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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 demonstrate through art, role playing, singing, oral dialogue, and through written and oral reports an understanding of the contributions of important Americans. 2. Students will interpret fiction and nonfiction passages about people, places and events related to American history.
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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. Given the population of the local community, students will describe cultural groups that live there.
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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 placing important historical events in chronological order. 2. Through writing, students will demonstrate an ability to sequence events by using words like before, first, next, then, after, following, last, finally, etc.) 3. Students will interpret data presented in time lines, e.g. identify the time at which events occurred; the sequence in which events developed; what else was occuring at the time.
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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 connect events or people's actions from the past to the present.
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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 study the history of national holidays such as Independence Day, Martin Luther King Jr. Day, Veterans's Day and Memorial Day. 2. Students will identify the fundamental democratic principles and ideals in American songs, stories and symbols.
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vocabulary: time/chronology
The learner will be able to use vocabulary related to time and chronology. Students will describe calendar time in years, decades, centuries, era and bicentennial.
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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 compare and contrast literature, music, art, and other forms of cultural expression to show how people, places, and events are 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 use historical data, primary and secondary documents, illustrations, and other sources of information to describe changes in a cultural characteristic i.e. the role of children in society, clothing styles, modes of transportation, food preferences, types of housing, attitudes toward the environment and resources. 2. Given a set time period and a narrative about the community, students will record changes that have occured.
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Change is inevitable
The learner will be able to illustrate that change is inevitable and universal and affects everyone. Students will describe the physical environment of their region and the physical processes that act on it.
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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 analyze how events can cause change and how change can cause events.
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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 evaluate how events from the past affect attitudes, values, and ideas.
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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 identify and describe continuity and change.
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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. Students will describe aspects of family, school, community, state, nation, and culture and one's role in those enviroments.
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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 give examples and describe the importance of cultural unity and diversity within and across groups. 2. Students will compare how language, music, stories, and art express culture.
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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 explain why and how the local community was established and identify the founders and early settlers.
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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 recognize that the world is divided into different communities e.g. cultural, political, geographic, etc. 2 . Students will recognize the diverse nature of society in the United States by comparing different characteristics among people.
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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 identify ways in which human activities alter the physical environment and ecosystems e.g. reservoirs, dams, slash and burn forests, construction.
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Similarities/differences families
The learner will be able to distinguish similarities and differences among families and communities around the world. Students will compare communities in Arkansas, the nation, and the world.
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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 participate in activities such as games or physical education events that require interdependence.
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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 ways in which human activities are affected by the physical environment. 2. Students will explain why people choose to settle in different places e.g. job opportunities, available land, climate.
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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 describe the causes and nature of various movements of large groups of people into and within Arkansas and the United State throughout history. 2. Students will describe the impact of changing modes of transportaion and communication on the distribution of goods and services. 3. Students will use map grids to plot absolute location. 4. Students will use maps and globes to point out the location of the community, state, country, and continent relative to other places.
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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 compare how urban and rural dwellers make use of their environment to meet their wants.
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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 the concept of physical features as in mountains, plains, hills, oceans, and islands. 2. Students will distinguish between physical and political features on maps and globes. 3. Students will use a map key and symbols to locate boundaries and specific places on a map. 4. Students will recognize the four hemispheres using a map. 5. Students will explain the use of special purpose maps, e.g. road, resource, population, political, physical. 5. Students will interpret topography using aerial photos and maps.
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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 distinguish between meridians of longitude and latitude and use the equator and prime meridian to identify the Northern, Southern, Eastern and Western hemispheres and the locations on the map that the student is studying. 2. Students will describe our nation as composed of states and locate the following on a map of the US: Washington DC, the states of Arkansas, Missouri, Oklahoma, Texas, Louisiana, Mississippi, and Tennessee and major rivers, mountain ranges and lakes in the US. 3. Students will use a mental map to identify the locations of places. 4. Students will use cardinal and intermediate directions to describe the relative locations of places e.g. Fayetteville is Northwest of Little Rock. 5. Students will identify, locate, and distinguish among features such as mountains, lakes, islands, oceans, plateaus, hills continents and countries.
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Technology affects geography
The learner will be able to explore and communicate how technology affects geography. Students will explain how changing transportation and communication technology have affected relationships and the earth's landscape.
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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. Students will explain the relationships between unlimited wants and limited resources.
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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 making economic choices and will explain what is given up when making a choice. 2. Students wil demonstrate an understanding that each family has a limited amount of money regardless of how it is accessed ; through cash, check writing, or ATM.
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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. Students will compare the different ways people in communities around the world use their environment to meet their wants.
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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 the benefits and the costs of all or nothing choices.
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Economic interdependencies
The learner will be able to identify economic interdependencies among community, state, and nation. Students will identify the ways in which a community depends upon other communities to provide for its wants and needs and goods and services e.g. goods are objects (car, shampoo), services are actions ( auto repair, haircut).
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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 list and describe the advantages and disadvantages of different modes of transportation for specific products and purposes e.g. barges and trains for heavy items, airplanes for high cost perishables, pipelines for liquids and gases, bicycles, light rail systems, and cars for urban community. 2. Students will locate on national and world maps areas that provide resources to Arkansas and areas that receive resources from Arkansas. 3. Students will identify major imports and exports of the community and state.
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Economic Change
The learner will be able to recognize different means of economic change. Students will explain the difference between various types of exchange e.g.cash, checks, credit, bartering.
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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 explain in simple terms how opportunity cost, scarcity, and price influence economic decision making. 2. Students will describe the opportunity costs of choices made within the community e.g. jobs and relocation 3. Students will use the concept scarcity to explain why we make choices.
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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 analyze why people seek work and why people seek different types of occupations. 2. Students will describe the division of labor within communities.
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Spending & Saving money
The learner will be able to identify and define ways of spending and saving money. 1. Students wil demonstrate an understanding of key banking terms including saving, interest, and borrowing. 2. Students will identify reasons for saving money and will recognize that money is used to purchase goods and services. 3. Student will identify econmic institutions and their roles. 4. Students will define income and identify different sources of income in communities.
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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 identify resources and scarcity of resources within the community. 2. Students will identify natural resources in Arkansas.
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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 explalin the consequences of violating laws, and will identify the duties and selection process for officials who make, apply and enforce laws through government. 2. Students will explain the purpose of rules and laws and why they are important to a community.
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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 explain the interaction between rights and responsibilities. 2. Students will explain the consequences for not acting resonsibly with our rights and why it is important to be a good citizen. 3. Students will explain the meaning of the Pledge of Allegiance and will explain other ways citizens can affirm their citizenship.
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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 compare news stories from various sources e.g. local/state newspapers, magazines, Internet, etc.
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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 the differences in job duties and powers of federal, state, and local government. 2. Students will identify steps in the election process. 3. Students will explain the 3 branches of governmetn. 4. Students will identify the bodies of elected representatives reponsible for making local, Arkansas, and United States law.
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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 discuss the fundamental ideals and principles that form the foundation of our republican governmetn including inalienable rights; life, liberty and the pursuit of happiness; 2. Students will describe the importance of the United States Constitution to American citizens. 3. Students will recognize the Constitution including the Bill of Rights, as an important document.
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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 explain that people are citizens of their community, state, and nation, and will explain the importance of good citizenship. 2. Students will be given mulitple opportunities to read and write about responsible citizenship. 3. Students will define the terms citizen and citizenship. 4. Students will practice citizenship in their school on a daily basis.
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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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