|
Poyen School |
| Time, Continuity and Change |
|
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.
|
|
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 contributions of important Americans. 2. Students will describe, through art, role playing, singing, writing, projects,etc, the contributions of important Americans from the past, including a variety of political, scientific, social, military leaders through exposure to biographies and stories. 3. Students will explain the contributions of famous Arkansans and Americans in history.
|
|
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 describe the people, events, and ideas that were significant to the growth and development of our state and nation.
|
|
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 the past, present, and future. 2. Students will learn the terms decades and centuries. 3. Students will measure and calculate calendar time by days, weeks, months, and years. 4. Students will create a simple timeline using pictures.
|
|
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 identify examples of change and continuity in the history of their community.
|
|
National Holidays & symbols
The learner will be able to recognize the historical significance of national holidays and symbols. 1. Students will identify in small groups and/or whole class discussion and in writing assignments the similarities and differences in national holidays or symbols. 2. Students will identify famous people who have holidays in their honor. 3. Students will relate patriotic symbols and holidays to historical origins.
|
|
vocabulary: time/chronology
The learner will be able to use vocabulary related to time and chronology. Students will demonstrate an understanding of the concepts of time and chronology.
|
|
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 describe and compare varieties of languages spoken and structures of families.
|
|
Content Standard 2
The learner will be able to demonstrate an understanding of how ideas, events, and conditions bring about change.
|
|
Record changes
The learner will be able to discuss and record changes in one's self, community, state, and nation. 1. Students will identify differences in the local communities in North America from long ago. 2. Students will compare work in the local community today to work in the past.
|
|
Change is inevitable
The learner will be able to illustrate that change is inevitable and universal and affects everyone. 1. Students will identify what caused changes in the local community and in Arkansas and will explain how those changes have affected people, plants and animals. 2. Students will explain how changed in technology have influenced various traditions e.g. in the past, people entertained themselves and others with storytelling. Today, people entertain themselves by watching TV and discussing with others what they have seen.
|
|
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 know that events can cause change and that change can cause events.
|
|
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 analyze historical events as they relate to current events.
|
|
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 explain that American's share history and support certain values, principles, and beliefs e.g. holidays, democracy, historical figures, etc.
|
| People, Places, and Environments |
|
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.
|
|
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 explain the importance of the variety of roles in society e.g. identify multiple roles performed by children in their families, schools, and neighborhoods and the multiple roles performed by adults in the neighborhoods and communities.
|
|
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 distinguish similarities and differences between one's self and other family members. 2. Students will compare and contrast the ways people live in different cultures. 3. Students will identify people of different ages, cultural backgrounds, traditions, and careers, and explain how they contribute to the community.
|
|
Contributions of Groups
The learner will be able to analyze the contributions of various groups to community, state, and nation. Students will recognize the contributions of different cultures to their own community.
|
|
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 describe diversity in the United States and identify its benefits; e.g. cultural traditions and practices, variety of viewpoints, and new ideas. 2. Students will recognize diversity in neighborhoods and communities.
|
|
Interactions people/environment
The learner will be able to analyze the effects of interactions between people and their environment. Students will explain the advantages and disadvantages of recycling and reusing different types of materials.
|
|
Similarities/differences families
The learner will be able to distinguish similarities and differences among families and communities around the world. Students will explain that people in different times and places view the world differently.
|
|
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 write about interdependence.
|
|
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.
|
|
geography affects people
The learner will be able to explain how geography and the environment affect the way people live. 1. Students will analyze the effects of change in a given neighborhood or community. 2. Students will explain how climate, location, and physical surroundings affect the way people live; e.g. food, clothing, shelter, transportation, and recreation.
|
|
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 demonstrate an ability to show movement of products/people in a community and surrounding areas. 2. Students will define and describe place.
|
|
Compare/contrast rural/urban
The learner will be able to compare adn contrast the features of rural and urban areas. Students will compare and contrast the similarities and differences in housing and land use in urban and suburban areas; e.g. where people live, where services are provided, where products are made, types of housing, yard size, population density, transportaion, facilities, presence of infrastructure elements such as sidewalks and street lights. Students will identify geographic features found in a community.
|
|
Types of maps & uses
The learner will be able to understand the various types of maps and their uses. Students will examine a variety of maps and globes to identify and describe their basic elements.
|
|
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 demonstrate map skills by constructing a simple map. 2. Students will use geographic terms to describe landforms, bodies of water, weather, and climate. 3. Students will use cardinal and intermediate directions to locate places on maps, and places in the classroom, school and community. 4. Students will identify the map title and map symbols on a variety of maps. 5. Students will use a map to locate the northern and southern hemispheres and the equator. 6. Students will locate the 7 continents and the 4 major oceans on a map and globe.
|
|
Technology affects geography
The learner will be able to explore and communicate how technology affects geography. Students will explain that tools and machinery may help a person work faster or better, but what helps people may not help the environment.
|
| Production, Distribution, & Consumption |
|
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.
|
|
Wants & Needs
The learner will be able to categorize and prioritize wants and needs. Students will demonstrate knowledge of needs and wants in relation to making appropriate personal choices. Students will recognize that people have unlimited wants and limited resources.
|
|
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 give examples of what is given up when choices are made.
|
|
Needs & Opportunities
The learner will be able to determine whether all people have the same needs and opportunities to meet those needs. Students will describe how different groups in America lived and met their basic needs.
|
|
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 give examples of all or nothing choices, e.g. choose TV on or off.
|
|
Economic interdependencies
The learner will be able to identify economic interdependencies among community, state, and nation. 1. Students will explain the interdependence of producers and consumers in a market economy by describing how producers have used natural resources, human resources, and capital resources to produce goods and services in the past and the present. 2. Students will recognize that communities are linked by trade, transportation, communication, and technology.
|
|
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 produce a good or service that will satisfy an economic need or want. 2. Students will recognize and identify the difference between goods and services.
|
|
Economic Change
The learner will be able to recognize different means of economic change. 1. Students will explain that a price is what people pay when they buy a good or service and what people receive when they sell a good or service. 2. Students will understand that the direct trade of goods and services is bartering. 3. Students will explain how money/currency makes trading easier. 4. Students will understand that money is a good used in exchange for other goods and services.
|
|
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 why people trade for goods and services and explain how money makes trade easier. 2. Students will practice bartering as an alternative method of securing goods/services. 3. Students will identify opportunity cost when decisions are made.
|
|
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. Students will define specialization and identify specialized jobs in the school, community and state.
|
|
Spending & Saving money
The learner will be able to identify and define ways of spending and saving money. 1. Students will explain the differences between using cash, checks, and credit cards to purchase goods and services. 2. Students will explain the roles of money, banking, and saving in everyday life.
|
|
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 define the three types of productive resources (human, natural and capital) used to produce goods and services in the community.
|
| Power, Authority, and Governance |
|
Content Standard 1
The learner will be able to demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society.
|
|
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 compare rules used in different settings. 2. Students will predict the consequences of responsible and irresponsible actions.
|
|
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 identify and describe attributes of good citizenship. 2. Students will demonstrate good citizenship in classroom and school actions. 3. Students will compare responsible citizenship in the classroom and school to neighborhood and community citizenship. 4. Students will recognize that citizens of the United States have both rights and responsibilities.
|
|
Influence of current events
The learner will be able to illustrate ways that current events may influence people's lives. Students will read/view and discuss current events from a grade appropriate news source.
|
|
Structure of US Government
The learner will be able to describe the basic structure of the United States government. Students will discuss the essential characteristics of American Democracy: The people are the ultimate source of the government's authority; All citizens have the right to vote and influence government decision; Government is run by the people.
|
|
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. Students will identify and describe certain rights that are guaranteed to all Americans by the Constitution.
|
|
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 develop and express their own opinions of responsible citizenship through reading, writing, and speaking skills, and role playing. 3. Students will practice reponsible citizenship in their school on a daily basis. 4. Students will identify some of the responsibilities that individuals have to themselves and others. 5. Students will compare good citizenship in the classroom and school to the neighborhood and community. 6. Students will apply the voting process to a class issue.
|
|
Content Standard 2
The learner will be able to demonstrate an understanding of the commonalities and differences of various systems of government.
|
|
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 the basic authority given to local elected officials. 2. Students will explain why it is necessary to have government. 3. Students will determine and categorize how different groups are governed.
|