Diocese of Knoxville Social Studies Curriculum Standards: Pre … · 2019-06-10 · Diocese of...

Diocese of Knoxville Social Studies Standards, 2017

Diocese of Knoxville Social Studies Curriculum Standards: Pre-Kindergarten – Fourth Grade

PRE-KINDERGARTEN (PK) I. Culture: Demonstrates awareness and appreciation of his/her own culture and other cultures.

Code Standards &

Objectives

Literacy &

Math

Standards

Resources

Activities Catholic Identity

Themes

Academic

Vocabulary

Assessment/Content

Notes

Date Taught

PK.SC.1 Develop an

awareness of a

wide variety of

career and work

environments.

Catholic Identity:

Life and dignity of

the Human Person;

Solidarity

PK. SC. 2 Demonstrates an

awareness and

appreciation of

his/her own

culture and other

cultures.

People should love

each other. We

should solve

problems without

fighting. We should

not kill anyone. We

are all people with

value and should care

for each other.

PK. SC.2a Talks about and/or

shows items

related to his/her

family and cultural

traditions to

others.

Solidarity: We are

one human family.

We are brothers and

sisters even if we are

different. We need to

get along with each

other.

PK. SC.2b Questions why

and/or how people

are

similar/different.

Solidarity means not

fighting, and helping

others.


PK.SC.2c Describes some of

the holidays,

dances, foods,

costumes and

special events,

related to his/her

own culture.

PK.SC.2d Demonstrates an

understanding of

similarities and

differences

between and

among individual

people and

families.

We should love our

neighbors all over the

world.

PRE-KINDERGARTEN (PK)

1. II. PK. Economics: Develops a basic understanding of economic concepts within a community.

Code Standards &

Objectives

Literacy &

Math

Standards

Resources

Activities

Catholic Identity Academic

Vocabular

y

Assessment/Content

Notes

Date Taught

PK.SE.1

Economics

Begin to

understand what

services the

community

workers provide.

Solidarity. Respect for

the different types of

services in our

community.

Option for the poor

and vulnerable: Think

about how people who

are poor in our

community live.

People who have

enough need to share

with people who do

not have enough. We

should put the needs of

people who are poor

and vulnerable first.


PK.SE.2

Economics

Begin to

understand the

concept of

money; money

comes in

different forms,

i.e., coins and

paper money.

We love God by

taking care of the gifts

we have been given –

Stewardship

PK.SE.3

Economics

Demonstrate a

basic

understanding of

economic

concepts -that

money is needed

in exchange for

some goods and

services.

Option for the poor

and vulnerable: Think


are poor in our

community live.

People who have


with people who do

not have enough. We


people who are poor


PK.SE.4

Economics

Recognize goods

and services may

be purchased

using different

forms of payment

(e.g. coins, paper,

money checks,

electronic

payments, credit

cards)

Students may

participate in age-

appropriate works of

charity by the end of

PreK


PK.SE.5

Career

development

Demonstrates

interest and

awareness about

a wide variety of

careers and work

environments.

Solidarity: We are

one human family.

We are brothers and

sisters even if we are

different. We need to

get along with each

other. Solidarity

means not fighting,

and helping others.

We should love our

neighbors all over the

world.

By the

completion of

Prekindergarten

, the learner

will:

Show

respect for

individuals of

different ethnic

backgrounds.

Hear

stories of people

who led good,

holy lives.

PK.SE.5a Asks questions

about and shows

an interest in the

jobs of his/her

family members

and/or

“community

helpers”.

PK.SE.5b Recognizes that

people depend on

“community

helpers” to

provide goods

and services.


PK.SE.5c Identifies the

tools and

equipment that

correspond to

various roles and

jobs.

PK.SE.5d Indicates an

interest in a

future career by

making

statements like,

“I want to be a

firefighter when I

grow up”.

PK.SE.5e Talks about a

parent’s , a

relative’s or a

neighbor’s job.

PRE-KINDERGARTEN

Preschool

2. III. Geography 1. Develops a basic awareness of self as an individual, self within the context of family, and self within the context of community.

Code Standards &

Objectives

Literacy &

Math

Standards

Resources Catholic Identity Academic

Vocabulary

Assessment and

Content Notes

Date Taught

PK.SG.1 The student will

develop a basic

awareness of self

as an individual,

self within the

context of family,

and self with the

context of

community.

Care of God’s

creation:

We love God by

taking care of the

Earth. We must protect

the planet and its

people. We must live

in harmony with all

creation.


PK.SG.1a Identifies

him/herself by

using

characteristics

such as gender,

ethnicity, race,

religion,

language, and

other.

Demonstrate respect

for individuals of

different ethnic

backgrounds.

PK.SG.1b Describes how

each person is

unique and

important.

Love for God’s

creation: We must

respect the beautiful

qualities of each

person. God made

each of us unique and

special.

PK.SG.1c Identifies family

members, family

characteristics

and functions.

PK.SG.1d Identifies as a

member of a

family

PK.SG.1e States how

families are

similar and

different

PK.SG.1f Describes his/her

own community

and/or cultural

group


PK.SG.1g Describes how

people within a

community are

alike and

different (e.g., eat

different foods,

wear different

clothes, speak

different

languages).

Know that we must

love others as God

loves us.

PK. SG.1h Recognizes some

community

workers and

describes what

they do.

PK. SG.2 Demonstrates

awarenesss and

appreciation of

his/her own

culture and other

cultures.

Know that we must

love others as God

loves us.

PK.SG.3 Demonstrates

knowledge of the

relationship

between people,

places, and

regions.

PK.SG.3a Identifies features

of own home and

familiar places.


PK.SG.3b Names the street,

neighborhood,

city or and town

where he/she

lives.

PK.SG.3c Uses words that

indicate direction,

position and

relative distance.

PK.SG.3d Uses words that

indicate direction,

position and

relative distance.

PK.SG.3e Describes

topographical

features of

familiar places

(hill, river, roads,

mountains, lakes,

etc)

PK.SG.3f Creates

representations of

topographical

features in art

work, and/or

while playing

with blocks, sand,

or other

materials.

PK.SG.3g Is aware of

his/her

surroundings.

Know that everyone is

responsible for caring

for God’s creation.


PRE-KINDERGARTEN (PK)

IV. PK. Civics, Government, History

Code Standards and

Objectives

Literacy &

Math

Standards


Vocabulary

&

Historical

Figures

Assessment/Content

Notes

Date Taught

PK.SG.4. Develops an

understanding of

how people and

things change

over time and

how to relate past

events to his/her

present and future

activities.

Catholic Identity:

Rights and

Responsibilities.

People need food,

clothes, a house, and

to be able to go to

school. We have a

right to these things.

Sometimes people in

our community lack

these things. We

should help them

The learner should

understand that we are to

care for the needs of others

by being kind and

considerate.

PK.SG.4a Identifies

changes over

time in

him/herself,

his/her families,

and in his/her

wider

community.

SL.PK.4

Describe

familiar

people, places,

and things, and

events …

PK.SG.4b Retells important

events in

sequential order

Diocesan

speaking

standard

SL.PK.2a,

Recall

information for

short periods

of time and

retell

…SL.PK.4

Describe

familiar

people, places,

and things


PK.SG.4c Demonstrates

interest in current

events that relate

to family, culture,

and community.

PK.SG.4d Uses words and

phrases that

differentiat

ebetween events

that happen in the

past, present and

future, e.g., uses

phrases like

”when I was a

baby…” or”

before I move to

my new house.”

PK.SG.5 Demonstrates an

understanding of

roles, rights, and

responsibilities

PK.SG.5a Recognizes that

all children and

adults have roles,

rights, and

responsibilities at

home, school, in

the classroom and

in the

community.

PK.SG.5b Expresses that

rules are for

everyone

PK.SG.5c Identifies rules

that protect

him/herself and

others.

PK.SG.5d Explains that

rules affect

children and

adults


PK.SG.5e Describes

possible

consequences

when rules are

not followed.

PK.SG.6 Begins to learn

the basic civic

and democratic

principles.

Catholic Identity: Call

to Family, community,

and participation

PK.SG.6a Participates in

making group

rules and/or rules

for daily routines

and transitions.

The way we make

rules is important. We

need to remember our

whole community

when we make rules.

PK.SG.6b Follows rules and

may remind

others of the

rules.

Law and money rules

should be fair for

everyone. We need to

help people who are

poor.

PK.SG.6c Applies the skills

of

communication,

cooperation,

respect and

empathy with

others.

Loving families are

good.

Jesus taught us how to

love and respect

others.

PK.SG.6d Demonstrates

preferences and

choices by

participating

when the class

votes to make

simple decisions

The learner will know that

Jesus taught us ow to treat

others with love and

kindness.

PK.SG.6e Practices

responsibility by

completing

simple chores in

the classroom.

Stewardship


KINDERGARTEN (K) Self and Others

Each thematic unit helps students study themselves in the context of their immediate surroundings. Students will learn about similarities and

differences between children, families and communities and about holidays, symbols and traditions that unite us as Americans. Students learn

about respect for others, and rights and responsibilities of individuals.

I. Individual Development and Cultural Identity

Essential Questions:

Code Standards &

Objectives

Literacy &

Math

Standards

Resources

&Activities


Vocabulary

&

Historical

Figures

Assessment/Content

Notes

Date Taught

K.SC.1 Describe

familiar people,

places, things

and events, with

clarifying detail

about a student’s

home, school,

and community.

Life and Dignity of the

Human Person: People

should love each other.

We should solve

problems without

fighting. We should not

kill anyone. We are all

people with value and

should care for each

other.

By the completion of

Kindergarten, the

learner will: know that

we must love others as

God loves us.


K.SC.1a Children’s sense

of self is shaped

by experiences

that are unique

to them and their

families, and by

common

experiences

shared by a

community or

nation.

Create a book

All About Me

or feature

bulletin board.

Include

information

about gender,

race/ethnicity,

family

members, likes

and dislikes,

talents, skills,

baptism, etc.

K.SC.2 Summarize

people and

places

referenced in

picture books,

stories, and real-

life situations

with supporting

detail.

K.SC.2a A sense of self is

developed

through physical

and cultural

characteristics

and through the

development of

personal likes,

dislikes, talents,

and skills


K.SC.2b Personal

experiences

shape our sense

of self and help

us understand

our likes,

dislikes, talents,

and skills, as

well as our

connections to

others.

K.SC.3 Compare and

contrast family

traditions and

customs among

different

cultures.

Students may

explain how

their family

celebrates

birthdays or

other special

days.

Children, families, and

communities Exhibit

cultural similarities and

Differences.


K.SC.3a Each person is

unique but also

shares common

characteristics

with other

family, school,

and community

members.

Catholic Identity: Call to

Family, Community,

and Participation

People are social. The

way we make our rules is

important. We need to

remember our whole

community when we

make rules. Loving

families are good. Law

and money rules should

be fair for everyone. We

need to help people who

are poor.

Catholic Identity:

Solidarity

We are one human

family. We are brothers

and sisters even if we are

different. We need to get

along with each other.

Solidarity means not

fighting, and helping

others. We should love

our neighbors all over

the world.


Kindergarten, the

learner will:

Know that Jesus

taught us how to

treat others with

love and respect.

Show respect for

individuals of

different ethnic

backgrounds.

Hear stories of

people who led

good, holy lives.

Students will learn about

and respect

Individual differences.


K.SC.3b Students will

identify

characteristics of

themselves that

are similar to

their classmates

and

characteristics

that are

different, using

specific terms

and descriptors

such as gender,

race, or

ethnicity, and

native language.

K.SC.4 Use diagrams to

show similarities

and differences

in food, clothes,

homes, games,

and families in

different

cultures.

Unique family activities

and traditions

Are important parts of an

Individual’s culture and

sense of self.

K.SC.5 Analyze

literature that

reflects the

transmission of a

Catholic culture

and worldview

Reading

Standard.

R.L.K.9.4:

Apply Catholic

values and

teachings in

the evaluation

of literary

themes and

plots.


K.SC.6 Analyze

carefully chosen

informational

text to uncover

the proper nature

of man, his

problems, and

his experiences

in trying to

know and

perfect both

himself and the

world.

K. SC.7 Demonstrate an

understanding of

the cultural

inheritance

provided by the

Church.


Kindergarten

II. K. Economics

Code Performance

Standards and

Expectations

Literacy and

Math

Resources and

Activities


Vocabulary

&

Historical

Figures

Assessment/Content

Notes

Date Taught

K.SE.1 Distinguish

between wants

and needs.

Option for the Poor and

Vulnerable.

Students need to think


are poor in our

community live. People

who have enough need

to share with people

who do not have

enough. We should put

the needs of people who

are poor and vulnerable

first.

Need:

Something a

person must

have for

health and

survival,

while a want

is something

a person

would like to

have.

People have economic

needs and wants. Goods and

services can satisfy people’s

wants. Scarcity is the

condition of not being able

to have all of the goods and

services that a person wants

or needs.

K.SE.2 Identify and

explain how the

basic human

needs of food,

clothing, shelter

and transportation are

met.

Give examples

of goods and

services.


kindergarten, the

learner should:

participate in age-


mercy (charity).

K.SE.3 Explain the

benefits of saving

money.


K.SE.4 Explain why

people work and

recognize

different types of

jobs, including

work done in the

home, school,

and community.

K.SE.5 Give examples of

how family

members, friends,

and/or

acquaintances use

money directly or

indirectly (cash,

check or credit

card) to make

purchases.

K.SE.6 Use words

relating to work

including wants,

needs, jobs,

money, buying

and selling, in

writing, drawing

and conversation.

K.SE.7 Scarcity is the

condition of not

being able to

have all of the

goods and

services that a

person wants or

needs.

Identify

examples of

scarcity.


Kindergarten (K) The World Around Us

III. K. Geography, Humans, and the Environment

Code Standard and

Objectives

Literacy and Math

Standards

Resources/

Activities

Catholic

Identity

Academic

Vocabulary

/

Scientists

Assessment/Content

Notes

Date Taught

K.SG.1 Use correct

words and

phrases that

indicate location

and direction,

including up,

down, near, far,

left, right,

straight, back, in

front of, and

behind.

Maps and

globes are

representation

s of Earth’s

surface that

are used to

locate and

better

understand

places and

regions.

K.SG.2 Explain that a

map is a

drawing of a

place to show

where things are

located in the

world or locally

and that a globe

is a round model

of the Earth.

Identify the

differences and

similarities between a

globe and a map.

K.SG.2a Places and

regions can be

located on a

map or globe

using

geographic

vocabulary.

Locate on a map

familiar places or

buildings in the

community (e.g.,

school, grocery store,

train stations,

hospital, bank,

church).


K.SG.2b Places, physical

features, and

man-made

structures can be

located on a

map or globe

and described

using specific

geographic

vocabulary.

Directional

prepositional words

correlate to ELA

standards L.K.1.5.

Students should

correctly use words

and phrases to

indicate location and

direction (e.g., up,

down, near, far, left,

right, straight, back,

in front of, next to,

between)

K.SG.3 Identify the

student’s street

address,

city/town,

school name,

and Tennessee

as the state in

which they live.

K.SG.4 Locate

Tennessee and

the United

States on a map.

K.SG.5 Locate key cities

in the state of

Tennessee on the

map.

K.SG.6 Use language as a

bridge for

communication

with one’s fellow

man for the

betterment of all

involved.


K.SG.7 People and

communities are

affected by and

adapt to their

physical

environment.

Catholic

identity: Care

for God’s

creation. We

love God by

taking care of

the Earth. We

must protect

the planet and

its people. We

must live in

harmony with

creation.

K.SG.7a Climate, seasonal

weather changes,

and the physical

features

associated with

the community

and region all

affect how people

live.

Students will

describe and give

examples of seasonal

weather changes and

illustrate how

weather affects

people and

communities.


Kindergarten (K) The World Around Us

IV. K. Government and Civics: Students will learn the foundations of good citizenship, including civic responsibilities and patriotism

through the rules by which they live, the authority figures within their community and the United States, and national symbols.

Code Standards and

Objectives

Literacy

and Math

Standards

Resources

& Activities


Vocabulary

&

Historical

Figures

Assessment/Content

Notes

Date Taught


K.SGC.

1 Give examples that

show the meaning of

the following

concepts: authority,

fairness, justice,

responsibility, and

rules.

Catholic Identity:

Rights and

Responsibilities.

People need food,

clothes, a house, and to

be able to go to school,

We have a right to

these things.

Sometimes people in

our community lack

these things. We

should help them.


kindergarten, the learner

should know that Jesus

taught us how t treat

others with love.

K.SGC.

2 Symbols and traditions

help develop a shared

culture and identity

with the United States.

Identify the following

state and national

symbols:

• The American flag

and its colors and

shapes

• The Tennessee flag

and its colors and

shapes

The study of

America symbols,

holidays, and

celebrations helps to

develop a shared

sense of history,

community, and

culture.

Students will

explain when

and why

national

holidays such

as Labor Day,


• The words of the

Pledge of Allegiance

• The Tennessee state

flower (Iris) and bird

(Mockingbird)

• The national

symbols of the bald

eagle, Statue of

Liberty, and the White

House

Constitution

Day,

Columbus

Day,

Thanksgiving,

Martin Luther

King Jr. Day,

Presidents’

Day, Law Day,

and

Independence

Day are

celebrated.

Students will

identify

American

symbols such

as the Liberty

Bell and the

bald eagle.

Students will

learn the

Pledge of

Allegiance.

Students will

learn the parts

of the American

flag (stars and

stripes) and how

to show respect

toward the flag.

Students

will learn the

parts of the

Tennessee flag

and identify

other state


symbols.

Students will learn

and sing patriotic

songs including the

national anthem,

“America the

Beautiful” , and

“America”, etc.

K.SGC.

3 Re-tell stories that

illustrate the virtues of

honesty, courage,

friendship, respect,

responsibility and the

wise or judicious

exercise of authority,

and explain how the

characters in the

stories show these

qualities.

K.SGC.

4 Recognize and name

the current President

of the United States.

K.SGC.

5 Use drawings,

dictating, and writing

to participate in shared

research describing the

role of the President.


K.SGC.

6 Identify roles of

authority figures at

home, at school, in

Church and in

government to include

parents, the Holy

Father, the Bishop,

priests, school

principal, volunteers,

police officers, fire

and rescue workers,

mayor, governor, and

president.

K.SGC.

7 Explain the purpose of

rules and laws

K.SGC.

8 Demonstrate good

citizenship and

identify characteristics

of citizens of the

United States as

described in the

Constitution.

K.SGC.

9 Children and adults

have rights and

responsibilities at

home, at school, in the

classroom, and in the

community.

K.SGC.

9a Children have basic

universal rights or

protections as

members of a family,

school, community,

nation, and the world.


K.SGC.

9b Students will identify

basic rights they have

(e.g., provision of

food, clothing, shelter,

and education, and

protection from abuse,

bullying, neglect,

exploitation, and

discrimination).

K.SGC.

9c Children can be

responsible members

of a family or

classroom and can

perform important

duties to promote

safety and general

welfare of the group.

Students will be

given the opportunity

to perform duties in

the classroom or

school (e.g.

classroom chores,

cleaning up the

center, serving as

line leader,

straightening the

library, serving as

messenger, reading at

Mass, cleaning the

tables or

whiteboards, etc)

Respect for God’s

creation: Stewardship

K.SGC.

10 Children and adults

must follow rules

within the home,

school, and

community to provide

for a safe and orderly

environment.

Discuss rules for fire,

water, traffic, school,

and home safety, and

what would happen if

rules were not

followed.

Discuss Diocesan

curriculum for

“keeping children

safe”

Catholic identity: The

Dignity of the Work

and the Rights of

Workers

People need to make a

living. Their work

should make them

happy. It should be

safe. They should

make money to buy

what they need to live

a decent life. We

should make sure all

workers are protected.


K.SGC.

10a People in authority

make rules and laws

that provide for the

health and safety of

all.

Discuss classroom

routines and rules

(e.g., raise hand to

ask or answer a

question during

circle or group time,

walk quietly in the

halls when going

through the school,

clean-up things,

morning routine,

hands and feet

together, criss-cross

applesauce)

Option for the poor and

Vulnerable. We need

to think about how

people who are poor in

our community live.

Peopl ewho have


with people who do not

have enough. We


people who are poor



kindergarten, the learner

should: understand that

we are to care for the

needs of others by being

kind and considerate.

The learner should

participate in age-


charity.

K.SGc.1

0b Children and adults

have opportunities to

contribute to the

development of rules

and/or laws.

Provide opportunities

for students to create

rules for class

activities.

V. Kindergarten History (K) Time, continuity, and change

The past, present and future describe points in time and help us examine and understand events.

Catholic identity: Solidarity. We are one human family. We are brothers and sisters even if we are different. We need to get along with each

other. Solidarity means not fighting and helping others. We should love our neighbors all over the world. By the completion of kindergarten,

the learner should: 1. Hear stories of people who led good, holy lives. 2. Show respect for individuals of different ethnic backgrounds.

Code Standards and

Objectives

Litracy &

Math

Standards

Resources Catholic

Identity

Academic

Vocabulary &

Historical

Figures

Assessment/

Content

Notes

Date Taught

K.SH.1 Identify

sequential

actions, including

first, next, and

last in stories and

use them to

describe personal

experiences or

recounting

events.

U O


K.SH.2 Use correct

words and

phrases related to

chronology and

time (now, long

ago, before, after;

morning,

afternoon, night;

today, tomorrow,

yesterday, last or

next week,

month, year; and

present, past, and

future tenses of

verbs).

O

K.SH.3 Identify days of

the week and

months of the

year.

K.SH.4 Locate and

describe events

on a calendar,

including

birthdays,

holidays, cultural

events, and

school events.

O

K.SH.5 Scan historic

photographs to

gain information

and arrange in

sequential order.


K.SH.6 Use a

combination of

drawing,

dictating, and

writing to narrate

a single event or

several related

events.

K.SH.6a People use

folktales,

legends, oral

histories, and

music to teach

values, ideas,

traditions, and

important events

from the past.

(Correlate with

reading

selections and/or

religious topics)

U

U

Use Use


K.SH.7 Participate in

shared research

projects to

identify and

describe the

events or people

celebrated during

state and national

holidays and holy

days of

obligation and

church feast days

and why we

celebrate them:

• Martin Luther

King, Jr. Day

• Presidents’ Day

(George

Washington and

Abraham

Lincoln)

Advent

Christmas

Our Lady of

Guadalupe

Ash Wednesday

Lent

Immaculate

Conception

Saints Feast days

• Memorial Day

• Independence

Day

• Columbus Day

• Veterans’ Day

• Thanksgiving

Martin Luther

King Jr.

Abraham Lincoln

George

Washington

Holy Mother

Mary

Jesus

St. Joseph

St. Juan Diego

St. Francis


K.SH.8 Identify and

summarize

information

given through

read-alouds or

through other

media about

famous people of

Tennessee.

U Use David Crockett

Sequoyah

Andrew Jackson

James K. Polk

Andrew Johnson

Alvin C. York

Wilma Rudolph

Elvis Presley

Dolly Parton

K.SH.9 Demonstrate a

general

understanding of

the “story” of

humanity from

creation to

present through a

Catholic concept

of the world and

man.

Use

K.SH.10 Demonstrate an

understanding

about great

figures of history

by examining

their lives for

examples of

virtue or vice.


K.SH.11 Describe how

history begins

with God and

how history has a

religious

dimension.


Jesus, as God

incarnate, existed

in history just

like we do.


reading history is

a way to learn

about what God

does for

humanity as

developmentally

appropriate

K.SH.14 Select and

describe

beautiful artifacts

from different

times and

cultures.


FIRST GRADE (1st) Tennessee’s Place in America

My family and other families, now and long ago.

Students examine families and develop an awareness of cultural diversity within the American culture. Students also explore culture, geography, and

history in the state of Tennessee. Responsible citizenship is introduced as well as the role of authority to make rules and laws. The students will increase

their geography skills through the use of maps and directions. Family history provides the basis for examining sources of information and organizing that

information. Economic terminology and principles are introduced in the context of family resources as well as making economic decisions.

I. Individual Development and Cultural Identity: Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community.

Code Standards and

Objectives

Literacy and Math

Standards

Resources Catholic

Identity

Academic

Vocabulary &

Historical

Figures

Assessment/Content

Notes

Date Taught

1.SC.1 Explain with

supporting details the

culture of a specific

place, including a

student’s community

and state.

Solidarity: We

are one human

family. We are

brothers and

sisters even if

we are

different. We

need to get

along with

each other.

Solidarity

means not

fighting and

helping others.

We should

love our

neighbors all

over the world.


Grade one, the learner

will 1. be able to identify

what God created. 2. Be

familiar with the story of

Adam and Eve. 3. Know

that God created each

one of us as individuals

with specific gifts and

talents. 4. Know that we

must love others as God

loves us.5. Understand

that we are to care for

the needs of others by

being kind and

considerate.


1.SC.2 Define

multiculturalism as

many different

cultures living within

a community, state, or

nation.

Multiculturalism:

People and

families of diverse

racial, religious,

national, and

ethnic groups

share their beliefs,

customs, and

traditions which

creates a

multicultural

community.

1.SC.3 Re-tell stories from

folk tales, myths, and

legends from other

cultures.

1.SC.4 Use collaborative

conversations with

diverse partners to

discuss family customs

and traditions.

Identify

traditions that

are associated

with their

families and

tell why the

tradition is

important

1.SC.4a Families are a basic unit

of all societies.

1.SC.5 Present the student’s

family culture through

the use of drawing,

writing, and/or

multimedia.

Awareness of

America’s rich

diversity

fosters

intercultural

understanding

1.SC.6 Describe the meaning of

the word Tennessee and

its origin coming from

the Cherokee name,

Tanasi


1.SC.7 Interpret legends, stories,

and songs that contribute

to the development of

cultures in Tennessee,

including Cherokee,

Chickasaw, Shawnee,

and Creek tribes.

First Grade Tennessee’s Pace in America

1. Economics: People have many economic wants and needs, but limited resources with which to obtain them.

Code Standards &

Objectives

Literacy & Math

Standards

Resources Catholic

Identity

Academic

Vocabular

y & Key

Figures

Assessment and Content

Notes

Date Taught

1.SE.1 Give examples of

products (goods)

that people buy and

use.

Rights and

Responsibilities.

People need

food, clothes, a

house, and to be

able to go to

school. We have

a right to these

things.

Sometimes

people in our

community lack

these things. We

should help

them.

1.SE.2 Give examples of

services (producers)

that people provide.

People use

tools,

technologies,

and other

resources to

meet their

needs and

wants.


1.SE.3 Explain differences

between goods and

services and

distinguish how

people are

consumers and

producers of goods

and services.

People make

economic

choices as

producers and

consumers of

goods and

services

Option for the

Poor and

vulnerable. We

need to think

about how

people who are

poor in our

community live.

People who have

enough need to

share with

people who do

not have enough.

We should put

the needs of

people who are

poor and

vulnerable first.

Producers:

makes goods

or provides a

service

Consumers:

uses or

benefits

from the

goods or

services

1.SE.4 Describe goods and

services that are

exchanged

worldwide.

The Dignity of

the Work and the

rights of

workers. People

need to work to

make a living.

Their work

should make

them happy. It

should be safe.

They should

make enough

money to buy

what they need

to live a decent

life. We should

make sure all

workers are

protected.

By the completion of Grade

One, the learner will: 1.

Know that we must love

others as God loves us. 2.

Understand that we are to

care for the needs of others

by being kind and

considerate.

1.SE.5 Examine different

types of

advertisements used

to sell goods and

services.


1.SE.6 With prompting and

support, read

informational texts

about major

products and

industries found in

Tennessee, to

include mining,

music, tourism,

automobile

manufacturing, and

agriculture.

1.SE.7 Examine and

analyze economic

concepts including

basic needs vs.

wants and the

factors that could

influence a person

to use money or

save money.

Link to math

standards-addition

and subtraction

People and

families work

to earn

money to

purchase

goods and

services they

need or want.

Examine

decisions that

people make

about

spending and

saving

money.

Respect for

God’s

creation and

stewardship


one, the learner should:

realize that everyone is

responsible for caring about

god’s creation.


Grade 1 Tennessee’s Place in America: Students study their local community and surrounding communities

III. Geography: The location and place of physical features and man-made structures can be described and interpreted using symbols and geographic vocabulary.

Code Standards &

Objectives

Literacy & Math

Standards

Resources&

Activities

Catholic

Identity

Academic

Vocabula

ry &

Historical

Figures

Assessment/Content

Notes

Date Taught

1.SG.1 Recognize basic map

symbols, including

references to land,

water, cities, and roads.

Care for God’s

creation: We

love God by

taking care of

the earth. We

must protect the

planet and its

people. We

must live in

harmony with

creation.

1.SG.2 Define and locate the

North and South Poles

and the equator.

1.SG.3 Identify the shape of

Tennessee and the

United States on maps

and globes.


1.SG.4 Use cardinal directions

within the classroom to

describe the location of

objects and on maps.

Create a map of

the classroom

and use

symbols to

represent

objects.

1.SG.4a Maps are used to locate

important places in the

community, state, and

nation such as capitals,

monuments, hospitals,

museums, schools, and

cultural centers.

Use a map of

the community

and provide

direction to

another student

on how to get

from the school

to another place

identified on the

map.

1.SG.4b Explain how symbols

are used to represent

physical features and

man-made structures on

maps and globes.

Have students closely

read maps making use

of the legends to

understand symbols

and what they

represent. R.I.1.12.

Read signs and

symbols used across

curriculum content

areas (e.g. maps,

temperature, and

charts).

1.SG.5 Locate Washington,

D.C. , Nashville,

Knoxville, Chattanooga,

Kingsport, Memphis on

a United States map.

1.SG.6 Distinguish the

difference between a

continent, mountain,

river, lake, and ocean.


1.SG.7 Describe how the

location of his/her

community, climate, and

physical surroundings

affect the way people

live, including their

food, clothing, shelter,

transportation and

recreation.

1.SG.8 Construct a map

showing the Atlantic

Ocean, Pacific Ocean,

Washington D.C.,

Memphis, Nashville,

Knoxville, Chattanooga,

Mississippi River,

Cumberland River,

Tennessee River, Great

Smoky Mountains,

Rocky Mountains,

Center Hill Lake, Norris

Lake, Reelfoot Lake,

and Clingmans Dome.

1.SG.9 Identify the three Grand

Divisions of Tennessee

on a map and compare

and contrast each

division’s major

physical features.

1.SG.10 Summarize in the

student’s own words,

that a map is a

representation of a

space, such as the

classroom, the school,

the neighborhood, town,

city, state, country or

world.


1.SG.11 Recognize people and

communities depend on

and modify their

physical environment in

order to meet basic

needs.

Examples:

Roads, dams,

brides, farms,

parks, and

dwellings are

all examples of

how people

modify the

physical

environment to

meet needs and

wants.

Care of God’s

creation.

People and communities

depend on the physical

environment for natural

resources.

1.SG.12 People interact with

their physical

environment in ways

that may have a positive

or a negative effect.

Discuss and

identify positive

and negative

effects that

human

interaction can

have on the

physical

environment.

Rights and

Responsibilities

People need

food, clothes, a

house, and to be

able to go to

school. We

have a right to

these things.

Sometimes

people in our

community lack

these things.

We should help

them. We

should put the

needs of people

who are poor

and vulnerable

first.


Grade 1 Tennessee’s Place in America

IV. Government and Civics: People create governments in order to create peace and establish order. Laws are created to protect the rights

and define the responsibilities of individuals and groups.

Code Standards &

Objectives

Literacy & Math

Standards


Vocabulary

& Historical

Figures

Assessment/Content

Notes

Date Taught

1.SGC.1 Identify the current

city/county Mayor,

Governor, and

President, and explain

their roles in

government.

Identify that

there are

local, state,

and national

levels of

government

and will

identify some

actions that

the

government

takes.

Solidarity: We are

one human family.

We are brothers and

sisters even if we

are different. We

need to get along

with each other.

Solidarity means

not fighting and

helping others. We

should love our

neighbors all over

the world.

Citizen: a

member of a

community or

group.

Students are

citizens of

their local and

global

communities.


Grade One, the learner

will: realize that God

created everything out of

nothing. 2. Realize that

everyone is responsible

for caring about God’s

creation.3. Help others

by serving as Jesus did.

1.SGC.2 Explain the

importance of

patriotic traditions,

including the

recitation of the

Pledge of Allegiance,

appropriate behavior

during the playing of

our National Anthem,

and demonstrate

appropriate flag

etiquette.

1.SGC.3 Identify the Pope, the

Bishop, parish priests

and explain their roles

in Church government.

1.SGC.4 Explain that our

state’s and country’s

laws are based upon

the Constitution.


1.SGC.4a Traits of a

responsible citizen

include respecting

others, behaving

honestly, helping

others, obeying rules

and laws, being

informed, and sharing

needed resources.

Care for God’s

creation. We love

God by taking care

of the earth. We

must protect the

planet and its

people. We must

live in harmony

with creation.

1.SGC.5 Explain that our

Catholic church’s

catechesis is based on

sacred scripture (the

Holy Bible) and the

sacred tradition

passed down by St.

Peter and the apostles

to the popes and

bishops.

1.II. Scripture.6

(religion

standards)

Explain that our

Catholic church’s

catechesis is

based on sacred

scripture (the

Holy Bible) and

the sacred

tradition passed

down by St. Peter

and the apostles

to the popes and

bishops.

1.SGC.6 Identify the laws of

God as

Commandments of

love to guide and lead

us to our heavenly

father.

Religion

Standard1.111.

Community.7


1.SGC.7 Give examples of a

rule and a law

through the use of

drawings,

discussions, or

writings.

Discuss the

difference

between a rule

and a law.

What are the

consequences

of not

following the

rules?

1.SGC.8 Describe the

fundamental

principles of

American democracy,

including respect for

the rights, opinions

and property of

others, fair treatment

for all, and respect for

the rules by which the

live.

Religions

standards 1.III.

Social 4-5;1.III.

Service.5-6.

1.SGC.9 Summarize that

voting is a way of

making choices and

decisions.

1.SGC.10 With guidance and

support from adults,

use a variety of

digital tools to

produce and publish

an informational text

on the importance of

the voting process

using facts and

provide a concluding

statement.

ELA Standards


1.SGC.11 Recognize that

communities in

Tennessee have a

local government and

compare/contrast this

to our state and

national government.

1.SGC.12 Sort rules and

responsibilities that

citizens follow that

are specific to their

state compared to

national rules and

responsibilities,

including wearing a

seat belt, wearing a

bicycle helmet,

texting while driving,

child restraints,

voting, obtaining a

driver’s license at a

particular age, and

wearing a motorcycle

helmet.


1.SGC.13 Create a visual

representation, such

as a graphic

organizer, of

Tennessee symbols,

including the state

tree (Tulip Poplar),

flower (Iris), motto

(Agriculture and

Commerce), animal

(raccoon), nickname

(Volunteer State),

flag, and one song

(Tennessee Waltz,

Rocky Top). Write an

opinion piece

explaining why you

think these are/are not

good choices,

including supporting

detail.

1.SGC.14 Governments exist at

the local, state, and

national levels to

represent the needs of

the people, create and

enforce laws, and

help resolve conflicts.


1.SGC.14a Children can

participate in problem

solving, decision

making, and conflict

resolution within their

home, school, and

community.

Call to Family,

Community and

Participation.

People are social.

The way we make

our rules is

important. We

need to remember

our whole

community when

we make rules.

Loving families

are good. Law

and money rules

should be fair for

everyone. We

need to help

people who are

poor.

Provide opportunities to

solve problems, make

decisions, and resolve

conflicts.


Grade One, the

learner will:

Understand

that God who is a

loving Father has

expectations for

each of us just as

our

parents/guardians

do.

Be able to

recognize that God

and their parents

love them even

though they might

do something

wrong.

Understand

that we can always

talk to God privately

and He will hear our

prayer.


First Grade Tennessee’s Place in History

V. History

Code Standards &

Objectives Literacy &

Math

Standards

Resources

and activties Catholic

Identity Academic

Vocabulary &

Historical

Figures

Assessment/Content

Notes Date Taught

1.SH.1 Arrange events in

students’ own

lives in

chronological

order.

Personal and

family

history is a

source of

information

for

individuals

about the

people and

places

around them.

Create

personal time

lines of their

life, school

year, and

family events

with the help

of family

members.

Students will

demonstrate

an

understandin

g of

sequence

and

chronology.

and share

their time

liens with

each other.

Call to family,

community and

participation.

People

are social.

The way we

make our

rules is

important.

We need to

remember our

whole

community

when we

make rules.

Loving

families are

good. Law

and money

rules should

be fair for

everyone. We

need to help

people who

are poor.

Discuss family

documentation

and recorded

history or

events.


Grade 1, the learner

will: 1.understand that

stories in the New

Testament help us to

know Jesus as one who

cares about us and

others.2. Begin to

follow Church

teachings as taught by

their parents and

catechists. Identify

traditions that are

associated with their

families and tell why the

tradition is important 3.

Know that we are created

to be part of God’s

family of believers. 4.

Understand that the

Sacrament of Baptism

welcomes us into the

Catholic Church and into

a life of faith in Jesus. 5.

Begin to follow Church

teachings as taught by

their parents and

catechists. 6. Listen to

stories of people who led

good and holy lives by

responding to their

Baptismal calling.


1.SH.1a The Pledge of

Allegiance and

patriotic songs

play an important

role in

understanding and

examining the

nation’s history,

values, and

beliefs.

Students will

be able to

recite the

Pledge of

Allegiance,

to begin to

understand

its purpose

and its

general

meaning, and

to sing

patriotic

songs such

as America

the

Beautiful,

America

(“My

Country ‘tis

of thee”),

and the Star

Spangled

Banner and

begin to

understand

the general

meaning of

the lyrics.


1.SH.2 Produce complete

sentences to

describe people,

places, things and

events with

relevant details

that relate to time,

including the past,

present, and

future.

ELA

Speaking/Listeni

ng Standard

SL.1.6

Students will

listen to stories

about historical

figures, and

folklore enables

Americans with

diverse cultural

backgrounds to

feel connected to

a common

national

heritage.

1.SH.3 Interpret

information

presented in

picture timelines

to show the

sequence of

events and

distinguish

between past,

present, and

future.


1.SH.4 Compare ways

individuals and

groups in the local

community and

state lived in the

past to how they

live today,

including forms of

communication,

types of clothing,

types of

technology,

modes of

transportation,

types of recreation

and entertainment.

1.SH.5 Use informational

text to help

describe the

importance of

celebrating these

national holidays

Diocesan ELA

standards RI.

1.3, RI.1.7

Martin Luther

King, Jr. Day

President’s Day

Memorial Day

Independence

Day

Columbus Day

Veteran’s Day

Flag Day

Thanksgiving

Day

1.SH.6 Differentiate

between fact and

fiction when

sharing stories or

retelling events

using primary and

secondary

sources.


1.SH.7 Identify holidays,

historic events,

symbols, and

famous people

from Tennessee.

Students will be

introduced to the

lives of Tennessee

leaders and their

contributions.

1.SH.8 Ask and answer

questions about

historical events

that helped shape

our Nation and

explain the role

Tennessee played

in these events.

1.SH.9

Through the use

of drawings,

discussions, or

writings, express

reasons the

contributions

made from these

Tennessee leaders

were important in

the development

of the state

Nancy Ward

John Sevier

Sam Houston

Sam Davis

Casey Jones

Austin Peay Anne Dallas

Dudley

Cordell Hull

Cornelia Fort Diane Nash


1.SH.10 Historical sources

exist to inform

people about life

in the past,

including

artifacts, letters,

maps,

photographs, and

newspapers.

Share with

students

various

historical

sources,

including

artifacts,

letters, maps,

photographs,

and

newspapers.

1.SH.11 Oral histories,

biographies, and

family time lines

relate family

histories.

Listen to

biographies and

legends. R.I.15

Apply Catholic

values and

teachings in the

evaluation of

informational

text.

R.I.10 Identify

cause and effect

relationships in a

text.

Have

students

interview

family

members to

learn about

their family

history.

Students may

develop a

family time

line as an

extension of

their

personal time

line.

Listen to lives

of saints, Jesus,

or other biblical

figures for their

personal

history.


SECOND GRADE (2nd

) Life in the United States

Students study their local community and learn about characteristics that define urban, suburban, and rural communities.

I. Culture

Code Standards &

Objectives

Literacy &

Math

Standards

Resources

& Activities

Catholic

Identity

Academic

Vocabulary &

Historical

Figures

Assessment/Content

Notes

Date Taught

2.SC.1 Compare the beliefs,

customs, ceremonies,

and traditions of the

varied cultures

represented in the

United States by

researching

informational texts.

Examine the

ethnic and/or

cultural groups

in the

classroom.

2.SC.2 Summarize stories

from American

Indian legends that

reflect the cultural

history of various

regions in Tennessee

and the United

States to determine

their central

message, lesson, or

culture.

Explore

cultural

diversity of

their local

community by

identifying

activities that

have been

introduced by

different

cultural groups

The Dignity of

Work and rights

of Workers:

people need to

work to make a

living. Their

work should

make them

happy. It should

be safe. They

should make

money to buy

what they need

to live a decent

life. We should

make sure all

workers are

protected.


2.SC.3 Compare and

contrast various

cultures in the

United States by

engaging in

collaborative

conversations with

partners.

Identify

community

events that

help promote a

common

community

identity.

Community is

strengthened by

the different

ideas, talents,

perspectives, and

culture shared

within the

community. God

gives each of us

unique gifts and

talents.

2.SC.4 Write an expository

paragraph about

another culture

represented in the

United States,

introducing the

topic, using facts

and definitions to

develop points, and

providing a

concluding

statement.

Diocesan ELA

Standards:

W.2.2, W.2.10

Rights and

Responsibilities:

People need

food, clothes, a

house, and to be

able to go to

school. We have

a right to these

things.

Sometimes

people in our

community lack

these things. We

should help

them.

2.SC.5 Create audio

recordings, adding

drawings or other

visual displays, to

explain the ways in

which we are all part

of the same

community, sharing

principles, goals,

and traditions

despite varied

ancestry.

Diocesan ELA

Standards:

W.2.3B,


2.SC.6 Identify the main

purpose of a text,

including what the

author wants to

answer, explain, or

describe in grade

level texts that

explore the early

cultures of

Tennessee.

2.SC.7 Define

community: A

community is

a population

of various

individuals in

a common

location. It

can be

characterized

as urban,

suburban, or

rural.

Population

density and

use of the land

are some

characteristics

that define

and

distinguish

types of

communities.

Discuss

different types

of housing

(apartment,

single-family

etc) and the

proximity of

houses to each

other, students

will

understand the

term

population

density and

how it applies

to different

communities.

We are one

human family.

We are brothers

and sisters even

if we are

different. We

need to get along

with each other.

Solidarity means

not fighting and

helping others.

We should love

our neighbors all

over the world.

Urban:

community or city

is characterized

by dense

population and

land primarily

occupied by

buildings an

structures used for

residential and

business purposes.

Suburban:

Communities are

on the outskirts of

cities, where

human population

is less dense, and

buildings and

homes are spaced

farther apart.

Rural:

Communities

characterized by a

large expanse of

open land and

significantly

lower populations

than urban or

suburban areas.

Communities shape a

person’s development

and identity.


Grade 2, TLW: 1.

Understand that we are

created to be part of the

Family of God, 2.

Recognize that Jesus is

our brother and the Son

of God, 3. Understand

that we are members of

man families our own

family, our Parish

family, our school

family. 4.Know that we

must love others as God

loves us.5. Understand

that we are to care for the

needs of others by being

kind and considerate.


Grade 2

II. Economics: Communities face different challenges in meeting their needs and wants.

Code Standards &

Objectives

Literacy &

Math

Standards

Resources Catholic

Identity

Academic

Vocabulary &

Scientists

Assessment/Content

Notes

Date Taught

2.SE.1 Compare and

contrast authors’

main points in texts

examining different

types of producers

and consumers in

the community and

larger United States.

Rights and

Responsibilities:

People need

food, clothes,

shelter, care

when they are

sick and to be

able to to to

school. We have

a right to these

things.

Sometimes

people in our

community lack

these things. We

should help

them.

2.SE.2 Ask and answer

questions including

who, what, where,

when, why, and

how to demonstrate

understanding of

key details in texts

about major United

States products and

industries.

2.SE.3 Create a graphic

organizer or concept

map that describes

how supply and

demand influences

production.


2.SE.4 Participate in a

shared research and

writing project

exploring how

products are

imported and

exported to meet the

needs of the people

in the United States.

2.SE.5 Write an opinion

piece (supplying

reasons that support

the opinion, using

linking words to

connect opinion and

reasons, and

provide a

concluding

sentence) evaluating

an advertisement to

sell a good or

service.

Option for the

poor and

vulnerable;

Dignity of work

and the rights of

workers;

solidarity

2.SE.6 Describe the

purpose of a budget

and create a simple

budget using money

to buy goods and

services.

2.SE.7 Describe the skills

and knowledge

required to produce

certain goods and

services.

2.SE.8 Describe the goods

and services that

people in the local

community produce

and those that are

produced in other

communities.

2.SE.9 Identify prices of


products in a local

market.

2.SE.10 Explain how people

earn income

2.SE.11 Describe examples of

costs of production.


2, TLW: 1. understand that

we are created to be part of

the family of God 2.

Recognize that Jesus is our

brother and the Son of God,

3. Know that we must love

others as God loves us. 4.

Understand that we are to

care for the needs of others by

being kind and considerate.


2.SE.12 Community requires

the interdependence

of many people

performing a variety

of jobs and services to

provide basic needs

and wants. Students

will distinguish

between goods and

services and identify

goods produced in

their community.

Members of

a community

specialize in

different

types of jobs

that provide

goods and or

services to

the

community.

Community

workers such

as teachers,

firefighters,

sanitation

workers, and

police

provide

services.

Second Grade

Grade 2

III. Geography: Geography and natural resources shape where and how urban, suburban, and rural communities develop and how they

sustain themselves.

Code Standards & Objectives Literacy and

Math

Standards

Resourc

es

&Activit

ies

Catholic

Identity

Academic

Vocabulary, & Key

Places

Assessment/Conte

nt Notes

Date Taught

2.SG.1 Compare how maps and

globes depict geographical

information in different ways.

Locate

their

communit

ies on

maps and

globes.


2.SG.2 Construct a globe depicting

the four hemispheres, seven

continents, and five oceans

using the equator and prime

meridian.

.

2SG.3 Create a map depicting the

current boundaries of the

United States, Canada, and

Mexico and recognize they are

part of the North American

continent.

2.SG.4 Utilize legends, cardinal

directions, and grids to

determine locations on

different types of maps.


2.SG.5 Locate major cities, bodies of

water, mountain ranges and

rivers in the United States

Cities: Chattanooga, Knoxville, Los Angeles, Memphis, Miami, Nashville, New Orleans, New York City, Seattle, St. Louis,

Washington D.C. Bodies of Water: Great Lakes, Gulf of Mexico, Atlantic and

Pacific Oceans Rivers: Colorado, Cumberland, Mississippi, Tennessee and Ohio

Mountain Ranges: Alaska Range, Appalachian, Rockies

2.SG.6 Compare physical features of

the earth, including islands,

lakes, mountains, oceans,

peninsulas, plains, plateaus,

rivers, and valleys.

2.SG.7 Compare and contrast the

regions of the United States

(Southeast, Northeast, Great

Plains, Southwest, and Pacific

Northwest) in terms of

climate, physical features, and

population.


2.SG.8 Analyze the differences in

natural resources in the three

Grand Divisions of Tennessee

and make connections to the

major industries that are found

in each.

Grade 2

IV. Government and Civics: The United States is founded on the principles of democracy, and these principles are reflected in all types of

communities. Democratic principles and participation in government are introduced.

Code Standards & Objectives Literacy &

Math

Standards

Resource

s &

Activities

Catholic

Identity

Academic

Vocabulary

& Historical

Figures

Assessment/Content

Notes

Date Taught

2.SGC.1 Recite and analyze the lyrics

of “The Star Spangled

Banner” to determine the

meaning of the song and its

origins in the War of 1812.

.

2.SGC.2 Identify the location and

summarize the significance

of well-known sites and

landmarks in the United

States including Mt.

Rushmore, The White

House, Statue of Liberty,

Golden Gate Bridge, St.

Louis Arch, Natchez Trace,

and Grand Canyon.

Symbols

serve to

unite

community

members.

Call to family,

community and

participation


2.SGC.3 Compare the branches of

Tennessee’s government to

the national government.

Rights and

Responsibilities:

People need

food, clothing,

shelter, and be

able to go to

school. We have

a right to these

things.

Sometimes

people lack

these things. We

should help

them.

2.SGC.4 With guidance and support,

read how government

systems were laid out in the

Constitution of the United

States and the Tennessee

Constitution to form three

balanced branches with

checks and balances.

2.SGC.5 Create a graphic organizer to

explain the three branches of

government and the basic

role of each.

2.SGC.6 Summarize how the United

States makes laws,

determines whether laws

have been violated, and the

consequences for breaking

different types of laws.


2.SGC.7 Explain the development

and consequences of rules in

the United States, including

traffic laws, laws on drugs

and alcohol, laws against

harm, and basic tax laws.

2.SGC.8 Explain how individuals

living in societies went from

developing rules for small

groups (as in early colonial

times) to developing rules

for larger groups, including

states and nations.

Option for the

Poor and

vulnerable. We

need to think

about how

people who are

poor in our

community live.

People who

have enough

need to share

with pepe who

do not have

enough. We

should put the

needs of people

who are poor

and vulnerable

first.

2.SGC.9 Identify the rights and

responsibilities of citizens of

the United States.

2.SGC.10 Examine the amendments

written to protect all

citizens’ right to vote.


2.SGC.11 Compare the ways one

becomes a citizen (by birth

or naturalization).

2.SGC.12 Explore democratic

principles such as dignity for

all, fairness, and respect for

authority and rules, and how

these principles are applied

to their community.

Solidarity

2.SGC.13 Examine the process of

elections and voting as an

example of democracy in

action in schools,

communities, the state, and

the nation.

By the

completion of

Grade 2, TLW:

1. know that

Jesus taught us

how to live by

the Ten

commandments

and eight

beatitudes so

that we can

fittingly receive

the Sacraments.

2. Recognize

that everyone is

responsible to

care for God’s

creation.


2, TLW: 1. know that Jesus

taught us how to live by the

Ten commandments and eight

beatitudes so that we can

fittingly receive the

Sacraments. 2. Recognize that

everyone is responsible to

care for God’s creation.


Second Grade

History Code Standards & Objectives Literacy &

Math

Standards

Resources Catholic

Identity

Academic

Vocabulary &

Historical Figures

Assessment/Conte

nt Notes

Date Taught

2.SH.1 Participate in shared

research using biographies

to interpret the significance

of contributions made by

people of the United States,

recounting or describing

key ideas and details from

the texts. Teachers may

choose biographies.

Digntiy of work

and the rights of

workers.

Solidarity.

Some suggestions

are as follows: John

Smith, Pocahontas,

Benjamin Franklin,

George Washington,

Benjamin Banneker,

Nancy Ward, James

Robertson, John

Sevier, Sequoyah,

David Crockett,

Sacagawea, Sam

Houston, Abraham

Lincoln, Harriet

Beecher Stowe,

Fredrick Douglass,

Harriet Tubman,

Sitting Bull, Booker

T. Washington, Ida

B. Wells, the Wright

Brothers, Marian

Anderson, Thurgood Marshall, Rosa

Parks, Jackie

Robinson, Cesar

Chavez, Martin

Luther King, Jr., Neil

Armstrong, Roberto

Clemente, Wilma

Rudolph, Sally Ride,

and St. Elizabeth

Anne Seaton


Grade 2, TLW: know

that God created each

of us with individual

gifts and talents. 2.

Understand stories of

saints and modern

day people who

provide us with good

examples and models

of Catholic/Christian

living.


2.SH.2 With guidance and support

from adults, use a variety of

digital tools to produce and

publish a writing piece in

collaboration with peers on

a famous American to

describe how his or her

accomplishments were

significant.

Diocesan ELA

Standards

2.SH.3 Describe periods of time in

terms of days, weeks,

months, years, decades,

centuries and ages and

discriminate between

ancient times and modern

times, recognizing time is

organized into distinct

periods.

2.SH.4 Select major events from

texts to place sequentially

on a timeline to show the

sequence and main ideas of

events in history.

2.SH.5 Explain the connection

between a series of events

in United States history.

Teachers may choose any

events.

Some suggestions

are as follows:

Jamestown,

Plymouth, Westward

Expansion, Trail of

Tears, Industrial

Revolution, Ellis

Island, Suffrage

Movement, Great

Depression, Dust

Bowl, the Civil

Rights Movement,

and wars involving

the United States.


2.SH.6 Narrate a perspective of a

historical event in the

United States using details

to describe actions,

thoughts, and feelings,

using temporal words to

signal event order and

provide a sense of closure.

2.SH.7 Construct a timeline to

depict the evolution of a

technology over time. Some

suggestions are as follows:

automobiles, planes,

refrigeration,

telecommunication,

computers, and television.

2.SH.8 Summarize the importance

of commemorative months

including Black History,

Women’s History, Hispanic

Heritage, and American

Indian Heritage.

2.SH.9 Analyze primary and

secondary source maps,

photographs, and artifacts

for contradictions,

supporting evidence, and

historical details.


THIRD GRADE (3rd

) World Geography and Cultures

Geography


Math

Standards

Resources Catholic

Identity

Academic

Vocabulary &

Historical Places

Assessment/Content

Notes

Date Taught

3. SG.1 Process and report

information identifying,

locating, comparing, and

contrasting the major

continents and oceans

using maps, globes, and

other technologies

Care for God’s

creation: We love

God by taking

care of the earth.

We must protect

the planet and its

people. We must

live in harmony

with creation.

North America,

South America,

Europe, Africa,

Australia, Asia,

Antarctica, Arctic,

Atlantic, Indian,

Pacific


3, TLW have a better

understanding that God

created the world freely and

out of love.

3.SG.2 Interpret maps and

globes using common

terms.

country, region,

mountain,

hemisphere,

latitude, longitude,

north pole, south

pole, equator, time

zones, elevation,

approximate

distances in miles,

isthmus, strait.


3.SG.3 Use cardinal directions,

map scales, legends,

titles, and longitude and

latitude to locate major

cities and countries in the

world.

Students will

locate each

selected world

community in

relationship to

principle

parallels

(equator, Tropic

of Cancer,

Tropic of

Capricorn,

Arctic Circle,

and Antarctic

Circle) and

meridians

(Prime

Meridian) using

cardinal and

intermediate

directions.

Solidarity: We

are one human

family. We are

brothers and

sisters even if we

are different. We

need to get along

with each other.

Solidarity means

not fighting and

helping others.

We should love

our neighbors all

over the world.


3, tlw: demonstrate respect

for all forms of life.

3.SG.4 Examine major physical

and political features on

globes and maps,

including mountains,

plains, plateaus, mesas,

buttes deserts, deltas,

islands, peninsulas,

basins, canyons, valleys,

bays, streams, gulfs,

straits, canals, seas,

boundaries, cities,

highways, roads, and

railroads.

3.SG.5 Explain the difference

between relative and

absolute location.


3.SG.6 Use different types of

maps (political, physical,

population, resource,

polar projection, and

climate) and globe skills

to interpret geographic

information from a graph

or chart.

Students will

examine the

location of each

selected world

community

relative to the

U.S and other

selected world

communities.

3.SG.7 Explain how specific

images contribute to and

clarify geographical

information (diagrams,

landforms, satellite

photos, GPS system,

maps, and charts).

3.SG.8 Interpret digital sources

and informational text to

describe how humans

interact with their

environment.

3.SG.9 Analyze primary and

secondary sources, maps,

photographs, texts, and

artifacts for

contradictions,

supporting evidence, and

historical details.

3.SG.10 Trace the development of

a product from its natural

resource state to a

finished product.


3.SG.11 Analyze how natural

resources have impacted

the economy of each

region and their

connections to global

trade.

3.SG.12 Discuss how unique

weather forces impact the

geography and

population of a region or

continent (hurricanes,

earthquakes, floods,

tornadoes, drought).

Geographic

factors

influence

where people

settle and their

lifestyle. Some

factors are

more suitable

for settlement

while others

act as a

deterrent.

3.SG.13 Summarize how people

interact with their

environment to satisfy

basic needs and how

geographic challenges

are resolved, including

housing, industry,

transportation,

communication, bridges,

dams, tunnels, canals,

freshwater supply,

irrigation systems, and

landfills.

Examine the

geographic

factors of each

selected world

community

including

physical

features and

climate, noting

how certain

factors are

likely to support

settlement and

larger

populations.

Call to family,

community, and

participation.

People are social.

We need to help

those that are

poor.

People make adaptations

and modifications to the

environment.

Advancements in science,

technology, and industry

can bring about

modifications to the

environment and can

have unintended

consequences on the

environment. People have

attempted to take actions

to protect the

environment.


3.SG.14 Explore actions that are

being taken to protect the

environment in the

selected world

communities and in their

own community

Care for God’s

creation. We love

God by taking

care of His

creation. We

must protect the

planet and its

people. We must

live in harmony

with creation.

Grade 3 North American Geography

What is the impact of the people, goods, and ideas that have diffused from other communities into each selected world community and the impact of the people, goods,

and ideas on these communities?

3.SG.14 Interpret different texts

and primary sources to

describe the major

components of culture

including language,

clothing, food, art,

beliefs, customs, and

music. (C, H)

May use

legends,

folktales, oral

histories,

biographies,

and historical

narratives to

transmit cultural

histories from

one generation

to the next.

3.SG.15 Use information gained

from timelines, primary

sources, media, and

informational text to

identify major historical

events and patterns in

North America. (C, G, H,

P) Suggestions are as

follows: Mayan Culture,

Aztec Culture, Colonial

America, the American

Revolution, the Panama

Canal, and current

events.


3.SG.16 Use timelines and

historical passages to

summarize the history of

a region, including

events,

inventions/inventors,

artists, writers, and

political figures. (C, G,

H, P, TN)

Suggestions are as

follows:

Christopher

Columbus,

Benjamin

Franklin, George

Washington,

Daniel Boone,

Nancy Ward,

Thomas Jefferson,

Betsy Ross, Noah

Webster,

Abraham Lincoln,

Susan B.

Anthony, Harriett

Tubman,

Geronimo, George

Washington

Carver, Georgia

O’Keefe, Amelia

Earhart, E.B.

White, Rosa

Parks, Martin

Luther King Jr.,

Dian Fossey,

Barack Obama,

and Donald

Trump

3.SG.17 Compare and contrast a

primary source and

secondary source of the

same event or topic. (C,

H)


3.SG.18 Identify and locate on a

map: Canada, Mexico,

Central America, Cuba

and the 50 states of the

U.S. (G)

3.SG.19 Compare and contrast

different maps to show

the location of Alaska

and Hawaii as outside of

the contiguous United

States, using a globe to

refine understanding of

the location of the two

states. (G)

3.SG.20 Identify on a map major

cities of the continent

(Charleston, Chicago,

Knoxville, Los Angeles,

Memphis, Mexico City,

Miami, Montreal,

Nashville, New York,

Seattle, Washington,

D.C.). (G, TN)

3.SG.21 Locate the states that

comprise the regions of

the United States. (G)


3.SG.22 Identify major physical

features on a map (G,

TN):

Rivers –

Colorado,

Cumberland,

Mississippi,

Missouri, Ohio,

Rio Grande, St.

Lawrence,

Tennessee •

Mountains –

Alaska Range,

Appalachian,

Cascade, Rockies

• Bodies of Water

– Arctic, Atlantic,

Great Lakes,

Great Salt Lake,

Gulf of Mexico,

Hudson Bay,

Niagara Falls,

Pacific • Deserts –

Death Valley,

Great Basin •

Landforms –

Grand Canyon,

Caribbean Islands

3.SG.23 Identify examples of

scarcity in and around

specific regions. (E, G)

3.SG.24 Interpret a chart, graph,

or resource map of major

imports and exports. (E,

G)


3.SG.25 Define supply and

demand and describe

how changes in supply

and demand affect prices

of specific products. (E)

3.SG.26

Describe how goods and

services are exchanged

on local, regional, and

international levels

including transportation

methods and bartering

and monetary exchange.

(C, E, G, TN)

3.SG.27 Compare and contrast

landforms, climates,

population, natural

resources, and major

cities of the three Grand

Divisions of Tennessee.

(G, TN)

3.SG.28 Discuss the structure and

purpose of government.

(P)

3.SG.29 Compare and contrast the

national governments of

Canada, Mexico, and the

United States. (P)

3.SG.30 Describe the Constitution

of the United States and

the Tennessee State

Constitution in principle

and practice. (P, TN)


Grade 3 South American Geography

Grade 3: What is the impact of the people, goods, and ideas that have diffused from other communities into each selected world community and the impact of the

people, goods, and ideas on these communities?

Code Standards &

Objectives

Literacy &

Math

Standards

Resources Catholic

Identity

Academic

Vocabulary/

KeyPlaces

Assessment/Content

Notes

Date Taught

3.SG.31.3.S

3333Sg.31

G.3

Conduct short

research projects to

describe the major

components of history

and culture including

language, clothing,

food, art, beliefs,

customs, and music.

Cultural

diffusion is the

process by

which cultures

exchange and

transmit ideas,

beliefs,

technologies,

and goods over

time.

33.SG.32.

3333SS.3

3.SG.313

/SG3

Use timelines, primary

sources, and historical

passages to summarize

the history of a region,

including events,

inventions/inventors,

artists, writers, and

political figures.

Suggestions: Inca

Culture, Amerigo

Vespucci , and

current events

3.SG.33 Identify on a map major

countries of the

continent

Brazil, Colombia,

Peru, Argentina

Note: Pope Francis’s

home is Argentina.

Discuss significance of

first Pope from a South

American country



features of the continent

Rivers-Amazon

Mountains-Andes

Bodies of water-

Straits of Magellan,

Lake Titcaca

Landforms-

Galapagos Islands



specific regions.


or resource map of

major imports and

exports.

3.SG.37

Code Standards& Objectives Literacy &

Math

Standards

Resources

&

Activities

Catholic

Identity

Academic

Vocabulary &

Historical Places

Assessment/Content

Notes

Date Taught

3.SG. 38 Describe the diverse but

unified nature of people

within a continent or region,

identifying the distinct

contribution made by their

culture

Students should

explore the arts,

music, dance,

and literature

for each

selected world

community.

Life and dignity

of the human

person: People

should love

each other.

Sometimes

medicine and

science may

forget this.

Wars hurt

people. We

should always

try to solve

problems

without

fighting. We

should not kill

anyone. We are

all people with

value and

should care for

each other.


Grade 3, TLW: respond

joyfully to God’s call to

give one’s self in love to

God and neighbor. 2.

Realize that the Lord

calls each of us to live a

life of service. 3. Begin

to appreciate that some

might be called to serve

as: priests, deacons,

religious brothers and

religious sisters.


3.SG.39 Use timelines, primary

sources, and historical

passages to summarize the

history of a region,

including events,

inventions/inventors, artists,

writers, saints, church

leaders, and political figures

3.SG.40 Identify major countries of

the continent France, Italy,

Germany, Russia,

Spain, Belgium,

United Kingdom,

etc



Mountains-Alps,

Gibraltar

Bodies of wate-

Arctic Ocean,

Mediterranean Sea



specific regions.

3.SG.43 Interpret a chart, graph, or

resource map of major

imports and exports.

3.SG.44 Compare and contrast a

monarchy and a democratic

form of government.


Grade 3: African Geography

Code

Standards &Objectives Literacy &

Math

Standards

Resources Catholic

Identity Academic

Vocabulary &

Historical

Figures and

Places

Assessment/Content

Notes Date Taught

3.SG. 45 Interpret different texts


describe the major



language, clothing, food,

art, beliefs, customs, and

music of countries in the

continent of Africa.

Cultural

diffusion is the

process by

which cultures

exchange and

transmit ideas,

beliefs,

technologies,

and goods over

time.

3.SG.46 Tell a historic story with

appropriate facts and

relevant, descriptive

details while speaking

audibly in coherent

sentences using

information gained from

timelines, primary

sources and

informational text. (C, G,

H, P) Suggestions are:

Ancient Egypt and the

pyramids, Nile River,

Tutankhamen,

Bartholomew Diaz lands

on Cape of Good Hope,

Nelson Mandela, and

current events.


3.SG.47 Identify major countries

of the continent (Egypt,

Kenya, Libya, and South

Africa).



(G): • Rivers – Congo,

Niger, Nile • Mountains

– Kilimanjaro, Mt.

Kenya, Atlas Mountains

• Desert – Sahara •

Bodies of Water – Indian

Ocean, Lake Victoria,

Southern Ocean •

Landforms – Cape of

Good Hope

3.SG.49 Explain how people

depend on the physical

environment and its

natural resources to

satisfy their basic needs.

(C, E, G)



specific regions.





Grade 3 Economics

Essential Question:

Code

Standards &Objectives

Literacy &

Math

Standards

Resources Catholic

Identity

Academic

Vocabulary &

Historical

Figures and

Places

Assessment/Content

Notes

Date Taught

3.SE.1 Define supply and demand

and describe how changes

in supply and demand

affect prices of specific

products.

Dignity of

Work and the

Rights of

Workers:

People need to

work to make a

living. Their

work should

make them

happy. It should

be safe. They

should make

enough money

to buy what

they need to

live a decent

life. We should

make sure all

workers are

protected.


third grade, TLW

actively participate in

age-appropriate service

projects.


3.SE. 2 Describe how goods and

services are exchanged

on local and

international levels.

Rights and

Responsibiliti

es: People

need food,

clothes, a

house, and to

ve able to go

to school. We

have the right

to these

things.

Sometimes

people in our

community

lack these

things. We

should help

them.


Grade 3, TLW realize

that because God is

love, we are called to

love.

Grade 3: Geography of Australia

III. Essential Question:

Code Standards &

Objectives

Literacy &

Math

Standards

Resources Catholic

Identity

Academic

Vocabulary &

Assessment/Content

Notes

Date Taught

3.SG. 52 Interpret different texts


describe the major



language, clothing, food,

art, beliefs, customs, and

music of Australia


3.SG.53 Use information gained

from timelines, primary

sources and

informational text to

identify major historical

people, events and

patterns. (C, G, H, P)

Suggestions are as

follows: Indigenous

cultural heritage of

Aboriginal people,

Captain James Cook and

European Settlement,

Australia’s

Independence, and

current events

3.SG.54 Identify the Great

Barrier Reef, New

Zealand, Ayers Rock,

and Tasmania.




Grade 3: Geography of Asia

Code Standards & Objectives Literacy & Math

Standards

Resources Catholic

Identity

Academic

Vocabulary

&

Assessment/Content Notes Date Taught

3.SG.56 Interpret different texts and

primary sources to describe

the major components of

history and culture

including language,

clothing, food, art, beliefs,

customs, and music.

Cultural

diffusion is the

process by

which cultures

exchange and

transmit ideas,

beliefs,

technologies,

and goods over

time.

By the completion of Grade 3,

TLW respond joyfully to God’s

call to give one’s self in love to

God and neighbor.


3.SG.57 Tell a historic story with

appropriate facts and

relevant, descriptive details

while speaking audibly in

coherent sentences. Use

information gained from

timelines, primary sources

and informational text. (C,

G, H, P) Suggestions are as

follows: Mesopotamia

including the creation of the

written alphabet; important

technologies of China such

as bronze casting, silk

manufacture, gunpowder

and the invention of paper;

The Great Wall of China;

Marco Polo and trade along

the Silk Route; 2004 Indian

Ocean Tsunami, and current

events.

3.SG.58 Identify the major countries

of the continent (China,

India, Israel, Vietnam,

Korea, and Japan).

3.SG.59 Identify the Himalayas,

Mount Everest, and

Mesopotamia.

3.SG.60 Interpret a chart, graph, or

resource map of major



Grade 3 Civics and Government

IV. Essential Theme: Governments in communities and countries around the world have the authority to make and the power to

enforce laws. The role of the citizen within these communities or countries varies across different types of governments.


Standards

Resources Catholic

Identity

Academic

Vocabulary

&


3.SC.1 Summarize the differences

between a dictatorship and

democratic forms of

government.

Call to family,

community and

participation. We

need to

remember our

whole

community when

we make rules.

Law and money

rules should be

fair for e

everyone.

Standard may also present in

South American geography

3.SC.2 Compare and contrast a

monarchy and a democratic

form of government.

Standard also listed in European

geography and other regions of

the world communities

3.SC.3 U.S. government is based on

democratic principles.

The

fundamental

principles of

other

governments

may be similar

to or different

from those of

the U.S.

government.

3.SC.4 Compare and contrast each

selected world community’s

government to the U.S.

government.


3.SC.5 Define citizenship and examine

how this definition may vary

across different types of

political systems.

How is

citizenship

similar or

different to U.S.

citizenship in

each of the

world

communities?

Rights and

Responsibilities


TLW: realize the importance of

respecting those who exercise

proper authority in the family,

in the Church, and in society.

3.SC.6 Discuss the concept of

universal human rights that

suggests all people should be

treated fairly and should have

the opportunity to meet their

basic needs.

Across global

communities,

governments

and citizens

alike have a

responsibility to

protect human

rights and to

treat others

fairly.

Dignity of the

Human person

3.SC.7 Discuss how prejudice and

discrimination can be barriers

for communities and cultures to

justice and equality for all

people.

3.SC.8 Investigate steps people can

take to support social action

and change when faced with

discrimination, prejudice

Option for the

Poor and

Vulnerable. We

need to think

about how people

who are poor or

vulnerable in our

community live.

People who have

enough need t

share with people

who do not have

enough. We

should put the

needs of people

who are poor and

vulnerable first.


TLW: be aware that we have a

duty to care for the rights of

others. 2. Demonstrate respect

for all forms of life. 3.

Understand the Ten

commandments and the Eight

Beatitudes in greater detail. 4.

Understand that we are created

in God’s image and likeness

and that we are to try to live

peacefully with others.


Grade 3: Geography of Antrctica


Standards

Resources Catholic

Identity

Academic

Vocabulary

& Historical

Figures


3.SG.61 Create a multimedia

presentation of social studies

stories about explorations to

Antarctica; add drawings or

other visual displays to

stories or accounts of

experiences when

appropriate to clarify ideas,

thoughts, and feelings.

May use stories

from literature

fiction or non-

fiction text

3.SG.62 Use timelines and historical

passages to summarize the

history of a region including

events, inventions/inventors,

artists, writers, and political

figures. (C, H, P)

Suggestions are: James

Clark Ross, Richard E. Byrd,

and South Magnetic Pole.

3.SG.63 Conduct a short research

project to examine the

Antarctic Treaty.

3.SG.64 Explain why there are only

temporary residents found

on Antarctica and the impact

the physical environment

and its natural resources

have on how basic needs are

met.

3.SG.65 Read and interpret

information about the impact

of people on the

environment.

3.SG.66 Identify McMurdo Station.


FOURTH GRADE (4th

): Tennessee State History, Local History and Government, and U.S. Geography and regions

Grade 4 social studies is focused on Tennessee state and local communities and their change over time, incorporating the study of U.S.

geography, economics and government. Key ideas should allow students to make connections to present-day Tennessee, the local

community, and the United States.

I. Tennessee State History and Culture


Standards

Resources Catholic

Identity

Academic

Vocabulary

& Historical

Figures


4.TH. 1 Describe the legacy and

cultures of the major

indigenous (Native Americans)

settlements in Tennessee

including the Paleo, Archaic,

Woodland, and Mississippian

Geographic

factors often

influence

locations of

early

settlements.

People use the

resources and

the lands

around them to

meet their basic

needs of food,

clothing and

shelter.

Care for God’s

Creation: We

love God by

taking care of the

earth. We must

protect the planet

and its people.

We must live in

harmony with

creation.

Rights and

Responsibilities

Coats-Hines

Site

Pinson Mounds

Old Stone Fort

Chucalissa

Indian Village

By the completion of grade 4,

TLW further understand the

notion that God created the

world freely and out of love.


4.TH.2 Analyze religious beliefs,

values, customs, work

specialization, transportation

systems, and various folklore

traditions of the Cherokee,

Creek, and Chickasaw

Read Indian

legends native to

the region such as

Native

American

groups

developed

specific patterns

of organization

and governance

to manage their

societies.

Compare and

contrast the

patterns of

organization

including clan

structure,

maternal

designations,

home, etc.

Call to Family,

community, and

participation:

People are

social. The way

we make our

rules is

important. We

need to

remember our

whole

community when

we make rules.

Loving families

are good. Law

and money

should be fair for

everyone. We

need to help

people who are

poor.

Principal Chief

Summer and

winter homes

Recreation

Clans

Maternal

designations

By the end of grade 4, TLW

understand that we were made

to be part of world that God

created so that we could

contribute positively to the

family of God.

4.TH.3 Explain the impact of

individuals who created interest

in land west of the Appalachian

Mountains (colonial and

revolutionary period in TN)

Area now

known as

Tennessee

became the

home to many

immigrants,

particularly

from Ireland,

Scotland,

England,

Germany,

Africa

Long hunters

Daniel Boone-

Wilderness

Road

Thomas Sharpe

Spencer

William Bean

Dr. Thomas

Walker

4.TH.4 Describe the causes, course,

and consequences of the French

and Indian War, including the

massacre at Fort Loudoun

Identify key

areas


4.TH.5 Write a summary of the events

of Tennessee’s first settlement

and settlers, including the

Watuaga Purchase, Watauga

Compact, Little Carpenter, and

Dragging Canoe

4.TH.6 Determine the meaning and

identify the terms Loyalists,

Patriots, Minutemen,

Overmountain Men, and

Redcoats to describe people

during the American

Revolution as it applies to TN

history

Life and Dignity

of the Human

person. People

should love each

other. Wars hurt

people. We

should solve

problems

without fighting.

We also should

not kill anyone.

We are all

people with

value and should

care for each

other. May be

too early to

introduce the

idea of a “just

war”.


TLW 1.learn to appreciate the

cultural difference of those in

the neighborhood, parish, or

school community. 2. Be aware

that we have a duty to care and

respect the rights of others.

4.TH. 7 Locate and identify the major

military battles, campaigns, and

turning points of the American

Revolutions as it applies to TN

involvement

Lexington and

Concord;

Bunker

(Breed’s) Hill,

Valley Forge,

Princeton and

Trenton,

Saratoga,

King’s

Mountain,

Yorktown


4.TH.8 Explain using supporting

details how the Revolution

affected the Watauga

Settlement.

Include:

Washington

District,

Cherokee War

of 1776, Nancy

Ward, John

Sevier,

Watauga

Petitions

4.TH.9 Explain the purpose and

obstacles in creating the new

Cumberland Settlement

Include:

Richard

Henderson,

James

Robertson, John

Donelson, salt

licks, sever

winter and river

travel,

Transylvania

Purchase,

Cumberland

Compact, Battle

of the Bluffs

4.TH.10 Explain the events that led to

the creation and failure of the

Lost State of Franklin.

4.TH.11 Label and locate the Territory

south of the River Ohio

(Southwest Territory) on a map,

identify its leaders and explain

how it was the first step to

statehood.

William Blount,

John Sevier,

Rocky Mount,

and the Treaty

of Holston.

4.TH.12 Analyze and describe the role

of Tennessee in the War of

1812

Include:

Andrew

Jackson, Battle

of Horseshoe

Bend, Sam

Houston,

Volunteers


4.TH.13 Write a narrative piece

summarizing life on the frontier

of Tennessee and reasons why

pioneers moved west.

Include:

Cumberland

Gap, Natchez

Trace, Jackson

Purchase,

transportation,

housing, food,

clothing,

gender role,

education

entertainment,

music

4.TH.14 Describe and explain the

contributions of Sequoyah.

4.TH.15 Describe the major events in

Jackson’s presidency, including

the corrupt bargain, the Indian

Removal Act, reducing the

national debt, preserving the

union, and abolishing the

national bank.

4.TH.16 Analyze the impact of the

Indian Removal Act on the

Cherokee, detail their resistance

to being removed, and map the

movement west,

Treaty of New

Echota; John

Ross; Trail of

Tears

4.TH.17 Describe and explain the

contributions of Virginia Hill

and Free Hill, Tennessee,

Frances Wright and Nashoba,

and Elihu Embree and their

efforts to abolish slavery in TN.

4.TH.18 Use informational texts; explain

the fight for Texas

independence against Mexico

and the contributions of

Tennesseans Sam Houston and

David Crockett.


4.TH.19 Conduct a short research

project detailing the surprise

nomination and election of

James K. Polk and list his

accomplishments in office

including Texas statehood,

territorial expansion, and one

term promise.

4.TH.20 Explain with supporting details

why Tennessee was divided on

the issue of secession and the

events that led it to eventually

leave the Union.

The Free and

Independent

State of Scott,

Hurst Nation,

East Tennessee

mostly pro-

Union and

divided families

4.TH.21 Examine Tennessee’s cultural

past and present by examining

music, dance, food, art, and

native crafts such as quilting.

4.TH.22 Identify the three grand regions

in Tennessee and the

geographic features of each.

Use various

maps (physical,

political) to

illustrate the

diverse nature

in Tennessee’s

geography


Grade 4: U.S. Regional Geography

Northeast


Math Standards

Resources Catholic

Identity

Academic

Vocabulary

& Historical

Figures


4.G.1 Define geography and the five

themes of geography.

Geography: the

study of the

Earth’s surface

5 themes:

(where?)

location, place

(what is it

like?), human

environment

interactions

(how is it

shaped by

humans?),

movement (how

do people move

goods and

ideas?), regions

(How is this

place like or

different from

other areas?)

4.G.2 Locate and describe

hemispheres, continents,

countries, and oceans.

Hemisphere,

equator, border,

prime meridian,

continent,

relative

location, gulf

4.G.3 Describe the relative location

of the United States


4.G.4 Explain how and why different

places are defined by region:

transportation, ethnicity,

landforms, and

communication.

Political,

physical,

cultural,

economic

ethnicity all can

play a role in

region

identification

4.G.5 Explore the Northeast region

of the U.S., past and present.

4.G.5a Explain how the geography

and climate of the Northeast

affect its economy.

4.G.5b Identify, locate and discuss the

states in the Northeast region

including each state’s capital

city ( New England states,

Mid-Atlantic states)

4.G.5c Describe the important role the

Northeast region had on the

early history of the U.S.

4.G.5d Analyze the climate,

geography and natural

resources of the Northeast U.S.

region.

4.G. 5e Compare and contrast each of

the states within the region for

culture, economic factors,

natural resources, and

geography.


Grade 4: U.S. Geography

Southeast


Standards

Resources Catholic

Identity

Academic

Vocabulary

& Historical

Figures


4.G.6 Explore the Southeast region

of the U.S. past and present.

4.G. 6a Explain how the geography

and climate of the Southeast

affect its economy.

4.G.6b Identify, locate, and discuss

the states in the Southeast

including state capital cities

(Atlantic coast states, gulf

coast states, and inland south

states. Include also U.S.

territories in the Caribbean).

4.G.6c Describe the important role

the Southeast region had on

U.S. early history.



resources of the Southeast

U.S. region

4.G.6e Compare and contrast each of

the states within the region

for culture, economic factors,


geography.



Midwest


Standards

Resources Catholic

Identity

Academic

Vocabulary

& Scientists


4.G.7 Explore the Midwest region of

the U.S. past and present.


and climate of the Midwest

region affects its economy.


the states in the Midwest

Including state capital cities

(Great Lake states, plains

states).


the Midwest region had on

U.S. early history.



resources of the Midwest U.S.

region.


the states within the region for

culture, economic factors,


geography.


Southwest


Standards

Resources

&Activities Catholic

Identity

Academic

Vocabulary

& Scientists


4.G.8 Explore the Southwest region

of the U.S. past and present.


and climate of the Southwest

region affects its economy.



the states in the Southwest

Including state capital cities

(Texas, Oklahoma, New

Mexico, Arizona)


the Southwest region had on

U.S. early history



resources of the Southwest

U.S. region.





geography.

Grade 4 U.S. Geography

The West


Standards

Resources Catholic

Identity

Academic

Vocabulary

& Scientists


4.G.9 Explore the Western region of

the U.S. past and present.


and climate of the West

region affects its economy


the states in the western

region Including state capital

cities (Pacific Northwest,

California)


the western region had on

U.S. early history




resources of the western U.S.

region.





geography.

Grade 4. U.S. Economy

Essential Question:


Standards

Resources Catholic

Identity

Academic

Vocabulary

& Scientists


4.E.1 Understand basic economic

concepts related to scarcity. Economy; free

market;

demand;

manufacturing;

profit, factors of

production,

supply. Global

economy

4.E.2 Explore how the U.S.

economy has changed over

time.

4.E.3 Explore the economy of each

U.S. region.


Grade 4: Government and Civics

Essential Question:


Standards

Resources Catholic

Identity

Academic

Vocabulary &

Scientists


4.C.1 Explore patriotism, history

and American culture as a

uniting factor of a diverse

and multi-cultured nation.

Analyze

symbols that

represent

important

ideas of the

U.S. history,

culture and

identity

Analyze symbols

that are

representative of

Christianity and

Catholicism

4.C.2 Understand the origin and

meaning of songs that

represent American ideals

Francis Scott

Key’s Star-

Spangled

Banner, my

Country tis of

Thee, etc.

4.C.3 Describe the three branches

of U.S. government.

Constitution, Bill

of Rights,

democracy,

republic

legislative

branch, executive

branch, judicial

branch, checks

and balances,

majority rule

4.C.4 Discuss the rights and

responsibilities of being a

citizen

Rights and

Responsibilities

4.C.5 Examine the provisions

established in the

Constitution for State

governments

4.C.6 Relate why Americans honor

and study the nation’s past

history.


Resources*

*As websites change, please be sure to check prior to using a site with students.

“America, A Narrative History” is a text published by WW Norton. As a free supplement to the book, Norton has published ten Google Earth

tours. These tours include major themes and events in US History, providing history lessons within a geographic context.

6 Cool Interactive Sites To Learn More About American History (http://www.makeuseof.com/tag/6-cool-interactive-sites-learn-american-history/) – awesome interactive resources to learn the following topics in depth:

7 Places to Find & Watch Documentaries Online http://www.freetech4teachers.com/2012/09/7-places-to-find-watch-documentaries.html#.VSpclPnF-68

7 Useful YouTube Channels for History Teachers http://www.freetech4teachers.com/2012/02/7-useful-youtube-channels-for-history.html#.VSpVWvnF-68

A Consortium of nonpartisan, nonprofit organizations committed to strengthening civic life in the U.S. by increase the quality of civics education

in our nation’s schools and by improving accessibility to high-quality, no-cost learning materials.

Abraham Lincoln site http://www.abrahamlincolnonline.org/lincoln.html

ActiveHistory – http://www.activehistory.co.uk/gallery/

ALA Top 25 Websites for Teaching and Learning allows users to create timelines that incorporate text, images, audio, and video, you can

embed the timeline in a blog or share it via email, available in English and Spanish.

American Memory from the Library of Congress American Memory provides “free and open access through the Internet to written and spoken

words, sound recordings, still and moving images, prints, maps, and sheet music that document the American experience.

American Muslim Women’s Association http://www.amwa.us

Ancient history, British history, World war, Historic figures, Family history, Hands on history, History for kids and History games.

Annenberg Learning http://www.learner.org/interactives/?page=1&per_page=20&query=

Arabian American Oil Company http://www.saudiaramcoworld.com

BBC history site – http://www.bbc.co.uk/history

http://www.wwnorton.com/college/history/america8/full/historytours.aspx


http://www.makeuseof.com/tag/6-cool-interactive-sites-learn-american-history/

http://www.makeuseof.com/tag/6-cool-interactive-sites-learn-american-history/

http://www.freetech4teachers.com/2012/09/7-places-to-find-watch-documentaries.html#.VSpclPnF-68

http://www.freetech4teachers.com/2012/09/7-places-to-find-watch-documentaries.html#.VSpclPnF-68

http://www.freetech4teachers.com/2012/02/7-useful-youtube-channels-for-history.html#.VSpVWvnF-68

http://www.freetech4teachers.com/2012/02/7-useful-youtube-channels-for-history.html#.VSpVWvnF-68

http://www.abrahamlincolnonline.org/lincoln.html

http://www.activehistory.co.uk/top_activities/index.htm

http://www.activehistory.co.uk/gallery/

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/bestlist/bestwebsitestop25.cfm%23snandcomm

http://memory.loc.gov/ammem/index.html

http://www.amwa.us/

http://www.learner.org/interactives/?page=1&per_page=20&query=

http://www.saudiaramcoworld.com/

http://www.bbc.co.uk/history/

http://www.bbc.co.uk/history


Bread for the World http://www.bread.org/hunger/us/

Calisphere http://www.calisphere.universityofcalifornia.edu/

Center for Civic Education http://www.civiced.org/

C-SPAN Classroom http://www.c-spanclassroom.org/

Cultural Institutions new cultural ed site: http://nysculturaled.org/

DECA http://www.fold3.com/?xid=159A prepares emerging leaders and entrepreneurs in marketing, finance, hospitality and management in

high schools and colleges around the globe. The High School Division includes 185,000 members in 5,000 schools. The Collegiate Division

(formerly known as Delta Epsilon Chi) includes over 15,000 members in 200 colleges and universities. Teachers and students can join the

membership programs with very small fees.

declaration-independence#sect-activities

Digital History http://digitalhistory.unl.edu/

Digital History Using New Technologies to Enhance Teaching and Research

Digital Vaults http://www.digitalvaults.org/

Digitally archives historical documents, photos, and other media from institutions all over the world.

DocsTeach.org is an online teaching tool from the US National Archives for teachers to find and create interactive learning activities with

primary-source documents that promote historical thinking skills in 21st century classroom.

Discovery gives access to free classroom-ready lesson plans and activities for K-12 education, organized by grade level and subject for science,

social studies, and literature.

http://www.discoveryeducation.com/

ECHO – George Mason University http://echo.gmu.edu/ Comprehensive guide to websites in the history of science, technology, and industry

Echoes and Reflections http://www.echoesandreflections.org

EconEDlink http://www.econedlink.org/

EDSITEment http://edsitement.neh.gov/

http://www.bread.org/hunger/us/

http://www.calisphere.universityofcalifornia.edu/

http://www.calisphere.universityofcalifornia.edu/

http://new.civiced.org/

http://www.civiced.org/

http://www.c-spanclassroom.org/

http://www.c-spanclassroom.org/

http://nysculturaled.org/

http://nysculturaled.org/

http://www.fold3.com/?xid=159A %20

http://edsitement.neh.gov/lesson-plan/declare-causes-declaration-independence

http://digitalhistory.unl.edu/

http://digitalhistory.unl.edu/

http://www.digitalvaults.org/

http://www.digitalvaults.org/

http://docsteach.org/

http://www.discoveryeducation.com/%20

http://echo.gmu.edu/center.php

http://echo.gmu.edu/

http://www.echoesandreflections.org/

http://www.econedlink.org/

http://www.econedlink.org/

http://edsitement.neh.gov/

http://edsitement.neh.gov/


Edsitement- National Endowment for the Humanities website of lessons and other resources- http://edsitement.neh.gov/lesson-plans

Edutecher - links to all kinds of educational sites, videos, lesson plans.

http://www.edutecher.net/links.php

Edutopia Online ( http://www.edutopia.org/)

Eyewitness Exhibits (Archives.gov) http://www.archives.gov/exhibits/eyewitness/)

Eyewitness to History http://www.eyewitnesstohistory.com/

FBI http://www.fbi.gov/

Fold3 – The Arizona Memorial http://www.fold3.com/?xid=159

Fordham University Internet History Sourcebooks Project

Frederick Douglass Family Foundation http://www.fdfi.org

Free Documentary TV http://www.freedocumentary.tv/genre/news-politics/

Freedom a History of US For teachers- http://www.pbs.org/wnet/historyofus/teachers/

Games for Learning Social Studies http://classroom-aid.com/educational-resources/social-study/learning-games-social-studies/

Gilder Lehrman Institute of American History https://www.gilderlehrman.org

Go Social Studies Go http://www.gosocialstudiesgo.com/

Google Life Archive http://images.google.com/hosted/life

H2O for Life http://www.h2oforlifeschools.org

National Council for Social Studies (http://www.socialstudies.org/resources) and links here.

High School Financial Planning Program http://www.hsfpp.org/

http://edsitement.neh.gov/lesson-plans

http://www.edutecher.net/links.php

http://www.glef.org/

http://www.edutopia.org/

http://www.archives.gov/exhibits/eyewitness/

http://www.archives.gov/exhibits/eyewitness/

http://www.eyewitnesstohistory.com/

http://www.fbi.gov/

http://go.fold3.com/arizona_memorial/

http://www.fold3.com/?xid=159

http://www.fordham.edu/halsall/

http://www.freedocumentary.tv/

http://www.freedocumentary.tv/genre/news-politics/

http://www.pbs.org/wnet/historyofus/teachers/

http://classroom-aid.com/educational-resources/social-study/learning-games-social-studies/

http://classroom-aid.com/educational-resources/social-study/learning-games-social-studies/

https://www.gilderlehrman.org/

http://www.gosocialstudiesgo.com/

http://www.gosocialstudiesgo.com/

http://images.google.com/hosted/life

http://images.google.com/hosted/life

http://www.h2oforlifeschools.org/

http://www.socialstudies.org/resources

http://www.hsfpp.org/


Hindu Foundation of America http://www.hafsite.org/resources

History Animated http://historyanimated.com/newhistoryanimated/

History Departments Around the World http://chnm.gmu.edu/history-departments-around-the-world/departments/?do=find

History Matters http://historymatters.gmu.edu/search.php

History Tech https://historytech.wordpress.com/2012/03/02/tip-of-the-week-livebinders-and-social-studies/ (Using technologies in teaching

Social Studies)

Historypin https://www.historypin.org/

iEARN http://www.iearn.org is an international (30 countries) non-profit organization that encourages and facilitates the use of Internet

indexes.

Indian Ocean in World History http://www.IndianOceanHistory.org

Integrating ELA and Social Studies in teaching about the Revolutionary War

Interactive Evolution of States http://www.mapofus.org/

(Search tip : Add “source:life” to any Google image search and search only the LIFE photo archive. For example: computer source:life)

John F. Kennedy Presidential Library http://www.jfklibrary.org/

Journey of Mankind http://www.bradshawfoundation.com/journey/

Kids.gov Social Studies Resources http://kids.usa.gov/teachers/social-studies/index.shtml lets anyone can draw and type on a map with all of the zoom options and most of the search options available on Google Maps.

Liberty Day Institute http://www.libertyday.org/index.php

Learning Page “The Learning Page http://www.loc.gov/teachers

Lesson Plan Archive: http://www.nytimes.com/learning/teachers/lessons/archive.html

http://www.hafsite.org/resources

http://www.hafsite.org/resources

http://historyanimated.com/newhistoryanimated/

http://historyanimated.com/newhistoryanimated/

http://chnm.gmu.edu/resources/departments/

http://chnm.gmu.edu/history-departments-around-the-world/departments/?do=find

http://historymatters.gmu.edu/search.php

http://historymatters.gmu.edu/search.php

http://historytech.wordpress.com/2012/03/02/tip-of-the-week-livebinders-and-social-studies/

https://historytech.wordpress.com/2012/03/02/tip-of-the-week-livebinders-and-social-studies/

http://www.historypin.com/

https://www.historypin.org/

http://www.iearn.org/

http://www.indianoceanhistory.org/

http://www.genealogyinc.com/maps

http://www.mapofus.org/

http://images.google.com/images?q=computer+source:life

http://www.jfklibrary.org/

http://www.bradshawfoundation.com/journey/

http://www.bradshawfoundation.com/journey/

http://kids.usa.gov/teachers/social-studies/index.shtml

http://www.libertyday.org/index.php

http://lcweb2.loc.gov/learn/features/index.html

http://www.loc.gov/teachers

http://www.nytimes.com/learning/teachers/lessons/archive.html


Library of Congress http://loc.gov/

Library of Congress Learning Page http://www.loc.gov/teachers/index.html

Lincoln Archives http://www.lincolnarchives.us/

MapMaker Interactive (a tool from National Geographic)

http://mapmaker.education.nationalgeographic.com/?ar_a=1&b=1&ls=000000000000

Mapping America http://projects.nytimes.com/census/2010/explorer?hp - Census data by zip code, it offers four categories of maps that you can

explore; education, housing and families, income, and race and ethnicity

Mapping the Census Interactive map http://projects.nytimes.com/census/2010/explorer Military Records and Photos

National Council for the Social Studies http://www.socialstudies.org/

National Council of Social Studies http://www.socialstudies.org/

National Endowment for Financial Education http://www.nefe.org

National Endowment for the Humanities http://edsitement.neh.gov/lesson-plan/declare-causes-declaration-independence

National Geographic http://natgeoed.org

National Geographic Teachers Site http://education.nationalgeographic.com/education/

National Museum of American History http://americanhistory.si.edu/

National Park Service Geological Resources www.nature.nps.gov/geology

National Park Service http://www.nps.gov/kids/

National Portrait Gallery http://npgportraits.si.edu/eMuseumNPG/code/emuseum.asp

National Women’s History Museum http://www.libertyday.org/index.php

http://loc.gov/

http://memory.loc.gov/learn/

http://www.loc.gov/teachers/index.html

http://www.lincolnarchives.us/

http://www.lincolnarchives.us/

http://education.nationalgeographic.com/education/mapping/interactive-map/?ar_a=1

http://mapmaker.education.nationalgeographic.com/?ar_a=1&b=1&ls=000000000000

http://projects.nytimes.com/census/2010/explorer?hp

http://projects.nytimes.com/census/2010/explorer

http://www.socialstudies.org/



http://www.nefe.org/

http://www.nefe.org/


http://natgeoed.org/

http://education.nationalgeographic.com/education/

http://americanhistory.si.edu/

http://www.nature.nps.gov/geology

http://www.nps.gov/kids/

http://npgportraits.si.edu/eMuseumNPG/code/emuseum.asp

http://www.libertyday.org/index.php


New York State Museum http://www.nysm.nysed.gov/

New York State Social Studies Field Guide - https://www.engageny.org/resource/new-york-state-k-12-social-studies-field-guide Newspaper Map http://newspapermap.com/

The New York Times Learning Network On the Web Lesson Plan Archive can be searched by keyword, searched by subject, or browsed by

subject.

Home Page: http://www.nytimes.com/learning/

Not Another History Teacher History and Technology- A Perfect Pair http://notanotherhistoryteacher.edublogs.org/

Online Interactive Resources for Social Studies (Ten pages of resources in this document)

http://www.einstruction.com/files/default/files/samples/Soc-Interactive_Websites.pdf

Pare Lorentz Center http://parelorentzcenter.org./

PBS- History Detectives- http://www.pbs.org/opb/historydetectives/educators/technique-guide/online-resources/

PBS TeacherSource http://www.pbslearningmedia.org/ Lesson plans, tv programs, professional development and videos.

Pinterest Social Studies Resources https://www.pinterest.com/lauracandler/social-studies-teaching-resources/

Primary Source http://www.primarysource.org/

Resources for History Teachers http://resourcesforhistoryteachers.wikispaces.com/

Salem Witchcraft Accusation History http://www2.iath.virginia.edu/bcr/salem/salem.html

Scribble Maps http://scribblemaps.com

Sikh Coalition http://www.sikhcoalition.org/resources/about-sikhs

Smarthistory.org from Khan Academy https://www.khanacademy.org/humanities/art-history-basics/beginners-art-history/a/cave-painting-contemporary-art-and-everything-in-between

http://www.nysm.nysed.gov/

https://www.engageny.org/resource/new-york-state-k-12-social-studies-field-guide

http://newspapermap.com/

http://www.nytimes.com/learning/

http://notanotherhistoryteacher.edublogs.org/

http://notanotherhistoryteacher.edublogs.org/

http://www.einstruction.com/files/default/files/samples/Soc-Interactive_Websites.pdf

http://parelorentzcenter.org./

http://parelorentzcenter.org./

http://www.pbs.org/opb/historydetectives/educators/technique-guide/online-resources/

http://www.pbslearningmedia.org/

https://www.pinterest.com/lauracandler/social-studies-teaching-resources/

http://www.primarysource.org/

http://www.primarysource.org/

http://www.wikispaces.com/t/y/wiki-historyresources/blog/

http://resourcesforhistoryteachers.wikispaces.com/

http://www2.iath.virginia.edu/bcr/salem/salem.html

http://www2.iath.virginia.edu/bcr/salem/salem.html

http://scribblemaps.com/

http://scribblemaps.com/

http://www.sikhcoalition.org/resources/about-sikhs

http://www.sikhcoalition.org/resources/about-sikhs

http://www.smarthistory.org/

https://www.khanacademy.org/humanities/art-history-basics/beginners-art-history/a/cave-painting-contemporary-art-and-everything-in-between

https://www.khanacademy.org/humanities/art-history-basics/beginners-art-history/a/cave-painting-contemporary-art-and-everything-in-between


Smithsonian Center for Education http://www.si.edu/

Smithsonian http://www.si.edu/

Smithsonian’s History Explorer http://historyexplorer.si.edu/home/

Social Studies & History Teacher https://multimedialearningllc.wordpress.com/ State Library and Archives http://sos.tn.gov/tsla/online-resources

Sultan Qaboos Cultural Center http://www.sqcc.org/

Teach UNICEF http://teachunicef.org

Teachers First http://www.teachersfirst.com/matrix.htm Teachers Network This site features major initiatives of the veteran non-profit

organization designed for teachers, by teachers.

Teacher Resources for Tennessee music and history. http://countrymusichalloffame.org/schools/teacher-resources#.WSLq1Pnyuos

Teaching Tolerance http://tolerance.org

TeachingAmericanHistory http://teachingamericanhistory.org/library/ Teaching with Primary Sources http://library.mtsu.edu/tps/ Teaching with Primary Sources offers free K-12 professional development thanks t funds provided by the Library of Congress. TPS-MTSU serves educators across Tennessee by improving the way primary sources are used to promote critical thinking in the classroom and across the curriculum. Teachers can stare exploring primary sources.

Teachinghistory.org is a website that collects history resources and materials and provides support for K-12 history teachers through funding

from the U.S. Department of Education.

Tennessee Council for the Social Studies http://www.tncss.org/resources-for-teachers.html

Tennessee Geographic Alliance http://www.tngeographicalliance.org/

http://www.si.edu/teachers/

http://www.si.edu/

http://www.si.edu/

http://historyexplorer.americanhistory.si.edu/

http://historyexplorer.si.edu/home/

http://multimedialearningllc.wordpress.com/

https://multimedialearningllc.wordpress.com/

http://sos.tn.gov/tsla/online-resources

http://www.sqcc.org/

http://teachunicef.org/

http://www.teachersfirst.com/matrix.htm

http://www.teachersnetwork.org/

http://countrymusichalloffame.org/schools/teacher-resources#.WSLq1Pnyuos

http://tolerance.org/

http://teachingamericanhistory.org/library/

http://teachingamericanhistory.org/library/

http://library.mtsu.edu/tps/

http://teachinghistory.org/

http://www.tncss.org/resources-for-teachers.html

http://www.tngeographicalliance.org/


Tennessee History and Archives http://sos.tn.gov/tsla/online-resources

Tennessee History/East http://www.easttnhistory.org/education/teacher-resources

Tennessee-Free 50 US http://50states.mrdonn.org/tennessee.html

Tennessee State Museum http://www.tnmuseum.org/Teachers/Lesson_Plans/

The Center on Congress at Indiana University http://congress.indiana.edu/ has a good collection of interactive, role-playing activities for

learning about how the United States’ government functions. In “How a Member Decides to Vote” students take on the role of a Congressman or

Congresswoman for a week. During the simulated week, students receive phone calls from constituents, read newspaper headlines, meet with

constituents, meet with lobbyists, and attend meetings with other Congressmen and Congresswomen.

The Economics of Seinfeld http://yadayadayadaecon.com/ uses clips (as well as clips from other television shows or movies) to make

economic concepts come alive, making them more real for students. Ultimately, students will start seeing economics eve

The History 2.0 Classroom http://kulowiectech.blogspot.com/2011/11/choose-your-own-adventure-videos.html

The History Channel www.history.com – your ‘must have’ site for history resources, including teaching materials, TV shows, videos,

games……

The Learning Network from http://learning.blogs.nytimes.com the New York Times is the resources for teaching based on New York Times

content, with lesson ideas and quizzes on news.

The Library of Congress www.loc.gov The Library of Congress offers classroom materials and professional development to help teachers

effectively use primary sources from the Library's vast digital collections in their teaching.

The Metropolitan Museum of Art http://www.metmuseum.org/research/metpublications/titles-with-full-text-online?searchtype=F

The National Archives’ Digital Classroom – http://www.archives.gov/education/

The Smithsonian is the single largest museum in the world and houses many treasures from the U.S. and abroad. This site contains lesson plans,

online resources, and links to images, publications, and music for every subject area.

The Web Quest Page http://webquest.org/index.php

http://sos.tn.gov/tsla/online-resources

http://www.easttnhistory.org/education/teacher-resources

http://50states.mrdonn.org/tennessee.html

http://www.tnmuseum.org/Teachers/Lesson_Plans/

http://congress.indiana.edu/

http://yadayadayadaecon.com/

http://yadayadayadaecon.com/

http://kulowiectech.blogspot.com/2011/11/choose-your-own-adventure-videos.html

http://kulowiectech.blogspot.com/2011/11/choose-your-own-adventure-videos.html

http://www.history.com/

http://www.loc.gov/

http://www.loc.gov/

http://www.metmuseum.org/research/metpublications/titles-with-full-text-online?searchtype=F

http://www.archives.gov/education/

http://webquest.org/index.php


The British Museum http://www.britishmuseum.org/explore/young_explorers1.aspx

The Flow of History – written by a High School History teacher as a series of flow charts that are easy to follow.

http://www.flowofhistory.com/

The Google Cultural Institute https://www.google.com/culturalinstitute/home

The Oyez Project at Chicago-Kent is a multimedia archive devoted to the Supreme Court of the United States and its work.

http://www.oyez.org/about

The University of Florida Digital Collections (UFDC http://ufdc.ufl.edu/) hosts more than 300 outstanding digital collections, containing over

7 million pages of unique manuscripts and letters, antique maps, rare children’s literature books, theses and dissertations, newspapers, historic

photographs, oral histories, and more.

The World Digital Library (WDL). http://www.wdl.org/en/

Thinkfinity- http://www.thinkfinity.org/content-partners.html

Timelines.tv http://timelines.tv/

Times for Kids http://www.timeforkids.com/

United Nations http://www.un.org/en/index.html

United States Census Bureau http://www.census.gov/

United States Conference of Catholic Bishops www.usccb.org

United States Department of the Treasury http://www.treasury.gov/Pages/default.aspx

United States Government site for children http://kids.usa.gov/

United States House of Representatives http://www.house.gov/

United States Mint http://www.usmint.gov/

http://www.britishmuseum.org/explore/young_explorers1.aspx

http://www.britishmuseum.org/explore/young_explorers1.aspx

http://www.flowofhistory.com/

http://edsurge.us2.list-manage1.com/track/click?u=439db75adf017b97887993422&id=66504a4d23&e=36416da3c9

https://www.google.com/culturalinstitute/home



http://ufdc.ufl.edu/

http://ufdc.ufl.edu/

http://ufdc.ufl.edu/maps

http://ufdc.ufl.edu/baldwin

http://ufdc.ufl.edu/ufetd

http://ufdc.ufl.edu/oral

http://www.wdl.org/

http://www.wdl.org/en/

http://www.thinkfinity.org/content-partners.html

http://timelines.tv/

http://timelines.tv/

http://www.timeforkids.com/

http://www.un.org/en/index.html

http://www.census.gov/

http://www.usccb.org/

http://www.treasury.gov/Pages/default.aspx

http://kids.usa.gov/

http://www.house.gov/

http://www.usmint.gov/


United States Senate http://www.senate.gov/

US Government Teachers Blog http://usgovteducatorsblog.blogspot.com/

US History http://www.ushistory.org/

US History Teachers Blog http://ushistoryeducatorblog.blogspot.com/

US History Tours http://www.wwnorton.com/college/history/america8/full/historytours.aspx

Use Game-Based Learning to Teach Civics (Edutopia) http://www.edutopia.org/blog/game-based-learning-civics-andrew-miller

Vatican Museums http://mv.vatican.va/3_EN/pages/MV_Home.html

Virtual Middle School Library of Social Studies Resources http://www.sldirectory.com/teachf/socsci.html

Women’s Rights National Historical Park http://www.nps.gov/wori/index.htm

World History for Us All http://worldhistoryforusall.sdsu.edu/default.php

World History Sources also from George Mason University http://chnm.gmu.edu/whm/searchwhm.php

World History Teachers Blog http://worldhistoryeducatorsblog.blogspot.com/

Specific websites for Teaching American History- a list of websites

http://americanhistory.si.edu/exhibitions/small_exhibition.cfm?key=1267&exkey=143&pagekey=236

http://docsteach.org/documents/search?mode=browse&menu=open&era[]=revolution-and-the-new-nation

http://ebookbrowse.com/pn-declaration-of-independence-lesson-plan-grades-7-through-12-rtf-d137433328

http://edsitement.neh.gov/lesson-plan/declare-causes-

http://edsitement.neh.gov/lesson-plan/declare-causes-declaration-independence#sect-activities

http://en.wikipedia.org/wiki/Disease_in_colonial_America

http://exchange.smarttech.com (search for Declaration of Independence and grade level in ELA)

http://legacy.fordham.edu/halsall/index.asp


http://memory.loc.gov/ammem/index.html (folklore/culture)

http://www.senate.gov/

http://usgovteducatorsblog.blogspot.com/

http://usgovteducatorsblog.blogspot.com/

http://www.ushistory.org/

http://ushistoryeducatorblog.blogspot.com/

http://ushistoryeducatorblog.blogspot.com/


http://www.edutopia.org/blog/game-based-learning-civics-andrew-miller

http://mv.vatican.va/3_EN/pages/MV_Home.html

http://www.sldirectory.com/teachf/socsci.html

http://www.nps.gov/wori/index.htm

http://worldhistoryforusall.sdsu.edu/default.php

http://chnm.gmu.edu/whm/searchwhm.php

http://chnm.gmu.edu/whm/searchwhm.php

http://worldhistoryeducatorsblog.blogspot.com/

http://worldhistoryeducatorsblog.blogspot.com/

http://americanhistory.si.edu/exhibitions/small_exhibition.cfm?key=1267&exkey=143&pagekey=236

http://docsteach.org/documents/search?mode=browse&menu=open&era%5b%5d=revolution-and-the-new-nation

http://ebookbrowse.com/pn-declaration-of-independence-lesson-plan-grades-7-through-12-rtf-d137433328



http://en.wikipedia.org/wiki/Disease_in_colonial_America

http://exchange.smarttech.com/

http://legacy.fordham.edu/halsall/index.asp




http://memory.loc.gov/ammem/index.html (Women/African-Americans and Religion)

http://odur.let.rug.nl/~usa/H/1994/ch3_p14.htm

http://questgarden.com/search/

http://video.pbs.org/video/2097324181

http://web.clas.ufl.edu/users/ufhatch/pages/05-SecondaryTeaching/NSF-PLANS/3-2_SCIENTIS.htm

http://www.ala.org/aasl/standards-guidelines/best-websites/2013#snandcomm

http://www.americanrevolution.org/home.html (genealogy)

http://www.archives.gov/digital_classroom/index.html

http://www.archives.gov/nae (click digital vaults)

http://www.civicsrenewalnetwork.org

http://www.digitalhistory.uh.edu/timeline/timelineO.cfm

http://www.educatorstechnology.com/2012/08/8-excellent-free-timeline-creation.html http://www.kidinfo.com/American_History/American_Revolution.html (Slavery/women/spies)

http://www.kidinfo.com/American_History/American_Revolution.html (Spy Writing)

http://www.kidinfo.com/American_History/American_Revolution.html (Photos & Videos)

http://www.nationalparks.org (American Revolution)

http://www.nmai.si.edu/ (Native American Art)

http://www.nps.gov/teachers/teacher-resources.htm?q=National+Park

http://www.p12.nysed.gov/ciai/chf/chf.html

http://www.paulreverehouse.org/gift2/details/46-51.pdf Paul Revere

http://www.pbs.org/teachers/thismonth/patriotism/index3.html

http://www.pbs.org/wgbh/aia/part2/2narr4.html (African-Americans)

http://www.smithsonianmag.com/

http://www.teachervision.com/lesson-plans/lesson-5776.html

http://www.theconstitutional.com/about/credits.html Walking tour of Philadelphia

http://www.thefreedomtrail.org

http://www.timerime.com

http://www.uen.org/utahlink/tours/fieldtrips2.cgi?core_area_id=4

http://www.ushistory.org/ValleyForge/history/weather.html

http://www.vcdh.virginia.edu/jamestown/page2.html (Virtual Jamestown)

http://www2.si.umich.edu/spies (invisible ink)


https://twitter.com/PatriotCast

http://patriotcast.wordpress.com/

https://www.engageny.org/resource/role-research-common-core-instruction

https://www.gilderlehrman.org (multimedia)





http://questgarden.com/search/



http://web.clas.ufl.edu/users/ufhatch/pages/05-SecondaryTeaching/NSF-PLANS/3-2_SCIENTIS.htm

http://www.ala.org/aasl/standards-guidelines/best-websites/2013#snandcomm

http://www.americanrevolution.org/home.html

http://www.archives.gov/digital_classroom/index.html

http://www.archives.gov/nae

http://www.civicsrenewalnetwork.org/

http://www.civicsrenewalnetwork.org/



http://www.educatorstechnology.com/2012/08/8-excellent-free-timeline-creation.html

http://www.kidinfo.com/American_History/American_Revolution.html




http://www.nationalparks.org/

http://www.nationalparks.org/

http://www.nmai.si.edu/

http://www.nps.gov/teachers/teacher-resources.htm?q=National+Park




http://www.paulreverehouse.org/gift2/details/46-51.pdf

http://www.pbs.org/teachers/thismonth/patriotism/index3.html

http://www.pbs.org/wgbh/aia/part2/2narr4.html

http://www.smithsonianmag.com/

http://www.teachervision.com/lesson-plans/lesson-5776.html

http://www.theconstitutional.com/about/credits.html

http://www.theconstitutional.com/about/credits.html

http://www.thefreedomtrail.org/

http://www.thefreedomtrail.org/

http://www.timerime.com/



http://www.ushistory.org/ValleyForge/history/weather.html

http://www.vcdh.virginia.edu/jamestown/page2.html

http://www2.si.umich.edu/spies


https://twitter.com/PatriotCast







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