symbols. 2. Students will recognize that maps are representations of the Earth's physical and human features a) land, water and mountains b) countires and cities. Students will investigate the key features of a map and will demonstrate basic map skills.
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Geographical terms
The learner will be able to understand geographical terms such as, mental mapping, spatial relationships, cardinal directions. 1. Students will construct a simple map of a familiar area. 2. Students will identify the cardinal directions within the classroom and on maps and globes. 3. Students will locate continents, oceans, and the equator on a globe and map. 4. Students will begin to demonstrate spatial understanding by following directions to locate and place objects.
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Technology affects geography
The learner will be able to explore and communicate how technology affects geography. Students will communicate how to move people and products from/to place to place.
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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 make choices from among needs and wants and will predict the consequences of those choices. 2. Students will identify wants that an individual may have and discuss how those wants can be met through goods or services.
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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. Students will explain that people have to make choices about goods and services because of scarcity.
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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 identify common needs of people in different parts of the world (food, clothing, shelter) 2. Students will cite examples of how different cultures satisfy needs through consumption of goods and services and their use of resources.
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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 identify examples of choice and opportunity costs.
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Economic interdependencies
The learner will be able to identify economic interdependencies among community, state, and nation. Students will describe how people in the school and community are both producers and consumers.
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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 identify goods that people use, and services that people do for each other. 2. Students will describe ways people depend on each other in their own families and in the community.
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Economic Change
The learner will be able to recognize different means of economic change. 1. Students will negotiate exchange and identify the gains to themselves and to others. 2. Students will understand that when people trade goods and services, they expect to be better off from the trade. 3. Students will evaluate the positive and the negative outcomes of bartering as a way to satisfy economic wants. 4. Students will identify the name and value of the following coins: penny, nickel, dime, and quarter.
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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 demonstrate and understanding of trade. 2. Students will describe that an opportunity cost of a choice is the value of the best alternative given up. 3. Students will practice producing a good.
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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 explain why people in a community have different jobs e.g. People lmay have different types of jobs because they like doing different things or because they are better at doing on particular kind of job. 2. Students will specify roles of different community helpers.
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Spending & Saving money
The learner will be able to identify and define ways of spending and saving money. Students will identify reasons people use banks.
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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. 1. Students will describe the differences between human resources (people at work) , natural resources (water, soil, wood, coal, etc) and capital resources (machines, tools, etc) used to produce different goods or services. 2. Students will give examples of natural resources, such as water, trees, plants, and soil, and describe how people in the school and community use these resources.
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| Power, Authority, and Governance |
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Content Standard 1
The learner will be able to demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society.
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Need for rules
The learner will be able to explain the need for rules or laws in home, school, community, state and nation. 1. Students will explain which individuals in society have authority. 2. Students will recognize different safety signs and explain what would happen without street signs. 3. Students will describe the need for fairness in rules. 4. Students will describe the differences between rules at home and at school and why they need to be different.
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Citizenship
The learner will be able to exhibit an understanding of the rights and responsibilities of citizenship in the community, state, and nation. 1. Students will participate constructively in school and classroom activities. 2. Students will participate in democratic decision making in the classroom. 3. Students will demonstrate personal responsibility in school activities and respect for those in authority.
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Influence of current events
The learner will be able to illustrate ways that current events may influence people's lives. Students will discuss current events articles.
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Structure of US Government
The learner will be able to describe the basic structure of the United States government. 1. Students will describe through oral communication and writing the difference between the jobs of a President, mayor, and governor. 2. Students will describe how rules are similar to laws.
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Five basic freedoms
The learner will be able to discuss the five basic freedoms (speech, religion, press, assembly, and petition) guaranteed to all United States citizens. 1. Students will be introduced to the five basic freedoms. 2. Students will discuss why people have freedoms.
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Promote responsible citizenship
The learner will be able to use a variety of processes, such as thinking, reading, writing, speaking, listening, and role playing to promote responsible citizenship. 1. Students will be given multiple opportunities to read and be read to about the contributions and virtues of responsible Americans. 2. Students will describe reponsible citizenship that they see in their families, city, state , nation and school. 3. Students will practice responsible citizenship in their school on a daily basis. 4. Students will discuss how the Pledge of Allegiance is a promise to be loyal to the United States. 5. Students will identify civic virtures that are needed to be a good citizen.
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Content Standard 2
The learner will be able to demonstrate an understanding of the commonalities and differences of various systems of government.
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Necessity of government
The learner will be able to explain why government is necessary in classroom, school, community, state and nation. 1. Students will describe and compare the making of some class rules by direct democracy , ie. the entire class votes on the rules, and by representative democracy, I.e. the class elects a smaller group to make the rules. 2. Students will identify why rules and laws exist i.e. Protection, Direction, and Correction, and will describe the consequences of not having rules and laws.
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leaders
The learner will be able to distinguish among school, community, state, and national governments, and identify leaders at these levels, such as superintendent, mayor, governor, and president. 1. Students will give examples of people who have the authority to make and enforce rules e.g. parents, teachers, and principals have the authority to make and enforce rules. 2. Students will suggest and consider reasons for having persons in authority.
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Services provided by government
The learner will be able to identify services provided by community, state, and national governments. 1. Students will identify relationships between community needs and community services. 2. Students will recognize examples of community services.
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| Social Science Processes and Skills |
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Content Standard 1
The learner will be able to demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving.
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Communicate knowledge/ideas
The learner will be able to communicate knowledge and ideas in a variety of forms, such as reports, persuasive essays, journals, news articles, graphic displays, speeches, videos, and stories. Students will demonstrate an understanding of social studies concepts through various age appropriate communications.
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Perspectives current/past issues
The learner will be able to recognize and discuss different prespectives in current and past issues. Students will discuss different perspectives on various issues in their home, at school, and their local community.
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Interpret information
The learner will be able to interpret information from visual aids, such as graphs and maps. 1. Students will draw simple maps. 2. Students will identify and use map symbols to read a map.
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Fact/opinion
The learner will be able to distinguish between fact and opinion. Students will list and categorize fact and opinion statements.
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Cause/effect
The learner will be able to explore the concept of cause and effect. Students will experiment with cause and effect.
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