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ELEMENTARY SOCIAL STUDIES CURRICULUM

ROCKWOOD SCHOOL DISTRICT

Curriculum & Instruction Department

Elementary Social Studies Curriculum History Board Approved Document 1994 Annual Review 1995 Annual Review 1996 Annual Review 1997 Annual Review 1998 Research Review 1999 In-depth Review 2000 Board Approved Document 2001 Annual Review 2002 Annual Review 2003 Annual Review 2004 Annual Review 2005 In-depth Review 2006 Board Approved Document 2007

BOE Approved 1-18-07 1

TABLE OF CONTENTS

Acknowledgements..............................................................................................................3 Rockwood School District Mission Statement ....................................................................4 Social Studies Goals for Graduates......................................................................................4 Instructional Practices..........................................................................................................5 Rockwood School District Expectations .............................................................................6 Elementary School Social Studies Rationale.......................................................................7 The Nature of Social Studies Content and Process..............................................................7 Guidelines and Expectations for Implementation of the Document....................................8 Application Level Assessments ...........................................................................................9 Differentiation and Social Studies .....................................................................................10 Acceleration in Social Studies ...........................................................................................10 Pre-Instructional Assessment Strategies ............................................................................11 Equity.................................................................................................................................12 Basic Skills.........................................................................................................................13 Content and Skills for Social Studies.................................................................................13 Alignment ..........................................................................................................................13 Social Studies Standards ....................................................................................................14 Social Studies CCO’s.........................................................................................................15 Scope and Sequence...........................................................................................................17 Kindergarten Curriculum...................................................................................................34 First Grade Curriculum......................................................................................................60 Second Grade Curriculum................................................................................................102 Third Grade Curriculum ..................................................................................................162 Fourth Grade Curriculum.................................................................................................240 Fifth Grade Curriculum....................................................................................................301 Appendix A -Show Me Standards ...................................................................................372 Appendix B - Curriculum Evaluation and Input Form ....................................................380 Appendix C - Instructional Technology Listing ..............................................................383 Appendix D - Bloom’s Taxonomy and Depth of Knowledge .........................................385 Appendix E – Data-Driven Teaching/Learning Model ...................................................389 Appendix F – Social Studies Instructional Resources .....................................................393 Appendix G – Social Studies Material Review ...............................................................400 Appendix H – Six Trait Writing Guides ..........................................................................402 Appendix I – Elementary Field Trips ..............................................................................408 Appendix J - Kindergarten Listings.................................................................................433

Glossary for Teachers ..........................................................................................434 Glossary for Students...........................................................................................436 Teacher Materials.................................................................................................440 Supporting Literature ...........................................................................................451 Web Sites .............................................................................................................457 Service Learning Activities..................................................................................458 Essential Skills .....................................................................................................459 Parent Resources & Activities .............................................................................460


Appendix K - First Grade Listings...................................................................................461 Glossary for Teachers ..........................................................................................462 Glossary for Students...........................................................................................464 Teacher Materials.................................................................................................467 Supporting Literature ...........................................................................................472 Web Sites .............................................................................................................479 Service Learning Activities..................................................................................483 Essential Skills .....................................................................................................484 Parent Resources & Activities .............................................................................486

Appendix L - Second Grade Listings...............................................................................488 Glossary for Teachers ..........................................................................................489 Glossary for Students...........................................................................................496 Teacher Materials.................................................................................................503 Supporting Literature ...........................................................................................513 Web Sites .............................................................................................................524 Service Learning Activities..................................................................................526 Essential Skills .....................................................................................................527 Parent Resources & Activities .............................................................................529

Appendix M - Third Grade Listings ................................................................................530 Glossary for Teachers ..........................................................................................531 Glossary for Students...........................................................................................536 Teacher Materials.................................................................................................539 Supporting Literature ...........................................................................................548 Web Sites .............................................................................................................555 Service Learning Activities..................................................................................557 Essential Skills .....................................................................................................558 Parent Resources & Activities .............................................................................561

Appendix N - Fourth Grade Listings ...............................................................................563 Glossary ...............................................................................................................564 Teacher Materials.................................................................................................570 Supporting Literature ...........................................................................................579 Web Sites .............................................................................................................586 Service Learning Activities..................................................................................589 Essential Skills .....................................................................................................590 Parent Resources & Activities .............................................................................593

Appendix O – Fifth Grade Listings .................................................................................594 Glossary ...............................................................................................................595 Teacher Materials.................................................................................................600 Supporting Literature ...........................................................................................608 Web Sites .............................................................................................................618 Service Learning Activities..................................................................................621 Essential Skills .....................................................................................................622 Parent Resources & Activities .............................................................................624


ACKNOWLEDGEMENTS

The writing team gratefully acknowledges those parents, patrons, students, teachers, and administrators who provided direction and feedback to the elementary social studies document at every stage of its development. Writing Committee Review Committee Kelly Voran – Pond Dr. Kathy Peckron – Deputy Katie Acker – Ridge Meadows Superintendent for Doug Russell - Pond Curriculum and School Leadership Philomena Burke - Bowles Roxanna Mechem – Director of Katie Goss – Westridge Social Studies Cathey O’Connor – Geggie Jessica Vehlewald – Social Studies Amy Knight – Ballwin Resource Teacher Georgia Hays – Kehrs Mill Kerri Schiavone – Geggie Support Staff Vickie DeBruin – Uthoff Valley Holly Julius – Secretary Becky Forristal – RVMS Angela Schott – Babler Debbi Casper - Westridge Cindi Palmer – Wild Horse Deborah Lind – Babler Deb Vojslavek – Wild Horse Bernie Mossotti – CCL Lisa Renaud – Ballwin Nicole Clark – Geggie Shaina Martin – Uthoff Valley Dawn Johnson – Parent Vicki Austin – Blevins Stephanie Lombardo – Green Pines Sharon O’Day – Chesterfield Meg Brooks – Westridge Lisa Jarvis – Blevins Michelle Bolton – Babler


ROCKWOOD SCHOOL DISTRICT

MISSION

All students, with support from the community, parents, and staff, will be provided a dynamic curriculum within a safe and caring environment so they will develop the skills, abilities, and attitudes to be lifelong learners and citizens of good character who are prepared to contribute to an ever-changing, global society.

SOCIAL STUDIES GOALS FOR GRADUATES

As a result of their education in the Rockwood Social Studies Program, Rockwood School District students will:

Use critical thinking skills to explain, interpret, predict, identify, apply, understand, compare, and evaluate social studies topics.

Understand the rights and responsibilities of active citizens.

Identify democratic values and principles embodied in the Constitution and fundamental charters of freedom. Use interpersonal skills such as cooperation, adaptability, and conflict resolution. Develop understanding for cultural diversity at the local, state, national, and global levels. Use a variety of sources and technology to research and process information in a changing world. Demonstrate effective oral and written communication. Recognize geographic, historical, political, economic, and cultural relationships. Connect the past with the present and future by explaining continuity and change, and cause/effect relationships in history. Exhibit characteristics of life-long learners.


INSTRUCTIONAL PRACTICES

The following discipline based pedagogical practices should be utilized as part of instruction in high school social studies courses. Use of historical method Understand that all evidence must be interpreted Examine conflicting evidence Evaluate validity and reliability of sources Develop defensible interpretations Discussion of continuity and change Discussion of cause/effect Promotion of historical perspective Examination of motive and intent Consideration of the range of motives Evaluation of the context of motives Discussion of influencing factors Connections to student experience Use of biography and historical fiction to introduce historical narrative Comparison of political, individual, and social histories Cooperative learning Current events linked to curriculum Justification of response Opportunities for role play (historical empathy) Development of questions Examination of point of view Interpretation of historical accounts reflective discussion based on content Examination of connections among big ideas Community service/service learning Character education Application of specialized vocabulary Inquiry Use of primary and secondary sources Use of social studies tools such as technology, maps, charts, graphs, etc. Development of research/library skills Comparison of societies past and present


ROCKWOOD SCHOOL DISTRICT EXPECTATIONS

As a result of their experience in the Rockwood Schools, students will become persons:

• Who demonstrate verbal,

quantitative, cultural, and technical literacy.

• Who can utilize community

resources to foster continual growth and development.

• With skills and attitudes

necessary to become self-directed, life-long learners.

• Who understand the value of

effort in realizing their full educational, vocational, civic, and personal potential.

• Who understand the

principles of physical and emotional health and the importance of maintaining them.

• With effective skills in

written and oral communication.

• With positive self-worth.

• Who demonstrate critical thinking

and problem-solving skills in all areas.

• Who demonstrate the adaptability

necessary for life in a changing world.

• Who think and express themselves

creatively and appreciate the creativity of others.

• Who have a broad familiarity with

the world of work to develop and enhance their career potentials and opportunities.

• Who understand and demonstrate

individual, social, and civic responsibility, including a global concern, tolerance, and respect for others.

• Who understand and appreciate the

elements and principles of the arts and their influence on all areas of life.

• Who demonstrate individual and

social ethics.

L E A R N E R

E X P E C T A T I O N S


ELEMENTARY SOCIAL STUDIES RATIONALE

Elementary Social Studies provides students with a framework for looking at the world in which they live. A solid foundation in social studies is essential for development of responsible and productive members of our nation and world. Strands such as history, geography, economics, government, cultural awareness, and social science processing are utilized to help students make logical connections and reasoned decisions as citizens of a culturally diverse, democratic society. Instructional emphasis is placed on developing and applying knowledge and skills that will enable students to approach and resolve issues of importance in an increasingly interdependent world. Students in elementary social studies will use texts, primary and secondary sources, maps, charts, graphs, photographs, films, software, and other related materials to construct a framework of integrated knowledge within and across disciplines. Students will have the opportunity to acquire and organize information, present ideas, construct narrative histories, use social science tools, and work with categories of information such as cause/effect, sequence, comparison/contrast, and analogy.

THE NATURE OF SOCIAL STUDIES CONTENT AND PROCESS The balance between content and process enhances the complex nature of social studies education. One goal of social studies curriculum includes the recognition and application of course content knowledge. Students should understand course content, its significance, and the connections among various disciplines. The second goal of social studies curriculum includes the various process skills that allow students to formulate opinions, construct meaning, and create organizational patterns that are helpful for analyzing the world. The content and process expectations will be addressed simultaneously within the content and skill section of the curriculum. Expectations for what students should know and do are clearly stated as they relate to each curriculum objective and grade level. In this way social studies curriculum is able to focus on developing student process skills while developing knowledge and application of content.


GUIDELINES AND EXPECTATIONS FOR IMPLEMENTATION OF THE DOCUMENT

The elementary social studies document specifically outlines the Core Conceptual Objectives (CCO) to be taught at each grade level. The CCO’s are arranged into five strands in grades K-5. CCO I represents the government/civics strand. CCO II represents the history strand. CCO III represents the geography strand. CCO IV represents the economic strand, and CCO V represents the culture strand. Social science processing skills are integrated into the five CCO’s for each course. For each course, the CCO is clarified in the content and skills that follow it. The content and skills section contains specific objectives that state what students are to know and do as a result of instruction. Teachers should use this section as a blueprint for planning instruction. Required Application Level Assessments (ALA) are designed to measure the specified content and skills for each CCO. The accompanying scoring guides set the criteria for student performance. To help acquisition of the content and skills and to prepare for the ALAs, facilitating activities are provided as suggested teaching strategies. To help students see connections among topics and activities, all facilitating activities are arranged according to organizing ideas. Teachers are free to modify or substitute facilitating activities based on the needs of their students. Additional instructional resources may be found the Appendices. This document is a living, changing document that will be reviewed and revised annually. Teacher feedback is essential to an effective curriculum process. Therefore, teachers are encouraged to record comments and observations about the curriculum as well as ideas for additions and deletions. Throughout the year teachers are encouraged to collect anchor papers to be used in the refinement of scoring guides and the development of more consistent scoring.


APPLICATION LEVEL ASSESSMENTS IN ELEMENTARY SOCIAL STUDIES

Application level assessments are required tasks written at or above the application level of Bloom’s Taxonomy. The purpose of the Application Level Assessment is to measure student achievement of the corresponding content and skills. This measure of student ability gives the teacher valuable information needed to plan and adjust future instruction. The elementary social studies ALA’s contain unique features to help teachers successfully administer the assessment.

The related Core Conceptual Objectives appear at the beginning of each assessment in order to focus attention on the required content and skills for completion of the assessment.

The student task is clearly listed in objective terms that correspond to the appropriate content and skills being measured.

Teacher notes are provided to outline preparation that may be necessary for successful completion of the ALA.

A suggested student prompt is provided as a usable example of clear directions for the student task.

Scoring guides are provided with each ALA as consistent criteria for achievement.

Social studies ALAs contain examples of themed, link-set performance assessments similar to many forms of social studies state and national tests. Each assessment contains a bank of questions or tasks related to a common theme. Questions or tasks may be preceded by stimulus material (source documents to be analyzed and used by students in order to complete the task). Stimulus material may include photographs, primary and secondary source readings, graphs, charts, maps, etc. Questions or tasks in the module require students to combine content and process skills in meaningful ways. Link-set modules are included in the curriculum document because they are unique to social studies testing. Rockwood students benefit from the exposure to multiple methods of assessment.


DIFFERENTIATION AND SOCIAL STUDIES

All students have unique talents and abilities. Knowledge is retained and reinforced when it is connected to the student’s prior knowledge and abilities. No two students have identical learning needs; therefore, the elementary school social studies curriculum provides a wide range of facilitating activities to support the acquisition of content and skills. Instructors should consider differences in learning styles, motivation, ability, and student interest when planning instruction. It is the goal of the social studies department to ensure that content and skills are organized and presented in ways that are appropriate for all learners.

ACCELERATION IN SOCIAL STUDIES

Acceleration in social studies does not require separate content and skill objectives. Instead, given the enhanced abilities of certain learners to handle abstract concepts and solve meaningful problems, instruction should focus on more advanced and complex processes and outcomes. Allowing students to research topics of interest, extend ideas into new contexts, formulate theories, and present position papers on issues of relevance can provide meaningful learning experiences for the talented learner.


PRE-INSTRUCTIONAL ASSESSMENT STRATEGIES

Pre-assessment of content and skills is an essential part of teaching and learning. Instruction should be planned based on a student’s abilities and level of understanding of content. Pre-instructional assessments give valuable information for modifications to teaching and learning. Pre-instructional assessments should be short and target specific content and skills. They should focus on clear learning targets based on content and skills. All assessments given solely for pre-instructional purposes should not be graded. Multiple types of formal and informal pre-instructional assessments may be used to ensure that each student is receiving appropriately challenging instruction. Social studies teachers are encouraged to match methods of pre-instructional assessment to learning objectives in order to constantly monitor student progress. The use of multiple methods over time will help teachers draw valid inferences regarding student needs. The following options represent possible pre-instructional assessment strategies: Teacher observation Student self-reflection Questioning Graphic organizers KWL Webbing Discussion Surveys Double column notes Quizzes Tests Performance assessment


EQUITY

The Rockwood School District believes that it is the right of every student to receive equal opportunities in all educational programs and activities conducted by the district. It is the policy of the Board to accord equal considerations and impartial treatment regardless of race, color, national origin, ancestry, religion, socioeconomic status, sex, age or disability. In keeping with this policy, the district strives to ensure equitable programs, course offerings, services, facilities, and educational materials. In addition, the district promotes equal opportunities for educational development by equipping all students with technology, research/information processing, and job-preparedness skills. In order to promote equity, the Rockwood Department of Curriculum and School Leadership uses the following codes* to identify equity and readiness in all curriculum documents: GE= Gender Equity RE= Racial/Ethnic Equity D= Disability Equity T= Technology Skills R= Research/Information Processing W= Workplace/Job Preparedness A resource selection committee for each content area will evaluate educational material based on specific criteria including equity and readiness. The criteria checklist for this curriculum adoption is included in the Appendix. *Codes in this document will appear in the content and skills.


BASIC SKILLS IN ROCKWOOD CURRICULUM

Basic skills lay the foundation for all future learning. Basic skills include: reading, writing, and math, problem solving, working with others, analytical skills, and communicating effectively. In the elementary social studies curriculum, basic skills are integrated throughout the document in content and skills, facilitating activities, and application level assessments.

CONTENT AND SKILLS FOR SOCIAL STUDIES

In the elementary social studies curriculum, content and skill objectives are clearly articulated. The content is labeled as “students should know” objectives and the skills are labeled as “students should be able to” objectives. Every objective is coded with a letter that designates its status for instruction. I = Objectives that are introduced for the first time (awareness and beginning discussion) D = Objectives that are developed (continued awareness and treatment of ongoing objective) E = Objectives that are essential (to be mastered at grade level and critical for future learning) A = Objectives that are applied (previously mastered but used in new contexts)

ALIGNMENT

All facilitating activities and application level assessments in the elementary social studies curriculum are fully aligned to the content and skills. Each facilitating activity and assessment is coded to the content and skills for quick reference. For example, IC1a refers to CCO I Content Standard 1a, IIP2 refers to CCO II Process Standard 2, etc. It is the hope of the writing committee that coded alignment will allow focused instruction and assessment on specified content and skills.


SOCIAL STUDIES STANDARDS

The elementary social studies curriculum is correlated to major state and national standards documents for social studies. The following abbreviation codes are used in the scope and sequence and content and skills sections for ease of reference. CE: Rockwood Character Education CIV: Civitas: Framework for Civic Education EA: Economics America FWC: Framework for World History and Culture HSSF: History-Social Science Framework JCEE: Joint Council on Economic Education LM: Library/Media Competencies MCE McRel Compendium of Standards and Benchmarks for Economics MCGE McRel Compendium of Standards and Benchmarks for Geography MCGV McRel Compendium of Standards and Benchmarks for Government MCH: McRel Compendium of Standards and Benchmarks for History NCEE: National Council for Economics Education NCHE: National Council for History Education NCHEW: National Council for History Education (World History) NCSS: National Council for the Social Studies Standards NGS: National Geography Standards NSCG: National Standards for Civics and Government OSS: Other State Standards SCANS: Secretary’s Commission for Achieving Necessary Skills SM: Show-Me Process Standards SS: Social Studies Show-Me Standards NHS: National History Standards


CCO’S Listed By Grade Levels

Kindergarten CCO I The student will apply democratic decision making in a classroom setting with respect for the rights of others and self.

CCO II The student will examine past and present to develop historical awareness. CCO III The student will utilize basic map and globe skills. CCO IV The student will apply the concept of public vs. private goods to the classroom setting. CCO V The student will examine culture as it affects self and others. First Grade CCO I The student will analyze and model responsible citizenship in a community group. CCO II The student will use a variety of sources to examine historical figures and symbols. CCO III The student will apply basic map and globe skills. CCO IV The student will utilize basic economic concepts related to markets. CCO V The student will compare diverse expressions of culture both past and present. Second Grade CCO I The student will illustrate and apply basic principles and procedures of democratic government. CCO II The student will compare events, symbols, and people from early American History. CCO III The student will utilize geographic tools to locate and analyze place. CCO IV The student will apply economic concepts related to market economies. CCO V The student will analyze the effects of culture on self and others. Third Grade CCO I The student will examine the connection between individual citizens and the federal government. CCO II The student will analyze the motives for events, decisions, and change in our nation’s history. CCO III The student will utilize map and globe skills to access geographical information. CCO IV The student will apply basic concepts of micro and macro economics. CCO V The student will examine universal human needs and rights and analyze how individuals, groups,

and institutions in the United States attempt to meet those needs. Fourth Grade CCO I The student will compare and contrast the government at the state and national levels. CCO II The student will analyze the role Missouri played in the development and expansion of the United

States. CCO III Students will understand and analyze the five themes of geography (Human/environmental

interaction, movement, location, place, and region). CCO IV Students will explain, interpret, and predict consequences of economic decisions. CCO V The student will analyze the impact of various cultures on Missouri.


CCO’S Listed By Grade Levels

Fifth Grade CCO I The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process.

CCO II The student will analyze and interpret significant historical events in early American History. CCO III The student will utilize geographical tools to interpret the past and understand the present. CCO IV The student will identify and interpret the effects of economic needs on historical America. CCO V The student will analyze and compare the roles of different cultures/groups and their impact on early

American History.

I = introduce; D = develop; E = essential; A = apply 17 BOE Approved 1-18-07

K-5 Social Studies Scope and Sequence

Standards K 1 2 3 4 5 Government/

Civics

Democratic Decision Making

SS, NHS, NCSS, NSCG, CIV, MC

I/E A A A A A

Apply Democratic Decision Making to Classroom Operations

SS, NSCG, CIV E A A A A A

Promotion of the Common Good

SS, NSCG, CIV, NCSS, MC

I/E A A A A A

Majority Rule SS, CIV, NHS, NGS I/E E A A E Minority rights

Protection of Individual Rights

SS, MC, CIV, NCSS I/E Individual

E Citizen

A A A A

Recognize authority figures

MC, CIV I E A A A A

Public Servants help the common good

NSCG, CIV E A A A A

Authoritative Decisions are made, interpreted, and enforced

SC, SS, NSCG, NCSS, MC, CIV

E Local

government

E U.S.

Government

E State

Government

A

Peaceful Resolution of Disputes by authority

SS, MC, NSCG, CIV I E A A A A

Authority is limited CIV, SS, NSCG, MC, NHS

I D D D E Limited

Government

Civic Dispositions Respect Responsibility Effort Caring Cooperation Honesty Courage Patience Self-Control

SS, MC,. NCSS, NHS, CIV, CHAR ED

I D D D D D


Standards K 1 2 3 4 5

Governments/ Nations exist of the people and for the people.

SS, NGS, NSCG E A A A A

Citizens have responsibilities

CIV, NHS, SS, NCS, NSCG, SM

I E A A A

Participation of Citizens promote the healthy functioning of democracy

NHS, NCSS, CIV, NSCG, SS

I Voting

I/E Identify Voting

Letters/petition etc.

E Write letters/

Support Candidates,

etc.

A E Petitioning

Characteristics of communities

I/E

Becoming a citizen CIV, NHS, NSCG I Understand and apply the rights and responsibility of citizens

SM 4.2, SS, NSCG, NCSS, CIV

E A A

Fundamental principals/values of democracy

MCG, CIV, NSCG, NHS, SS, MC, NCSS

I Freedom, Justice, Equality

I Constitution

D E

Voting How leaders are Selected How laws are Made

SS, CIV, NSCG, MC, NHS, SS, CIV

I D E Vote in

classroom

A A E

Campaigning SS, CIV I Political Parties SS, CIV I How power is distributed among individuals and institutions

SS, CIV, NSCC, NSCG

I

Purpose of The Declaration of Independence

SS, CIV, NHS I/E A E/A Inalienable

rights



The Main Purpose of the Constitution

SS, MC, NSCG, CIV, NHS

E The

Constitution lists and limits

what the government

can do

A A

The Constitution is the fundamental law of the U.S.

SS, MC, NCSS, NSCG, CIV, NHS

E A A

The Constitution is the basis for other laws.

SS, NSCG, CIV E A

Separation of Powers SS, CIV, NHS I Checks and balances SS, MCG, CIV, NHS I Main Purpose of the Bill of Rights

SS, CIV, NHS, NSCG, MC

E A A

Bill of Rights includes freedoms of: Religion Speech Press Petition Assembly Due Process

SS, NCSS, CIV E Bill of Rights

protects individual’s freedoms.

D Main ideas

E Identify all ten Amendments

Rules and laws MCG. CIV, NSCG I E A A A A The names and functions of the three branches of government

SS, MCG, NCSS, CIV, NSCG, NHS, NGS

E National

E/A State

National

A

Federalism/ Local. State, and national government powers and functions

MCG, SS, CIV, NHS, NSCG, NCSS

E Local leaders

E

Rule of law CIV, MCG, NHS, NSCG, NCSS

I

I = idea; D = develop; E = essential; A = apply 20 BOE Approved 1-18-07

Standards K 1 2 3 4 5 History

Historical Awareness What is history? Why is it important?

NHS; NCSS I People have ties to

the past

D D D D D

Investigate the past through sources

NHS I D D E A A

Historical Narrative SS; NHS I Who/What/Where

D D Why/When/What/

Who/Where

A E Narrative

5 W’s

E Develop

defensible historical

interpretations/ narratives;

Differentiate between historical

accounts and historical fiction

Important Events SS; MC; NHS; NGS; CIV

I I/D Separation from

Britain

E Motives for events

E Louisiana Purchase;

Louis & Clark Expedition

E Exploration;

Early Settlement of the U.S.; American

Revolution; Drafting of the Constitution;

Civil War Important American Individuals/Groups

CIV; SS; MC; NHS; NSC

E George

Washington; Abraham Lincoln

E Martin Luther

King

A E Thomas Jefferson

E Patriots; Loyalists

Columbus

Symbols of the United States

SS; MC; NSCG; NHS

I Flag (E)

I/E Flag(A); Statue of Liberty; Capitol;

Eagle

E Understand the

National Anthem, Pledge of

Allegiance

A A

Important United States Holidays

I/E Fourth of July;

President’s Day; Memorial Day

A


Standards K 1 2 3 4 5 Habits, resources, art, and daily life of Native Americans

SS; NHS; MC E Eastern

Woodland; Plains

E Pre-Columbian (Aztec, Inca,

Mayan) Impact of Westward Expansion on Native Americans

SS; NHS; MC I D E

Motivation and Difficulties of Westward Expansion

SS; NHS; MC E A

Causes of the American Revolution and factors of success

SS; NHS; MC; CIV

E

Causes and effects of the Civil War (political, economic, and social)

SS; NHS; MC; CIV

E

Missouri History SS; MC E Missouri as a gateway to the

West; Missouri as a border state; Missouri as a slave state; Missouri

Compromise; Difficulties obtaining statehood

A


Standards K 1 2 3 4 5 Individuals who made contributions to Missouri

SS; MC E Merriwether

Lewis; William Clark; Mary Easton

Sibley; John Berry Meachum;

George Washinton Carver;

Laura Ingalls Wilder;

Mark Twain; Harry S. Truman;

Thomas Hart Benton

A

Ways Missourians have interacted, survived, and progressed from past to present

SS; MC; NHS E A

Historical Motive SS; NHS; NCSS E People have motives for

actions

D E Context for

motives

Abolitionist movement

SS; NHS I

The Women’s Suffrage Movement

SS; MC; NHS; CIV

I

Movement from Agrarian to Industrial Society

SS; NGS; MC I

Education and work ethic as a characteristic of American society

E




Geography Globe as a representation of the earth

NGS I E A A A A

Use globes NGS; SS; MC; NHS

I E A A A A

Maps represent a place on Earth

I E A A A A

Use maps SS; NGS; MC; NHS: NCSS

I E World and United

States

E Locate continents

and Oceans

E Locate states that border Missouri

E Locate states as parts of regions; Locate Kansas

City, Springfield, St. Louis,

Jefferson City, Columbia, St.

Joseph

E Locate major U.S.

cities; Locate Nations related to early U.S. history

Construct a Map SS; NCSS; MC; NGS; NHS

I D E A A

Use relative location in regard to place

SS; MC; NGS

I/E A A A A

Locate place using a grid system (absolute location)

SS; MC; NGS

I Coordinates

E Latitude and

longitude

A A

Use map key, titles, and compass rose

SS; MC; NGS; NHS

I E E Create map

A A

Estimate distance and scale

NCSS; MGS I E A

Use atlas SS; MC; MGS E A A

Mental mapping I D D D D D



Characteristics of place

SS; NGS; NCSS; MC

E Physical features;

Landforms, Waterbodies, Vegetation, Animal life,

climate

A E Human

characteristics such as:

Population, Architecture, Economics,

Simple demographics; Use of land;

Transportation

D Places in time

Identify and compare features of United States Regions

SS; NGS; NCSS; NHS; MC

I E A

People are affected by, adapt to, and change their environment

SS; MC; NCSS; NGS

I A A A

Identify cultural and personal connections to place

NCSS; MC I D D A A D Places in time

Transportation and communication has changed over time.

SS; MC; NHS; NCSS

I E E Advantages and disadvantages

A A

Transportation and communication effect the flow of people, products, and ideas

SS; MC; NCSS; NHS

E Effects on people

D E Effects on

products and ideas

A

Factors (push/pull) influence groups to settle in a given place

SS; NCSS; MC; NHS

I E A

World Ecosystems SS; NGS; MC; NCSS

I A A


Standards K 1 2 3 4 5 Physical system changes: Seasons, climate, weather, water cycle

NCSS I D E

Geographic features of Missouri

E

Five themes of geography: Location Place Regions Movement Human/Environ- mental interaction

SS; MC; NGS I/E A

Use geography to interpret the past, explain the present, and predict the future

GE; SS; NGS; MC; NHS

I E Present

E Past/Future

A

Migration patterns/ population distribution

SS; NGS; MC; NHS

E

Cause/effect of migration and barriers to movement

SS; MC; NCSS; NGS

E




Economics Resources NHS; SS; JCEE; EA;

MC; NGS; CIV I

Natural D E

Natural, capital, and human

A A

Barter SS; MC; EA; JCEE I E A A A A Trade using money JCEE; SS; MC;

NCSS; EA I E A A A A

Competitive Markets

JCEE; EA; MC I D D D

Public/ private goods

SS; MC; JCEE; NCSS; CIV; EA

I D D E A A

Consumer/ consumption

SS; JCEE; EA; MC; CIV; NHS

I E A A

Producer/ Production

SS; MC; JCEE; EA; CIV; NCSS

I E A A

Supply and demand SS; NHS; MC; NCSS; EA; JCEE; CIV

E A A

Cost-benefit analysis

SS; SM 3.8; CIV; EA; NCSS; JCEE

I E A A

Propose solutions using cost-benefit analysis

SS; SM 3.8; CIV; MC; EA; NCSS; JCSS

E A A

Taxes Who pays How used Who benefits

SS; MC; CIV; JCEE E A E

Existence and purposes of taxes

SS; EA; JCEE; CIV E Sales

A E Tariffs Income

Savings and Investment

SS; EA; MC; CIV E A A

Banking MC; JCEE; SS; EA I E A Scarcity SS; EA; MC; NCSS;

JCEE: CIV; NHS E A A

Interdependence among government, households, and business

SS; EA; MC; NCSS; JCEE: CIV; NHS

E A A



Opportunity Cost SS; EA; MC; JCEE: CIV; NHS

I E A A

Economic factors in Missouri and United States Regions

SS; NCSS; NGS E A

Economic factors in United States History

SS; NHS; NCSS E

Explain, interpret, and predict consequences of economic decisions

SS; EA; MC; NCSS; JCEE: CIV; NGS

E Consumer/

Environmental

E Public/ Private

Income, wealth, and sources of wealth

SS; CIV; JCEE I

Specialization of trade (interdependence)

SS; MC; EA; JCEE; CIV

I D D E A A

Profit/ Profit motive

SS; JCEE; CIV; EA E

Productivity SS; EA; CIV I Mercantilism I



Standards K 1 2 3 4 5 Cultural

Awareness

Factors that contribute to personal identity such as interests, capabilities, and perceptions

NCSS I D D D D D

Identify personal strengths

MC I D D D

People have common physical, social, and emotional needs

SS; CIV; NCSS; NSCG; NGS; MC

I/E E A A A

Needs are met by families, friends, and other groups.

SS; MC; NCSS; CIV

I/E Families and

friends

E Groups and Institutions

A A A

Needs are met in different ways in different cultures and times

SS; NHS; MSCG; NCSS; NGS; MC

E A A A

Explore language, stories, folktales, music, etc. as expressions of culture

NCSS; NGS; MC I D D

Traditions of various groups

NHS; NGS I E A A A A

Compare Institutions and traditions of past and present societies

SM 1.9; SS; NHS; MC; NCSS; NGS

I D D D A



People and groups create places that reflect ideas, personalities, culture, and needs

NCSS E A

Universal Human Rights

NCSS; CIV I/E D E A A

The United States is and has always been multicultural/ diverse

NHS; NCSS I D E E A

Groups and Individuals have impacted events and figures in U.S. History

NHS; NCSS E

Settlement of people of European and African descent in Missouri

SS; NCSS; MC E A

Respect diversity CIV; MC; NCSS I D D D D D Gender Issues CIV I




Social Science Process

Generate Questions to initiate research

SM 1.1; MC; NHS; SS

I D E A A

Conduct research to refine and answer questions

SM 1.1; MC NHS I Discuss with

family members

D Interview

D E A A

Use library/ media sources to gather and organize information

SS; MC I D E A A A

Plan and make written presentations

SM 1.1; NHS; MC E A A A

Plan and make oral presentations

SM 1.1; NHS; MC I E A A A

Plan and make visual presentations

SM 2.1; NHS I E A A A

Review and Revise Communications

SM; SS; NHS E A A

Construct diagrams and posters

SM; SS; NHS I E A A

Use Charts and Graphs/Construct Charts and Graphs

SS 1.1; MC; NHS I D E A E/A

Evaluate Current events in relation to content objectives

NCSS; NHS; NGS I D D D D D

Democratic Decision making

SM 1.10; CIV I/E A A D D D

Work Cooperatively MC; NHS; SM; NCSS

I D D D D D

Use effective personal communication skills

SM; MC I D D A



Social studies writing

SS; SM I D D D E Narrative

Expository

E Narrative

Expository Peaceful resolution of conflict: Identification of problems; Select criteria for judging; List alternatives; Evaluate alternatives; Decide on resolution

SS; NCSS; NSCG; CIV; MC; NHS

I E A A A A

Evaluate the process used to solve problems

NCSS; MC; CIV; SS; NSCG; SM 3.7

I D D E A A

Healthy self concept

MC E A A A A A

Share ideas MC I D D D D D Plan and implement a service project

SS; MC; CIV I D D D D D

Interpret Art and Photographs

NHS; SS I D D D E A

Explore media sources

SS; SM I D D D D E

Identify primary and secondary sources

SS; NHS I D E E Interpret

E/A

Use rules for evidence collection and evaluation

SS; MC; NHS I Sourcing

Cross checking Contexuatlization



Character Education traits Respect; Responsibility; Caring; Cooperation; Honesty; Effort; Patience; Self control

SM; MC I D D D D D

Leadership Skills MC D D D D D Develop, monitor, and revise plans to meet goals

SM 4.5; NCSS; MC

I D D D E E

Appropriate use of social studies vocabulary

I D D E E E

Use technology SM 1.4; NGS; RCC

I D E Locate and select

information

E Review and revise

documents

A E Organize

information Use basic word processing and database

MC; RCC I D D E A

Web sites RCC I D D E Use electronic encyclopedias, atlases, and almanacs

RCC; SS I D E

Use technology to locate graphics and illustrate a presentation

RCC; SM E A

Sequencing SM 1.6; NCSS; SS I/E A A A A Construct timelines SS; NCS; MC;

NHS I/E

Personal I

Early history E A A

Comparison/ Contrast SM 1.6; SS; NCSS; MC

I D E A A A

Cause/ effect SM 1.6; SS; MC; NCSS; NHS

E A A

Evaluate artifacts SS; NHS I/D D D D Conduct investigations to study society

SM 1..3; NGS; NCSS

I E A


Standards K 1 2 3 4 5 Evaluate tables SS 1.6; NCSS I D D D Reading for Inference (subtext)

SS; NGS; NHS I D E A

Distinguish fact from opinion

SM 1.7; NCSS; NHS

I E E/A

Explain reasoning using supporting detail

SM 4.1; SS; MC E A

Examine problems and solutions from multiple perspectives

SM 3.6; NCSS; NHS

I D E A

Effective note-taking and outline construction

SM; NHS I E

Evaluate the reliability of sources

SM 1.7; SS; NCSS

I E

Create and interpret political cartoons

SS; NSCG E

Select, investigate, and present a topic using primary and secondary sources

SS; SM; NCSS I

Defend a position/ point of view

SS; SM; NCSS; CIV

E

Interpret conflicting evidences

SS; SM; NCSS E

Identify bias and points of view

SS; SM; NCSS; CIV

I Multiple views

D E

Differentiate between propaganda and persuasive appeal

CIV I

Social Studies research paper with bibliography (5 Paragraphs)

SM; NHS E

Determine patterns and relationships

I D D D

First Grade Curriculum 60 BOE Approved 1-18-07

FIRST GRADE SOCIAL STUDIES

COURSE DESCRIPTION

First Grade Social Studies is focused on developing first graders’ understanding of the strands of social studies. The curriculum encourages students to apply the democratic process in the community and use basic map and globe skills. It develops historical and cultural awareness through historical figures, symbols, traditions and celebrations, along with basic economic concepts.


FIRST GRADE

I: CORE CONCEPTUAL OBJECTIVE: GOVERNMENT/CIVICS The student will analyze and model responsible citizenship in a community group.

By the end of First grade, all students should know:

State and National Standards Correlations

By the end of First grade, all students should be able to:


1. the basic principles of democratic decision making. (identifying alternatives, reflecting, voting, and majority rule) (E)

SS 3, W, NSCG, CIV, NCSS, NHS, MCG

1. a. identify alternatives. (A) ------------------------------------------------------------ 1. b. reflect on information given. (A) ------------------------------------------------------------ 1. c. vote. (A) ------------------------------------------------------------ 1. d. accept majority rule. (I/E)

SM 1.10, 3.4, W, MCG, NCSS, CIV ----------------- SM 1.10, 3.6, W, NSCG, MCG, CIV ----------------- SM 1.10, 4.1, NCSS, CIV, NSCG, MCG ----------------- SM 1.10, 3.7, MCG, NSCG, CIV, NCSS


2. having rights and exercising them

appropriately is part of being a responsible citizen. (E)

SS 3, GE, W, D, NCSS, CIV, NHS, MC, NSCG

2. a. demonstrate respect for individual rights and the common good. (A)

------------------------------------------------------------ 2. b. discuss rights of citizens within a

community and examine how they are protected. (E)

------------------------------------------------------------ 2. c. model responsible citizenship. (E)

SS 3, NCSS, CIV, W, MCG, NSCG ----------------- SS 3, CIV, NCSS, MCG, D, GE, NSCG ----------------- SM 4.2, SS 3, W, MCG, NCSS, NSCG

3. authority figures make decisions and enforce rules and laws in a community. (E)

SS 3, NCSS, NSCG, CIV, MC, MCG

3. identify authority figures in the community. (E)

W, SS 3, NCSS, NSCG, CIV, MCG

4. laws and rules are made to promote the common good. (E)

SS 3, NSCG, MCG, NCSS, CIV

4. give an example of a decision or law made by an authority figure for the common good. (E)

SS 3, NSCG, MCG, NCSS, CIV

5. there are limits on authority figures. (I) NCSS, CIV, NSCG, MCG

5. discuss the limitations of power of authority figures. (I)

NCSS, CIV, NSCG, MCG

6. peaceful resolution is a way to consider alternatives and find solutions. The process includes identifying issues or problems, brainstorming alternatives, and selecting acceptable solutions (E)

SS 3, PS 3.2, 3.4, 3.6, 3.7, 4.1, W, NCSS, NSCG, CIV

6. a. participate in peaceful resolution processes: identify issue or problem, brainstorm alternatives, select acceptable solution. (E)

------------------------------------------------------------ 6. b. examine different points of view. (I)

SS 3, PS 3.2, 3.4, 3.6, 3.7, 4.1, W, NCSS, NSCG, CIV ----------------- SS, NCSS, CIV, NHS


7. the basic principles of character

education support good citizenship. (D) SS 3, PS 4.2, 4.3, 4.5, GE, RE, D, CIV

7. a. identify and demonstrate responsibility, respect, perseverance/effort, caring, cooperation, integrity, courage, patience, self-control. (D)

------------------------------------------------------------ 7. b. set character related goals to become

responsible citizens. (D)

SS 3, PS 4.2, 4.3, 4.5, RE, GE, D, CIV ----------------- SS, CIV, NCSS, NSCG

8. characteristics of successful communities include all members working towards common goals through leadership and public service. (I, E)

SS 3, W, T, MC, NHS, NCSS

8. a. describe a community including at least one leader and the public service they perform. (D)

------------------------------------------------------------ 8. b. use technology to investigate communities.

(I)

SS 3, CIV, PS 4.3, NSCG, V, NCGG ----------------- NGS, SM 1.4, RCC, Tech


A. FACILITATING ACTIVITIES CCO I: The student will analyze and model responsible citizenship in a community group. ESSENTIAL QUESTION: How do we use our rights and responsibilities for the common good in our school, home, and community? The student will: 1. participate in a class meeting to select a class name. Students will brainstorm a list of names, reflect, vote, and agree on the

class name by majority rule. (The teacher should ask each individual student if they can “live with” the decision made by the class and listen to their reasoning.) The student should reflect on what majority rule means. How does majority rule affect the winners of the vote? How does it affect the losers? What rights do students have? (I C1, I P1a, I P1b, I P1c, I P1d)

2. as a group, make a class rules chart. Discuss how these rules are for the common good. Students will role play situations showing students following the rules vs. not following the rules and discuss the impact on the common good of the class. The students will then identify which actions reflect those of responsible citizens in the classroom. (I C2, I P2a, I P2c)

3. participate in a discussion about rights of citizens and how they are protected in a community. Students will then work in groups of three to create a rules cube. Each student must draw a picture to show one individual right and one rule for the common good. Pictures will be attached to the cube pattern (see appendix page 467). Students will then take turns rolling the cube and identifying whether the picture shows an individual right or a rule for the common good. (I C2, I C4, I P2a, I P2b)

4. listen to Erb and Effy Learn About Authority or Who Makes the Rules to learn about authority figures. Make a list of authority figures in the school, home, or community. Students will work with two partners to choose one authority figure and share a law, rule, or decision that is made by that figure. [The teacher should select an authority figure and give an example of law, rule, or decision that the figure can not possibly make (i.e. the principal decides that no student can ever eat ice cream again.] Students will then discuss why there are limits on authority and give examples of other limits on authority figures. (I C5, I P5, I C3, I P3, I C4, I P4)

5. participate in a class meeting to resolve a classroom issue (talking out of turn, tattling, etc.). After hearing multiple points of view, students will brainstorm alternatives and then select an acceptable solution. Students will then draw a picture representing a character trait that will help with the solution. (I C6, I P6a, I P6b, I P5b)


6. listen to a story on a character trait and then discuss how they portray that trait in their lives. Students will then write how

they show the trait by completing a sentence frame (i.e. I am responsible when…, on a die cut shape and place it on a bulletin board in the hall to share with others). Extension Activity: [Die cuts can be placed in a trait book for students to take home at the end of the year.] (I C5, IP3a, I P3b)

7. describe their community by listing local leaders in their community. The students will choose one community leader they would like to thank for his or her services (e.g. the mayor, librarian, policeman, or principal). Each child will create a medal of honor (see appendix page 468) by drawing a picture on the medal to show what service the leader provides and how they work together to help our community. (I C6, I P6a)

8. investigate communities and their leaders by viewing http://kids.tcrconnections.net (the communities and customs tab). Then students will generate a list of characteristics of successful communities. (I C6, I P6b)

9. in a class meeting, brainstorm a list of character traits that would be useful for the common good of the classroom. Then in future class meetings share examples of classmates demonstrating the selected traits. (I P2a, I Pc5, I P5a)

10. divide a piece of paper in half. On one half of the paper draw a picture of an authority figure providing a public service. On the other half of the paper write a telling sentence identifying the authority figure (see appendix page 469). (I C3, I P3)

11. read literature stories such as Chrysanthemum, by Henkes, or Tyrone the Terrible, by Wihlhem, and identify problems in the story. Brainstorm possible solutions; then write two related sentences about how to solve the problem (see appendix page 470). (I C6, I P6a)

12. create a web about the people in the student’s life who are in charge (authority figures). Consider what would happen in given situations if no one were in charge. (What if there were no fireman, bus drivers, etc.?). Consider what happens if everyone wants to be in charge. (What if everyone got to make up their own classroom rules?) (I C3, I P3, I C4, I P4)


B. APPLICATION LEVEL ASSESSMENT: GOVERNMENT/CIVICS CCO I: The student will analyze and model responsible citizenship in a community group. STUDENT TASK: The student will: 1. use the basic principles of democratic decision making. ( I C1) 2. understand laws and rules are made to promote the common good. (I C4) 3. understand having rights and exercising them appropriately is part of being a responsible citizen. (I C2) 4. accept majority rule. (I P1d) 5. understand how authority figures make decisions and enforce rules and laws in society. (I C3) 6. identify alternatives. (I P1a) 7. reflect on information given. (I P1b) TEACHER NOTES: Students will need to understand the terms individual rights and common good. The teacher will need to construct an example that illustrates conflict between individual rights and the common good. (Examples: Students are requested not to talk to their friends in the hall (individual right) so that an environment that will allow everyone the opportunity to learn can be maintained (common good). A student wants to whistle in class (individual right) but the teacher needs to maintain an environment in which students can work (common good).) The example selected should be meaningful to the students. The chart will be completed as a class activity. Each student should be allowed to provide an individual suggestion for a solution. The students should be asked to cast their vote based on the common good and not on personal preference. The students should be allowed to vote individually. SUGGESTED STUDENT PROMPT: 1. We are going to consider a situation where people’s individual rights might conflict (create a problem) with the common

good. (Teacher presents the chart.) If we honored your individual rights, how would you benefit? What would happen to the community (classroom or other groups as appropriate for example chosen)? If we honored the common good, how would the community benefit? What would happen to your individual rights? Let’s brainstorm some possible solutions to the problem. Now we will vote on a solution. I want you to vote for the solution that is best for the common good.

2. Now that we have voted, we have to respect majority rule. Draw a picture showing how the teacher should enforce our decision.


Individual Rights Common Good

Brainstorm Solutions:


EXAMPLE Individual Rights Common Good

being able to talk at school whenever you want

• I had something to tell my friend

• Someone butted in line

• I saw my teacher from last year

being able to work and think at school

• Someone is taking a test

• Someone is working in the hall

• Slows you down in the hall

Brainstorm Solutions:


SCORING GUIDE

4 3 2 1 Individual rights and common good

Accurately and thoroughly explains the rules’ relationship to both individual rights and common good.

Accurately explains the rules’ relationship to both the individual rights and common good.

Accurately explains either individual rights or the common good.

Unable to explain the rules’ relationship to individual rights or the common good.

Brainstorming and Voting

Determines an acceptable solution for the common good and votes accordingly.

Determines an acceptable solution for common good but votes in support of individual rights.

Determines a solution that is not for the common good.

Unable to determine a solution.

Authority figure enforcement

Identifies an acceptable way for the teacher to enforce the decision and draws a related picture.

Identifies a way for the teacher to enforce the decision and draws a related picture.

Identifies a way for the teacher to enforce the decision and draws an unrelated picture.

Unable to identify a way for the teacher to enforce the decision.

TEACHER COMMENTS:


FIRST GRADE

II: CORE CONCEPTUAL OBJECTIVE: HISTORY The student will use a variety of sources to examine historical figures and symbols.





1. individual Americans played a role in our nations’ history. (I)

NHS, CIV, SS, NCH, NCSS, MCH

1. a. examine books, periodicals, art, photographs, and technology related resources to gather information about past events from a variety of sources. (D)

------------------------------------------------------------ 1. b. gather information from people. (D)

NCSS, W, R, SS, SM ----------------- W, SM 1.3, NCSS, NGS

2. a. George Washington was the first president of our country and known as the “father of our country.” (I/E)

------------------------------------------------------ 2. b. Abraham Lincoln was the 16th

president. He believed in freedom for all Americans and held the country together during a time of trouble. (I/E)

SS 2, MCH, NSCG, NCSS, NCH, NHS -------------------- SS 2, MCH, NSCG, NCSS, NCH, NHS

2. a. compare/contrast George Washington and Abraham Lincoln. (I)

------------------------------------------------------------ 2. b. sequence events in history. (I) ------------------------------------------------------------ 2. c. construct a simple timeline. (I/E)

SM 1.6, MCH, SS, NCSS, NCHE ----------------- W, MCH, SM 1.6, NCSS, NCHE ----------------- MCH, SM 1.6, NCSS, NCHE, W

3. the symbols that represent our nation’s government include the United States flag, the Bald eagle, the Statue of Liberty, and the Nation’s Capitol. (I/E)

SS 2, NHS, NSCG, MCH

3. identify symbols of our nation’s government. (I/E)

SS 2, NHS, NSCG, MCH


4. U.S. holidays that symbolize our government include Independence Day (Fourth of July), Presidents’ Day, and Memorial Day. (I/E)

NHS, NCSS 4. a. explain the importance of national holidays. (I/E)

------------------------------------------------------------ 4. b. determine patterns and relationships

among ideas. (I)

NHS, NCSS ----------------- SM, MCH, NGS, NHS, NCSS


A. FACILITATING ACTIVITIES CCO II: The student will use a variety of sources to examine historical figures and symbols. ESSENTIAL QUESTION: How does our past connect to the present? The student will: 1. complete in a class group, a KWL on George Washington then listen to George Washington by Lola M. Schaefer and Let’s

Read Bibliography: George Washington by B. Waber. Students will complete the KWL noting what they believe are the most important facts about George Washington. As a culminating activity, students will complete a sequencing task that places in order, three events from George Washington’s life. (II C2a, II P2b)

2. listen to Abraham Lincoln by Lola M. Schaefer and Let’s Read Bibliography: Abe Lincoln by B. Waber. Construct a simple timeline of Lincoln’s life (this can be done on a Smart board using the interactive timeline from http://kids.tcrconnections.net). The students will then discuss the character traits exhibited by Lincoln at different times in his life. (II C2b, II P2c, I P5a)

3. at a listening center or as a class, listen to Who Was George Washington? (National Geography book/tape kit) and Who Was Abraham Lincoln? (National Geography book/tape kit). Then complete a “Who, What, When” chart for each (available at http://kids.tcrconnections.net). Using the chart, construct a simple narrative by sharing with a classmate the story of one of the President’s lives. (II C2a, II C2b, I C1, I P1a)

4. use the information and pictures from George Washington and Abraham Lincoln by Lola Schaefer to create a timeline sequence of events from their lives on 12” x 18” sheet of paper. (The teacher should prep paper ahead of time with a hotdog fold and six boxes for information.) Students will draw a picture of an event and then write a sentence below the picture to tell what is happening. As a class, discuss the changes that occurred from George Washington’s time to Abraham Lincoln’s time. (II C2a, II C2b, II C1, II P2c) Extension Activity: Use a Venn diagram to compare and contrast George Washington to Abraham Lincoln, noting observations about change over time. (II P2a, II P4b, II C2a, II C2b)

5. listen to a picture book about a famous American (such as Benjamin Banneker, Clara Barton, Benjamin Franklin, Rosa Parks, Amelia Earhardt, etc.) and identify how they made a difference in our nation’s history. Use a story frame chart (available from http://kids.tcrconnections.net) to draw or write about important contributions of the individual. Use the story frame to write two related sentences about the individual (see appendix page 471). (II C1, II P1a)


6. look at pictures of symbols of our nation’s government (United States flag, the Bald Eagle, the Statue of Liberty, the Nation’s Capitol) and tell why they think these symbols are special. Cut a 12 x 18 piece of paper in half. Fold into four equal sections. Then, draw a picture in each of the four squares to show symbols that represent our nation’s government. Tell why these symbols are special.

7. after listening to Memorial Day, Independence Day, and President’s Day by Helen Frost, work in small groups to create a poster to advertise one of three holidays and the importance of the holiday including the name of the holiday, the month of the holiday, and at least one event to commemorate the holiday. Students will then share their posters with the class and discuss how the holidays are similar. (II C4, II P4a, II P4b)

8. interview a grandparent or other older individual to gather information about national holidays. The students will share the information with the class and compare findings. [Questions could include: “How did you celebrate Independence Day when you were a child?,” “How do you celebrate today?,” “Are national holidays different now from long ago?”] (II C4, II P1b, II P4a)

9. view photos of national symbols then make a KWL chart about symbols. After reading informational books about national symbols such as The American Flag, The Statue of Liberty, The Bald Eagle, etc. by True Books make a mural about our national symbols. Explain the mural to interested adults and classmates. (II C3, II P3, II P1a)


B. APPLICATION LEVEL ASSESSMENT: HISTORY CCO II: The student will use a variety of sources to examine historical figures and symbols. STUDENT TASK: The student will: 1. understand that George Washington was the first president of our country and known as the “father of our country.” (II

C2a) 2. understand that Abraham Lincoln was the 16th president, who believed in freedom for all Americans and held the country

together during a time of trouble. (II C2b) 3. construct a simple timeline. (II P2c) TEACHER NOTES: Instructions and answer choices can be read by the teacher as appropriate. Prior to completing the Venn diagram students need to be reminded that like ideas/criteria should be compared. Interactive timeline and Venn diagram templates are available at http://kids.tcrconnections.net. SUGGESTED STUDENT PROMPT: 1. We have been learning about George Washington and Abraham Lincoln. Make a simple timeline about one of the

Presidents by writing, drawing, or cutting out pictures of their life and placing them in order on the timeline. You need to use four events.

2. Use the Venn diagram to compare and contrast George Washington and Abraham Lincoln. Be sure to mention two ways they were alike and two ways they were different.


SCORING GUIDE

CCO II: The student will use a variety of sources to examine historical figures and symbols.

4 3 2 1 Timeline Four events are

sequenced in correct order in the timeline.

Three events are sequenced in correct order in the timeline.

Two events are sequenced in correct order in the timeline.

Unable to sequence events in the timeline.

Comparing George Washington and Abraham Lincoln

Independently completes the Venn diagram accurately for all categories (two similaritiess and two differences).

Completes the Venn diagram accurately for most categories with limited teacher prompting.

Completes the Venn diagram accurately for some categories with teacher prompting.

Unable to identify similarities and differences on the Venn diagram even with teacher prompting.

TEACHER COMMENTS:


C. APPLICATION LEVEL ASSESSMENT: HISTORY CCO II: The student will use a variety of sources to examine historical figures and symbols. STUDENT TASK: The student will: 1. understand the symbols that represent our nation’s government include the US flag, the Bald Eagle, the Statue of Liberty,

and the Nation’s Capitol. (II C3) 2. understand U.S. holidays that symbolize our government include Independence Day (Fourth of July), Presidents’ Day, and

Memorial Day. (II C4) 3. identify symbols of our nation’s government. (II P3) 4. explain the importance of national holidays. (II P4a) TEACHER NOTES: The following assessment prompts are meant to be easily reproducible and efficient ways to identify student’s ability to identify national symbols and national holidays. Teachers may adjust the suggested prompt to accommodate non-readers as long as the scoring guide can be accurately used.


SUGGESTED STUDENT PROMPT: Name: 1. We have been learning about the symbols that represent our nation’s government. Draw or write four symbols of the

United States on the web.

Symbols of our

Government


Name: 1. Directions: Use the word bank below to identify the holidays of our government. Write the name of the holiday on the

line beneath the description. Word bank: President’s Day Independence Day Memorial Day

1. This holiday we celebrate in honor of soldiers who have died in a war, defending our country. ________________________________ 2. We celebrate this holiday to honor and remember George Washington, Abraham Lincoln and others. _______________________________ 3. On this holiday people celebrate America becoming a country free from England. ________________________________

CCO II: History ALA


SCORING GUIDE

CCO II: The student will use a variety of sources to examine historical figures and symbols.

4 3 2 1 Symbols of our Government

Correctly identifies four symbols (flag, the Bald Eagle, U. S. Capitol, and the Statue of Liberty).

Correctly identifies three symbols (flag, the Bald Eagle, U. S. Capitol, and the Statue of Liberty).

Correctly identifies two symbols (flag, the Bald Eagle, U. S. Capitol, and the Statue of Liberty).

Unable to identify symbols (flag, the Bald Eagle, U. S. Capitol, and the Statue of Liberty).

US Holidays Correctly identifies all of the national holidays.

Correctly identifies two of the national holidays.

Correctly identifies one national holiday.

Unable to correctly identify a national holiday.

TEACHER COMMENTS:


FIRST GRADE

III. CORE CONCEPTUAL OBJECTIVE: GEOGRAPHY The student will apply basic map and globe skills.





1. a map is a representation of a real place on the Earth. (E)

SS 5, NGS, MCG, NHS, NCSS

1. a. locate land and water on a world map. (E) ------------------------------------------------------------ 1. b. locate Missouri and St. Louis on a United

States map. (E) ------------------------------------------------------------ 1. c. use technology related to map skills. (I) ------------------------------------------------------------ 1. d. construct a simple map. (I) ------------------------------------------------------------ 1. e. construct a mental map. (D)

SS 5, NGS, MCG, NHS, W ----------------- SS 5, NGS, MCG, NHS, W ----------------- SM 1.4, NGS, RC, SS 5, MCG ----------------- SM 1.4, NGS, SM 1.5, 1.10, SS 5, MCG ----------------- NGS, SM, W, RC, SS 5


2. a globe is a model of the Earth. (E) SS 5, NGS,

MCG, NHS 2. a. locate land and water on a globe. (E) ------------------------------------------------------------ 2. b. locate the United States on the globe. (E) ------------------------------------------------------------ 2. c. locate a given location on a globe. (D)

SS 5, NGS, MCG, NCSS ----------------- SS 5, MGS, MCG, NCSS ----------------- SS 5, MGS, MCG, NCSS

3. maps have keys. (I) SS 5, NGS, MCG, NHS

3. use a map key and compass rose to answer questions about a map. (I)

SS 5, MCG, NGS, MHS

4. maps and globes have direction (North, South, East, West). (I/E)

SS 5, MCG, NGS

4. a. locate places North, South, East, or West of a given location on a map (use Cardinal directions). (I/E)

------------------------------------------------------------ 4. b. locate places North, South, East, or West

of a given location on a globe (use Cardinal directions). (E)

------------------------------------------------------------ 4. c. label North, South, East, or West on a

globe. (I/E)

SS 5, MCG, NGS ----------------- SS 5, MCG, NGS ----------------- SS 5, NGS, MCG

5. every place on a map or globe has a relative location. (I/E)

SS 5, MCG, NGS

5. describe the relative location of a place. (I/E) SS 5, NGS, MCG


A. FACILITATING ACTIVITIES CCO III: The student will apply basic map and globe skills. Essential Question: How do we use maps and globes to find our way in our school, home, and community? The student will: 1. after reading Me On the Map by Joan Sweeney (Harcourt Reading Series), students will close their eyes and picture their

bedroom at home, then create a map of their room including a map key. (III C1, III C3, III P1d, III P1e) 2. refer to a map placement of the United States (Nystrom materials) to identify places on a map using Cardinal directions

(North, South, East, West). (The teacher will show students on a classroom map how to find each Cardinal direction and students will place their finger on each spot as the direction is identified.) The student will then place their finger on land, water, Missouri, and St. Louis. Using Missouri as the starting point, students will locate two states East of Missouri. Next they will describe that location relative to Missouri. As a follow-up, students will color a map of the United States showing land, water, Missouri, and St. Louis. Students will then draw a compass rose on their map. Using the map key, students will answer questions about the map. (III C1, III P1a, III C3, III P1b, III C4, III C5, III P5, III P3)

3. use Exploring Where and Why software to learn about different maps, map symbols, and Cardinal directions. (III C1, III P1c, III C3, III P3)

4. look at a picture of the Earth (Nystrom Buddy Atlas, page 18). After being asked “What is this a picture of?,” the students will identify the Earth. Then, using a globe, answer “What is this?” by placing their finger on land on the model of the globe. Then place their finger on water. Using the map of the U. S. for reference, locate the United States on the globe. Referring to their knowledge of maps answer how do we know which way is North, South, East, and West when using the globe. Explain and model placement of North, South, East, and West on the globe by traveling North, South, East, and West on the globe with their fingers. Label N, S, E, W using dry erase markers. (III C1, III C2, III P2a, III C4, III P2b, III P2c, III P4b, III P4c)

5. use a matchbox car to compare the size to an actual object. Then discuss the relationship of a globe to the Earth. Then students will work in pairs or small groups to make a globe out of clay, Styrofoam balls, or paper (see www.korthalsaltes.com). (III C2, III P2a, III P2b)


6. take a tour of the school grounds and identify items that could be mapped. After returning to the classroom, work in small

groups to draw a large picture map of the school grounds. Use shapes cut out of colored paper to represent items on the school grounds. Share and explain their maps to the rest of the class, describing the relative location of items on the map and their map keys. (III C1, III C3, III C5, III P1d, III P1e, III P5)


B. APPLICATION LEVEL ASSESSMENT CCO III: The student will apply basic map and globe skills. STUDENT TASK: The student will: 1. locate land and water on a world map. (III P1a) 2. locate land and water on a globe. (III P2a) 3. locate Missouri and St. Louis on a United States map. (III P1b) 4. locate places North, South, East, or West of a given location on a map. (III P4a) 5. locate the United States on the globe. (III P2b) 6. locate places North, South, East, or West of a given location on a globe. (III P4b) 7. label North, South, East, or West on a globe. (III P4c) 8. describe the relative location of a place. (III P5) 9. label North, South, East, or West on a globe. (III P4c) TEACHER NOTES: Use Nystrom materials for globe assessment. Students must be individually assessed. Maps for this ALA and practice leading up to the ALA may be found in Nystrom EWW or at http://kids.tcrconnections.net or www.maps101.com SUGGESTED STUDENT PROMPT: 1. We have been learning about maps and globes. On the map of the world, color all large bodies of water blue. Color all

large bodies of land green. 2. Use the United States map. Locate and color the state of Missouri yellow. Circle the black dot that shows St. Louis. Color

a state that is North of Missouri blue. Color a state that is South of Missouri green. Color a state that is East of Missouri red. Color a state that is West of Missouri purple.

3. Using the Nystrom globe and a dry erase marker label North, South, East, and West. Write a sentence about or tell about the relative location of the United States on the globe.


SCORING GUIDE

CCO III: The student will apply basic map and globe skills.

Proficient

Nearing Proficient

Unable to complete task

Locate land on a map. Locate water on a map. Locate Missouri on a map. Locate St. Louis on a map. Locate places North, South, East, and West of Missouri.

Label directions on a globe. Describe the relative location of the United States on a globe.


FIRST GRADE

IV. CORE CONCEPTUAL OBJECTIVE: ECONOMICS The student will utilize basic economic concepts related to markets.





1. there are private goods and services and public goods and services. (D)

SS 4, W, CIV, JCEE, NCSS, MCE, EA

1. distinguish between public goods and services and private goods and services. (D)

SS 4, CIV, PS 3.5, JCEE, W, NCSS, MCE

2. there are two ways of trading for goods: bartering and trading using money. (E)

SS 4, W, MCE, JCEE, NCSS, EA

2. a. demonstrate how bartering works. (E) ------------------------------------------------------------ 2. b. demonstrate using money to buy goods.

(E)

SS 4, MCE, NCSS, W, JCEE ----------------- SS 4, W, JCEE, PS 3.2, MCE, NCSS

3. there are a variety of jobs in a community that are inter-related. (D)

SS 4, MCE, EA, CIV, W, JCEE, NCSS

4. natural resources (water, plants, animals, land, and air) are valuable. (I)

SS 4, NHS, JCEE, EA, MCE, CIV, NGS

4. identify natural resources. (I) SS 4, EA, NHS, MCE, JCEE


A. FACILITATING ACTIVITIES CCO IV: The student will utilize basic economic concepts related to markets. Essential Question: How do we obtain goods and services in our school, home, and community? The student will: 1. discuss the difference between private goods and public goods within the classroom context and give examples (e.g. the

crayons in your desk are private goods for you alone to use, the crayons at the art center are public goods that we all share). Brainstorm a list of things in the classroom that are public goods (thing we all share) or private goods (thing that are our own). Then brainstorm things in the community (e.g. school playground vs. personal swing set, public library vs. personal book collection). (IV C1, IV P1)

2. examine the difference between private services (hiring someone to cut the lawn) and public services (mail delivery or fire protection services) by choosing a card that lists a service, role play the service with the class and then identify if this is a private or public service. (Teachers be sure to note that public services are provided to everyone regardless of ability to pay. Private services must be paid for by the consumer.) (IV C1, IV P1)

3. brainstorm jobs in our community. Discuss why our community needs each one. Using either the neighborhood large map (Nystrom materials) or Junior Achievement neighborhood map, students will design a community that includes interrelated jobs. Discuss what would happen if one or more of these jobs did not exist (i.e. no fire station). (IV C3)

4. answer the following questions: “Have you ever traded something with a friend?” (Pokeman cards, etc.), “Has your Mom, Dad, or sibling ever asked you to do a task and given you something in return?,” “Has there ever been a time that I have asked you to do something and you received something in return?” (bonus recess for good behavior). Discuss how these activities are actually bartering. Choose from an assortment of pictures something they would like to get, and draw something they could trade for the item they want. (IV C2)

5. as a class, discuss the importance of needs vs. wants because families have limited resources. Students will work together as a class to purchase pictured items for a pet. Student must decide if they can afford the items and if they would benefit their pet’s needs. The teacher will supply large pictures of coins or play money and pictures or real items relating to wants and needs of a pet (for example: basic dog food, fancy dog food, basic collar, fancy collar, leash, raincoat, tennis ball, or light up ball). Each item will be priced by the teacher and displayed. Students will work together to count their coins and supply their pet with everything that it needs to survive. (IV C2, IV P2a)


6. create a resource wheel after a discussion about the value of our natural resources (water, plants, animals, land, and air). Using two paper plates, (one divided into five equal sections and a second plate that has a wedge removed equal to one of the sections), illustrate each natural resource on plate one, one per section. Next place plate two on top of plate one and attach a paper fastener to the center of the plate. Then turn the pattern to reveal each picture and have a partner identify the resources and explain why it is valuable. (IV C4, IV P4)

7. look at newspaper ads from different businesses and discuss the differences between goods and services. Make a working definition of goods and services. On chart paper make a list of goods and services each store or business can provide. In small groups role play being consumers using money, then role play bartering for the goods. (IV C1, IV P1, IV C2, IV P2a, IV P2b)

8. make a trading card of a community job by drawing a picture of the job on an index card and writing the name of the job under the picture. Participate in a group activity in which each student sits in a circle holding a card that represents a different community job. The student will hold a piece of string and toss a ball of yarn to a student holding a related job. Students will pass the yarn until each student receives the yarn and a web is created. The students will then discuss how the web of yarn represents the relationships between jobs in the community. (IV C3)


B. APPLICATION LEVEL ASSESSMENT: ECONOMICS CCO IV: The student will utilize basic economic concepts related to markets. STUDENT TASK: The student will: 1. understand there are two ways of trading for goods: bartering and trading using money. (IV C2) 2. demonstrate how bartering works. (IV P2a) 3. demonstrate using money to buy goods. (IV P2b) TEACHER NOTES: This ALA corresponds to Math objectives and is designed to measure a student’s application of economic concepts related to markets. Use during or after money concepts have been introduced in Math. Bartering situations should be controlled with students made aware of what goods and services are available for trade and who provides them. (Demonstrations of purchases with money should be structured so that popular purchases are planned with savings.) This ALA should be ongoing over several days. It may be helpful to teach and assess the concepts of barter and trading with money separately. Scoring criteria will be based on the student’s application of the principles of money and barter. Students should bring an item from home or make an item to trade and may also barter based on classroom jobs. Students should simulate buying or selling by applying the concept of trading with money by simulating a classroom store, a flea market, etc. After the simulation students will complete a reflection paper.


SUGGESTED STUDENT PROMPT: We are now ready to see how bartering and trading for money works. I will be looking for signs that you understand bartering and trading using money in our classroom simulation. REFLECTION A: (for students obtaining an item from the market) 1. What are the two ways of trading for goods? 2. What did you get at the market today? 3. How did you get it? 4. Was it bartering or trading? Explain why.


REFELCTION B: (for student not obtaining an item from the market) 1. What are the two ways of trading for goods? 2. Was there an item you were interested in? If no, why not? 3. If yes, what item did you want and why did you not get it? 4. Were you trying to barter or trade? Explain why.


SCORING GUIDE

CCO IV: The student will utilize basic economic concepts related to markets.

TRADING FOR GOODS

1. 2 points Identifies two ways to trade for goods. 1 point Identifies one way to trade for goods. 0 points Identifies 0 ways to trade goods.

Reflection A #2 and #3 2 points Identifies both what they got at the market and how they got it. 1 point Identifies either what they got at the market or how they got it. 0 points Does not identify what they got at the market or how they got it. Reflection B #2 and #3 2 points Identifies both what they wanted and why they did not get it 1 point Identifies either what they wanted or why they did not get it. 0 points Does not identify what they wanted or why they did not get it. 3. 2 points Correctly identifies if barter or trade and why. 1 point Correctly identifies if barter or trade but not why. 0 points Incorrectly identifies if barter or trade.


FIRST GRADE

V. CORE CONCEPTUAL OBJECTIVE: CULTURAL AWARENESS The student will compare diverse expressions of culture both past and present.





1. traditions and celebrations help define who we are and help make us unique. (E)

SS 6, GE, RE, D, NCSS, NGS

1. a. share a tradition or celebration unique to their family, culture, or belief system. (I/E)

------------------------------------------------------------ b. respond to others’ questions. (D)

SM 1.2, 1.9, 2.3, SS, GE, RE, D, NCSS ----------------- SM 1.2, 1.6, 2.1, NCSS

2. a. groups of people (past and present) share traditions and celebrations. (E)

------------------------------------------------------ 2. b. groups of people are diverse. (I)

SS 6, GE, RE, D, NCSS, NHS, NGS -------------------- CIV, NHS, NCSS

2. a. connect diverse cultural traditions to personal traditions and look for similarities. (D)

------------------------------------------------------------ 2. b. ask questions (who, what, where, when,

why) about others’ traditions and celebrations. (I)

------------------------------------------------------------ 2. c. construct bar graphs comparing the traditions of a given group. (I) ------------------------------------------------------------ 2. d. examine multiple perspectives and views. (I)

SS 6, GE, RE, D, NCSS, NHS, NGS, SM 1.6 ----------------- SM 1.1, NHS, NGS, NCSS ----------------- SS 1, NCSS, NHS, MC ----------------- SM 3.6, NCSS, NHS


3. a. all people have basic needs and rights

(universal human rights). (I/E) ------------------------------------------------------ 3. b. needs (food, shelter, water, air, clothing, and belonging) are met by families and friends. (I/E)

SS 6, GE, RE, D, W, CIV, NCSS, NSCG -------------------- NCSS, CIV, SS 6

3. a. respect the needs and rights of self and others. (E)

------------------------------------------------------------ 3. b. show how basic needs are met in different cultures. (I)

SS 6, RE, D, NSCG, GE, W, CIV ----------------- NCSS, CIV, NSG, SS 6


A. FACILITATING ACTIVITIES CCO V: The student will compare diverse expressions of culture both past and present. Essential Question: How are we alike or different from diverse cultures of the past and present? The student will: 1. brainstorm traditions and celebrations that their families participate in. Look through Children Just Like Me: Celebrations

by Anabel Kindersley to discover traditions and celebrations of other cultures. Work with an older buddy to research a country designated by the teacher and use resources to discover how that country celebrates the New Year and determine if it has changed over time. Students will create a power point slide with their buddy to share the information. All slides will be compiled and shown to the class. The student will compare and contrast New Year traditions. (V C2a, V C2b, V P2a)

2. share a tradition or celebration of their family and construct, with teacher assistance, a bar graph that shows traditions that students celebrate. Ask questions (who, what, when, where) about other student’s traditions and answer questions about their own. (V C1, V P1a, V P1b, V P2b, V P2c)

3. use magazine pictures to make a poster that shows basic needs and rights. As a follow up use the Nystrom Block Buddy Atlas, pages 34-45, to discuss how children from other cultures also have these same needs and rights. (V C3a, V C3b, V P3b)

4. participate in a class meeting to discuss how we need to respect the needs and rights of others in the classroom, at home, and in our community. Ask questions to understand the ideas of others. (V C3a, V C3b, V P3a, V P2d)

5. listen to a speaker from a variety of cultures or watch a video series such as Children From Other Lands. Then draw a picture about the tradition. Read literature about similar traditions and then complete a Venn diagram comparing the two cultures. (V C2a, V C2b, V P2a)


B. APPLICATION LEVEL ASSESSMENT: CULTURAL AWARENESS CCO V: The student will compare diverse expressions of culture both past and present. STUDENT TASK: The student will: 1. understand traditions and celebrations help define who we are and help make us unique. (V C1) 2. share a tradition or celebration unique to their family, culture, or belief system. (V P1a) 3. understand groups of people (past and present) share traditions and celebrations. (V C2a) 4. ask questions (who, what, where, when, why) about others’ traditions and celebrations. (V P2b) 5. respect the needs and rights of self and others. (V P3a) TEACHER NOTES: This ALA may be shared by students verbally or in writing. Props and pictures should be limited to a few snapshots or one drawing. Possible extension and math connection: discuss number of different traditions and graph them. SUGGESTED STUDENT PROMPT: We have been learning about traditions and celebrations of diverse people. Think about a tradition your family has. Go home and interview your family members to find out what the tradition is and how it began. Be prepared to share this information from memory and bring a picture or a drawing of this tradition with you. After sharing, find another student whose tradition is similar and share similarities. Finally, close your eyes (students) and show thumbs up/down to answer this question: “Are all these traditions the same or different?” Same – thumbs up. Different – thumbs down.


SCORING GUIDE

CCO V: The student will compare diverse expressions of culture both past and present.

4 3 2 1 Shares a tradition Student shares a

tradition and explains thoroughly from memory.

Student shares a tradition and explains with prompting.

Student shares a tradition and explains partially with prompting.

Unable to share a tradition even with teacher prompting.

Respecting the unique traditions of classmates

Student is a good audience member by listening attentively and asking relevant questions.

Student is a good audience member by listening and asking related questions.

Student listens only partially and asks unrelated questions.

Student is not a good audience member.

Students link their tradition with another classmate (where, when, how)

Student is able to link his/her tradition with that of another student and explain similarities.

Student links his/her tradition to another student’s tradition with limited prompting and is able to explain similarities.

Student recognizes a basic connection but is unable to explain similarities even with prompting.

Student is unable to make a connection to another student’s tradition.

Able to identify that traditions are diverse

Student responds with thumbs down that all traditions are diverse.

Student responds with thumbs up that all traditions are the same.


SAMPLE A

We have been learning about how traditions and celebrations help define who we are, how they make us unique, and how they connect to the past. With your child, think about a tradition that your family shares. After talking with you, your child should be able to: 1. Describe the tradition. 2. Explain how the tradition began. (This is not a written activity, the

child will be verbally sharing information with the class.) 3. Share a photograph or drawing which shows the tradition. Examples: (Our family eats spaghetti every Sunday. We use a recipe for homemade spaghetti sauce that was my great grandmother’s. She lived in Italy. Or…Our family eats black eyed peas on New Year’s Day for good luck. This is a southern tradition, and my grandmother and grandfather grew up in Texas. Or…We always put a pickle ornament on our Christmas tree. The ornament was one of my great, great grandmother’s ornaments.) Thanks so much for your help!


SAMPLE B

Traditions and Celebrations

Select a tradition or celebration practiced by your family. Traditions might include, what happens when you lose a tooth, vacations, family gatherings or reunions, special greetings or saying, family recipes, annual events. Celebrations might include holiday events, birthdays, or weddings. Write, draw, or tell about your tradition or celebration to share with the class. You may bring up to four photos, pictures, drawings, or items associated with this tradition. (Breakables are not a good idea.) Find out if your tradition originated in another county in the past. If so, locate this country on a world map. Use your props to share this information with your classmates. Example: On March 17, each year my family celebrates St. Patrick’s Day. We always cook corned beef and cabbage and wear green. I learned the tradition of wearing green began in Ireland, which is called “the Emerald Isle.” One side of my family members was Irish and the recipes have been shared and prepared for many years. We celebrate my Irish background on this traditional Irish holiday. I could bring in some shamrocks I made. Show a picture or drawing on the Emerald Isle (it looks green from an airplane shot in the Spring), and tell how to cook the cabbage or just share the recipe. I can show you (with a pointer) where Ireland is in Europe on my teacher’s world map. It is North and East of Missouri across the Atlantic Ocean.

Appendix K 461 BOE Approved 1-18-07

APPENDIX K

1ST GRADE SUPPLEMENT


FIRST GRADE GLOSSARY FOR TEACHERS

Authority Figure: Someone who has the power to keep order and/or enforce rules or laws. Barter: “Barter” is the direct trading of goods and services without use of money. Caring: demonstrating kindness, courtesy, and compassion. Character Traits: Caring – demonstrating kindness, courtesy, and compassion; Cooperation – working together to accomplish a task; Courage – acting responsibly despite fears or difficulties; Integrity – being truthful, fair, honest and trustworthy; Patience – waiting calmly; Perseverance/effort – striving toward a goal despite challenges; Respect – showing positive regard for self, others, property, rules, and authority; Responsibility- being accountable for your own choices and behavior; Self-control – managing your behavior in a positive way. Common good: “Common good” refers to some program or action that is of benefit to society as a whole. Laws to set up parks, public schools, and public libraries are passed to promote the common good. Cooperation: working together to accomplish a task.. Courage: acting responsibly despite fears or difficulty. Culture: The way of life of a group of people including, a shared past, beliefs, art music, folktales, clothing, language, and food. Democracy: A democracy is a system of government in which rule is by the people. Diversity: Different to, varied. Five Themes of Geography: Location - the exact location of a place on the earth’s surface; Movement - the movement of people, products, information, and ideas within a country and between countries; Place - the physical and human characteristics of a place that set it apart from other places; Regions - how regions form and change; Relationships Within Places - how humans interact with the environment of a place. Integrity: being truthful, fair, honest, and trustworthy. Majority rule: “Majority rule” refers to a pattern of decision making where decisions are made by vote and a decision requires the support of more than half of those voting.


Money: “Money” is anything that people generally accept as a medium of exchange with which to buy goods and services, that serves as a standard of value, and that has store of value. Natural Resources: “Natural Resources” are those “gifts of nature” ---e.g., land, trees, water, fish, petroleum, mineral deposits, fertile soils, and favorable climate conditions for growing crops---that are used to produce goods and services. Patience: waiting calmly. Perseverance/Effort: striving toward a goal despite challenges. Private goods: “Private goods” may be defined as those goods that producers can withhold from consumers who refuse to pay for them, where the consumption of the product or service by one person reduces its usefulness to others. One example is a hamburger. See also “public goods”. Public goods: “Public goods” are goods or services that can not be withheld from customers who refuse to pay for them (nonexclusion), where the consumption of products or services by one person does not reduce its usefulness to others. Examples include national defense, street lighting, flood control, public safety, and fire protection in a crowded neighborhood. See also “private goods”. Relative location: “Relative location” pertains to identifying where a place is by explaining where it is in relation to known places. For example, St. Louis is located a short distance south of the junction of the Missouri and Mississippi Rivers. Respect: showing positive regard for self, others, property, expectations, rules, and authority. Responsibility: being accountable for your own choices and behaviors. Rights: The rights of citizens are identified in the Declaration of Independence and the U.S. Constitution. The personal rights include freedom of conscience and religion, freedom of expression and association, freedom of movement and residence, and privacy. Self-control: managing your behavior in a positive way. Tradition: An idea, custom, or belief that parents pass down to their children.


FIRST GRADE GLOSSARY FOR STUDENTS

Authority figure: a person with the right to use power to control the behavior of others. Bald Eagle: a big, beautiful, strong bird that soars high in the sky. The eagle is America’s national bird. Bartering: trading for things you need or want without using money. Cardinal Directions: The main directions: North, South, East, West Caring: showing kindness to others. Citizen: a member of a community. Common good: actions that are good for the entire community or group. Community: a place where people live and the people who live there. Compass Rose: the symbol on a map that tells you directions, or which way to go Cooperation: working with others on a common task. Courage: the strength to do the right thing even if it is hard. Culture: The way of life of a group of people including that group’s language, music, foods, holidays, and beliefs. Diverse: Unlike others, different or unique. Effort: the work that you do to accomplish a task. Flag: A symbol that stands for a country. Globe: a model of the earth. Government: a group of elected citizens that make rules for a group or community. History: the story of what has happened in a place or to a group of people.


Holiday: a day set aside to honor someone or celebrate a special event. Independence Day: a day that celebrates America’s freedom from England Individual rights: basic freedoms that all people are free to enjoy. Integrity: being truthful. Majority Rule: when more than half of the people voting choose one candidate or decision. Map: a picture or drawing that shows where places are Memorial Day: a national holiday set aside to remember soldiers that have died in wars. Nation: The land occupied by a country. Nation’s Capitol: The domed building in Washington D.C. where laws are made. Natural Resource: Something found in nature that people use. Land, water, air, animals, plants are natural resources. Patience: waiting calmly without complaining. Peaceful resolution: solving a problem by brainstorming solutions and accepting alternative. Perseverance: continuing to try even if something is difficult. President: The leader of our country. President’s Day: a day to honor U.S. presidents. Private goods: Things that belong to an individual. Private services: Work that people do for other individuals and receive payment. Public goods: Things that people share.


Public services: Work that people do to help others in the community by providing something they need or want. Relative Location: describing where something is in relation to another place (the clock is above the door, Kansas is west of Missouri Respect: means believing in the worth of other people and things, treating others as you want to be treated, considering the needs and feelings of others. Responsibility: doing what you say you will do, accepting the consequences of their words or actions, following rules. Self-control: controlling your words and actions. Statue of Liberty: A statue that stands in the New York Harbor and represents freedom for immigrants that come to America. Symbol: A picture that stands for something real. Trading with money: Using money to buy things you need or want. Traditions: a way of doing something that is passed down through a family. Universal Human Rights: Every person has the right to food, shelter, water, air, clothing and belonging. Vote: to choose.


RULES CUBE

CCO I FACILITATING ACTIVITY 3


MEDAL OF HONOR

CCO I FACILITATING ACTIVITY 7


Name: Date: Draw a picture of an authority figure. A is an authority figure who .


PEACEFUL RESOLUTION

Name: Problem: Another kid writes on your paper. Brainstorm: I could or I could . Peaceful Resolution: If writes on my paper I will say . Then I will .


AMERICANS MAKE A DIFFERENCE I learned two facts about . First,

.

I also learned

.


Recommended Resources – General Title Topic Author Company ISBN Reading

Level Amount Per

A Child’s View- Assessment CD Rom

Government, Geography, History, Economics, Culture

Harcourt 0153519770 1

A Child’s View- Big Book Government, Geography, History, Economics, Culture

Harcourt 0153493909 1.5 1 per two teachers

A Child’s View- ePlanner Government, Geography, History, Economics, Culture

Harcourt 0153519975 1

A Child’s View- Leveled Reader Audio Text


Harcourt 0153540354 1

A Child’s View- Leveled Reader Online Collection


Harcourt 015355889X Open Access

A Child’s View- Leveled Reader Teacher Guide


Harcourt 0153530715 1

A Child’s View- Student Edition


Harcourt 0153471255 1.5 1 Per student

A Child’s View- Teacher CD Rom


Harcourt 0153519878 1

A Child’s View- Teachers Edition


Harcourt 0153472731 1

A Child’s View- Teacher Resources


Harcourt 015-3518014

1

Bold items are part of the district materials adoption


Exploring Where and Why- Grade 1

Neighborhood, needs, maps, globes, United States, World

JoAnne Buggey Nystrom 1



RECOMMENDED RESOURCES – GOVERNMENT/CIVICS Title Author Company ISBN Reading

Level Amount Per

Be My Neighbor Communities Maya Ajmera and John Ivanko

Charlesbridge 1570916853P IL P-2 1

Being Fair Voting, common good, citizenship

Robin Nelson Lerner 0822513226

Being Responsible Common Good, Character citizenship


The Boy Who Cried Wolf Common Good, Character citizenship

Tony Ross Penguin

Bully Trouble Resolution of Conflict

Joanna Cole Random House 0394849493P 1.5 LX 280

Bus Driver Authority Figure, roles in community

Jacqueline Gorman Lerner 083683299XP 2.4

Bus Driver Authority Figure, roles in community

Sheila Rivera Lerner 0822553627

Caring Common Good, Character citizenship

Capstone 0-7368-0366-1

1

Communities Roles in Community Jason Harte National Geographic

0792260651

Community Helpers: A to Z Authority Figure, roles in community

Bobbie Kalman Crabtree 0865054045 1.2

Community Jobs Authority Figure, roles in community

Margie Burton Benchmark

Community Plans: Making and Changing Rules and Laws in Communities

Rules and Laws, Common Good

Rosen LX 530

Community Spirit: Symbols of Citizenship in Communities

Citizenship Rosen LX 420

Cooperation Common Good, Character citizenship

Lucia Raatma Capstone 0-7368-0506-0

1

Courage Common Good, Character citizenship

Capstone 0-7368-0507-9

1

Chrysanthemum Character citizenship Kevin Henkes 0688147321 3.9 LX 460

David Goes To School Common Good, Character citizenship

David Shannon Scholastic 0590480871P 1.0 1



A Day in the Life of a Doctor Authority Figure, roles in community

Linda Hayward DK 0789479516P 1.0 LX 250

A Day in the Life of a Firefighter Authority Figure, roles in community


A Day in the Life of a Police Officer Authority Figure, roles in community


A Day in the Life of a Teacher Authority Figure, roles in community


A Day With a Carpenter Authority Figure, roles in community

Joanne Winne Children’s Press 0516230611P 1.0

A Day With a Doctor Authority Figure, roles in community

Jan Kottke Children’s Press 0516230123P 1.0

A Day With a Mail Carrier Authority Figure, roles in community


A Day With a Mechanic Authority Figure, roles in community

Joane Winne Children’s Press 051623062XP 1.0

A Day With a Paramedic Authority Figure, roles in community


A Day With a Police Officer Authority Figure, roles in community


Dentist Authority Figure, roles in community

Jacqueline Gorman Lerner 0836833007P 2.4

Doctor Authority Figure, roles in community


Doctor Authority Figure, roles in community


Doctors Authority Figure, roles in community

Dee Ready Bridgestone 073688453x 1-2 6

Doctors Authority Figure, roles in community

Marlene Targ Brill 0822525313

Chrysanthemum Problem solving Kevin Henkes 06884471195P 3.9 LX 460

Custodians Authority Figure, roles in community


Election Day Voting, Democratic Decision making

Mir Ansary Heinemann 1403488983

EMTS Authority Figure, roles in community

Kristin Nelson 0822554755

Firefighter Authority Figure, roles in community


Firefighter Authority Figure, roles in community




A Firefighter Wears a Helmet Authority Figure,

roles in a community Pamela Graham National

Geographic 0792242866

Firefighters Authority Figure, roles in a community

Allison Behuke 0822525321

Firefighters Authority Figure, roles in community

Dee Ready Bridgestone 0736884556 1-2 6

Firefighters Authority Figure, roles in community

Angela Royston

Following Rules Rules and laws Robin Nelson Lerner 0822513218 Hands are Not for Hitting Common Good,

Character citizenship Martine Agassi 1575420775P

Helping Out Common Good Becky Ward Houghton Mifflin 0618481591 The Honest to Goodness Truth Common Good,

Character citizenship Patricia McKissack 0689853955P LX 450

Honesty Common Good, Character citizenship

Capstone 0736803696

How Do Rules Get Made? Rules, Common Good

Barbara Wood Scott Foresman 03281479915

I Did It, I’m Sorry Common Good, Character citizenship

Caralyn Buehner 0140567224P 2.2 LX 460

I Work at Night Authority Figures, roles in community

Leroy Taylor National Geographic

0792243013

Jobs Authority Figures, roles in community

Rowan Sellers National Geographic

0792260570

Know and Follow Rules Rules, Common Good

Cheri Meiners Free Spirit

Law and Order Common Good David Conrad Spyglass Books Learning About Authority (Erb and Effy, Teacher’s Guide)

Authority Figures, roles in community

Center for Creative Education

0898181860

Let’s Vote (Online) Voting Charles Woods Harcourt On-level Open Access

Librarian Authority Figure, roles in community


Librarians Authority Figure, roles in community

Judith Jango Cohen 082252533X



Mail Carrier Authority Figure, roles in community

Joanne Macken Lerner 0836835972P 2.4

Making A Law Rules, Common Good

Sarah De Capua Children’s Press

Making Rules Rules, Common Good, Authority Figures


Meet a Community Helper Authority figures Linda Yoshizawa Houghton Mifflin

100618481451

My Neighborhood Authority Figure, roles in community

David Meissner 1410815404

My Town at Work Authority Figures, roles in community

Gare Thompson National Geographic

0792285182

Neighbors at Work Authority Figures, roles in community

Susan Meredith Benchmark 1410826451

Nurses Authority Figure, roles in community

Marlene Targ Brill 0822554763

Patience Common Good, Character citizenship

Capstone 0736805087

People Who Lead Us Authority Figures Lesley Pether National Geographic

0792243412

People Work at the Supermarket Roles in community Felix James National Geographic

0792292146

Policemen Authority Figure, roles in a community

Allison Behuke 0822525348

Police Officer Authority Figure, roles in community

Jacqueline Gorman 083683304XP 2.2

Police Officer Authority Figure, roles in community


Police Officers Authority Figure, roles in community

Dee Ready Bridgestone 1560655135P 1.4 6

Postal Carrier Authority Figure, roles in community


The Post Office Book Authority Figure, roles in community

Gail Gibbons 0064460290 1.0-1.9 LX AD840

Principals Rules, Common Good, Authority Figures

Melanie Mitchell 0822525356

Primary sources: My community Then and Now

Authority Figures, roles,

Karen Donovan Teacher Created materials

0743982371

Orb and Effy Learn About Authority Authority Figure, roles in community

Center for Civic Education

0898181828 1



Orb and Effy Activity Book Authority Figure, roles in community


1

Orb and Effy CD Rom Authority Figure, roles in community


1

Respect Character, Citizenship, Common Good

Capstone 0736803718 1

Respecting Others Character, Citizenship, Common Good


Responsibility Character, Citizenship, Common Good

Capstone 0736803726 1

Roxaboxen Citzenship, common good, community

Alice McLerran Harper Trophy 0060526335P 1

Rules Rules, Common Good, Authority Figures

Margie Burton Benchmark 9781583440810

Rules Rules, Common Good, Authority Figures

Barabara Luciano Scott Foresman 0328147710

Rules and Laws Keep Me Safe (online) Rules, common good, responsibility

Harcourt Below level

Open Access

Rules Make Life Work Rules, Common Good, Authority Figures


School Bus Drivers Rules, Common Good, Authority Figures


School Principals Authority Figure, roles in community

Tracy Boras Bridgestone 0736884629 1-2 6

School Rules

Rules, Common Good

Larry Brimmer Scholastic 0516273892

Self-Discipline Rules, Common Good, Authority Figures

Capstone 0736805117 1

Strange Laws (Online) Rules, Laws Charles Woods Harcourt Above level

Open Access

Teacher Authority Figure, roles in community

Joann Macken Lerner 0836836006P



Teacher Authority Figure, roles in community


Teachers Rules, Common Good, Authority Figures


Tyron the Terrible Problem Solving Wihlhem Veterinarian Authority Figure,

roles in community Joanne Macken Lerner 0836836014P 2.4

We Can Work It Out: conflict Resolution for Children

Conflict resolution, Problem Solving

Barbara Polland Tricycle Press

We Need Doctors Authority Figure, roles in community

Lola Schaefer Pebble 0736885897 K-1 6

We Need Firefighters Authority Figure, roles in community


We Need Police Officers Authority Figure, roles in community


We Need Principals Authority Figure, roles in community

June Scoggins Bauld

Pebble 0736887164 K-1 6

We Need Teachers Authority Figure, roles in community

June Scoggins Bauld

Pebble 0736887172 K-1 6

What Does Peace Feel Like Common Good, Character

Vladimir Radunsky Atheneum 0689866763P 2.7

What Is A Community A to Z? Roles in Community Bobbie Kalman Sagebrush What People Do Authority Figures,

roles in community Margie Burton Benchmark 1892393719

Why We Have Rules Rules, Common Good, Authority Figures


Who Can Help? Authority Figures Marcie Bovetz McGraw Hill 1404538402 Who Makes the Rules? Rules, Common

Good, Authority Figures

Lola Schaefer Benchmark 1-5834-4403-3

K-1 6

Who Makes the Rules? Rules, Common Good, Authority Figures


Bold items are part of district materials adoption


RECOMMENDED RESOURCES – HISTORY Title Author Company ISBN Reading

Level Amount Per

A. Lincoln and Me People in History: Abe Lincoln

Louise Borden Scholastic 0590457152 1

Abe Lincoln People in History: Abe Lincoln

B. Waber Capstone 1560653418 2.3

Abe Lincoln Goes to Washington People in History: Abe Lincoln

Cheryl Harness National Geographic

0792237366 3.4 1

Abe Lincoln: The Young Years People in History: Abe Lincoln

Keith Brandt Troll 0893757519 Ages 9-12

Abe Lincoln’s Hat * People in History: Abe Lincoln

M. Brenner Random House 0679849777 2

Abraham Lincoln * People in History: Abe Lincoln

I. & E. Douline

Abraham Lincoln Abraham Lincoln, Sequence

Kristin Cashore Houghton Mifflin 032814388X LX 310


A. Colver


Clara Judson

Abraham Lincoln Abraham Lincoln, Sequence

Wil Mara Scholastic 0516273345P 2.0 6


Patricia Miles Martin

Abraham Lincoln People in History: Abe Lincoln

Lola Schaefer Pebble 0736881093 LX 350 6

Abraham Lincoln People in History: Abe Lincoln

Pamela Walker Children’s Press 051623586P LX 250 6

Abraham Lincoln: Great Man, Great Words Abraham Lincoln, Sequence

Kristin Cashore Houghton Mifflin 0328143901 LX 680

Abraham Lincoln: Lawyer, Leader and Me Abraham Lincoln, Sequence

Justine and Ron Fontes

Dorling Kindersley

0789473755 3.4 LX 790

Abraham Lincoln: Our 16th President Abraham Lincoln, Sequence

Kristin Cashore Houghton Mifflin 0328143898 LX 710



Adventures of George Washington * People in History: George Washington, Sequence

M. Davidson

America in the Time of Abraham Lincoln People in History, Sequence, Abraham Lincoln

Sally Isaacs Heinemann 1575729377

America in the Time of George Washington People in History, Sequence, George Washington

Sally Isaacs Heinemann 1575729342

The American Flag Symbols, Flag Tristan Binns Heinemann 15881041XP 2.0 6 The American Flag Symbols, Flag Judith Jango Cohen Lerner 0822537532P 2.0 6 The American Flag Symbols, Flag Lloyd Dougnlas Scholastic 0516278738 K-2 6 The American Flag Symbols, Flag Patricia Ryon Quiri Children’s

Press 0516263706 4.4

At Play: Long Ago and Today Lynnette Brent Heinemann 1403445389 The Bald Eagle Symbols, Eagle Tristan Binns Heinemann 1588104028 2.0 6 The Bald Eagle Symbols, Eagle Lloyd Douglas Children’s

Press 0516278746P IL K-2 6

The Bald Eagle Symbols, Eagle Anne Hempstead Heinemann 1403470103 LX 1000 Bald Eagle Symbols, Eagle Gordon Morrison Houghton

Mifflin

The Bald Eagle Symbols, Eagle Patricia Ryon Quiri Grolier 0516263730 4.0 Betsy Ross and the Silver Thimble Symbol, Flag Stephanie Greene Simon and

Schuster

Boomtowns and Ghost Towns (online) Past, Change, Sequence

Ann Phyllis Harcourt Above Level

Open Access

Building Liberty: A Statue Is Born Symbol, Statue of Liberty

Serge Hocahin National Geographic

Buttons for General Washington * People in History: George Washington, Sequence

Peter Roop Lerner 0876144768 2.0

Children of Mount Vernon: A Guide to George Washington’s Home

George Washington, Sources

Miriam Bourne Doubleday 03851555352

Columbus Day National Holidays, compare and contrast

Mir Ansary Heinemann 1588104303P 2.0 6

Columbus Day National Holidays, compare and contrast

Christina Gardeski 0516263102 2.0

The Copper Lady Symbols, Statue of Liberty

Alice Ross Lerner 0876149603

F Is For Flag Symbols, Flag Wendy Lewison Grossett and


Dunlap A Flag For All Symbols, Flag Larry Brimmer Children’s

Press

A Flag For Our Country Symbols, Flag Eve Spencer Raintree 0811480518P Flag Day National Holidays,

Flag Day Mir Ansary Heinemann 1588105725P 2.0 6

Flag Day National Holidays, Flag Day

Mari Schuh Capstone Press

The Flag Maker Symbols, Flag Susan Bartoletti Houghton Mifflin

0618267573 1

The Flag We Love Symbol, Flag Pam Ryan Charlesbridge 0881068446 1 Four Seasons Make A Year Past and Present Anne Rockwell 0802788831P The Fourth of July National Holiday: 4th

of July Natalie Goldstein Scott

Foresman 0328148024

The Fourth of July on the Plains National Holiday: 4th of July

Jean Van Leeuwen McGraw-Hill 0803717717 1-4

The Fourth of July Story National Holiday: 4th of July

Alice Dalgliesh Simon & Schuster

0689718764 2.5 LX 790

From Cloth To American Flag Symbol, Flag Melanie Mitchell Lerner 0822521423 1 Election Day National Days,

Election Mir Ansary Heinemann LX 500

2.0

George Washington Biography, George Washington, sequence

Philip Abraham Scholastic 0516236032 K-2 6


Barbara Luciano Scott Foresman

0328147834


Lola Schaefer Pebble 0736801103P LX 360 6


Wil Mara Children’s Press

6


Capstone 4466x 1


Mike Venezia 0516274749P IL 2-5

George Washington: Father of Our Country Biography, George Washington, sequence


0328147850



George Washington: Our First President Biography, George Washington, sequence

Garnet Jackson 043909867XP 2.4 LX 350

George Washington: Our First President Biography, George Washington, sequence


0328147834

George Washington: The Young Years Biography, George Washington, sequence

Keith Brandt Troll 0816774358 Ages 4-8

George Washington: Young Leader Biography, George Washington, sequence

Laurence Santrey 0893757594 Ages 9-12

George Washington: A Picture Book Biography, George Washington, sequence

James Cross Giblin Scholastic 0590481010 1-3

George Washington’s Breakfast Biography, George Washington

Jean Fritz Coward-McCann

George Washington’s Teeth Biography, George Washington, sequence

Deborah Chandra and Madeleine Comora

Farrar Straus Giroux

0374325340P 3.6 1

Hall of Heroes (online) Flag, Important Americans

Richard Martin Harcourt Above Level

Open Access

Happy Birthday, America National Holiday: 4th of July

Natalie Goldstein Scott Foresman

0328148016

History Behind the Holidays National Holidays Natalie Lunis Benchmark 9781590001202 6 Holidays National Holidays Stewart Gardiner National


Honest Abe Biography, Abraham Lincoln

Edith Kunhardt 0688158382P 2.0 LX 630

How Has It Changed? Compare and Contrast, Then and Now

Jan Pritchett Rigby 0635184100 1

Hurray for the Fourth of July National Holiday Wendy Watson Houghton Mifflin

I Pledge Allegiance Symbols, Pledge of Allegiance

Bill Martin and Michael Sampson

Lerner 0763625272P 3.0

If You Grew Up With Abe Lincoln * Abraham Lincoln, Sequence

Ann McGovern Scholastic 0590451545P 3.4 LX 670

1

If You Grew Up With George Washington *

Biography, George Washington, sequence

Ruth Gross Scholastic 0590451553P 3.4 LX 680

1

If You Were At the First Thanksgiving First Settlers, Cultural exchange, native Americans

Anne Kamma Scholastic


Independence Day National Holiday, 4th of July

Mir Ansary Heinemann LX 500

Independence Day National Holiday: 4th of July

Helen Frost Pebble Publishing

0736887261 K-1 6


Natalie Goldstein Scott Foresman

0328148032

Independence Day National Holiday, 4th of July

David Marx Children’s Press


Robin Nelson Lerner 0822513188 K-1 6

Just Like Abraham Lincoln Biography: Abraham Lincoln

B. Waber Scholastic 0590433555

Keep On Sewing, Betsy Ross!: A Fun Song About the First American Flag

Symbols, Flag Michael Dahl Picture Window Books

L is For Lincoln: An Illinois Alphabet Biography: Abraham Lincoln

Kathy-Jo Wargin 1585362506P IL K-5

Labor Day National Holidays Mir Ansary Heinemann 1403489017 LX 500 Let’s Read Biography: Abe Lincoln Biography: Abraham

Lincoln Houghton

Mifflin 0395813395 1

Let’s Read Biography: George Washington Biography, George Washington, sequence

Houghton Mifflin

039581328X 1

Let’s Read: Abraham Lincoln Biography: Abraham Lincoln

Sonia Black Scholastic 0439295459 Ages 4-8

Let’s Read: George Washington Biography, George Washington, sequence

Kimberly Weinberger

Scholastic 0439281350

The Liberty Bell Symbols, Liberty Bell

Tristan Binns Heinemann 1588104036P 2.2 6


Lloyd Douglas Scholastic 0516278754P IL K-2 6


Gail Sakurai 0516299674P IL 3-5

Memorial Day National Holidays Mir Ansary Heinemann 1588104338P 2.2 Memorial Day National Holidays Helen Frost Pebble

Publishing 0736887288 K-1 6

Memorial Day National Holidays Jacqueline Cotton 0516273698P 1.3 6 My County Then and Now National Symbols Teacher Created

Materials 074398188X

My Country ‘Tis of Thee Symbols, Samuel Smith Scholastic My First Fourth of July Book National Holidays,

4th of July Harriet W. Hodgson Children’s Press

Old Glory Symbols: Flag Jeanne and Bradley National 0792246721


Weaver Geographic Old Time Toys Compare and

Contrast, Then and Now

Bobbie Kalman Crabtree 0865055203 3

A Picture Book of Abraham Lincoln Abraham Lincoln, Sequence

David Adler Holiday House 0823408019 1-3

A Picture Book of George Washington Biography, George Washington, sequence

David Adler Holiday House 0823408000 1-3

The Pledge of Allegiance Symbols, Pledge of Allegiance

Lloyd Douglas Scholastic 0516278762 1.0 6

The Pledge of Allegiance Symbols, Pledge of Allegiance

Lola Schafer Heinemann 1588103986 LX 400 1

Pledge of Allegiance Symbols, Pledge of Allegiance

Francis Bellamy Scholastic 0439399629

President’s Day National Holidays Mir Ansary Heinemann 1588104346P 2.0 1 President’s Day National Holidays Helen Frost Pebble

Publishing 0736887296 K-1 6

President’s Day National Holidays David Marx 0516273760P 2.2 President’s Day National Holidays Robin Nelson Sagebrush Primary sources: My Country Then and Now Symbols, sources,

people make a difference in history, compare and contrast, national Holidays


074398188X

Red, White, and Blue (online) Symbols and Holidays

Harcourt Below level

Open Access

Red, White, and Blue National Anthem, Flag

John Herman 0152053980P 2.4

Red, White, Blue and Uncle Who? Symbols Teresa Bateman Holiday House Remember George Washington Biography, George

Washington, sequence

Cynthia Rothman Newbridge 30006RP444 1-2

Songs, Symbols, and Sayings of the United States (Primary)

Symbols Scott foresman 0328036722

Songs, Symbols, and Sayings of the United States (Intermediate)

Symbols Scott foresman 0328036749

The Star Spangled Banner (online) Flag Sharon Fear Harcourt On-level Open Access

Stars and Stripes: the Story of the American Flag

Symbols, Flag Sarah Thompson Harper Collins



The Statue of Liberty Symbols Susan Ashley Weekly Reader The Statue of Liberty Symbols, Statue of

Liberty, Examine Sources

Tristan Binns Heinemann 1588104052P 2.4 1

The Statue of Liberty Symbols, Statue of Liberty

Lloyd Douglas 0516278770P IL K-2 6


Anne Hempstead Heinemann 1403470111 LX 900


Natalie Miller Children’s Press 0516466550

The Statue of Liberty Symbols, Statue of Liberty, Examine Sources

Lucille Penner Random House 06786928XP 1.2 LX 250

1


Patricia Ryan Quiri Grolier 0516263854 4.0

The Story of Abraham Lincoln Biography, Lincoln Patricia Pingry Candy Cane Press The Story of the Statue of Liberty Symbols, Statue of

Liberty Betsy & Giulio Maestro

McGraw-Hill 0021466637

Symbols of Freedom Symbols, Flag, Anthem, Capitol, Eagle, Statue of Liberty

Jeanne and Brady Weaver

National Geographic

0792248392 6

Uncle Sam and Old Glory: Symbols of America

Symbols: Flag Delmo C. West 0689820437 1-3

The U.S. Flag Symbols, Flag Anne Hempstead Heinemann 140347009X LX 1000 The U.S. Capitol Symbols, Capitol Ann Hempstead Heinemann 1403470073 The U.S. Capitol Symbols, Capitol Lola Schafer Heinemann 1588103994 LX 400 Veterans Day National Holidays Mir Ansary Heinemann 1588104354P 2.0 Veterans Day National Holidays Marlene Targ Brill 1575057662P 3.0 A Visit to the Statue of Liberty Symbols Melissa Burke Houghton Mifflin 0618481583 Washington, D.C. Symbols,

Monuments, The White House

Gustav Blumchen National Geographic

0792242890

The Washington Monument Symbols, Monuments

Lola Schafer Heinemann 1588104001

We Live Here Too! Kids Talk About Good Citizenship

Citizenship Nancy Loewen Picture Window Books

What Freedom Means to Me: A Flag Day Story

Freedom, Justice, Equality

Heather Henry Cubbie Blue

The White House Symbols, The White House

Tristan Binns Heinemann 1588104060P 2.4

Who was Abraham Lincoln? Biography, Abraham Lincoln, sequence

National Geography

1-2

Who was Christopher Columbus? National 2


Geography Who was George Washington? Biography, George

Washington, Sequence

National Geography

1-2

Young Abe Lincoln Biography, Abraham Lincoln, sequence

Cheryl Harness National Geographic

0792227131 4 1

You’re a Grand Old Flag: A Jubilant Song About Old Glory

Symbols, Flag George Cohen Picture Window Press

2.0

Bold items are part of the district materials adoption Films America’s Flags Symbol: Flag Teachers Video America’s National Holidays National Holidays Teachers Video America’s Symbols Symbols Teachers Video American Flag: Story of Old Glory (video) American History for Children: National Observances

National Holidays Schlessinger

American History for Children: United States Flag

Symbols : Flag, Pledge

Schlessinger

Animated Hero Classics – Abe Lincoln Nest Ent. Inc. 1572251727 1 Animated Hero Classics – George Washington

Nest Ent. Inc. 1572251654 1

Great Americans For Children: Abraham Lincoln

Schlessinger

Great Americans For Children: George Washington

Schlessinger

National Observances Schlessinger 1-5725-5068-2

Old Glory Symbols: Flag ABC/United Learning

A Pledge is a Promise Pledge of Allegiance Teachers Video President’s Day National Holidays ABC/United

Learning

The Star Spangled Banner Symbols: Flag National Geographic

Symbols of America Symbols Discovery This is Our Country Symbols Teachers Video The U.S Flag Schlessinger A Visit to the Statue of Liberty Symbols Melissa Burke Houghton Mifflin Bold items are part of the district materials adoption


We Pledge Allegiance Pledge Teachers Video We Vote Elections Teachers Video What is the Flag? Symbols: Flags Teachers Video Bold items are part of the district materials adoption


Recommended Resources – Geography Title Author Company ISBN Reading

Level Amount Per

As the Crow Flies Maps as representations

Gail Hartman Simon & Schuster

0689717628P 2.1 LX 320

1 (part of Grade K Nystrom Borrow when Needed

As the Road Runner Runs: A First Book of Maps

Maps as representations

Gail Hartman Simon & Schuster

0027430928 Ages 4-8

Fighting Back (online) Human environmental interaction

Joanna Korba Harcourt Above Level

Open Access

Earth’s Land and Water Land and Water Bonnie Beers Capstone Press Forest Bright, Forest Night Place Jennifer Ward Dawn

Publications 1584690674

Geography: Landforms and Bodies of Water Land and Water Gary Shipman How to Use a Map Mapping, Maps as a

representation of the earth

Gary Shipman

Look Down Maps as a representation of the earth


Looking Down Maps as a representation of the earth


Looking at Maps and Globes Maps as a representation of the earth

Carmen Bredeson Scholastic 0516259822P 1.5 LX 410

Lost Locating Places, Mental Mapping

David McPhail Little Brown 0316563366P 1.2

Making Maps: Where’s The Party Mental Mapping, Maps as representation of places on Earth

John Burstein 0836838262

Maps Maps as a representation of the earth

Ari Brennan National Geographic

978142635054

Maps Maps as a representation of the earth

Cynthia Swain Benchmark 1590007984 6



Maps and Globes Maps and globes as representations of the earth

Jack Knowlton Harper 0064460495P

3.5 Borrow from Kindergarten as needed

Mapping North America Maps as a representation of the earth

Kate McGough National Geographic

079228741X

Fluent 16 6

Me on the Map Maps as a representation of the earth

J. Sweeney 0517885573P

2.5 1

My Street Maps as representation of the Earth, Mental Mapping

Rebecca Treays Usbourne 780746030776

1

My Town (online) Mental Mapping, Land, water

Harourt Below Level

Open Access

My Town Maps as representation of the Earth, Mental Mapping

Rebecca Treays Usbourne 780746030790

1

Places in my community Locate places, mental mapping

Zeina Mahran National Geographic 0792260538

North, South, East, West Map Features, Direction

Allan Fowler Grolier 0516460110P

2.0

The Park Maps as representations, Mental mapping

Marilyn Woolley National Geographic

0792287207 6

A River’s Journey Maps as representations, mental mapping

Kate McGough National Geographic 0792287061

Tulip Sees America Maps, relative location

Cynthia Rylant 0439399785P

3.0 LX 530

1

Types of Maps Maps as representations

Mary Wade Scholastic 0516277685P

2.4

We Need Directions Relative Location Sarah De Capua 0516273809P

IL 1-2

Where is My Continent? Maps as representations, Locate places

Robin Nelson Lerner 0822519828 6

Where is My Country? Maps as representations, Locate places

Robin Nelson Lerner 082251981X

6



Where is My Home? Maps as

representations, Locate places

Robin Nelson Lerner 082251978X

6

Where is My State? Maps as representations, Locate places


Where is My Town? Maps as representations, Locate places


Where is Water? Location, Water Robin Nelson Lerner 0822545934 Where People Live Human/environmen

tal interaction Scott White National

Geographic 0792260708 6

Where People Live Human environmental interaction




Recommended Resources – Economics Title Author Company ISBN Reading

Level

Alexander, Who Used to Be Rich Last Sunday *

Trade: Money Judith Viorst Simon & Schuster

0689711999 3

All About Money Trade: Money Erin Robinson 0516246720P All Kinds of Markets (online) Goods, Trade Ann Rossi Harcourt On-Level Open

Access All Twisted Up (online) Goods, jobs, Trade Judy Nayer Harcourt Above

Level Open Acess

Arthur’s Funny Money Trade: Money Lillian Hoban Harper 0064440486P 2.5 LX 490

The Big Buck Adventure Trade: Money Shelly Gill 0881062952P IL K-2 1 Bunny Money Trade: Money Rosemary Wells Penguin 0803721463 2.0 1 Caps for Sale Trade: Money Esphyr Solbodkina Harper 0064431436 2.1

LX 480

Dimes Trade: Money Mary Hill 0516251694P 1.0 Do We Want It? Marge Burton Benchmark 1583441948 1 A Dollar for Penny Trade: Money Julie Glass Random House 0-6798-8973-6 1.0

LX 150 1

Dollars Trade: Money Mary Hill 0516251708P 1.0 The Doorbell Rang Private Goods Pat Hutchins Moor 0688092349P 1.5

LX 340

Economic Teaching Strategies (K-2) Trade, Interdependence, Resources

NCEE Library

Focus: Grades K-2 Economics Trade, Resources, Goods

NCEE Library

Going Shopping (online) Goods and Services, Jobs

Harcourt Below Level

Goods Goods and Services, Jobs

Martin Reed National Geographic

9781426350504

Jack and the Beanstalk Trade: Barter Paul Galore 0899190855P 2.0 Jack and the Beanstalk Trade: Barter Matt Faulkner Scholastic 0590401645 2.0 Jobs Interdependence Rowan Sellers National


Jobs, Jobs, Jobs Interdependence Barbara Luciano Scott Foresman 032814777X Jobs in My Community Interdependence Barbara Luciano Scott Foresman 0328147796 Labor Day Jobs, Goods and

Services Mir Ansary Heinemann 1403489017



Money Trade Using Money Joe Cribb Dorling Kindersley

0756613892

Money Trade Using Money Natalie Lunis Benchmark 978159001189 My Money (Part 1) Money, goods and

services Richmond Fed Federal Reserve

My Town at Work Interdependence, Jobs

Gare Thompson National Geographic

0792285182

Nickels Trade: Money Mary Hill 0516251716P 1.0 On Market Street Trade, Resources Arthur Lobel Mooro 0688087450 2.8 On the Other Side of the River J. Oppenheim Franklin Watts 0531025624 Pennies Money Mary Hill 0516251724P 1.0 Personal Finance Economics (K-2) Goods and Services,

trade, interdependence, Resources

NCEE Library

Places in My Community Interdependence Zeina Mahran National Geographic

0792260538

Playdough Economics Goods and Services, trade, interdependence, Resources

NCEE Library

Quarters Trade: Money Mary Hill 0516251732P 1.0 Saving Money Trade: Money Tanya Thayer 0822512912P IL K-2 Spending and Saving Trade: Money Mary Hill 0516251740P 1.0 The Story of Money Trade: Barter,

Money Betsy Maestro 0688133045P 1

The Trading Game Trade: Barter, Money

Alfred Slate Harper 0064404382 5

What Do People Do All Day? Interdependence Richard Scary Harper 0007111584 Ages 4-8 What Do We Need? Basic Needs Benchmark 1 Who Does This Job? Interdependence Barbara Luciano Scott Foresman 0328147788 Why Money Was Invented Trade: Barter,

Money

Wool Keeps Me Warm Economic interdependence, natural resources

Mario Lucca National Geographic

9780792242697



Recommended Resources – Cultural Awareness Title Author Company ISBN Reading

Level Amount Per

A is for Africa Cultural Tradition, Similarities and Differences in cultures

Ifeoma Onyefulu Penguin 0-14-056222-2

2

A is for Americas Cultural Tradition, Similarities and Differences in cultures

Cynthia Chin-Lee & Terri dela Pena

Morro 0-531-30194-X

2.3

A is for Asia Cultural Tradition, Similarities and Differences in cultures

Cynthia Chin-Lee Grolier 0531071413 3.4

All in a Day Cultural Tradition, Similarities and Differences in cultures

Mitsumasa Anno Penguin 0689117272 2

All Kinds of People, What Makes Us Different

Cultural Tradition, Similarities and Differences in cultures

Jennifer Waters Spyglass Books

America Is Similarities and Differences in Cultures

Louise Borden 1416902864P 3.0 LX 290

Apple Pie 4th of July Similarities and Differences in Tradition and Culture

Janet Wong Voyager Books 0152057080

Art Around the World Similarities and Differences in cultures

Denis Roche Houghton-Mifflin

0395855977 1-2


At Home Long Ago and Today Similarities and Differences of Cultures Past and Present, Family and Cultural Tradition

Lynnette Brent Heinemann 1403445370 LX 500

At Play: Long Ago and Today Similarities and Differences of Cultures Past and Present, Family and Cultural Tradition

Lynnette Brent Heinemann 1403445389 LX 500

Be My Neighbor Similarities and Differences of Cultures Past and Present, Family and Cultural Tradition

Maya Ajmera Charlesbridge 1570916853

Bed Time Similarities and Differences in cultures

Ruth Freeman Sumin

Holiday House 0823414442 Ages 4-8

Birth Around the World Similarities and Differences in cultures

Michelle Spira Blackbirch 1567112773 3

Bread, Bread, Bread Similarities and Differences in cultures

Ann Morris Morro 0688122752 2.3

Calendar of Festivals, A Similarities and Differences in cultures

Cherry Gilchrist 190122368X IL K-5

Celebrations Around the World Similarities and Differences in Cultures

Margie Burton Benchmark 1583442405 6 Share with Kindergarten

Changing Communities Similarities and Differences (Past and Present)

Ellen Bari Scott Foresman 032814794X

Children Just Like Me Similarities and Differences in cultures

Susan Copey Dorling Kindersley

0-7894-0201-7

4.3 1

Children Just Like Me Celebrations Similarities and Differences in cultures

Anabel Kindersley Dorling Kindersley

0-7894-2027-9

3.4 1

Children Just Like Me: Our Favorite Stories Similarities and Differences in cultures

Jamila Gaum Dorling Kindersley

0789414864 4


Children’s Festivals from Many Lands Similarities and Differences in cultures

Nina Millen Friendship 0377445010

China: The Land Similarities and Differences in cultures

Bobbie Kalman Crabtree 0778797465P 3.4

China: The People Similarities and Differences in cultures

Bobbie Kalman Crabtree 0778797473P 3.4

Chinese New Year Personal and Family Tradition

David Marx 0516273752P 2.0

Clothes From Many Lands Similarities and Differences in cultures

John Bennett Raintree 0-8114-3738-8

2

Clothing: Around the World Similarities and Differences in cultures

Margaret Hall Heinemann LX 500

Communities Basic Needs, Similarities

Jason Harte National Geographic

0792260651

Count Your Way Through Arab World Similarities and Differences in cultures

Jim Haskins Carolrhada 0876144873P 3.0

Count Your Way Through Japan Similarities and Differences in cultures

Jim Haskins Carolrhada 0876144857P 3.0

Country Mouse Cottage: How We Lived One Hundred Years Ago

Similarities and Differences (Then and Now)

Nigel Brooks Walker

Customs and Traditions Cultural Tradition, Similarities and Differences

Bobbie Kalman 0865055157P 3.0 LX 840

Dragon Parade Similarities and Differences in cultures

Mou-Sieu Tseng Raintree 0811480550 3.0

Egypt: Cultures and Celebrations Similarities and Differences in cultures

Greg Banks National Geographic

0792247698 Japan: Cultures and Celebrations


Elementary School Children in Japan Similarities and Differences in cultures

International Society for Educational Information

Emeka’s Gift Similarities and Differences in cultures

Ifeoma Onyefulo 0140565000P 2.3 1

Everybody Cooks Rice Similarities and Differences in cultures

Norah Dooley Lerner 0876145918 2.0 1

Families Personal and Family Tradition

Cory Phillips National Geographic

0792260562

Families are Different Personal and Family Tradition

N. Pellengrini Prometheus 1573927651 Ages 4-8

Family Personal and Family Tradition

Isabell Monk 1575059177P 2.0 1

Family Around the World Personal and Family Tradition

Patricia Lakin Blackbirch 1567111432 3

Family in Brazil, A Personal and Family Tradition

Olivia Bennett Lerner 0822516659 Ages 4-8

Family in India, A Personal and Family Tradition

Tony Tigwell Lerner 0822516543 Ages 4-8

Family in Japan, A Personal and Family Tradition

Judith Elkon Lerner 0822516721 Ages 4-8

Finding Out About the Past (Then and Now) Solomon Gordon National Geographic

0792243706

Food Around the World Similarities and Differences in cultures

Margie Burton Benchmark 1583440615 6 Share with Kindergarten

Food Around the World Similarities and Differences in cultures

Patricia Lakin Blackbirch 1567111475 3

Forest Bright, Forest Night Multiple Perspectives

Jennifer Ward 1584690674P IL K-3

Games People Play (online) Similarities and Differences in cultures

Christine Rowan Harcourt Above Level

Open Access

Getting Dressed: Long Ago and Today Personal and Family Tradition (then and now)

Lynette Brent Heinemann 1403445400

Going Shopping: Long Ago and Today Similarities and Differences (then and Now)

Lynette Brent Heinemann 1403445419



Harvest Around the World Similarities and

Differences in cultures

Lois Markham Blackbirch 1567112757 3

Here Comes the Bride Similarities and Dfferences in Cultures, Tradition

Ellen Jackson Walker and Company

0802784682

Home Album: Long Ago and Today Similarities and Differences (Then and Now)

Connie and Peter Roop

Heinemann

Homes Around the World Similarities and Differences in cultures


6 Share with Kindergarten

Homes: Around the World Similarities and Differences in cultures

Margaret Hall Heinemann LX 500

Homes for People Similarities and Differences in cultures


6

I Live In Brooklyn Personal and Family Tradition

Mari Takabayashi 0618308997P

IL P-3

India: The Land Similarities and Differences in cultures

Bobbie Kalman Crabtree 0778797490P

3.4

India: The People Similarities and Differences in cultures


3.4

Isla Personal and Family Tradition

Arthur Dorros Penguin 0140565051 2

Italy: Cultures and Celebrations Similarities and Differences in cultures


07922476771

Jalapeno Bagels Personal and Family Tradition

Natasha Wing Atheneum 0689805306 Ages 4-8

Jambo Means Hello Similarities and Differences in cultures

Muriel Feelings Penguin 0140546529 2

Japan: Cultures and Celebrations Similarities and Differences in cultures


079224768X

Japan: The Land Similarities and Differences in cultures


3.4


Japan: The People Similarities and Differences in cultures


3.4

Lion Dancer Personal and Family Tradition

Kate Waters Scholastic 0590430475 2.0 LX 540

Mama., Do You Love Me? Personal and Family Tradition

Barbara M. Joossee Chronicle 087701759XP

1.9

Many Cultures (online) Similarities and Differences in cultures


Open Access

Marianthe’s Story: Painted Words and Spoken Memories

Similarities and Differences in cultures

Aliki Green Willow 0688156614P

3.0 LX 550

Mexico: Cultures and Celebrations Similarities and Differences in cultures


0792247663

Mexico: The Land Similarities and Differences in cultures


3.4

Mexico: The People Similarities and Differences in cultures


3.4

Moving Ahead (online) Similarities and Differences (then and now), Transportation


Open Access

My Community Then and Now Similarities and Differences Then and Now

Teacher Created Materials

074398237 Library

Nigeria: The Land Similarities and Differences in cultures

Anne Rosenberg Crabtree 0865053278P

4.0

Nigeria: The People Similarities and Differences in cultures

Anne Rosenberg Crabtree 0865053286P

4.0

New Year Around the World Similarities and Differences in cultures

Michelle Spira Blackbirch 1567112498

3

New Years Day Personal and Family Tradition

David Marx 0516271563P

2.0

The Other Side Alike and Different, Multiple Perspectives, Basic Rights

Jacqueline Woodson O399231161P

3.0 LX 300


People Similarities and Differences in cultures

Peter Spier BDD 038524469XP

4.0 LX 440

People Everywhere Similarities and Differences in cultures

Newbridge K-1

Primary sources: My community Then and Now

Similarities and Differences among cultures (Then and now)


0743982371

Primary sources: My Country Then and Now Similarities and Differences among cultures (Then and now)


074398188X

Play Around the World Similarities and Differences in cultures

Patricia Lakin Blackbirch 1567111416

3

Russia: The People Similarities and Differences in cultures

Greg Nickels Crabtree 0865053197P

4.0

Schools: Around the World Similarities and Differences Among Cultures, Basic needs and rights

Margaret Hall Heinemann 1403440069

Sports Around the World Similarities and Differences Among Cultures, Basic needs and rights


A Street Through Time Similarities and Differences, Then and Now

Anne Millard Dorling Kindersley

Tell Me a Story (online) Similarities and Differences in cultures

Christine Rowan Harcourt On- Level Open Access

Then and Now Similarities and Differences (Past and Present)

Ellen Bari Scott Foresman 0328147931



Then and Now Similarities and Differences among cultures, Basic Needs (then and now)

Jenny Lee National Geographic

9781426350498

Things Change Similarities and Differences (Past and Present)

Ellen Bari Scott Foresman 0328147923

This is the Way We Go To School Similarities and Differences Among Cultures, Basic needs and rights

Edith Baer Scholastic 0590431625 1.4

Tooth Tales Around the World Similarities and Differences Among Cultures

Marlene Brill Chapu 0881063991 3

Town Mouse and Country Mouse Similarities and Differences

Janet Stevens Holiday House 0823407330 Ages 4-8

We Are All Alike Similarities and Differences

Lola Schaefer Benchmark 1583444025 2 6

We Live Here (online) Similarities and Differences among cultures

Joanna Korba Harcourt On-level Open Access

Welcome Home Similarities and Differences

Lola Schaefer Benchmark 1583444165 2

When I was Young in the Mountains * Personal and Family Tradition

Cynthia Rylant Penguin 0140548750P 4.8

Where Children Live Similarities and Differences

Thomas Allen Prentice Hall 0139571264 Ages 4-8

Where People Live Similarities and Differences among Cultures, Basic needs

Scott White National Geographic

0792260708 6

Bold items are part of the district materials adoption Films Big Bird in China PBS Families Around the World Sesame Street Around the World Teachers Video Bold items are part of the district materials adoption


RECOMMENDED WEB SITES Due to the changing nature of web-sites teachers are strongly urged to preview all sites prior to use with students.

http://npin.org National Parent Information Network http://www.bigchalk.com Searchable social studies sites http://www.pathfinder.com/TFK Time Magazine for Kids http://www.kidlink.org Global Dialogue for Kids http://www.InternetOracle.com/encyclo.htm Reference http://www.britannica.com Encyclopedia Britannica http://www.infoplease.com/ Almanac http://www.letsfindout.com/subjects/ http://www.ncss.org/ National Council for the Social Studies http://www.socialstudies4u.com Internet Resources http://kids.tcrconnections.net/ Curriculum Resources (If accessing from home use “rockwood” as the user ID and password) http://www.icdlbooks.org International Children’s Digital Library CCO I: Government/Civics http://www.kidsvotingusa.org/ Project Vote Smart http://www.triune.ca/ Conflict resolution http://www.americaslibrary.gov/cgi-bin/page.cgi Library of Congress website for kids http://bensguide.gpo.gov/ Government (elementary) http://www.kidsvotingusa.org Kids Voting http://www.lcweb.loc.gov Library of Congress CCO II: History www.cr.nps.gov/nr/twhp Teaching with Historic Places CCO III: Geography http://www.usmint.gov/kids/index.html US Mint - teaching and learning for kids http://www.economicsamerica.org:90/lessons2/search.htm Economic Lessons http://www.korthasaltes.com Simple globe construction instructions CCO IV: Economics http://www.nationalgeographic.com/kids/ National Geographic website for kids http://www.magma.nationalgeographic.com/educaiton/index.cfm National Geographic for Teachers


CCO V: Cultural Awareness http://www.kidlink.org/KIDPROS/MCC/ Multicultural Calendar http://www.nippon-jin.com/ Japan Information Network http://askeric.org/virtual/lessons/social_studies/us-history/usho205.html Flag http://www.geocities.com/~cybergrandma/flag,htm Flag, Pledge of Allegiance, U.S Holidays http://www.kidport.com/gradek/socialstudies/AmericanSymbols.htm American Symbols Quiz


SOCIAL STUDIES VIDEOS AVAILABLE ON UNITED STREAMING

CCO I: Citizenship 1. Citizenship in the community (17:00) 2. Community rules and laws (15:00) Communities 1. Neighborhoods: Understanding Where We Live 2. Communities Around the World (20:00) 3. All About Neighborhoods (10:00) 4. Where We Live, Work, and Play: Neighborhoods (12:00) 5. How Communities Are Alike and Different (15:00) 6. Going to School is Your Job (13:04) 7. Service Workers (17:00) 8. Cops are Tops: Our Police at Work (14:34) CCO II: US 1. President’s Day – Washington & Lincoln (15:00) 2. Long Ago and Today (15:00) 3. Thanksgiving Day – America Celebrates (15:00) 4. Columbus Day (16:00) 5. U.S. Celebrations (13:00) 6. U.S. Symbols (17:00) 7. Martin’s Big Words (8:00)


CCO III: Maps/Globes 1. Understanding maps and keys to everywhere (15:00) CCO V: CULTURE Culture/Traditions 1. Japanese Fish Market (1:00) 2. Diversity Elementary: Families 3. Diversity Elementary: Culture and Ethnicity 4. Diversity Elementary: Race 5. All About Families (10:00) 6. Children of Other Lands: Andres Orosco of Mexico (12:00) 7. Holiday Facts and Fun: Cinco de Mayo 8. Holiday Facts and Fun: A Multicultural Christmas 9. Holiday Facts and Fun: Kwanzaa 10. Children of Other Lands: Sasha Litvin of Russia (15:00) 11. Diversity Elementary: Abilities (15:08) Diversity 1. How We’re Different and Alike (10:00) 2. Diversity Elementary – Abilities (15:08) 3. Diversity Elementary – Families 4. Diversity Elementary - Race


SAMPLE SERVICE LEARNING ACTIVITIES

1. Develop posters that demonstrate character traits to be displayed in the hallway. 2. Register the Kindergarten class to vote in a mock election such as Kids Voting. 3. In a class meeting, set goals for the common good and monitor progress. 4. Earn money to buy a new school flag. 5. Hold an appreciation day for community leaders or authority figures. 6. Write a class letter to the principal with ideas for rules to improve the school. 7. Suggest a message for the school message board to celebrate President’s Day. 8. Distribute flags in recognition of Memorial Day. 9. Host a visit from a veteran to discuss the importance of national holidays and follow-up with letters of appreciation. 10. Investigate efforts to protect the Bald Eagle and “adopt” an eagle at the Wild Bird Sanctuary (the class could host a visit of the

bird). 11. Make a map of the classroom or school to hand out to parents at back to school night.


PARENT SECTION

Social Studies Content and Skills at a Glance For Parents of Elementary Students

Government/Civics Use Democratic Decision Making Process (Identify alternatives, reflect on choices, vote, accept, majority rule.) Understand promotion of the common good Understand individual rights and responsibilities Identify authority figures/community leaders and services they provide Give examples of how public service helps the common good Understand reasons for rules and laws Understand and participate in peaceful resolution of conflict Use technology to investigate communities History Identify the contributions of important Americans Washington Lincoln Identify important American symbols Flag Statue of Liberty Capitol Eagle Explain the significance of important U.S. Holidays Fourth of July President’s Day Memorial Day Construct a simple timeline Economics Understand and apply barter Trade using money Give examples of specialization of trade


Geography Use globes Understand that maps represent a place on earth Locate land and water on maps and globes Locate Missouri and St. Louis on a map Locate places North, South, East, and West of a location Describe the relative location of a place Cultural Awareness Understand how needs are met by families and friends Identify traditions and celebrations of various groups Understand that all people have basic needs and rights


PARENT SECTION – FIRST GRADE

Suggested Activities to Complete at Home: • Hold family meetings and vote on decisions made affecting the family. Discuss majority rule. • Discuss community members your child has seen being a good citizen. (for example – someone picks up trash and throws it

away.) Encourage your child to be a good citizen. • Make a list of authority figures in your child’s life. • Make a list of rules that promote the common good in your family. • Talk about how peaceful resolution works in your household. The process includes identify the issue, brainstorm alternatives, and

select acceptable solution. • Display, on your refrigerator, character education traits being discussed at school. • Make a list of communities in which your family belongs. • Travel through the community looking for different jobs that make the community successful. • Choose a public service to become involved in or discuss one in which you are involved. • Make a picture of a time your family worked together to accomplish a goal. • Set a family/personal goal and strive to reach it. • Visit the Gateway Arch. • Visit the Historical Society of Missouri and Forest Park. • Go to Springfield, Illinois and explore the land of Lincoln. • Display a symbol of our nation, e.g. U.S flag. • Share stories, photographs, etc. about your family’s past. • Visit the library to look for books related to your family heritage. • Call/write/e-mail a family member and ask them to share a family story. • Display a map in a prominent place, discuss places pertinent to the family. Find the U.S., Missouri, and St. Louis on the map.

Ask questions about places north, south, east, and west of Missouri that relate to your family. • Find articles on topics related to those discussed in grade level material. • Use MapQuest (on the Internet) to plan a family trip. • Ask your child what he or she knows about globes. • Visit the library to research another culture. Generate a list of questions (who, what, when, where, why) to lead the research. • Cook an ethnic food. • Celebrate a holiday from another culture. • Help your child find something to bring to school relating to another culture. • Make a collage of basic needs (food, shelter, air, water, clothing, love). • Discuss feelings your child might have if basic needs were not met and who helps meet those needs. • Discuss that all people have rights.


• Discuss the difference between public goods and private goods in your home. • Include your child in purchasing goods for the home (garage sale, food market, grocery store, etc.) • Discuss how natural resources can be conserved in your home (for example, turn off the water while you are brushing your teeth). • Recycle to protect natural resources. Discuss why recycling is important. • Keep a family journal of special events. • Take photographs and organize and label them. • Take day trips in the area. • Enjoy family discussions on a regular basis. • Make a simple map for a family outing.

elementary social studies curriculum first_grade... · 2015-04-01 · curriculum rockwood school...

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