ELEMENTARY SOCIAL STUDIES CURRICULUM First_Grade... · 2015-04-01 · CURRICULUM ROCKWOOD SCHOOL...
Transcript of ELEMENTARY SOCIAL STUDIES CURRICULUM First_Grade... · 2015-04-01 · CURRICULUM ROCKWOOD SCHOOL...
ELEMENTARY SOCIAL STUDIES CURRICULUM
ROCKWOOD SCHOOL DISTRICT
Curriculum & Instruction Department
Elementary Social Studies Curriculum History Board Approved Document 1994 Annual Review 1995 Annual Review 1996 Annual Review 1997 Annual Review 1998 Research Review 1999 In-depth Review 2000 Board Approved Document 2001 Annual Review 2002 Annual Review 2003 Annual Review 2004 Annual Review 2005 In-depth Review 2006 Board Approved Document 2007
BOE Approved 1-18-07 1
TABLE OF CONTENTS
Acknowledgements..............................................................................................................3 Rockwood School District Mission Statement ....................................................................4 Social Studies Goals for Graduates......................................................................................4 Instructional Practices..........................................................................................................5 Rockwood School District Expectations .............................................................................6 Elementary School Social Studies Rationale.......................................................................7 The Nature of Social Studies Content and Process..............................................................7 Guidelines and Expectations for Implementation of the Document....................................8 Application Level Assessments ...........................................................................................9 Differentiation and Social Studies .....................................................................................10 Acceleration in Social Studies ...........................................................................................10 Pre-Instructional Assessment Strategies ............................................................................11 Equity.................................................................................................................................12 Basic Skills.........................................................................................................................13 Content and Skills for Social Studies.................................................................................13 Alignment ..........................................................................................................................13 Social Studies Standards ....................................................................................................14 Social Studies CCO’s.........................................................................................................15 Scope and Sequence...........................................................................................................17 Kindergarten Curriculum...................................................................................................34 First Grade Curriculum......................................................................................................60 Second Grade Curriculum................................................................................................102 Third Grade Curriculum ..................................................................................................162 Fourth Grade Curriculum.................................................................................................240 Fifth Grade Curriculum....................................................................................................301 Appendix A -Show Me Standards ...................................................................................372 Appendix B - Curriculum Evaluation and Input Form ....................................................380 Appendix C - Instructional Technology Listing ..............................................................383 Appendix D - Bloom’s Taxonomy and Depth of Knowledge .........................................385 Appendix E – Data-Driven Teaching/Learning Model ...................................................389 Appendix F – Social Studies Instructional Resources .....................................................393 Appendix G – Social Studies Material Review ...............................................................400 Appendix H – Six Trait Writing Guides ..........................................................................402 Appendix I – Elementary Field Trips ..............................................................................408 Appendix J - Kindergarten Listings.................................................................................433
Glossary for Teachers ..........................................................................................434 Glossary for Students...........................................................................................436 Teacher Materials.................................................................................................440 Supporting Literature ...........................................................................................451 Web Sites .............................................................................................................457 Service Learning Activities..................................................................................458 Essential Skills .....................................................................................................459 Parent Resources & Activities .............................................................................460
BOE Approved 1-18-07 2
Appendix K - First Grade Listings...................................................................................461 Glossary for Teachers ..........................................................................................462 Glossary for Students...........................................................................................464 Teacher Materials.................................................................................................467 Supporting Literature ...........................................................................................472 Web Sites .............................................................................................................479 Service Learning Activities..................................................................................483 Essential Skills .....................................................................................................484 Parent Resources & Activities .............................................................................486
Appendix L - Second Grade Listings...............................................................................488 Glossary for Teachers ..........................................................................................489 Glossary for Students...........................................................................................496 Teacher Materials.................................................................................................503 Supporting Literature ...........................................................................................513 Web Sites .............................................................................................................524 Service Learning Activities..................................................................................526 Essential Skills .....................................................................................................527 Parent Resources & Activities .............................................................................529
Appendix M - Third Grade Listings ................................................................................530 Glossary for Teachers ..........................................................................................531 Glossary for Students...........................................................................................536 Teacher Materials.................................................................................................539 Supporting Literature ...........................................................................................548 Web Sites .............................................................................................................555 Service Learning Activities..................................................................................557 Essential Skills .....................................................................................................558 Parent Resources & Activities .............................................................................561
Appendix N - Fourth Grade Listings ...............................................................................563 Glossary ...............................................................................................................564 Teacher Materials.................................................................................................570 Supporting Literature ...........................................................................................579 Web Sites .............................................................................................................586 Service Learning Activities..................................................................................589 Essential Skills .....................................................................................................590 Parent Resources & Activities .............................................................................593
Appendix O – Fifth Grade Listings .................................................................................594 Glossary ...............................................................................................................595 Teacher Materials.................................................................................................600 Supporting Literature ...........................................................................................608 Web Sites .............................................................................................................618 Service Learning Activities..................................................................................621 Essential Skills .....................................................................................................622 Parent Resources & Activities .............................................................................624
BOE Approved 1-18-07 3
ACKNOWLEDGEMENTS
The writing team gratefully acknowledges those parents, patrons, students, teachers, and administrators who provided direction and feedback to the elementary social studies document at every stage of its development. Writing Committee Review Committee Kelly Voran – Pond Dr. Kathy Peckron – Deputy Katie Acker – Ridge Meadows Superintendent for Doug Russell - Pond Curriculum and School Leadership Philomena Burke - Bowles Roxanna Mechem – Director of Katie Goss – Westridge Social Studies Cathey O’Connor – Geggie Jessica Vehlewald – Social Studies Amy Knight – Ballwin Resource Teacher Georgia Hays – Kehrs Mill Kerri Schiavone – Geggie Support Staff Vickie DeBruin – Uthoff Valley Holly Julius – Secretary Becky Forristal – RVMS Angela Schott – Babler Debbi Casper - Westridge Cindi Palmer – Wild Horse Deborah Lind – Babler Deb Vojslavek – Wild Horse Bernie Mossotti – CCL Lisa Renaud – Ballwin Nicole Clark – Geggie Shaina Martin – Uthoff Valley Dawn Johnson – Parent Vicki Austin – Blevins Stephanie Lombardo – Green Pines Sharon O’Day – Chesterfield Meg Brooks – Westridge Lisa Jarvis – Blevins Michelle Bolton – Babler
BOE Approved 1-18-07 4
ROCKWOOD SCHOOL DISTRICT
MISSION
All students, with support from the community, parents, and staff, will be provided a dynamic curriculum within a safe and caring environment so they will develop the skills, abilities, and attitudes to be lifelong learners and citizens of good character who are prepared to contribute to an ever-changing, global society.
SOCIAL STUDIES GOALS FOR GRADUATES
As a result of their education in the Rockwood Social Studies Program, Rockwood School District students will:
Use critical thinking skills to explain, interpret, predict, identify, apply, understand, compare, and evaluate social studies topics.
Understand the rights and responsibilities of active citizens.
Identify democratic values and principles embodied in the Constitution and fundamental charters of freedom. Use interpersonal skills such as cooperation, adaptability, and conflict resolution. Develop understanding for cultural diversity at the local, state, national, and global levels. Use a variety of sources and technology to research and process information in a changing world. Demonstrate effective oral and written communication. Recognize geographic, historical, political, economic, and cultural relationships. Connect the past with the present and future by explaining continuity and change, and cause/effect relationships in history. Exhibit characteristics of life-long learners.
BOE Approved 1-18-07 5
INSTRUCTIONAL PRACTICES
The following discipline based pedagogical practices should be utilized as part of instruction in high school social studies courses. Use of historical method Understand that all evidence must be interpreted Examine conflicting evidence Evaluate validity and reliability of sources Develop defensible interpretations Discussion of continuity and change Discussion of cause/effect Promotion of historical perspective Examination of motive and intent Consideration of the range of motives Evaluation of the context of motives Discussion of influencing factors Connections to student experience Use of biography and historical fiction to introduce historical narrative Comparison of political, individual, and social histories Cooperative learning Current events linked to curriculum Justification of response Opportunities for role play (historical empathy) Development of questions Examination of point of view Interpretation of historical accounts reflective discussion based on content Examination of connections among big ideas Community service/service learning Character education Application of specialized vocabulary Inquiry Use of primary and secondary sources Use of social studies tools such as technology, maps, charts, graphs, etc. Development of research/library skills Comparison of societies past and present
BOE Approved 1-18-07 6
ROCKWOOD SCHOOL DISTRICT EXPECTATIONS
As a result of their experience in the Rockwood Schools, students will become persons:
• Who demonstrate verbal,
quantitative, cultural, and technical literacy.
• Who can utilize community
resources to foster continual growth and development.
• With skills and attitudes
necessary to become self-directed, life-long learners.
• Who understand the value of
effort in realizing their full educational, vocational, civic, and personal potential.
• Who understand the
principles of physical and emotional health and the importance of maintaining them.
• With effective skills in
written and oral communication.
• With positive self-worth.
• Who demonstrate critical thinking
and problem-solving skills in all areas.
• Who demonstrate the adaptability
necessary for life in a changing world.
• Who think and express themselves
creatively and appreciate the creativity of others.
• Who have a broad familiarity with
the world of work to develop and enhance their career potentials and opportunities.
• Who understand and demonstrate
individual, social, and civic responsibility, including a global concern, tolerance, and respect for others.
• Who understand and appreciate the
elements and principles of the arts and their influence on all areas of life.
• Who demonstrate individual and
social ethics.
L E A R N E R
E X P E C T A T I O N S
BOE Approved 1-18-07 7
ELEMENTARY SOCIAL STUDIES RATIONALE
Elementary Social Studies provides students with a framework for looking at the world in which they live. A solid foundation in social studies is essential for development of responsible and productive members of our nation and world. Strands such as history, geography, economics, government, cultural awareness, and social science processing are utilized to help students make logical connections and reasoned decisions as citizens of a culturally diverse, democratic society. Instructional emphasis is placed on developing and applying knowledge and skills that will enable students to approach and resolve issues of importance in an increasingly interdependent world. Students in elementary social studies will use texts, primary and secondary sources, maps, charts, graphs, photographs, films, software, and other related materials to construct a framework of integrated knowledge within and across disciplines. Students will have the opportunity to acquire and organize information, present ideas, construct narrative histories, use social science tools, and work with categories of information such as cause/effect, sequence, comparison/contrast, and analogy.
THE NATURE OF SOCIAL STUDIES CONTENT AND PROCESS The balance between content and process enhances the complex nature of social studies education. One goal of social studies curriculum includes the recognition and application of course content knowledge. Students should understand course content, its significance, and the connections among various disciplines. The second goal of social studies curriculum includes the various process skills that allow students to formulate opinions, construct meaning, and create organizational patterns that are helpful for analyzing the world. The content and process expectations will be addressed simultaneously within the content and skill section of the curriculum. Expectations for what students should know and do are clearly stated as they relate to each curriculum objective and grade level. In this way social studies curriculum is able to focus on developing student process skills while developing knowledge and application of content.
BOE Approved 1-18-07 8
GUIDELINES AND EXPECTATIONS FOR IMPLEMENTATION OF THE DOCUMENT
The elementary social studies document specifically outlines the Core Conceptual Objectives (CCO) to be taught at each grade level. The CCO’s are arranged into five strands in grades K-5. CCO I represents the government/civics strand. CCO II represents the history strand. CCO III represents the geography strand. CCO IV represents the economic strand, and CCO V represents the culture strand. Social science processing skills are integrated into the five CCO’s for each course. For each course, the CCO is clarified in the content and skills that follow it. The content and skills section contains specific objectives that state what students are to know and do as a result of instruction. Teachers should use this section as a blueprint for planning instruction. Required Application Level Assessments (ALA) are designed to measure the specified content and skills for each CCO. The accompanying scoring guides set the criteria for student performance. To help acquisition of the content and skills and to prepare for the ALAs, facilitating activities are provided as suggested teaching strategies. To help students see connections among topics and activities, all facilitating activities are arranged according to organizing ideas. Teachers are free to modify or substitute facilitating activities based on the needs of their students. Additional instructional resources may be found the Appendices. This document is a living, changing document that will be reviewed and revised annually. Teacher feedback is essential to an effective curriculum process. Therefore, teachers are encouraged to record comments and observations about the curriculum as well as ideas for additions and deletions. Throughout the year teachers are encouraged to collect anchor papers to be used in the refinement of scoring guides and the development of more consistent scoring.
BOE Approved 1-18-07 9
APPLICATION LEVEL ASSESSMENTS IN ELEMENTARY SOCIAL STUDIES
Application level assessments are required tasks written at or above the application level of Bloom’s Taxonomy. The purpose of the Application Level Assessment is to measure student achievement of the corresponding content and skills. This measure of student ability gives the teacher valuable information needed to plan and adjust future instruction. The elementary social studies ALA’s contain unique features to help teachers successfully administer the assessment.
The related Core Conceptual Objectives appear at the beginning of each assessment in order to focus attention on the required content and skills for completion of the assessment.
The student task is clearly listed in objective terms that correspond to the appropriate content and skills being measured.
Teacher notes are provided to outline preparation that may be necessary for successful completion of the ALA.
A suggested student prompt is provided as a usable example of clear directions for the student task.
Scoring guides are provided with each ALA as consistent criteria for achievement.
Social studies ALAs contain examples of themed, link-set performance assessments similar to many forms of social studies state and national tests. Each assessment contains a bank of questions or tasks related to a common theme. Questions or tasks may be preceded by stimulus material (source documents to be analyzed and used by students in order to complete the task). Stimulus material may include photographs, primary and secondary source readings, graphs, charts, maps, etc. Questions or tasks in the module require students to combine content and process skills in meaningful ways. Link-set modules are included in the curriculum document because they are unique to social studies testing. Rockwood students benefit from the exposure to multiple methods of assessment.
BOE Approved 1-18-07 10
DIFFERENTIATION AND SOCIAL STUDIES
All students have unique talents and abilities. Knowledge is retained and reinforced when it is connected to the student’s prior knowledge and abilities. No two students have identical learning needs; therefore, the elementary school social studies curriculum provides a wide range of facilitating activities to support the acquisition of content and skills. Instructors should consider differences in learning styles, motivation, ability, and student interest when planning instruction. It is the goal of the social studies department to ensure that content and skills are organized and presented in ways that are appropriate for all learners.
ACCELERATION IN SOCIAL STUDIES
Acceleration in social studies does not require separate content and skill objectives. Instead, given the enhanced abilities of certain learners to handle abstract concepts and solve meaningful problems, instruction should focus on more advanced and complex processes and outcomes. Allowing students to research topics of interest, extend ideas into new contexts, formulate theories, and present position papers on issues of relevance can provide meaningful learning experiences for the talented learner.
BOE Approved 1-18-07 11
PRE-INSTRUCTIONAL ASSESSMENT STRATEGIES
Pre-assessment of content and skills is an essential part of teaching and learning. Instruction should be planned based on a student’s abilities and level of understanding of content. Pre-instructional assessments give valuable information for modifications to teaching and learning. Pre-instructional assessments should be short and target specific content and skills. They should focus on clear learning targets based on content and skills. All assessments given solely for pre-instructional purposes should not be graded. Multiple types of formal and informal pre-instructional assessments may be used to ensure that each student is receiving appropriately challenging instruction. Social studies teachers are encouraged to match methods of pre-instructional assessment to learning objectives in order to constantly monitor student progress. The use of multiple methods over time will help teachers draw valid inferences regarding student needs. The following options represent possible pre-instructional assessment strategies: Teacher observation Student self-reflection Questioning Graphic organizers KWL Webbing Discussion Surveys Double column notes Quizzes Tests Performance assessment
BOE Approved 1-18-07 12
EQUITY
The Rockwood School District believes that it is the right of every student to receive equal opportunities in all educational programs and activities conducted by the district. It is the policy of the Board to accord equal considerations and impartial treatment regardless of race, color, national origin, ancestry, religion, socioeconomic status, sex, age or disability. In keeping with this policy, the district strives to ensure equitable programs, course offerings, services, facilities, and educational materials. In addition, the district promotes equal opportunities for educational development by equipping all students with technology, research/information processing, and job-preparedness skills. In order to promote equity, the Rockwood Department of Curriculum and School Leadership uses the following codes* to identify equity and readiness in all curriculum documents: GE= Gender Equity RE= Racial/Ethnic Equity D= Disability Equity T= Technology Skills R= Research/Information Processing W= Workplace/Job Preparedness A resource selection committee for each content area will evaluate educational material based on specific criteria including equity and readiness. The criteria checklist for this curriculum adoption is included in the Appendix. *Codes in this document will appear in the content and skills.
BOE Approved 1-18-07 13
BASIC SKILLS IN ROCKWOOD CURRICULUM
Basic skills lay the foundation for all future learning. Basic skills include: reading, writing, and math, problem solving, working with others, analytical skills, and communicating effectively. In the elementary social studies curriculum, basic skills are integrated throughout the document in content and skills, facilitating activities, and application level assessments.
CONTENT AND SKILLS FOR SOCIAL STUDIES
In the elementary social studies curriculum, content and skill objectives are clearly articulated. The content is labeled as “students should know” objectives and the skills are labeled as “students should be able to” objectives. Every objective is coded with a letter that designates its status for instruction. I = Objectives that are introduced for the first time (awareness and beginning discussion) D = Objectives that are developed (continued awareness and treatment of ongoing objective) E = Objectives that are essential (to be mastered at grade level and critical for future learning) A = Objectives that are applied (previously mastered but used in new contexts)
ALIGNMENT
All facilitating activities and application level assessments in the elementary social studies curriculum are fully aligned to the content and skills. Each facilitating activity and assessment is coded to the content and skills for quick reference. For example, IC1a refers to CCO I Content Standard 1a, IIP2 refers to CCO II Process Standard 2, etc. It is the hope of the writing committee that coded alignment will allow focused instruction and assessment on specified content and skills.
BOE Approved 1-18-07 14
SOCIAL STUDIES STANDARDS
The elementary social studies curriculum is correlated to major state and national standards documents for social studies. The following abbreviation codes are used in the scope and sequence and content and skills sections for ease of reference. CE: Rockwood Character Education CIV: Civitas: Framework for Civic Education EA: Economics America FWC: Framework for World History and Culture HSSF: History-Social Science Framework JCEE: Joint Council on Economic Education LM: Library/Media Competencies MCE McRel Compendium of Standards and Benchmarks for Economics MCGE McRel Compendium of Standards and Benchmarks for Geography MCGV McRel Compendium of Standards and Benchmarks for Government MCH: McRel Compendium of Standards and Benchmarks for History NCEE: National Council for Economics Education NCHE: National Council for History Education NCHEW: National Council for History Education (World History) NCSS: National Council for the Social Studies Standards NGS: National Geography Standards NSCG: National Standards for Civics and Government OSS: Other State Standards SCANS: Secretary’s Commission for Achieving Necessary Skills SM: Show-Me Process Standards SS: Social Studies Show-Me Standards NHS: National History Standards
BOE Approved 1-18-07 15
CCO’S Listed By Grade Levels
Kindergarten CCO I The student will apply democratic decision making in a classroom setting with respect for the rights of others and self.
CCO II The student will examine past and present to develop historical awareness. CCO III The student will utilize basic map and globe skills. CCO IV The student will apply the concept of public vs. private goods to the classroom setting. CCO V The student will examine culture as it affects self and others. First Grade CCO I The student will analyze and model responsible citizenship in a community group. CCO II The student will use a variety of sources to examine historical figures and symbols. CCO III The student will apply basic map and globe skills. CCO IV The student will utilize basic economic concepts related to markets. CCO V The student will compare diverse expressions of culture both past and present. Second Grade CCO I The student will illustrate and apply basic principles and procedures of democratic government. CCO II The student will compare events, symbols, and people from early American History. CCO III The student will utilize geographic tools to locate and analyze place. CCO IV The student will apply economic concepts related to market economies. CCO V The student will analyze the effects of culture on self and others. Third Grade CCO I The student will examine the connection between individual citizens and the federal government. CCO II The student will analyze the motives for events, decisions, and change in our nation’s history. CCO III The student will utilize map and globe skills to access geographical information. CCO IV The student will apply basic concepts of micro and macro economics. CCO V The student will examine universal human needs and rights and analyze how individuals, groups,
and institutions in the United States attempt to meet those needs. Fourth Grade CCO I The student will compare and contrast the government at the state and national levels. CCO II The student will analyze the role Missouri played in the development and expansion of the United
States. CCO III Students will understand and analyze the five themes of geography (Human/environmental
interaction, movement, location, place, and region). CCO IV Students will explain, interpret, and predict consequences of economic decisions. CCO V The student will analyze the impact of various cultures on Missouri.
BOE Approved 1-18-07 16
CCO’S Listed By Grade Levels
Fifth Grade CCO I The student will analyze the functions and powers of the U.S. Government as well as the role of the individual in the democratic process.
CCO II The student will analyze and interpret significant historical events in early American History. CCO III The student will utilize geographical tools to interpret the past and understand the present. CCO IV The student will identify and interpret the effects of economic needs on historical America. CCO V The student will analyze and compare the roles of different cultures/groups and their impact on early
American History.
I = introduce; D = develop; E = essential; A = apply 17 BOE Approved 1-18-07
K-5 Social Studies Scope and Sequence
Standards K 1 2 3 4 5 Government/
Civics
Democratic Decision Making
SS, NHS, NCSS, NSCG, CIV, MC
I/E A A A A A
Apply Democratic Decision Making to Classroom Operations
SS, NSCG, CIV E A A A A A
Promotion of the Common Good
SS, NSCG, CIV, NCSS, MC
I/E A A A A A
Majority Rule SS, CIV, NHS, NGS I/E E A A E Minority rights
Protection of Individual Rights
SS, MC, CIV, NCSS I/E Individual
E Citizen
A A A A
Recognize authority figures
MC, CIV I E A A A A
Public Servants help the common good
NSCG, CIV E A A A A
Authoritative Decisions are made, interpreted, and enforced
SC, SS, NSCG, NCSS, MC, CIV
E Local
government
E U.S.
Government
E State
Government
A
Peaceful Resolution of Disputes by authority
SS, MC, NSCG, CIV I E A A A A
Authority is limited CIV, SS, NSCG, MC, NHS
I D D D E Limited
Government
Civic Dispositions Respect Responsibility Effort Caring Cooperation Honesty Courage Patience Self-Control
SS, MC,. NCSS, NHS, CIV, CHAR ED
I D D D D D
I = introduce; D = develop; E = essential; A = apply 18 BOE Approved 1-18-07
Standards K 1 2 3 4 5
Governments/ Nations exist of the people and for the people.
SS, NGS, NSCG E A A A A
Citizens have responsibilities
CIV, NHS, SS, NCS, NSCG, SM
I E A A A
Participation of Citizens promote the healthy functioning of democracy
NHS, NCSS, CIV, NSCG, SS
I Voting
I/E Identify Voting
Letters/petition etc.
E Write letters/
Support Candidates,
etc.
A E Petitioning
Characteristics of communities
I/E
Becoming a citizen CIV, NHS, NSCG I Understand and apply the rights and responsibility of citizens
SM 4.2, SS, NSCG, NCSS, CIV
E A A
Fundamental principals/values of democracy
MCG, CIV, NSCG, NHS, SS, MC, NCSS
I Freedom, Justice, Equality
I Constitution
D E
Voting How leaders are Selected How laws are Made
SS, CIV, NSCG, MC, NHS, SS, CIV
I D E Vote in
classroom
A A E
Campaigning SS, CIV I Political Parties SS, CIV I How power is distributed among individuals and institutions
SS, CIV, NSCC, NSCG
I
Purpose of The Declaration of Independence
SS, CIV, NHS I/E A E/A Inalienable
rights
I = introduce; D = develop; E = essential; A = apply 19 BOE Approved 1-18-07
Standards K 1 2 3 4 5
The Main Purpose of the Constitution
SS, MC, NSCG, CIV, NHS
E The
Constitution lists and limits
what the government
can do
A A
The Constitution is the fundamental law of the U.S.
SS, MC, NCSS, NSCG, CIV, NHS
E A A
The Constitution is the basis for other laws.
SS, NSCG, CIV E A
Separation of Powers SS, CIV, NHS I Checks and balances SS, MCG, CIV, NHS I Main Purpose of the Bill of Rights
SS, CIV, NHS, NSCG, MC
E A A
Bill of Rights includes freedoms of: Religion Speech Press Petition Assembly Due Process
SS, NCSS, CIV E Bill of Rights
protects individual’s freedoms.
D Main ideas
E Identify all ten Amendments
Rules and laws MCG. CIV, NSCG I E A A A A The names and functions of the three branches of government
SS, MCG, NCSS, CIV, NSCG, NHS, NGS
E National
E/A State
National
A
Federalism/ Local. State, and national government powers and functions
MCG, SS, CIV, NHS, NSCG, NCSS
E Local leaders
E
Rule of law CIV, MCG, NHS, NSCG, NCSS
I
I = idea; D = develop; E = essential; A = apply 20 BOE Approved 1-18-07
Standards K 1 2 3 4 5 History
Historical Awareness What is history? Why is it important?
NHS; NCSS I People have ties to
the past
D D D D D
Investigate the past through sources
NHS I D D E A A
Historical Narrative SS; NHS I Who/What/Where
D D Why/When/What/
Who/Where
A E Narrative
5 W’s
E Develop
defensible historical
interpretations/ narratives;
Differentiate between historical
accounts and historical fiction
Important Events SS; MC; NHS; NGS; CIV
I I/D Separation from
Britain
E Motives for events
E Louisiana Purchase;
Louis & Clark Expedition
E Exploration;
Early Settlement of the U.S.; American
Revolution; Drafting of the Constitution;
Civil War Important American Individuals/Groups
CIV; SS; MC; NHS; NSC
E George
Washington; Abraham Lincoln
E Martin Luther
King
A E Thomas Jefferson
E Patriots; Loyalists
Columbus
Symbols of the United States
SS; MC; NSCG; NHS
I Flag (E)
I/E Flag(A); Statue of Liberty; Capitol;
Eagle
E Understand the
National Anthem, Pledge of
Allegiance
A A
Important United States Holidays
I/E Fourth of July;
President’s Day; Memorial Day
A
I = idea; D = develop; E = essential; A = apply 21 BOE Approved 1-18-07
Standards K 1 2 3 4 5 Habits, resources, art, and daily life of Native Americans
SS; NHS; MC E Eastern
Woodland; Plains
E Pre-Columbian (Aztec, Inca,
Mayan) Impact of Westward Expansion on Native Americans
SS; NHS; MC I D E
Motivation and Difficulties of Westward Expansion
SS; NHS; MC E A
Causes of the American Revolution and factors of success
SS; NHS; MC; CIV
E
Causes and effects of the Civil War (political, economic, and social)
SS; NHS; MC; CIV
E
Missouri History SS; MC E Missouri as a gateway to the
West; Missouri as a border state; Missouri as a slave state; Missouri
Compromise; Difficulties obtaining statehood
A
I = idea; D = develop; E = essential; A = apply 22 BOE Approved 1-18-07
Standards K 1 2 3 4 5 Individuals who made contributions to Missouri
SS; MC E Merriwether
Lewis; William Clark; Mary Easton
Sibley; John Berry Meachum;
George Washinton Carver;
Laura Ingalls Wilder;
Mark Twain; Harry S. Truman;
Thomas Hart Benton
A
Ways Missourians have interacted, survived, and progressed from past to present
SS; MC; NHS E A
Historical Motive SS; NHS; NCSS E People have motives for
actions
D E Context for
motives
Abolitionist movement
SS; NHS I
The Women’s Suffrage Movement
SS; MC; NHS; CIV
I
Movement from Agrarian to Industrial Society
SS; NGS; MC I
Education and work ethic as a characteristic of American society
E
I = introduce; D = develop; E = essential; A = apply 23 BOE Approved 1-18-07
K-5 Social Studies Scope and Sequence
Standards K 1 2 3 4 5
Geography Globe as a representation of the earth
NGS I E A A A A
Use globes NGS; SS; MC; NHS
I E A A A A
Maps represent a place on Earth
I E A A A A
Use maps SS; NGS; MC; NHS: NCSS
I E World and United
States
E Locate continents
and Oceans
E Locate states that border Missouri
E Locate states as parts of regions; Locate Kansas
City, Springfield, St. Louis,
Jefferson City, Columbia, St.
Joseph
E Locate major U.S.
cities; Locate Nations related to early U.S. history
Construct a Map SS; NCSS; MC; NGS; NHS
I D E A A
Use relative location in regard to place
SS; MC; NGS
I/E A A A A
Locate place using a grid system (absolute location)
SS; MC; NGS
I Coordinates
E Latitude and
longitude
A A
Use map key, titles, and compass rose
SS; MC; NGS; NHS
I E E Create map
A A
Estimate distance and scale
NCSS; MGS I E A
Use atlas SS; MC; MGS E A A
Mental mapping I D D D D D
I = introduce; D = develop; E = essential; A = apply 24 BOE Approved 1-18-07
Standards K 1 2 3 4 5
Characteristics of place
SS; NGS; NCSS; MC
E Physical features;
Landforms, Waterbodies, Vegetation, Animal life,
climate
A E Human
characteristics such as:
Population, Architecture, Economics,
Simple demographics; Use of land;
Transportation
D Places in time
Identify and compare features of United States Regions
SS; NGS; NCSS; NHS; MC
I E A
People are affected by, adapt to, and change their environment
SS; MC; NCSS; NGS
I A A A
Identify cultural and personal connections to place
NCSS; MC I D D A A D Places in time
Transportation and communication has changed over time.
SS; MC; NHS; NCSS
I E E Advantages and disadvantages
A A
Transportation and communication effect the flow of people, products, and ideas
SS; MC; NCSS; NHS
E Effects on people
D E Effects on
products and ideas
A
Factors (push/pull) influence groups to settle in a given place
SS; NCSS; MC; NHS
I E A
World Ecosystems SS; NGS; MC; NCSS
I A A
I = introduce; D = develop; E = essential; A = apply 25 BOE Approved 1-18-07
Standards K 1 2 3 4 5 Physical system changes: Seasons, climate, weather, water cycle
NCSS I D E
Geographic features of Missouri
E
Five themes of geography: Location Place Regions Movement Human/Environ- mental interaction
SS; MC; NGS I/E A
Use geography to interpret the past, explain the present, and predict the future
GE; SS; NGS; MC; NHS
I E Present
E Past/Future
A
Migration patterns/ population distribution
SS; NGS; MC; NHS
E
Cause/effect of migration and barriers to movement
SS; MC; NCSS; NGS
E
I = introduce; D = develop; E = essential; A = apply 26 BOE Approved 1-18-07
K-5 Social Studies Scope and Sequence
Standards K 1 2 3 4 5
Economics Resources NHS; SS; JCEE; EA;
MC; NGS; CIV I
Natural D E
Natural, capital, and human
A A
Barter SS; MC; EA; JCEE I E A A A A Trade using money JCEE; SS; MC;
NCSS; EA I E A A A A
Competitive Markets
JCEE; EA; MC I D D D
Public/ private goods
SS; MC; JCEE; NCSS; CIV; EA
I D D E A A
Consumer/ consumption
SS; JCEE; EA; MC; CIV; NHS
I E A A
Producer/ Production
SS; MC; JCEE; EA; CIV; NCSS
I E A A
Supply and demand SS; NHS; MC; NCSS; EA; JCEE; CIV
E A A
Cost-benefit analysis
SS; SM 3.8; CIV; EA; NCSS; JCEE
I E A A
Propose solutions using cost-benefit analysis
SS; SM 3.8; CIV; MC; EA; NCSS; JCSS
E A A
Taxes Who pays How used Who benefits
SS; MC; CIV; JCEE E A E
Existence and purposes of taxes
SS; EA; JCEE; CIV E Sales
A E Tariffs Income
Savings and Investment
SS; EA; MC; CIV E A A
Banking MC; JCEE; SS; EA I E A Scarcity SS; EA; MC; NCSS;
JCEE: CIV; NHS E A A
Interdependence among government, households, and business
SS; EA; MC; NCSS; JCEE: CIV; NHS
E A A
I = introduce; D = develop; E = essential; A = apply 27 BOE Approved 1-18-07
Standards K 1 2 3 4 5
Opportunity Cost SS; EA; MC; JCEE: CIV; NHS
I E A A
Economic factors in Missouri and United States Regions
SS; NCSS; NGS E A
Economic factors in United States History
SS; NHS; NCSS E
Explain, interpret, and predict consequences of economic decisions
SS; EA; MC; NCSS; JCEE: CIV; NGS
E Consumer/
Environmental
E Public/ Private
Income, wealth, and sources of wealth
SS; CIV; JCEE I
Specialization of trade (interdependence)
SS; MC; EA; JCEE; CIV
I D D E A A
Profit/ Profit motive
SS; JCEE; CIV; EA E
Productivity SS; EA; CIV I Mercantilism I
I = introduce; D = develop; E = essential; A = apply 28 BOE Approved 1-18-07
K-5 Social Studies Scope and Sequence
Standards K 1 2 3 4 5 Cultural
Awareness
Factors that contribute to personal identity such as interests, capabilities, and perceptions
NCSS I D D D D D
Identify personal strengths
MC I D D D
People have common physical, social, and emotional needs
SS; CIV; NCSS; NSCG; NGS; MC
I/E E A A A
Needs are met by families, friends, and other groups.
SS; MC; NCSS; CIV
I/E Families and
friends
E Groups and Institutions
A A A
Needs are met in different ways in different cultures and times
SS; NHS; MSCG; NCSS; NGS; MC
E A A A
Explore language, stories, folktales, music, etc. as expressions of culture
NCSS; NGS; MC I D D
Traditions of various groups
NHS; NGS I E A A A A
Compare Institutions and traditions of past and present societies
SM 1.9; SS; NHS; MC; NCSS; NGS
I D D D A
I = introduce; D = develop; E = essential; A = apply 29 BOE Approved 1-18-07
Standards K 1 2 3 4 5
People and groups create places that reflect ideas, personalities, culture, and needs
NCSS E A
Universal Human Rights
NCSS; CIV I/E D E A A
The United States is and has always been multicultural/ diverse
NHS; NCSS I D E E A
Groups and Individuals have impacted events and figures in U.S. History
NHS; NCSS E
Settlement of people of European and African descent in Missouri
SS; NCSS; MC E A
Respect diversity CIV; MC; NCSS I D D D D D Gender Issues CIV I
I = introduce; D = develop; E = essential; A = apply 30 BOE Approved 1-18-07
K-5 Social Studies Scope and Sequence
Standards K 1 2 3 4 5
Social Science Process
Generate Questions to initiate research
SM 1.1; MC; NHS; SS
I D E A A
Conduct research to refine and answer questions
SM 1.1; MC NHS I Discuss with
family members
D Interview
D E A A
Use library/ media sources to gather and organize information
SS; MC I D E A A A
Plan and make written presentations
SM 1.1; NHS; MC E A A A
Plan and make oral presentations
SM 1.1; NHS; MC I E A A A
Plan and make visual presentations
SM 2.1; NHS I E A A A
Review and Revise Communications
SM; SS; NHS E A A
Construct diagrams and posters
SM; SS; NHS I E A A
Use Charts and Graphs/Construct Charts and Graphs
SS 1.1; MC; NHS I D E A E/A
Evaluate Current events in relation to content objectives
NCSS; NHS; NGS I D D D D D
Democratic Decision making
SM 1.10; CIV I/E A A D D D
Work Cooperatively MC; NHS; SM; NCSS
I D D D D D
Use effective personal communication skills
SM; MC I D D A
I = introduce; D = develop; E = essential; A = apply 31 BOE Approved 1-18-07
Standards K 1 2 3 4 5
Social studies writing
SS; SM I D D D E Narrative
Expository
E Narrative
Expository Peaceful resolution of conflict: Identification of problems; Select criteria for judging; List alternatives; Evaluate alternatives; Decide on resolution
SS; NCSS; NSCG; CIV; MC; NHS
I E A A A A
Evaluate the process used to solve problems
NCSS; MC; CIV; SS; NSCG; SM 3.7
I D D E A A
Healthy self concept
MC E A A A A A
Share ideas MC I D D D D D Plan and implement a service project
SS; MC; CIV I D D D D D
Interpret Art and Photographs
NHS; SS I D D D E A
Explore media sources
SS; SM I D D D D E
Identify primary and secondary sources
SS; NHS I D E E Interpret
E/A
Use rules for evidence collection and evaluation
SS; MC; NHS I Sourcing
Cross checking Contexuatlization
I = introduce; D = develop; E = essential; A = apply 32 BOE Approved 1-18-07
Standards K 1 2 3 4 5
Character Education traits Respect; Responsibility; Caring; Cooperation; Honesty; Effort; Patience; Self control
SM; MC I D D D D D
Leadership Skills MC D D D D D Develop, monitor, and revise plans to meet goals
SM 4.5; NCSS; MC
I D D D E E
Appropriate use of social studies vocabulary
I D D E E E
Use technology SM 1.4; NGS; RCC
I D E Locate and select
information
E Review and revise
documents
A E Organize
information Use basic word processing and database
MC; RCC I D D E A
Web sites RCC I D D E Use electronic encyclopedias, atlases, and almanacs
RCC; SS I D E
Use technology to locate graphics and illustrate a presentation
RCC; SM E A
Sequencing SM 1.6; NCSS; SS I/E A A A A Construct timelines SS; NCS; MC;
NHS I/E
Personal I
Early history E A A
Comparison/ Contrast SM 1.6; SS; NCSS; MC
I D E A A A
Cause/ effect SM 1.6; SS; MC; NCSS; NHS
E A A
Evaluate artifacts SS; NHS I/D D D D Conduct investigations to study society
SM 1..3; NGS; NCSS
I E A
I = introduce; D = develop; E = essential; A = apply 33 BOE Approved 1-18-07
Standards K 1 2 3 4 5 Evaluate tables SS 1.6; NCSS I D D D Reading for Inference (subtext)
SS; NGS; NHS I D E A
Distinguish fact from opinion
SM 1.7; NCSS; NHS
I E E/A
Explain reasoning using supporting detail
SM 4.1; SS; MC E A
Examine problems and solutions from multiple perspectives
SM 3.6; NCSS; NHS
I D E A
Effective note-taking and outline construction
SM; NHS I E
Evaluate the reliability of sources
SM 1.7; SS; NCSS
I E
Create and interpret political cartoons
SS; NSCG E
Select, investigate, and present a topic using primary and secondary sources
SS; SM; NCSS I
Defend a position/ point of view
SS; SM; NCSS; CIV
E
Interpret conflicting evidences
SS; SM; NCSS E
Identify bias and points of view
SS; SM; NCSS; CIV
I Multiple views
D E
Differentiate between propaganda and persuasive appeal
CIV I
Social Studies research paper with bibliography (5 Paragraphs)
SM; NHS E
Determine patterns and relationships
I D D D
First Grade Curriculum 60 BOE Approved 1-18-07
FIRST GRADE SOCIAL STUDIES
COURSE DESCRIPTION
First Grade Social Studies is focused on developing first graders’ understanding of the strands of social studies. The curriculum encourages students to apply the democratic process in the community and use basic map and globe skills. It develops historical and cultural awareness through historical figures, symbols, traditions and celebrations, along with basic economic concepts.
First Grade Curriculum 61 BOE Approved 1-18-07
FIRST GRADE
I: CORE CONCEPTUAL OBJECTIVE: GOVERNMENT/CIVICS The student will analyze and model responsible citizenship in a community group.
By the end of First grade, all students should know:
State and National Standards Correlations
By the end of First grade, all students should be able to:
State and National Standards Correlations
1. the basic principles of democratic decision making. (identifying alternatives, reflecting, voting, and majority rule) (E)
SS 3, W, NSCG, CIV, NCSS, NHS, MCG
1. a. identify alternatives. (A) ------------------------------------------------------------ 1. b. reflect on information given. (A) ------------------------------------------------------------ 1. c. vote. (A) ------------------------------------------------------------ 1. d. accept majority rule. (I/E)
SM 1.10, 3.4, W, MCG, NCSS, CIV ----------------- SM 1.10, 3.6, W, NSCG, MCG, CIV ----------------- SM 1.10, 4.1, NCSS, CIV, NSCG, MCG ----------------- SM 1.10, 3.7, MCG, NSCG, CIV, NCSS
First Grade Curriculum 62 BOE Approved 1-18-07
2. having rights and exercising them
appropriately is part of being a responsible citizen. (E)
SS 3, GE, W, D, NCSS, CIV, NHS, MC, NSCG
2. a. demonstrate respect for individual rights and the common good. (A)
------------------------------------------------------------ 2. b. discuss rights of citizens within a
community and examine how they are protected. (E)
------------------------------------------------------------ 2. c. model responsible citizenship. (E)
SS 3, NCSS, CIV, W, MCG, NSCG ----------------- SS 3, CIV, NCSS, MCG, D, GE, NSCG ----------------- SM 4.2, SS 3, W, MCG, NCSS, NSCG
3. authority figures make decisions and enforce rules and laws in a community. (E)
SS 3, NCSS, NSCG, CIV, MC, MCG
3. identify authority figures in the community. (E)
W, SS 3, NCSS, NSCG, CIV, MCG
4. laws and rules are made to promote the common good. (E)
SS 3, NSCG, MCG, NCSS, CIV
4. give an example of a decision or law made by an authority figure for the common good. (E)
SS 3, NSCG, MCG, NCSS, CIV
5. there are limits on authority figures. (I) NCSS, CIV, NSCG, MCG
5. discuss the limitations of power of authority figures. (I)
NCSS, CIV, NSCG, MCG
6. peaceful resolution is a way to consider alternatives and find solutions. The process includes identifying issues or problems, brainstorming alternatives, and selecting acceptable solutions (E)
SS 3, PS 3.2, 3.4, 3.6, 3.7, 4.1, W, NCSS, NSCG, CIV
6. a. participate in peaceful resolution processes: identify issue or problem, brainstorm alternatives, select acceptable solution. (E)
------------------------------------------------------------ 6. b. examine different points of view. (I)
SS 3, PS 3.2, 3.4, 3.6, 3.7, 4.1, W, NCSS, NSCG, CIV ----------------- SS, NCSS, CIV, NHS
First Grade Curriculum 63 BOE Approved 1-18-07
7. the basic principles of character
education support good citizenship. (D) SS 3, PS 4.2, 4.3, 4.5, GE, RE, D, CIV
7. a. identify and demonstrate responsibility, respect, perseverance/effort, caring, cooperation, integrity, courage, patience, self-control. (D)
------------------------------------------------------------ 7. b. set character related goals to become
responsible citizens. (D)
SS 3, PS 4.2, 4.3, 4.5, RE, GE, D, CIV ----------------- SS, CIV, NCSS, NSCG
8. characteristics of successful communities include all members working towards common goals through leadership and public service. (I, E)
SS 3, W, T, MC, NHS, NCSS
8. a. describe a community including at least one leader and the public service they perform. (D)
------------------------------------------------------------ 8. b. use technology to investigate communities.
(I)
SS 3, CIV, PS 4.3, NSCG, V, NCGG ----------------- NGS, SM 1.4, RCC, Tech
First Grade Curriculum 64 BOE Approved 1-18-07
A. FACILITATING ACTIVITIES CCO I: The student will analyze and model responsible citizenship in a community group. ESSENTIAL QUESTION: How do we use our rights and responsibilities for the common good in our school, home, and community? The student will: 1. participate in a class meeting to select a class name. Students will brainstorm a list of names, reflect, vote, and agree on the
class name by majority rule. (The teacher should ask each individual student if they can “live with” the decision made by the class and listen to their reasoning.) The student should reflect on what majority rule means. How does majority rule affect the winners of the vote? How does it affect the losers? What rights do students have? (I C1, I P1a, I P1b, I P1c, I P1d)
2. as a group, make a class rules chart. Discuss how these rules are for the common good. Students will role play situations showing students following the rules vs. not following the rules and discuss the impact on the common good of the class. The students will then identify which actions reflect those of responsible citizens in the classroom. (I C2, I P2a, I P2c)
3. participate in a discussion about rights of citizens and how they are protected in a community. Students will then work in groups of three to create a rules cube. Each student must draw a picture to show one individual right and one rule for the common good. Pictures will be attached to the cube pattern (see appendix page 467). Students will then take turns rolling the cube and identifying whether the picture shows an individual right or a rule for the common good. (I C2, I C4, I P2a, I P2b)
4. listen to Erb and Effy Learn About Authority or Who Makes the Rules to learn about authority figures. Make a list of authority figures in the school, home, or community. Students will work with two partners to choose one authority figure and share a law, rule, or decision that is made by that figure. [The teacher should select an authority figure and give an example of law, rule, or decision that the figure can not possibly make (i.e. the principal decides that no student can ever eat ice cream again.] Students will then discuss why there are limits on authority and give examples of other limits on authority figures. (I C5, I P5, I C3, I P3, I C4, I P4)
5. participate in a class meeting to resolve a classroom issue (talking out of turn, tattling, etc.). After hearing multiple points of view, students will brainstorm alternatives and then select an acceptable solution. Students will then draw a picture representing a character trait that will help with the solution. (I C6, I P6a, I P6b, I P5b)
First Grade Curriculum 65 BOE Approved 1-18-07
6. listen to a story on a character trait and then discuss how they portray that trait in their lives. Students will then write how
they show the trait by completing a sentence frame (i.e. I am responsible when…, on a die cut shape and place it on a bulletin board in the hall to share with others). Extension Activity: [Die cuts can be placed in a trait book for students to take home at the end of the year.] (I C5, IP3a, I P3b)
7. describe their community by listing local leaders in their community. The students will choose one community leader they would like to thank for his or her services (e.g. the mayor, librarian, policeman, or principal). Each child will create a medal of honor (see appendix page 468) by drawing a picture on the medal to show what service the leader provides and how they work together to help our community. (I C6, I P6a)
8. investigate communities and their leaders by viewing http://kids.tcrconnections.net (the communities and customs tab). Then students will generate a list of characteristics of successful communities. (I C6, I P6b)
9. in a class meeting, brainstorm a list of character traits that would be useful for the common good of the classroom. Then in future class meetings share examples of classmates demonstrating the selected traits. (I P2a, I Pc5, I P5a)
10. divide a piece of paper in half. On one half of the paper draw a picture of an authority figure providing a public service. On the other half of the paper write a telling sentence identifying the authority figure (see appendix page 469). (I C3, I P3)
11. read literature stories such as Chrysanthemum, by Henkes, or Tyrone the Terrible, by Wihlhem, and identify problems in the story. Brainstorm possible solutions; then write two related sentences about how to solve the problem (see appendix page 470). (I C6, I P6a)
12. create a web about the people in the student’s life who are in charge (authority figures). Consider what would happen in given situations if no one were in charge. (What if there were no fireman, bus drivers, etc.?). Consider what happens if everyone wants to be in charge. (What if everyone got to make up their own classroom rules?) (I C3, I P3, I C4, I P4)
First Grade Curriculum 66 BOE Approved 1-18-07
B. APPLICATION LEVEL ASSESSMENT: GOVERNMENT/CIVICS CCO I: The student will analyze and model responsible citizenship in a community group. STUDENT TASK: The student will: 1. use the basic principles of democratic decision making. ( I C1) 2. understand laws and rules are made to promote the common good. (I C4) 3. understand having rights and exercising them appropriately is part of being a responsible citizen. (I C2) 4. accept majority rule. (I P1d) 5. understand how authority figures make decisions and enforce rules and laws in society. (I C3) 6. identify alternatives. (I P1a) 7. reflect on information given. (I P1b) TEACHER NOTES: Students will need to understand the terms individual rights and common good. The teacher will need to construct an example that illustrates conflict between individual rights and the common good. (Examples: Students are requested not to talk to their friends in the hall (individual right) so that an environment that will allow everyone the opportunity to learn can be maintained (common good). A student wants to whistle in class (individual right) but the teacher needs to maintain an environment in which students can work (common good).) The example selected should be meaningful to the students. The chart will be completed as a class activity. Each student should be allowed to provide an individual suggestion for a solution. The students should be asked to cast their vote based on the common good and not on personal preference. The students should be allowed to vote individually. SUGGESTED STUDENT PROMPT: 1. We are going to consider a situation where people’s individual rights might conflict (create a problem) with the common
good. (Teacher presents the chart.) If we honored your individual rights, how would you benefit? What would happen to the community (classroom or other groups as appropriate for example chosen)? If we honored the common good, how would the community benefit? What would happen to your individual rights? Let’s brainstorm some possible solutions to the problem. Now we will vote on a solution. I want you to vote for the solution that is best for the common good.
2. Now that we have voted, we have to respect majority rule. Draw a picture showing how the teacher should enforce our decision.
First Grade Curriculum 67 BOE Approved 1-18-07
Individual Rights Common Good
Brainstorm Solutions:
First Grade Curriculum 68 BOE Approved 1-18-07
EXAMPLE Individual Rights Common Good
being able to talk at school whenever you want
• I had something to tell my friend
• Someone butted in line
• I saw my teacher from last year
being able to work and think at school
• Someone is taking a test
• Someone is working in the hall
• Slows you down in the hall
Brainstorm Solutions:
First Grade Curriculum 69 BOE Approved 1-18-07
SCORING GUIDE
4 3 2 1 Individual rights and common good
Accurately and thoroughly explains the rules’ relationship to both individual rights and common good.
Accurately explains the rules’ relationship to both the individual rights and common good.
Accurately explains either individual rights or the common good.
Unable to explain the rules’ relationship to individual rights or the common good.
Brainstorming and Voting
Determines an acceptable solution for the common good and votes accordingly.
Determines an acceptable solution for common good but votes in support of individual rights.
Determines a solution that is not for the common good.
Unable to determine a solution.
Authority figure enforcement
Identifies an acceptable way for the teacher to enforce the decision and draws a related picture.
Identifies a way for the teacher to enforce the decision and draws a related picture.
Identifies a way for the teacher to enforce the decision and draws an unrelated picture.
Unable to identify a way for the teacher to enforce the decision.
TEACHER COMMENTS:
First Grade Curriculum 70 BOE Approved 1-18-07
FIRST GRADE
II: CORE CONCEPTUAL OBJECTIVE: HISTORY The student will use a variety of sources to examine historical figures and symbols.
By the end of First grade, all students should know:
State and National Standards Correlations
By the end of First grade, all students should be able to:
State and National Standards Correlations
1. individual Americans played a role in our nations’ history. (I)
NHS, CIV, SS, NCH, NCSS, MCH
1. a. examine books, periodicals, art, photographs, and technology related resources to gather information about past events from a variety of sources. (D)
------------------------------------------------------------ 1. b. gather information from people. (D)
NCSS, W, R, SS, SM ----------------- W, SM 1.3, NCSS, NGS
2. a. George Washington was the first president of our country and known as the “father of our country.” (I/E)
------------------------------------------------------ 2. b. Abraham Lincoln was the 16th
president. He believed in freedom for all Americans and held the country together during a time of trouble. (I/E)
SS 2, MCH, NSCG, NCSS, NCH, NHS -------------------- SS 2, MCH, NSCG, NCSS, NCH, NHS
2. a. compare/contrast George Washington and Abraham Lincoln. (I)
------------------------------------------------------------ 2. b. sequence events in history. (I) ------------------------------------------------------------ 2. c. construct a simple timeline. (I/E)
SM 1.6, MCH, SS, NCSS, NCHE ----------------- W, MCH, SM 1.6, NCSS, NCHE ----------------- MCH, SM 1.6, NCSS, NCHE, W
3. the symbols that represent our nation’s government include the United States flag, the Bald eagle, the Statue of Liberty, and the Nation’s Capitol. (I/E)
SS 2, NHS, NSCG, MCH
3. identify symbols of our nation’s government. (I/E)
SS 2, NHS, NSCG, MCH
First Grade Curriculum 71 BOE Approved 1-18-07
4. U.S. holidays that symbolize our government include Independence Day (Fourth of July), Presidents’ Day, and Memorial Day. (I/E)
NHS, NCSS 4. a. explain the importance of national holidays. (I/E)
------------------------------------------------------------ 4. b. determine patterns and relationships
among ideas. (I)
NHS, NCSS ----------------- SM, MCH, NGS, NHS, NCSS
First Grade Curriculum 72 BOE Approved 1-18-07
A. FACILITATING ACTIVITIES CCO II: The student will use a variety of sources to examine historical figures and symbols. ESSENTIAL QUESTION: How does our past connect to the present? The student will: 1. complete in a class group, a KWL on George Washington then listen to George Washington by Lola M. Schaefer and Let’s
Read Bibliography: George Washington by B. Waber. Students will complete the KWL noting what they believe are the most important facts about George Washington. As a culminating activity, students will complete a sequencing task that places in order, three events from George Washington’s life. (II C2a, II P2b)
2. listen to Abraham Lincoln by Lola M. Schaefer and Let’s Read Bibliography: Abe Lincoln by B. Waber. Construct a simple timeline of Lincoln’s life (this can be done on a Smart board using the interactive timeline from http://kids.tcrconnections.net). The students will then discuss the character traits exhibited by Lincoln at different times in his life. (II C2b, II P2c, I P5a)
3. at a listening center or as a class, listen to Who Was George Washington? (National Geography book/tape kit) and Who Was Abraham Lincoln? (National Geography book/tape kit). Then complete a “Who, What, When” chart for each (available at http://kids.tcrconnections.net). Using the chart, construct a simple narrative by sharing with a classmate the story of one of the President’s lives. (II C2a, II C2b, I C1, I P1a)
4. use the information and pictures from George Washington and Abraham Lincoln by Lola Schaefer to create a timeline sequence of events from their lives on 12” x 18” sheet of paper. (The teacher should prep paper ahead of time with a hotdog fold and six boxes for information.) Students will draw a picture of an event and then write a sentence below the picture to tell what is happening. As a class, discuss the changes that occurred from George Washington’s time to Abraham Lincoln’s time. (II C2a, II C2b, II C1, II P2c) Extension Activity: Use a Venn diagram to compare and contrast George Washington to Abraham Lincoln, noting observations about change over time. (II P2a, II P4b, II C2a, II C2b)
5. listen to a picture book about a famous American (such as Benjamin Banneker, Clara Barton, Benjamin Franklin, Rosa Parks, Amelia Earhardt, etc.) and identify how they made a difference in our nation’s history. Use a story frame chart (available from http://kids.tcrconnections.net) to draw or write about important contributions of the individual. Use the story frame to write two related sentences about the individual (see appendix page 471). (II C1, II P1a)
First Grade Curriculum 73 BOE Approved 1-18-07
6. look at pictures of symbols of our nation’s government (United States flag, the Bald Eagle, the Statue of Liberty, the Nation’s Capitol) and tell why they think these symbols are special. Cut a 12 x 18 piece of paper in half. Fold into four equal sections. Then, draw a picture in each of the four squares to show symbols that represent our nation’s government. Tell why these symbols are special.
7. after listening to Memorial Day, Independence Day, and President’s Day by Helen Frost, work in small groups to create a poster to advertise one of three holidays and the importance of the holiday including the name of the holiday, the month of the holiday, and at least one event to commemorate the holiday. Students will then share their posters with the class and discuss how the holidays are similar. (II C4, II P4a, II P4b)
8. interview a grandparent or other older individual to gather information about national holidays. The students will share the information with the class and compare findings. [Questions could include: “How did you celebrate Independence Day when you were a child?,” “How do you celebrate today?,” “Are national holidays different now from long ago?”] (II C4, II P1b, II P4a)
9. view photos of national symbols then make a KWL chart about symbols. After reading informational books about national symbols such as The American Flag, The Statue of Liberty, The Bald Eagle, etc. by True Books make a mural about our national symbols. Explain the mural to interested adults and classmates. (II C3, II P3, II P1a)
First Grade Curriculum 74 BOE Approved 1-18-07
B. APPLICATION LEVEL ASSESSMENT: HISTORY CCO II: The student will use a variety of sources to examine historical figures and symbols. STUDENT TASK: The student will: 1. understand that George Washington was the first president of our country and known as the “father of our country.” (II
C2a) 2. understand that Abraham Lincoln was the 16th president, who believed in freedom for all Americans and held the country
together during a time of trouble. (II C2b) 3. construct a simple timeline. (II P2c) TEACHER NOTES: Instructions and answer choices can be read by the teacher as appropriate. Prior to completing the Venn diagram students need to be reminded that like ideas/criteria should be compared. Interactive timeline and Venn diagram templates are available at http://kids.tcrconnections.net. SUGGESTED STUDENT PROMPT: 1. We have been learning about George Washington and Abraham Lincoln. Make a simple timeline about one of the
Presidents by writing, drawing, or cutting out pictures of their life and placing them in order on the timeline. You need to use four events.
2. Use the Venn diagram to compare and contrast George Washington and Abraham Lincoln. Be sure to mention two ways they were alike and two ways they were different.
First Grade Curriculum 75 BOE Approved 1-18-07
SCORING GUIDE
CCO II: The student will use a variety of sources to examine historical figures and symbols.
4 3 2 1 Timeline Four events are
sequenced in correct order in the timeline.
Three events are sequenced in correct order in the timeline.
Two events are sequenced in correct order in the timeline.
Unable to sequence events in the timeline.
Comparing George Washington and Abraham Lincoln
Independently completes the Venn diagram accurately for all categories (two similaritiess and two differences).
Completes the Venn diagram accurately for most categories with limited teacher prompting.
Completes the Venn diagram accurately for some categories with teacher prompting.
Unable to identify similarities and differences on the Venn diagram even with teacher prompting.
TEACHER COMMENTS:
First Grade Curriculum 76 BOE Approved 1-18-07
C. APPLICATION LEVEL ASSESSMENT: HISTORY CCO II: The student will use a variety of sources to examine historical figures and symbols. STUDENT TASK: The student will: 1. understand the symbols that represent our nation’s government include the US flag, the Bald Eagle, the Statue of Liberty,
and the Nation’s Capitol. (II C3) 2. understand U.S. holidays that symbolize our government include Independence Day (Fourth of July), Presidents’ Day, and
Memorial Day. (II C4) 3. identify symbols of our nation’s government. (II P3) 4. explain the importance of national holidays. (II P4a) TEACHER NOTES: The following assessment prompts are meant to be easily reproducible and efficient ways to identify student’s ability to identify national symbols and national holidays. Teachers may adjust the suggested prompt to accommodate non-readers as long as the scoring guide can be accurately used.
First Grade Curriculum 77 BOE Approved 1-18-07
SUGGESTED STUDENT PROMPT: Name: 1. We have been learning about the symbols that represent our nation’s government. Draw or write four symbols of the
United States on the web.
Symbols of our
Government
First Grade Curriculum 78 BOE Approved 1-18-07
Name: 1. Directions: Use the word bank below to identify the holidays of our government. Write the name of the holiday on the
line beneath the description. Word bank: President’s Day Independence Day Memorial Day
1. This holiday we celebrate in honor of soldiers who have died in a war, defending our country. ________________________________ 2. We celebrate this holiday to honor and remember George Washington, Abraham Lincoln and others. _______________________________ 3. On this holiday people celebrate America becoming a country free from England. ________________________________
CCO II: History ALA
First Grade Curriculum 79 BOE Approved 1-18-07
SCORING GUIDE
CCO II: The student will use a variety of sources to examine historical figures and symbols.
4 3 2 1 Symbols of our Government
Correctly identifies four symbols (flag, the Bald Eagle, U. S. Capitol, and the Statue of Liberty).
Correctly identifies three symbols (flag, the Bald Eagle, U. S. Capitol, and the Statue of Liberty).
Correctly identifies two symbols (flag, the Bald Eagle, U. S. Capitol, and the Statue of Liberty).
Unable to identify symbols (flag, the Bald Eagle, U. S. Capitol, and the Statue of Liberty).
US Holidays Correctly identifies all of the national holidays.
Correctly identifies two of the national holidays.
Correctly identifies one national holiday.
Unable to correctly identify a national holiday.
TEACHER COMMENTS:
First Grade Curriculum 80 BOE Approved 1-18-07
FIRST GRADE
III. CORE CONCEPTUAL OBJECTIVE: GEOGRAPHY The student will apply basic map and globe skills.
By the end of First grade, all students should know:
State and National Standards Correlations
By the end of First grade, all students should be able to:
State and National Standards Correlations
1. a map is a representation of a real place on the Earth. (E)
SS 5, NGS, MCG, NHS, NCSS
1. a. locate land and water on a world map. (E) ------------------------------------------------------------ 1. b. locate Missouri and St. Louis on a United
States map. (E) ------------------------------------------------------------ 1. c. use technology related to map skills. (I) ------------------------------------------------------------ 1. d. construct a simple map. (I) ------------------------------------------------------------ 1. e. construct a mental map. (D)
SS 5, NGS, MCG, NHS, W ----------------- SS 5, NGS, MCG, NHS, W ----------------- SM 1.4, NGS, RC, SS 5, MCG ----------------- SM 1.4, NGS, SM 1.5, 1.10, SS 5, MCG ----------------- NGS, SM, W, RC, SS 5
First Grade Curriculum 81 BOE Approved 1-18-07
2. a globe is a model of the Earth. (E) SS 5, NGS,
MCG, NHS 2. a. locate land and water on a globe. (E) ------------------------------------------------------------ 2. b. locate the United States on the globe. (E) ------------------------------------------------------------ 2. c. locate a given location on a globe. (D)
SS 5, NGS, MCG, NCSS ----------------- SS 5, MGS, MCG, NCSS ----------------- SS 5, MGS, MCG, NCSS
3. maps have keys. (I) SS 5, NGS, MCG, NHS
3. use a map key and compass rose to answer questions about a map. (I)
SS 5, MCG, NGS, MHS
4. maps and globes have direction (North, South, East, West). (I/E)
SS 5, MCG, NGS
4. a. locate places North, South, East, or West of a given location on a map (use Cardinal directions). (I/E)
------------------------------------------------------------ 4. b. locate places North, South, East, or West
of a given location on a globe (use Cardinal directions). (E)
------------------------------------------------------------ 4. c. label North, South, East, or West on a
globe. (I/E)
SS 5, MCG, NGS ----------------- SS 5, MCG, NGS ----------------- SS 5, NGS, MCG
5. every place on a map or globe has a relative location. (I/E)
SS 5, MCG, NGS
5. describe the relative location of a place. (I/E) SS 5, NGS, MCG
First Grade Curriculum 82 BOE Approved 1-18-07
A. FACILITATING ACTIVITIES CCO III: The student will apply basic map and globe skills. Essential Question: How do we use maps and globes to find our way in our school, home, and community? The student will: 1. after reading Me On the Map by Joan Sweeney (Harcourt Reading Series), students will close their eyes and picture their
bedroom at home, then create a map of their room including a map key. (III C1, III C3, III P1d, III P1e) 2. refer to a map placement of the United States (Nystrom materials) to identify places on a map using Cardinal directions
(North, South, East, West). (The teacher will show students on a classroom map how to find each Cardinal direction and students will place their finger on each spot as the direction is identified.) The student will then place their finger on land, water, Missouri, and St. Louis. Using Missouri as the starting point, students will locate two states East of Missouri. Next they will describe that location relative to Missouri. As a follow-up, students will color a map of the United States showing land, water, Missouri, and St. Louis. Students will then draw a compass rose on their map. Using the map key, students will answer questions about the map. (III C1, III P1a, III C3, III P1b, III C4, III C5, III P5, III P3)
3. use Exploring Where and Why software to learn about different maps, map symbols, and Cardinal directions. (III C1, III P1c, III C3, III P3)
4. look at a picture of the Earth (Nystrom Buddy Atlas, page 18). After being asked “What is this a picture of?,” the students will identify the Earth. Then, using a globe, answer “What is this?” by placing their finger on land on the model of the globe. Then place their finger on water. Using the map of the U. S. for reference, locate the United States on the globe. Referring to their knowledge of maps answer how do we know which way is North, South, East, and West when using the globe. Explain and model placement of North, South, East, and West on the globe by traveling North, South, East, and West on the globe with their fingers. Label N, S, E, W using dry erase markers. (III C1, III C2, III P2a, III C4, III P2b, III P2c, III P4b, III P4c)
5. use a matchbox car to compare the size to an actual object. Then discuss the relationship of a globe to the Earth. Then students will work in pairs or small groups to make a globe out of clay, Styrofoam balls, or paper (see www.korthalsaltes.com). (III C2, III P2a, III P2b)
First Grade Curriculum 83 BOE Approved 1-18-07
6. take a tour of the school grounds and identify items that could be mapped. After returning to the classroom, work in small
groups to draw a large picture map of the school grounds. Use shapes cut out of colored paper to represent items on the school grounds. Share and explain their maps to the rest of the class, describing the relative location of items on the map and their map keys. (III C1, III C3, III C5, III P1d, III P1e, III P5)
First Grade Curriculum 84 BOE Approved 1-18-07
B. APPLICATION LEVEL ASSESSMENT CCO III: The student will apply basic map and globe skills. STUDENT TASK: The student will: 1. locate land and water on a world map. (III P1a) 2. locate land and water on a globe. (III P2a) 3. locate Missouri and St. Louis on a United States map. (III P1b) 4. locate places North, South, East, or West of a given location on a map. (III P4a) 5. locate the United States on the globe. (III P2b) 6. locate places North, South, East, or West of a given location on a globe. (III P4b) 7. label North, South, East, or West on a globe. (III P4c) 8. describe the relative location of a place. (III P5) 9. label North, South, East, or West on a globe. (III P4c) TEACHER NOTES: Use Nystrom materials for globe assessment. Students must be individually assessed. Maps for this ALA and practice leading up to the ALA may be found in Nystrom EWW or at http://kids.tcrconnections.net or www.maps101.com SUGGESTED STUDENT PROMPT: 1. We have been learning about maps and globes. On the map of the world, color all large bodies of water blue. Color all
large bodies of land green. 2. Use the United States map. Locate and color the state of Missouri yellow. Circle the black dot that shows St. Louis. Color
a state that is North of Missouri blue. Color a state that is South of Missouri green. Color a state that is East of Missouri red. Color a state that is West of Missouri purple.
3. Using the Nystrom globe and a dry erase marker label North, South, East, and West. Write a sentence about or tell about the relative location of the United States on the globe.
First Grade Curriculum 85 BOE Approved 1-18-07
First Grade Curriculum 86 BOE Approved 1-18-07
First Grade Curriculum 87 BOE Approved 1-18-07
SCORING GUIDE
CCO III: The student will apply basic map and globe skills.
Proficient
Nearing Proficient
Unable to complete task
Locate land on a map. Locate water on a map. Locate Missouri on a map. Locate St. Louis on a map. Locate places North, South, East, and West of Missouri.
Label directions on a globe. Describe the relative location of the United States on a globe.
First Grade Curriculum 88 BOE Approved 1-18-07
FIRST GRADE
IV. CORE CONCEPTUAL OBJECTIVE: ECONOMICS The student will utilize basic economic concepts related to markets.
By the end of First grade, all students should know:
State and National Standards Correlations
By the end of First grade, all students should be able to:
State and National Standards Correlations
1. there are private goods and services and public goods and services. (D)
SS 4, W, CIV, JCEE, NCSS, MCE, EA
1. distinguish between public goods and services and private goods and services. (D)
SS 4, CIV, PS 3.5, JCEE, W, NCSS, MCE
2. there are two ways of trading for goods: bartering and trading using money. (E)
SS 4, W, MCE, JCEE, NCSS, EA
2. a. demonstrate how bartering works. (E) ------------------------------------------------------------ 2. b. demonstrate using money to buy goods.
(E)
SS 4, MCE, NCSS, W, JCEE ----------------- SS 4, W, JCEE, PS 3.2, MCE, NCSS
3. there are a variety of jobs in a community that are inter-related. (D)
SS 4, MCE, EA, CIV, W, JCEE, NCSS
4. natural resources (water, plants, animals, land, and air) are valuable. (I)
SS 4, NHS, JCEE, EA, MCE, CIV, NGS
4. identify natural resources. (I) SS 4, EA, NHS, MCE, JCEE
First Grade Curriculum 89 BOE Approved 1-18-07
A. FACILITATING ACTIVITIES CCO IV: The student will utilize basic economic concepts related to markets. Essential Question: How do we obtain goods and services in our school, home, and community? The student will: 1. discuss the difference between private goods and public goods within the classroom context and give examples (e.g. the
crayons in your desk are private goods for you alone to use, the crayons at the art center are public goods that we all share). Brainstorm a list of things in the classroom that are public goods (thing we all share) or private goods (thing that are our own). Then brainstorm things in the community (e.g. school playground vs. personal swing set, public library vs. personal book collection). (IV C1, IV P1)
2. examine the difference between private services (hiring someone to cut the lawn) and public services (mail delivery or fire protection services) by choosing a card that lists a service, role play the service with the class and then identify if this is a private or public service. (Teachers be sure to note that public services are provided to everyone regardless of ability to pay. Private services must be paid for by the consumer.) (IV C1, IV P1)
3. brainstorm jobs in our community. Discuss why our community needs each one. Using either the neighborhood large map (Nystrom materials) or Junior Achievement neighborhood map, students will design a community that includes interrelated jobs. Discuss what would happen if one or more of these jobs did not exist (i.e. no fire station). (IV C3)
4. answer the following questions: “Have you ever traded something with a friend?” (Pokeman cards, etc.), “Has your Mom, Dad, or sibling ever asked you to do a task and given you something in return?,” “Has there ever been a time that I have asked you to do something and you received something in return?” (bonus recess for good behavior). Discuss how these activities are actually bartering. Choose from an assortment of pictures something they would like to get, and draw something they could trade for the item they want. (IV C2)
5. as a class, discuss the importance of needs vs. wants because families have limited resources. Students will work together as a class to purchase pictured items for a pet. Student must decide if they can afford the items and if they would benefit their pet’s needs. The teacher will supply large pictures of coins or play money and pictures or real items relating to wants and needs of a pet (for example: basic dog food, fancy dog food, basic collar, fancy collar, leash, raincoat, tennis ball, or light up ball). Each item will be priced by the teacher and displayed. Students will work together to count their coins and supply their pet with everything that it needs to survive. (IV C2, IV P2a)
First Grade Curriculum 90 BOE Approved 1-18-07
6. create a resource wheel after a discussion about the value of our natural resources (water, plants, animals, land, and air). Using two paper plates, (one divided into five equal sections and a second plate that has a wedge removed equal to one of the sections), illustrate each natural resource on plate one, one per section. Next place plate two on top of plate one and attach a paper fastener to the center of the plate. Then turn the pattern to reveal each picture and have a partner identify the resources and explain why it is valuable. (IV C4, IV P4)
7. look at newspaper ads from different businesses and discuss the differences between goods and services. Make a working definition of goods and services. On chart paper make a list of goods and services each store or business can provide. In small groups role play being consumers using money, then role play bartering for the goods. (IV C1, IV P1, IV C2, IV P2a, IV P2b)
8. make a trading card of a community job by drawing a picture of the job on an index card and writing the name of the job under the picture. Participate in a group activity in which each student sits in a circle holding a card that represents a different community job. The student will hold a piece of string and toss a ball of yarn to a student holding a related job. Students will pass the yarn until each student receives the yarn and a web is created. The students will then discuss how the web of yarn represents the relationships between jobs in the community. (IV C3)
First Grade Curriculum 91 BOE Approved 1-18-07
B. APPLICATION LEVEL ASSESSMENT: ECONOMICS CCO IV: The student will utilize basic economic concepts related to markets. STUDENT TASK: The student will: 1. understand there are two ways of trading for goods: bartering and trading using money. (IV C2) 2. demonstrate how bartering works. (IV P2a) 3. demonstrate using money to buy goods. (IV P2b) TEACHER NOTES: This ALA corresponds to Math objectives and is designed to measure a student’s application of economic concepts related to markets. Use during or after money concepts have been introduced in Math. Bartering situations should be controlled with students made aware of what goods and services are available for trade and who provides them. (Demonstrations of purchases with money should be structured so that popular purchases are planned with savings.) This ALA should be ongoing over several days. It may be helpful to teach and assess the concepts of barter and trading with money separately. Scoring criteria will be based on the student’s application of the principles of money and barter. Students should bring an item from home or make an item to trade and may also barter based on classroom jobs. Students should simulate buying or selling by applying the concept of trading with money by simulating a classroom store, a flea market, etc. After the simulation students will complete a reflection paper.
First Grade Curriculum 92 BOE Approved 1-18-07
SUGGESTED STUDENT PROMPT: We are now ready to see how bartering and trading for money works. I will be looking for signs that you understand bartering and trading using money in our classroom simulation. REFLECTION A: (for students obtaining an item from the market) 1. What are the two ways of trading for goods? 2. What did you get at the market today? 3. How did you get it? 4. Was it bartering or trading? Explain why.
First Grade Curriculum 93 BOE Approved 1-18-07
REFELCTION B: (for student not obtaining an item from the market) 1. What are the two ways of trading for goods? 2. Was there an item you were interested in? If no, why not? 3. If yes, what item did you want and why did you not get it? 4. Were you trying to barter or trade? Explain why.
First Grade Curriculum 94 BOE Approved 1-18-07
SCORING GUIDE
CCO IV: The student will utilize basic economic concepts related to markets.
TRADING FOR GOODS
1. 2 points Identifies two ways to trade for goods. 1 point Identifies one way to trade for goods. 0 points Identifies 0 ways to trade goods.
Reflection A #2 and #3 2 points Identifies both what they got at the market and how they got it. 1 point Identifies either what they got at the market or how they got it. 0 points Does not identify what they got at the market or how they got it. Reflection B #2 and #3 2 points Identifies both what they wanted and why they did not get it 1 point Identifies either what they wanted or why they did not get it. 0 points Does not identify what they wanted or why they did not get it. 3. 2 points Correctly identifies if barter or trade and why. 1 point Correctly identifies if barter or trade but not why. 0 points Incorrectly identifies if barter or trade.
First Grade Curriculum 95 BOE Approved 1-18-07
FIRST GRADE
V. CORE CONCEPTUAL OBJECTIVE: CULTURAL AWARENESS The student will compare diverse expressions of culture both past and present.
By the end of First grade, all students should know:
State and National Standards Correlations
By the end of First grade, all students should be able to:
State and National Standards Correlations
1. traditions and celebrations help define who we are and help make us unique. (E)
SS 6, GE, RE, D, NCSS, NGS
1. a. share a tradition or celebration unique to their family, culture, or belief system. (I/E)
------------------------------------------------------------ b. respond to others’ questions. (D)
SM 1.2, 1.9, 2.3, SS, GE, RE, D, NCSS ----------------- SM 1.2, 1.6, 2.1, NCSS
2. a. groups of people (past and present) share traditions and celebrations. (E)
------------------------------------------------------ 2. b. groups of people are diverse. (I)
SS 6, GE, RE, D, NCSS, NHS, NGS -------------------- CIV, NHS, NCSS
2. a. connect diverse cultural traditions to personal traditions and look for similarities. (D)
------------------------------------------------------------ 2. b. ask questions (who, what, where, when,
why) about others’ traditions and celebrations. (I)
------------------------------------------------------------ 2. c. construct bar graphs comparing the traditions of a given group. (I) ------------------------------------------------------------ 2. d. examine multiple perspectives and views. (I)
SS 6, GE, RE, D, NCSS, NHS, NGS, SM 1.6 ----------------- SM 1.1, NHS, NGS, NCSS ----------------- SS 1, NCSS, NHS, MC ----------------- SM 3.6, NCSS, NHS
First Grade Curriculum 96 BOE Approved 1-18-07
3. a. all people have basic needs and rights
(universal human rights). (I/E) ------------------------------------------------------ 3. b. needs (food, shelter, water, air, clothing, and belonging) are met by families and friends. (I/E)
SS 6, GE, RE, D, W, CIV, NCSS, NSCG -------------------- NCSS, CIV, SS 6
3. a. respect the needs and rights of self and others. (E)
------------------------------------------------------------ 3. b. show how basic needs are met in different cultures. (I)
SS 6, RE, D, NSCG, GE, W, CIV ----------------- NCSS, CIV, NSG, SS 6
First Grade Curriculum 97 BOE Approved 1-18-07
A. FACILITATING ACTIVITIES CCO V: The student will compare diverse expressions of culture both past and present. Essential Question: How are we alike or different from diverse cultures of the past and present? The student will: 1. brainstorm traditions and celebrations that their families participate in. Look through Children Just Like Me: Celebrations
by Anabel Kindersley to discover traditions and celebrations of other cultures. Work with an older buddy to research a country designated by the teacher and use resources to discover how that country celebrates the New Year and determine if it has changed over time. Students will create a power point slide with their buddy to share the information. All slides will be compiled and shown to the class. The student will compare and contrast New Year traditions. (V C2a, V C2b, V P2a)
2. share a tradition or celebration of their family and construct, with teacher assistance, a bar graph that shows traditions that students celebrate. Ask questions (who, what, when, where) about other student’s traditions and answer questions about their own. (V C1, V P1a, V P1b, V P2b, V P2c)
3. use magazine pictures to make a poster that shows basic needs and rights. As a follow up use the Nystrom Block Buddy Atlas, pages 34-45, to discuss how children from other cultures also have these same needs and rights. (V C3a, V C3b, V P3b)
4. participate in a class meeting to discuss how we need to respect the needs and rights of others in the classroom, at home, and in our community. Ask questions to understand the ideas of others. (V C3a, V C3b, V P3a, V P2d)
5. listen to a speaker from a variety of cultures or watch a video series such as Children From Other Lands. Then draw a picture about the tradition. Read literature about similar traditions and then complete a Venn diagram comparing the two cultures. (V C2a, V C2b, V P2a)
First Grade Curriculum 98 BOE Approved 1-18-07
B. APPLICATION LEVEL ASSESSMENT: CULTURAL AWARENESS CCO V: The student will compare diverse expressions of culture both past and present. STUDENT TASK: The student will: 1. understand traditions and celebrations help define who we are and help make us unique. (V C1) 2. share a tradition or celebration unique to their family, culture, or belief system. (V P1a) 3. understand groups of people (past and present) share traditions and celebrations. (V C2a) 4. ask questions (who, what, where, when, why) about others’ traditions and celebrations. (V P2b) 5. respect the needs and rights of self and others. (V P3a) TEACHER NOTES: This ALA may be shared by students verbally or in writing. Props and pictures should be limited to a few snapshots or one drawing. Possible extension and math connection: discuss number of different traditions and graph them. SUGGESTED STUDENT PROMPT: We have been learning about traditions and celebrations of diverse people. Think about a tradition your family has. Go home and interview your family members to find out what the tradition is and how it began. Be prepared to share this information from memory and bring a picture or a drawing of this tradition with you. After sharing, find another student whose tradition is similar and share similarities. Finally, close your eyes (students) and show thumbs up/down to answer this question: “Are all these traditions the same or different?” Same – thumbs up. Different – thumbs down.
First Grade Curriculum 99 BOE Approved 1-18-07
SCORING GUIDE
CCO V: The student will compare diverse expressions of culture both past and present.
4 3 2 1 Shares a tradition Student shares a
tradition and explains thoroughly from memory.
Student shares a tradition and explains with prompting.
Student shares a tradition and explains partially with prompting.
Unable to share a tradition even with teacher prompting.
Respecting the unique traditions of classmates
Student is a good audience member by listening attentively and asking relevant questions.
Student is a good audience member by listening and asking related questions.
Student listens only partially and asks unrelated questions.
Student is not a good audience member.
Students link their tradition with another classmate (where, when, how)
Student is able to link his/her tradition with that of another student and explain similarities.
Student links his/her tradition to another student’s tradition with limited prompting and is able to explain similarities.
Student recognizes a basic connection but is unable to explain similarities even with prompting.
Student is unable to make a connection to another student’s tradition.
Able to identify that traditions are diverse
Student responds with thumbs down that all traditions are diverse.
Student responds with thumbs up that all traditions are the same.
First Grade Curriculum 100 BOE Approved 1-18-07
SAMPLE A
We have been learning about how traditions and celebrations help define who we are, how they make us unique, and how they connect to the past. With your child, think about a tradition that your family shares. After talking with you, your child should be able to: 1. Describe the tradition. 2. Explain how the tradition began. (This is not a written activity, the
child will be verbally sharing information with the class.) 3. Share a photograph or drawing which shows the tradition. Examples: (Our family eats spaghetti every Sunday. We use a recipe for homemade spaghetti sauce that was my great grandmother’s. She lived in Italy. Or…Our family eats black eyed peas on New Year’s Day for good luck. This is a southern tradition, and my grandmother and grandfather grew up in Texas. Or…We always put a pickle ornament on our Christmas tree. The ornament was one of my great, great grandmother’s ornaments.) Thanks so much for your help!
First Grade Curriculum 101 BOE Approved 1-18-07
SAMPLE B
Traditions and Celebrations
Select a tradition or celebration practiced by your family. Traditions might include, what happens when you lose a tooth, vacations, family gatherings or reunions, special greetings or saying, family recipes, annual events. Celebrations might include holiday events, birthdays, or weddings. Write, draw, or tell about your tradition or celebration to share with the class. You may bring up to four photos, pictures, drawings, or items associated with this tradition. (Breakables are not a good idea.) Find out if your tradition originated in another county in the past. If so, locate this country on a world map. Use your props to share this information with your classmates. Example: On March 17, each year my family celebrates St. Patrick’s Day. We always cook corned beef and cabbage and wear green. I learned the tradition of wearing green began in Ireland, which is called “the Emerald Isle.” One side of my family members was Irish and the recipes have been shared and prepared for many years. We celebrate my Irish background on this traditional Irish holiday. I could bring in some shamrocks I made. Show a picture or drawing on the Emerald Isle (it looks green from an airplane shot in the Spring), and tell how to cook the cabbage or just share the recipe. I can show you (with a pointer) where Ireland is in Europe on my teacher’s world map. It is North and East of Missouri across the Atlantic Ocean.
Appendix K 461 BOE Approved 1-18-07
APPENDIX K
1ST GRADE SUPPLEMENT
Appendix K 462 BOE Approved 1-18-07
FIRST GRADE GLOSSARY FOR TEACHERS
Authority Figure: Someone who has the power to keep order and/or enforce rules or laws. Barter: “Barter” is the direct trading of goods and services without use of money. Caring: demonstrating kindness, courtesy, and compassion. Character Traits: Caring – demonstrating kindness, courtesy, and compassion; Cooperation – working together to accomplish a task; Courage – acting responsibly despite fears or difficulties; Integrity – being truthful, fair, honest and trustworthy; Patience – waiting calmly; Perseverance/effort – striving toward a goal despite challenges; Respect – showing positive regard for self, others, property, rules, and authority; Responsibility- being accountable for your own choices and behavior; Self-control – managing your behavior in a positive way. Common good: “Common good” refers to some program or action that is of benefit to society as a whole. Laws to set up parks, public schools, and public libraries are passed to promote the common good. Cooperation: working together to accomplish a task.. Courage: acting responsibly despite fears or difficulty. Culture: The way of life of a group of people including, a shared past, beliefs, art music, folktales, clothing, language, and food. Democracy: A democracy is a system of government in which rule is by the people. Diversity: Different to, varied. Five Themes of Geography: Location - the exact location of a place on the earth’s surface; Movement - the movement of people, products, information, and ideas within a country and between countries; Place - the physical and human characteristics of a place that set it apart from other places; Regions - how regions form and change; Relationships Within Places - how humans interact with the environment of a place. Integrity: being truthful, fair, honest, and trustworthy. Majority rule: “Majority rule” refers to a pattern of decision making where decisions are made by vote and a decision requires the support of more than half of those voting.
Appendix K 463 BOE Approved 1-18-07
Money: “Money” is anything that people generally accept as a medium of exchange with which to buy goods and services, that serves as a standard of value, and that has store of value. Natural Resources: “Natural Resources” are those “gifts of nature” ---e.g., land, trees, water, fish, petroleum, mineral deposits, fertile soils, and favorable climate conditions for growing crops---that are used to produce goods and services. Patience: waiting calmly. Perseverance/Effort: striving toward a goal despite challenges. Private goods: “Private goods” may be defined as those goods that producers can withhold from consumers who refuse to pay for them, where the consumption of the product or service by one person reduces its usefulness to others. One example is a hamburger. See also “public goods”. Public goods: “Public goods” are goods or services that can not be withheld from customers who refuse to pay for them (nonexclusion), where the consumption of products or services by one person does not reduce its usefulness to others. Examples include national defense, street lighting, flood control, public safety, and fire protection in a crowded neighborhood. See also “private goods”. Relative location: “Relative location” pertains to identifying where a place is by explaining where it is in relation to known places. For example, St. Louis is located a short distance south of the junction of the Missouri and Mississippi Rivers. Respect: showing positive regard for self, others, property, expectations, rules, and authority. Responsibility: being accountable for your own choices and behaviors. Rights: The rights of citizens are identified in the Declaration of Independence and the U.S. Constitution. The personal rights include freedom of conscience and religion, freedom of expression and association, freedom of movement and residence, and privacy. Self-control: managing your behavior in a positive way. Tradition: An idea, custom, or belief that parents pass down to their children.
Appendix K 464 BOE Approved 1-18-07
FIRST GRADE GLOSSARY FOR STUDENTS
Authority figure: a person with the right to use power to control the behavior of others. Bald Eagle: a big, beautiful, strong bird that soars high in the sky. The eagle is America’s national bird. Bartering: trading for things you need or want without using money. Cardinal Directions: The main directions: North, South, East, West Caring: showing kindness to others. Citizen: a member of a community. Common good: actions that are good for the entire community or group. Community: a place where people live and the people who live there. Compass Rose: the symbol on a map that tells you directions, or which way to go Cooperation: working with others on a common task. Courage: the strength to do the right thing even if it is hard. Culture: The way of life of a group of people including that group’s language, music, foods, holidays, and beliefs. Diverse: Unlike others, different or unique. Effort: the work that you do to accomplish a task. Flag: A symbol that stands for a country. Globe: a model of the earth. Government: a group of elected citizens that make rules for a group or community. History: the story of what has happened in a place or to a group of people.
Appendix K 465 BOE Approved 1-18-07
Holiday: a day set aside to honor someone or celebrate a special event. Independence Day: a day that celebrates America’s freedom from England Individual rights: basic freedoms that all people are free to enjoy. Integrity: being truthful. Majority Rule: when more than half of the people voting choose one candidate or decision. Map: a picture or drawing that shows where places are Memorial Day: a national holiday set aside to remember soldiers that have died in wars. Nation: The land occupied by a country. Nation’s Capitol: The domed building in Washington D.C. where laws are made. Natural Resource: Something found in nature that people use. Land, water, air, animals, plants are natural resources. Patience: waiting calmly without complaining. Peaceful resolution: solving a problem by brainstorming solutions and accepting alternative. Perseverance: continuing to try even if something is difficult. President: The leader of our country. President’s Day: a day to honor U.S. presidents. Private goods: Things that belong to an individual. Private services: Work that people do for other individuals and receive payment. Public goods: Things that people share.
Appendix K 466 BOE Approved 1-18-07
Public services: Work that people do to help others in the community by providing something they need or want. Relative Location: describing where something is in relation to another place (the clock is above the door, Kansas is west of Missouri Respect: means believing in the worth of other people and things, treating others as you want to be treated, considering the needs and feelings of others. Responsibility: doing what you say you will do, accepting the consequences of their words or actions, following rules. Self-control: controlling your words and actions. Statue of Liberty: A statue that stands in the New York Harbor and represents freedom for immigrants that come to America. Symbol: A picture that stands for something real. Trading with money: Using money to buy things you need or want. Traditions: a way of doing something that is passed down through a family. Universal Human Rights: Every person has the right to food, shelter, water, air, clothing and belonging. Vote: to choose.
Appendix K 467 BOE Approved 1-18-07
RULES CUBE
CCO I FACILITATING ACTIVITY 3
Appendix K 468 BOE Approved 1-18-07
MEDAL OF HONOR
CCO I FACILITATING ACTIVITY 7
Appendix K 469 BOE Approved 1-18-07
Name: Date: Draw a picture of an authority figure. A is an authority figure who .
Appendix K 470 BOE Approved 1-18-07
PEACEFUL RESOLUTION
Name: Problem: Another kid writes on your paper. Brainstorm: I could or I could . Peaceful Resolution: If writes on my paper I will say . Then I will .
Appendix K 471 BOE Approved 1-18-07
AMERICANS MAKE A DIFFERENCE I learned two facts about . First,
.
I also learned
.
Appendix K 472 BOE Approved 1-18-07
Recommended Resources – General Title Topic Author Company ISBN Reading
Level Amount Per
A Child’s View- Assessment CD Rom
Government, Geography, History, Economics, Culture
Harcourt 0153519770 1
A Child’s View- Big Book Government, Geography, History, Economics, Culture
Harcourt 0153493909 1.5 1 per two teachers
A Child’s View- ePlanner Government, Geography, History, Economics, Culture
Harcourt 0153519975 1
A Child’s View- Leveled Reader Audio Text
Government, Geography, History, Economics, Culture
Harcourt 0153540354 1
A Child’s View- Leveled Reader Online Collection
Government, Geography, History, Economics, Culture
Harcourt 015355889X Open Access
A Child’s View- Leveled Reader Teacher Guide
Government, Geography, History, Economics, Culture
Harcourt 0153530715 1
A Child’s View- Student Edition
Government, Geography, History, Economics, Culture
Harcourt 0153471255 1.5 1 Per student
A Child’s View- Teacher CD Rom
Government, Geography, History, Economics, Culture
Harcourt 0153519878 1
A Child’s View- Teachers Edition
Government, Geography, History, Economics, Culture
Harcourt 0153472731 1
A Child’s View- Teacher Resources
Government, Geography, History, Economics, Culture
Harcourt 015-3518014
1
Bold items are part of the district materials adoption
Appendix K 473 BOE Approved 1-18-07
Exploring Where and Why- Grade 1
Neighborhood, needs, maps, globes, United States, World
JoAnne Buggey Nystrom 1
Bold items are part of the district materials adoption
Appendix K 474 BOE Approved 1-18-07
RECOMMENDED RESOURCES – GOVERNMENT/CIVICS Title Author Company ISBN Reading
Level Amount Per
Be My Neighbor Communities Maya Ajmera and John Ivanko
Charlesbridge 1570916853P IL P-2 1
Being Fair Voting, common good, citizenship
Robin Nelson Lerner 0822513226
Being Responsible Common Good, Character citizenship
Robin Nelson Lerner 0822513439
The Boy Who Cried Wolf Common Good, Character citizenship
Tony Ross Penguin
Bully Trouble Resolution of Conflict
Joanna Cole Random House 0394849493P 1.5 LX 280
Bus Driver Authority Figure, roles in community
Jacqueline Gorman Lerner 083683299XP 2.4
Bus Driver Authority Figure, roles in community
Sheila Rivera Lerner 0822553627
Caring Common Good, Character citizenship
Capstone 0-7368-0366-1
1
Communities Roles in Community Jason Harte National Geographic
0792260651
Community Helpers: A to Z Authority Figure, roles in community
Bobbie Kalman Crabtree 0865054045 1.2
Community Jobs Authority Figure, roles in community
Margie Burton Benchmark
Community Plans: Making and Changing Rules and Laws in Communities
Rules and Laws, Common Good
Rosen LX 530
Community Spirit: Symbols of Citizenship in Communities
Citizenship Rosen LX 420
Cooperation Common Good, Character citizenship
Lucia Raatma Capstone 0-7368-0506-0
1
Courage Common Good, Character citizenship
Capstone 0-7368-0507-9
1
Chrysanthemum Character citizenship Kevin Henkes 0688147321 3.9 LX 460
David Goes To School Common Good, Character citizenship
David Shannon Scholastic 0590480871P 1.0 1
Bold items are part of the district materials adoption
Appendix K 475 BOE Approved 1-18-07
A Day in the Life of a Doctor Authority Figure, roles in community
Linda Hayward DK 0789479516P 1.0 LX 250
A Day in the Life of a Firefighter Authority Figure, roles in community
Linda Hayward DK 0789479516P 1.0 LX 250
A Day in the Life of a Police Officer Authority Figure, roles in community
Linda Hayward DK 0789479559P 1.0 LX 250
A Day in the Life of a Teacher Authority Figure, roles in community
Linda Hayward DK 0789473674P 1.0 LX 250
A Day With a Carpenter Authority Figure, roles in community
Joanne Winne Children’s Press 0516230611P 1.0
A Day With a Doctor Authority Figure, roles in community
Jan Kottke Children’s Press 0516230123P 1.0
A Day With a Mail Carrier Authority Figure, roles in community
Jan Kottke Children’s Press 0516230158P 1.0
A Day With a Mechanic Authority Figure, roles in community
Joane Winne Children’s Press 051623062XP 1.0
A Day With a Paramedic Authority Figure, roles in community
Jan Kottke Children’s Press 0516230166P 1.0
A Day With a Police Officer Authority Figure, roles in community
Jan Kottke Children’s Press 0516230174P 1.0
Dentist Authority Figure, roles in community
Jacqueline Gorman Lerner 0836833007P 2.4
Doctor Authority Figure, roles in community
Jacqueline Gorman Lerner 0836833015P 2.4
Doctor Authority Figure, roles in community
Sheila Rivera Lerner 0822553570
Doctors Authority Figure, roles in community
Dee Ready Bridgestone 073688453x 1-2 6
Doctors Authority Figure, roles in community
Marlene Targ Brill 0822525313
Chrysanthemum Problem solving Kevin Henkes 06884471195P 3.9 LX 460
Custodians Authority Figure, roles in community
Robin Nelson Lerner 0822525046
Election Day Voting, Democratic Decision making
Mir Ansary Heinemann 1403488983
EMTS Authority Figure, roles in community
Kristin Nelson 0822554755
Firefighter Authority Figure, roles in community
Jacqueline Gorman Lerner 0836833023P 2.4
Firefighter Authority Figure, roles in community
Sheila Rivera Lerner 0822553589
Bold items are part of the district materials adoption
Appendix K 476 BOE Approved 1-18-07
A Firefighter Wears a Helmet Authority Figure,
roles in a community Pamela Graham National
Geographic 0792242866
Firefighters Authority Figure, roles in a community
Allison Behuke 0822525321
Firefighters Authority Figure, roles in community
Dee Ready Bridgestone 0736884556 1-2 6
Firefighters Authority Figure, roles in community
Angela Royston
Following Rules Rules and laws Robin Nelson Lerner 0822513218 Hands are Not for Hitting Common Good,
Character citizenship Martine Agassi 1575420775P
Helping Out Common Good Becky Ward Houghton Mifflin 0618481591 The Honest to Goodness Truth Common Good,
Character citizenship Patricia McKissack 0689853955P LX 450
Honesty Common Good, Character citizenship
Capstone 0736803696
How Do Rules Get Made? Rules, Common Good
Barbara Wood Scott Foresman 03281479915
I Did It, I’m Sorry Common Good, Character citizenship
Caralyn Buehner 0140567224P 2.2 LX 460
I Work at Night Authority Figures, roles in community
Leroy Taylor National Geographic
0792243013
Jobs Authority Figures, roles in community
Rowan Sellers National Geographic
0792260570
Know and Follow Rules Rules, Common Good
Cheri Meiners Free Spirit
Law and Order Common Good David Conrad Spyglass Books Learning About Authority (Erb and Effy, Teacher’s Guide)
Authority Figures, roles in community
Center for Creative Education
0898181860
Let’s Vote (Online) Voting Charles Woods Harcourt On-level Open Access
Librarian Authority Figure, roles in community
Jacqueline Gorman Lerner 0836833031P 2.4
Librarians Authority Figure, roles in community
Judith Jango Cohen 082252533X
Bold items are part of the district materials adoption
Appendix K 477 BOE Approved 1-18-07
Mail Carrier Authority Figure, roles in community
Joanne Macken Lerner 0836835972P 2.4
Making A Law Rules, Common Good
Sarah De Capua Children’s Press
Making Rules Rules, Common Good, Authority Figures
Barbara Wood Scott Foresman 0328147893
Meet a Community Helper Authority figures Linda Yoshizawa Houghton Mifflin
100618481451
My Neighborhood Authority Figure, roles in community
David Meissner 1410815404
My Town at Work Authority Figures, roles in community
Gare Thompson National Geographic
0792285182
Neighbors at Work Authority Figures, roles in community
Susan Meredith Benchmark 1410826451
Nurses Authority Figure, roles in community
Marlene Targ Brill 0822554763
Patience Common Good, Character citizenship
Capstone 0736805087
People Who Lead Us Authority Figures Lesley Pether National Geographic
0792243412
People Work at the Supermarket Roles in community Felix James National Geographic
0792292146
Policemen Authority Figure, roles in a community
Allison Behuke 0822525348
Police Officer Authority Figure, roles in community
Jacqueline Gorman 083683304XP 2.2
Police Officer Authority Figure, roles in community
Sheila Rivera Lerner 0822553597
Police Officers Authority Figure, roles in community
Dee Ready Bridgestone 1560655135P 1.4 6
Postal Carrier Authority Figure, roles in community
Sheila Rivera Lerner 0822553600
The Post Office Book Authority Figure, roles in community
Gail Gibbons 0064460290 1.0-1.9 LX AD840
Principals Rules, Common Good, Authority Figures
Melanie Mitchell 0822525356
Primary sources: My community Then and Now
Authority Figures, roles,
Karen Donovan Teacher Created materials
0743982371
Orb and Effy Learn About Authority Authority Figure, roles in community
Center for Civic Education
0898181828 1
Bold items are part of the district materials adoption
Appendix K 478 BOE Approved 1-18-07
Orb and Effy Activity Book Authority Figure, roles in community
Center for Civic Education
1
Orb and Effy CD Rom Authority Figure, roles in community
Center for Civic Education
1
Respect Character, Citizenship, Common Good
Capstone 0736803718 1
Respecting Others Character, Citizenship, Common Good
Robin Nelson Lerner 0822513234
Responsibility Character, Citizenship, Common Good
Capstone 0736803726 1
Roxaboxen Citzenship, common good, community
Alice McLerran Harper Trophy 0060526335P 1
Rules Rules, Common Good, Authority Figures
Margie Burton Benchmark 9781583440810
Rules Rules, Common Good, Authority Figures
Barabara Luciano Scott Foresman 0328147710
Rules and Laws Keep Me Safe (online) Rules, common good, responsibility
Harcourt Below level
Open Access
Rules Make Life Work Rules, Common Good, Authority Figures
Barabara Luciano Scott Foresman 0328147737
School Bus Drivers Rules, Common Good, Authority Figures
Melanie Mitchell 0822554720
School Principals Authority Figure, roles in community
Tracy Boras Bridgestone 0736884629 1-2 6
School Rules
Rules, Common Good
Larry Brimmer Scholastic 0516273892
Self-Discipline Rules, Common Good, Authority Figures
Capstone 0736805117 1
Strange Laws (Online) Rules, Laws Charles Woods Harcourt Above level
Open Access
Teacher Authority Figure, roles in community
Joann Macken Lerner 0836836006P
Bold items are part of the district materials adoption
Appendix K 479 BOE Approved 1-18-07
Teacher Authority Figure, roles in community
Sheila Rivera Lerner 0822553619
Teachers Rules, Common Good, Authority Figures
Melanie Mitchell 0822525364
Tyron the Terrible Problem Solving Wihlhem Veterinarian Authority Figure,
roles in community Joanne Macken Lerner 0836836014P 2.4
We Can Work It Out: conflict Resolution for Children
Conflict resolution, Problem Solving
Barbara Polland Tricycle Press
We Need Doctors Authority Figure, roles in community
Lola Schaefer Pebble 0736885897 K-1 6
We Need Firefighters Authority Figure, roles in community
Lola Schaefer Pebble 0736885919 K-1 6
We Need Police Officers Authority Figure, roles in community
Lola Schaefer Pebble 0736885943 K-1 6
We Need Principals Authority Figure, roles in community
June Scoggins Bauld
Pebble 0736887164 K-1 6
We Need Teachers Authority Figure, roles in community
June Scoggins Bauld
Pebble 0736887172 K-1 6
What Does Peace Feel Like Common Good, Character
Vladimir Radunsky Atheneum 0689866763P 2.7
What Is A Community A to Z? Roles in Community Bobbie Kalman Sagebrush What People Do Authority Figures,
roles in community Margie Burton Benchmark 1892393719
Why We Have Rules Rules, Common Good, Authority Figures
Barabara Luciano Scott Foresman 0328147729
Who Can Help? Authority Figures Marcie Bovetz McGraw Hill 1404538402 Who Makes the Rules? Rules, Common
Good, Authority Figures
Lola Schaefer Benchmark 1-5834-4403-3
K-1 6
Who Makes the Rules? Rules, Common Good, Authority Figures
Barbara Wood Scott Foresman 0328147907
Bold items are part of district materials adoption
Appendix K 480 BOE Approved 1-18-07
RECOMMENDED RESOURCES – HISTORY Title Author Company ISBN Reading
Level Amount Per
A. Lincoln and Me People in History: Abe Lincoln
Louise Borden Scholastic 0590457152 1
Abe Lincoln People in History: Abe Lincoln
B. Waber Capstone 1560653418 2.3
Abe Lincoln Goes to Washington People in History: Abe Lincoln
Cheryl Harness National Geographic
0792237366 3.4 1
Abe Lincoln: The Young Years People in History: Abe Lincoln
Keith Brandt Troll 0893757519 Ages 9-12
Abe Lincoln’s Hat * People in History: Abe Lincoln
M. Brenner Random House 0679849777 2
Abraham Lincoln * People in History: Abe Lincoln
I. & E. Douline
Abraham Lincoln Abraham Lincoln, Sequence
Kristin Cashore Houghton Mifflin 032814388X LX 310
Abraham Lincoln * People in History: Abe Lincoln
A. Colver
Abraham Lincoln * People in History: Abe Lincoln
Clara Judson
Abraham Lincoln Abraham Lincoln, Sequence
Wil Mara Scholastic 0516273345P 2.0 6
Abraham Lincoln * People in History: Abe Lincoln
Patricia Miles Martin
Abraham Lincoln People in History: Abe Lincoln
Lola Schaefer Pebble 0736881093 LX 350 6
Abraham Lincoln People in History: Abe Lincoln
Pamela Walker Children’s Press 051623586P LX 250 6
Abraham Lincoln: Great Man, Great Words Abraham Lincoln, Sequence
Kristin Cashore Houghton Mifflin 0328143901 LX 680
Abraham Lincoln: Lawyer, Leader and Me Abraham Lincoln, Sequence
Justine and Ron Fontes
Dorling Kindersley
0789473755 3.4 LX 790
Abraham Lincoln: Our 16th President Abraham Lincoln, Sequence
Kristin Cashore Houghton Mifflin 0328143898 LX 710
Bold items are part of the district materials adoption
Appendix K 481 BOE Approved 1-18-07
Adventures of George Washington * People in History: George Washington, Sequence
M. Davidson
America in the Time of Abraham Lincoln People in History, Sequence, Abraham Lincoln
Sally Isaacs Heinemann 1575729377
America in the Time of George Washington People in History, Sequence, George Washington
Sally Isaacs Heinemann 1575729342
The American Flag Symbols, Flag Tristan Binns Heinemann 15881041XP 2.0 6 The American Flag Symbols, Flag Judith Jango Cohen Lerner 0822537532P 2.0 6 The American Flag Symbols, Flag Lloyd Dougnlas Scholastic 0516278738 K-2 6 The American Flag Symbols, Flag Patricia Ryon Quiri Children’s
Press 0516263706 4.4
At Play: Long Ago and Today Lynnette Brent Heinemann 1403445389 The Bald Eagle Symbols, Eagle Tristan Binns Heinemann 1588104028 2.0 6 The Bald Eagle Symbols, Eagle Lloyd Douglas Children’s
Press 0516278746P IL K-2 6
The Bald Eagle Symbols, Eagle Anne Hempstead Heinemann 1403470103 LX 1000 Bald Eagle Symbols, Eagle Gordon Morrison Houghton
Mifflin
The Bald Eagle Symbols, Eagle Patricia Ryon Quiri Grolier 0516263730 4.0 Betsy Ross and the Silver Thimble Symbol, Flag Stephanie Greene Simon and
Schuster
Boomtowns and Ghost Towns (online) Past, Change, Sequence
Ann Phyllis Harcourt Above Level
Open Access
Building Liberty: A Statue Is Born Symbol, Statue of Liberty
Serge Hocahin National Geographic
Buttons for General Washington * People in History: George Washington, Sequence
Peter Roop Lerner 0876144768 2.0
Children of Mount Vernon: A Guide to George Washington’s Home
George Washington, Sources
Miriam Bourne Doubleday 03851555352
Columbus Day National Holidays, compare and contrast
Mir Ansary Heinemann 1588104303P 2.0 6
Columbus Day National Holidays, compare and contrast
Christina Gardeski 0516263102 2.0
The Copper Lady Symbols, Statue of Liberty
Alice Ross Lerner 0876149603
F Is For Flag Symbols, Flag Wendy Lewison Grossett and
Appendix K 482 BOE Approved 1-18-07
Dunlap A Flag For All Symbols, Flag Larry Brimmer Children’s
Press
A Flag For Our Country Symbols, Flag Eve Spencer Raintree 0811480518P Flag Day National Holidays,
Flag Day Mir Ansary Heinemann 1588105725P 2.0 6
Flag Day National Holidays, Flag Day
Mari Schuh Capstone Press
The Flag Maker Symbols, Flag Susan Bartoletti Houghton Mifflin
0618267573 1
The Flag We Love Symbol, Flag Pam Ryan Charlesbridge 0881068446 1 Four Seasons Make A Year Past and Present Anne Rockwell 0802788831P The Fourth of July National Holiday: 4th
of July Natalie Goldstein Scott
Foresman 0328148024
The Fourth of July on the Plains National Holiday: 4th of July
Jean Van Leeuwen McGraw-Hill 0803717717 1-4
The Fourth of July Story National Holiday: 4th of July
Alice Dalgliesh Simon & Schuster
0689718764 2.5 LX 790
From Cloth To American Flag Symbol, Flag Melanie Mitchell Lerner 0822521423 1 Election Day National Days,
Election Mir Ansary Heinemann LX 500
2.0
George Washington Biography, George Washington, sequence
Philip Abraham Scholastic 0516236032 K-2 6
George Washington Biography, George Washington, sequence
Barbara Luciano Scott Foresman
0328147834
George Washington Biography, George Washington, sequence
Lola Schaefer Pebble 0736801103P LX 360 6
George Washington Biography, George Washington, sequence
Wil Mara Children’s Press
6
George Washington Biography, George Washington, sequence
Capstone 4466x 1
George Washington Biography, George Washington, sequence
Mike Venezia 0516274749P IL 2-5
George Washington: Father of Our Country Biography, George Washington, sequence
Barbara Luciano Scott Foresman
0328147850
Bold items are part of the district materials adoption
Appendix K 483 BOE Approved 1-18-07
George Washington: Our First President Biography, George Washington, sequence
Garnet Jackson 043909867XP 2.4 LX 350
George Washington: Our First President Biography, George Washington, sequence
Barbara Luciano Scott Foresman
0328147834
George Washington: The Young Years Biography, George Washington, sequence
Keith Brandt Troll 0816774358 Ages 4-8
George Washington: Young Leader Biography, George Washington, sequence
Laurence Santrey 0893757594 Ages 9-12
George Washington: A Picture Book Biography, George Washington, sequence
James Cross Giblin Scholastic 0590481010 1-3
George Washington’s Breakfast Biography, George Washington
Jean Fritz Coward-McCann
George Washington’s Teeth Biography, George Washington, sequence
Deborah Chandra and Madeleine Comora
Farrar Straus Giroux
0374325340P 3.6 1
Hall of Heroes (online) Flag, Important Americans
Richard Martin Harcourt Above Level
Open Access
Happy Birthday, America National Holiday: 4th of July
Natalie Goldstein Scott Foresman
0328148016
History Behind the Holidays National Holidays Natalie Lunis Benchmark 9781590001202 6 Holidays National Holidays Stewart Gardiner National
Geographic 0792287371
Honest Abe Biography, Abraham Lincoln
Edith Kunhardt 0688158382P 2.0 LX 630
How Has It Changed? Compare and Contrast, Then and Now
Jan Pritchett Rigby 0635184100 1
Hurray for the Fourth of July National Holiday Wendy Watson Houghton Mifflin
I Pledge Allegiance Symbols, Pledge of Allegiance
Bill Martin and Michael Sampson
Lerner 0763625272P 3.0
If You Grew Up With Abe Lincoln * Abraham Lincoln, Sequence
Ann McGovern Scholastic 0590451545P 3.4 LX 670
1
If You Grew Up With George Washington *
Biography, George Washington, sequence
Ruth Gross Scholastic 0590451553P 3.4 LX 680
1
If You Were At the First Thanksgiving First Settlers, Cultural exchange, native Americans
Anne Kamma Scholastic
Appendix K 484 BOE Approved 1-18-07
Independence Day National Holiday, 4th of July
Mir Ansary Heinemann LX 500
Independence Day National Holiday: 4th of July
Helen Frost Pebble Publishing
0736887261 K-1 6
Independence Day National Holiday: 4th of July
Natalie Goldstein Scott Foresman
0328148032
Independence Day National Holiday, 4th of July
David Marx Children’s Press
Independence Day National Holiday: 4th of July
Robin Nelson Lerner 0822513188 K-1 6
Just Like Abraham Lincoln Biography: Abraham Lincoln
B. Waber Scholastic 0590433555
Keep On Sewing, Betsy Ross!: A Fun Song About the First American Flag
Symbols, Flag Michael Dahl Picture Window Books
L is For Lincoln: An Illinois Alphabet Biography: Abraham Lincoln
Kathy-Jo Wargin 1585362506P IL K-5
Labor Day National Holidays Mir Ansary Heinemann 1403489017 LX 500 Let’s Read Biography: Abe Lincoln Biography: Abraham
Lincoln Houghton
Mifflin 0395813395 1
Let’s Read Biography: George Washington Biography, George Washington, sequence
Houghton Mifflin
039581328X 1
Let’s Read: Abraham Lincoln Biography: Abraham Lincoln
Sonia Black Scholastic 0439295459 Ages 4-8
Let’s Read: George Washington Biography, George Washington, sequence
Kimberly Weinberger
Scholastic 0439281350
The Liberty Bell Symbols, Liberty Bell
Tristan Binns Heinemann 1588104036P 2.2 6
The Liberty Bell Symbols, Liberty Bell
Lloyd Douglas Scholastic 0516278754P IL K-2 6
The Liberty Bell Symbols, Liberty Bell
Gail Sakurai 0516299674P IL 3-5
Memorial Day National Holidays Mir Ansary Heinemann 1588104338P 2.2 Memorial Day National Holidays Helen Frost Pebble
Publishing 0736887288 K-1 6
Memorial Day National Holidays Jacqueline Cotton 0516273698P 1.3 6 My County Then and Now National Symbols Teacher Created
Materials 074398188X
My Country ‘Tis of Thee Symbols, Samuel Smith Scholastic My First Fourth of July Book National Holidays,
4th of July Harriet W. Hodgson Children’s Press
Old Glory Symbols: Flag Jeanne and Bradley National 0792246721
Appendix K 485 BOE Approved 1-18-07
Weaver Geographic Old Time Toys Compare and
Contrast, Then and Now
Bobbie Kalman Crabtree 0865055203 3
A Picture Book of Abraham Lincoln Abraham Lincoln, Sequence
David Adler Holiday House 0823408019 1-3
A Picture Book of George Washington Biography, George Washington, sequence
David Adler Holiday House 0823408000 1-3
The Pledge of Allegiance Symbols, Pledge of Allegiance
Lloyd Douglas Scholastic 0516278762 1.0 6
The Pledge of Allegiance Symbols, Pledge of Allegiance
Lola Schafer Heinemann 1588103986 LX 400 1
Pledge of Allegiance Symbols, Pledge of Allegiance
Francis Bellamy Scholastic 0439399629
President’s Day National Holidays Mir Ansary Heinemann 1588104346P 2.0 1 President’s Day National Holidays Helen Frost Pebble
Publishing 0736887296 K-1 6
President’s Day National Holidays David Marx 0516273760P 2.2 President’s Day National Holidays Robin Nelson Sagebrush Primary sources: My Country Then and Now Symbols, sources,
people make a difference in history, compare and contrast, national Holidays
Karen Donovan Teacher Created materials
074398188X
Red, White, and Blue (online) Symbols and Holidays
Harcourt Below level
Open Access
Red, White, and Blue National Anthem, Flag
John Herman 0152053980P 2.4
Red, White, Blue and Uncle Who? Symbols Teresa Bateman Holiday House Remember George Washington Biography, George
Washington, sequence
Cynthia Rothman Newbridge 30006RP444 1-2
Songs, Symbols, and Sayings of the United States (Primary)
Symbols Scott foresman 0328036722
Songs, Symbols, and Sayings of the United States (Intermediate)
Symbols Scott foresman 0328036749
The Star Spangled Banner (online) Flag Sharon Fear Harcourt On-level Open Access
Stars and Stripes: the Story of the American Flag
Symbols, Flag Sarah Thompson Harper Collins
Bold items are part of the district materials adoption
Appendix K 486 BOE Approved 1-18-07
The Statue of Liberty Symbols Susan Ashley Weekly Reader The Statue of Liberty Symbols, Statue of
Liberty, Examine Sources
Tristan Binns Heinemann 1588104052P 2.4 1
The Statue of Liberty Symbols, Statue of Liberty
Lloyd Douglas 0516278770P IL K-2 6
The Statue of Liberty Symbols, Statue of Liberty
Anne Hempstead Heinemann 1403470111 LX 900
The Statue of Liberty Symbols, Statue of Liberty
Natalie Miller Children’s Press 0516466550
The Statue of Liberty Symbols, Statue of Liberty, Examine Sources
Lucille Penner Random House 06786928XP 1.2 LX 250
1
The Statue of Liberty Symbols, Statue of Liberty
Patricia Ryan Quiri Grolier 0516263854 4.0
The Story of Abraham Lincoln Biography, Lincoln Patricia Pingry Candy Cane Press The Story of the Statue of Liberty Symbols, Statue of
Liberty Betsy & Giulio Maestro
McGraw-Hill 0021466637
Symbols of Freedom Symbols, Flag, Anthem, Capitol, Eagle, Statue of Liberty
Jeanne and Brady Weaver
National Geographic
0792248392 6
Uncle Sam and Old Glory: Symbols of America
Symbols: Flag Delmo C. West 0689820437 1-3
The U.S. Flag Symbols, Flag Anne Hempstead Heinemann 140347009X LX 1000 The U.S. Capitol Symbols, Capitol Ann Hempstead Heinemann 1403470073 The U.S. Capitol Symbols, Capitol Lola Schafer Heinemann 1588103994 LX 400 Veterans Day National Holidays Mir Ansary Heinemann 1588104354P 2.0 Veterans Day National Holidays Marlene Targ Brill 1575057662P 3.0 A Visit to the Statue of Liberty Symbols Melissa Burke Houghton Mifflin 0618481583 Washington, D.C. Symbols,
Monuments, The White House
Gustav Blumchen National Geographic
0792242890
The Washington Monument Symbols, Monuments
Lola Schafer Heinemann 1588104001
We Live Here Too! Kids Talk About Good Citizenship
Citizenship Nancy Loewen Picture Window Books
What Freedom Means to Me: A Flag Day Story
Freedom, Justice, Equality
Heather Henry Cubbie Blue
The White House Symbols, The White House
Tristan Binns Heinemann 1588104060P 2.4
Who was Abraham Lincoln? Biography, Abraham Lincoln, sequence
National Geography
1-2
Who was Christopher Columbus? National 2
Appendix K 487 BOE Approved 1-18-07
Geography Who was George Washington? Biography, George
Washington, Sequence
National Geography
1-2
Young Abe Lincoln Biography, Abraham Lincoln, sequence
Cheryl Harness National Geographic
0792227131 4 1
You’re a Grand Old Flag: A Jubilant Song About Old Glory
Symbols, Flag George Cohen Picture Window Press
2.0
Bold items are part of the district materials adoption Films America’s Flags Symbol: Flag Teachers Video America’s National Holidays National Holidays Teachers Video America’s Symbols Symbols Teachers Video American Flag: Story of Old Glory (video) American History for Children: National Observances
National Holidays Schlessinger
American History for Children: United States Flag
Symbols : Flag, Pledge
Schlessinger
Animated Hero Classics – Abe Lincoln Nest Ent. Inc. 1572251727 1 Animated Hero Classics – George Washington
Nest Ent. Inc. 1572251654 1
Great Americans For Children: Abraham Lincoln
Schlessinger
Great Americans For Children: George Washington
Schlessinger
National Observances Schlessinger 1-5725-5068-2
Old Glory Symbols: Flag ABC/United Learning
A Pledge is a Promise Pledge of Allegiance Teachers Video President’s Day National Holidays ABC/United
Learning
The Star Spangled Banner Symbols: Flag National Geographic
Symbols of America Symbols Discovery This is Our Country Symbols Teachers Video The U.S Flag Schlessinger A Visit to the Statue of Liberty Symbols Melissa Burke Houghton Mifflin Bold items are part of the district materials adoption
Appendix K 488 BOE Approved 1-18-07
We Pledge Allegiance Pledge Teachers Video We Vote Elections Teachers Video What is the Flag? Symbols: Flags Teachers Video Bold items are part of the district materials adoption
Appendix K 489 BOE Approved 1-18-07
Recommended Resources – Geography Title Author Company ISBN Reading
Level Amount Per
As the Crow Flies Maps as representations
Gail Hartman Simon & Schuster
0689717628P 2.1 LX 320
1 (part of Grade K Nystrom Borrow when Needed
As the Road Runner Runs: A First Book of Maps
Maps as representations
Gail Hartman Simon & Schuster
0027430928 Ages 4-8
Fighting Back (online) Human environmental interaction
Joanna Korba Harcourt Above Level
Open Access
Earth’s Land and Water Land and Water Bonnie Beers Capstone Press Forest Bright, Forest Night Place Jennifer Ward Dawn
Publications 1584690674
Geography: Landforms and Bodies of Water Land and Water Gary Shipman How to Use a Map Mapping, Maps as a
representation of the earth
Gary Shipman
Look Down Maps as a representation of the earth
Margie Burton Benchmark 1583442073
Looking Down Maps as a representation of the earth
Margie Burton Benchmark 1892393549
Looking at Maps and Globes Maps as a representation of the earth
Carmen Bredeson Scholastic 0516259822P 1.5 LX 410
Lost Locating Places, Mental Mapping
David McPhail Little Brown 0316563366P 1.2
Making Maps: Where’s The Party Mental Mapping, Maps as representation of places on Earth
John Burstein 0836838262
Maps Maps as a representation of the earth
Ari Brennan National Geographic
978142635054
Maps Maps as a representation of the earth
Cynthia Swain Benchmark 1590007984 6
Bold items are part of the district materials adoption
Appendix K 490 BOE Approved 1-18-07
Maps and Globes Maps and globes as representations of the earth
Jack Knowlton Harper 0064460495P
3.5 Borrow from Kindergarten as needed
Mapping North America Maps as a representation of the earth
Kate McGough National Geographic
079228741X
Fluent 16 6
Me on the Map Maps as a representation of the earth
J. Sweeney 0517885573P
2.5 1
My Street Maps as representation of the Earth, Mental Mapping
Rebecca Treays Usbourne 780746030776
1
My Town (online) Mental Mapping, Land, water
Harourt Below Level
Open Access
My Town Maps as representation of the Earth, Mental Mapping
Rebecca Treays Usbourne 780746030790
1
Places in my community Locate places, mental mapping
Zeina Mahran National Geographic 0792260538
North, South, East, West Map Features, Direction
Allan Fowler Grolier 0516460110P
2.0
The Park Maps as representations, Mental mapping
Marilyn Woolley National Geographic
0792287207 6
A River’s Journey Maps as representations, mental mapping
Kate McGough National Geographic 0792287061
Tulip Sees America Maps, relative location
Cynthia Rylant 0439399785P
3.0 LX 530
1
Types of Maps Maps as representations
Mary Wade Scholastic 0516277685P
2.4
We Need Directions Relative Location Sarah De Capua 0516273809P
IL 1-2
Where is My Continent? Maps as representations, Locate places
Robin Nelson Lerner 0822519828 6
Where is My Country? Maps as representations, Locate places
Robin Nelson Lerner 082251981X
6
Bold items are part of district materials adoption
Appendix K 491 BOE Approved 1-18-07
Where is My Home? Maps as
representations, Locate places
Robin Nelson Lerner 082251978X
6
Where is My State? Maps as representations, Locate places
Robin Nelson Lerner 0822519801 6
Where is My Town? Maps as representations, Locate places
Robin Nelson Lerner 0822519798 6
Where is Water? Location, Water Robin Nelson Lerner 0822545934 Where People Live Human/environmen
tal interaction Scott White National
Geographic 0792260708 6
Where People Live Human environmental interaction
Margie Burton Benchmark 0583440879
Bold items are part of district materials adoption
Appendix K 492 BOE Approved 1-18-07
Recommended Resources – Economics Title Author Company ISBN Reading
Level
Alexander, Who Used to Be Rich Last Sunday *
Trade: Money Judith Viorst Simon & Schuster
0689711999 3
All About Money Trade: Money Erin Robinson 0516246720P All Kinds of Markets (online) Goods, Trade Ann Rossi Harcourt On-Level Open
Access All Twisted Up (online) Goods, jobs, Trade Judy Nayer Harcourt Above
Level Open Acess
Arthur’s Funny Money Trade: Money Lillian Hoban Harper 0064440486P 2.5 LX 490
The Big Buck Adventure Trade: Money Shelly Gill 0881062952P IL K-2 1 Bunny Money Trade: Money Rosemary Wells Penguin 0803721463 2.0 1 Caps for Sale Trade: Money Esphyr Solbodkina Harper 0064431436 2.1
LX 480
Dimes Trade: Money Mary Hill 0516251694P 1.0 Do We Want It? Marge Burton Benchmark 1583441948 1 A Dollar for Penny Trade: Money Julie Glass Random House 0-6798-8973-6 1.0
LX 150 1
Dollars Trade: Money Mary Hill 0516251708P 1.0 The Doorbell Rang Private Goods Pat Hutchins Moor 0688092349P 1.5
LX 340
Economic Teaching Strategies (K-2) Trade, Interdependence, Resources
NCEE Library
Focus: Grades K-2 Economics Trade, Resources, Goods
NCEE Library
Going Shopping (online) Goods and Services, Jobs
Harcourt Below Level
Goods Goods and Services, Jobs
Martin Reed National Geographic
9781426350504
Jack and the Beanstalk Trade: Barter Paul Galore 0899190855P 2.0 Jack and the Beanstalk Trade: Barter Matt Faulkner Scholastic 0590401645 2.0 Jobs Interdependence Rowan Sellers National
Geographic 0792260570
Jobs, Jobs, Jobs Interdependence Barbara Luciano Scott Foresman 032814777X Jobs in My Community Interdependence Barbara Luciano Scott Foresman 0328147796 Labor Day Jobs, Goods and
Services Mir Ansary Heinemann 1403489017
Bold items are part of the district materials adoption
Appendix K 493 BOE Approved 1-18-07
Money Trade Using Money Joe Cribb Dorling Kindersley
0756613892
Money Trade Using Money Natalie Lunis Benchmark 978159001189 My Money (Part 1) Money, goods and
services Richmond Fed Federal Reserve
My Town at Work Interdependence, Jobs
Gare Thompson National Geographic
0792285182
Nickels Trade: Money Mary Hill 0516251716P 1.0 On Market Street Trade, Resources Arthur Lobel Mooro 0688087450 2.8 On the Other Side of the River J. Oppenheim Franklin Watts 0531025624 Pennies Money Mary Hill 0516251724P 1.0 Personal Finance Economics (K-2) Goods and Services,
trade, interdependence, Resources
NCEE Library
Places in My Community Interdependence Zeina Mahran National Geographic
0792260538
Playdough Economics Goods and Services, trade, interdependence, Resources
NCEE Library
Quarters Trade: Money Mary Hill 0516251732P 1.0 Saving Money Trade: Money Tanya Thayer 0822512912P IL K-2 Spending and Saving Trade: Money Mary Hill 0516251740P 1.0 The Story of Money Trade: Barter,
Money Betsy Maestro 0688133045P 1
The Trading Game Trade: Barter, Money
Alfred Slate Harper 0064404382 5
What Do People Do All Day? Interdependence Richard Scary Harper 0007111584 Ages 4-8 What Do We Need? Basic Needs Benchmark 1 Who Does This Job? Interdependence Barbara Luciano Scott Foresman 0328147788 Why Money Was Invented Trade: Barter,
Money
Wool Keeps Me Warm Economic interdependence, natural resources
Mario Lucca National Geographic
9780792242697
Bold items are part of the district materials adoption
Appendix K 494 BOE Approved 1-18-07
Recommended Resources – Cultural Awareness Title Author Company ISBN Reading
Level Amount Per
A is for Africa Cultural Tradition, Similarities and Differences in cultures
Ifeoma Onyefulu Penguin 0-14-056222-2
2
A is for Americas Cultural Tradition, Similarities and Differences in cultures
Cynthia Chin-Lee & Terri dela Pena
Morro 0-531-30194-X
2.3
A is for Asia Cultural Tradition, Similarities and Differences in cultures
Cynthia Chin-Lee Grolier 0531071413 3.4
All in a Day Cultural Tradition, Similarities and Differences in cultures
Mitsumasa Anno Penguin 0689117272 2
All Kinds of People, What Makes Us Different
Cultural Tradition, Similarities and Differences in cultures
Jennifer Waters Spyglass Books
America Is Similarities and Differences in Cultures
Louise Borden 1416902864P 3.0 LX 290
Apple Pie 4th of July Similarities and Differences in Tradition and Culture
Janet Wong Voyager Books 0152057080
Art Around the World Similarities and Differences in cultures
Denis Roche Houghton-Mifflin
0395855977 1-2
Appendix K 495 BOE Approved 1-18-07
At Home Long Ago and Today Similarities and Differences of Cultures Past and Present, Family and Cultural Tradition
Lynnette Brent Heinemann 1403445370 LX 500
At Play: Long Ago and Today Similarities and Differences of Cultures Past and Present, Family and Cultural Tradition
Lynnette Brent Heinemann 1403445389 LX 500
Be My Neighbor Similarities and Differences of Cultures Past and Present, Family and Cultural Tradition
Maya Ajmera Charlesbridge 1570916853
Bed Time Similarities and Differences in cultures
Ruth Freeman Sumin
Holiday House 0823414442 Ages 4-8
Birth Around the World Similarities and Differences in cultures
Michelle Spira Blackbirch 1567112773 3
Bread, Bread, Bread Similarities and Differences in cultures
Ann Morris Morro 0688122752 2.3
Calendar of Festivals, A Similarities and Differences in cultures
Cherry Gilchrist 190122368X IL K-5
Celebrations Around the World Similarities and Differences in Cultures
Margie Burton Benchmark 1583442405 6 Share with Kindergarten
Changing Communities Similarities and Differences (Past and Present)
Ellen Bari Scott Foresman 032814794X
Children Just Like Me Similarities and Differences in cultures
Susan Copey Dorling Kindersley
0-7894-0201-7
4.3 1
Children Just Like Me Celebrations Similarities and Differences in cultures
Anabel Kindersley Dorling Kindersley
0-7894-2027-9
3.4 1
Children Just Like Me: Our Favorite Stories Similarities and Differences in cultures
Jamila Gaum Dorling Kindersley
0789414864 4
Appendix K 496 BOE Approved 1-18-07
Children’s Festivals from Many Lands Similarities and Differences in cultures
Nina Millen Friendship 0377445010
China: The Land Similarities and Differences in cultures
Bobbie Kalman Crabtree 0778797465P 3.4
China: The People Similarities and Differences in cultures
Bobbie Kalman Crabtree 0778797473P 3.4
Chinese New Year Personal and Family Tradition
David Marx 0516273752P 2.0
Clothes From Many Lands Similarities and Differences in cultures
John Bennett Raintree 0-8114-3738-8
2
Clothing: Around the World Similarities and Differences in cultures
Margaret Hall Heinemann LX 500
Communities Basic Needs, Similarities
Jason Harte National Geographic
0792260651
Count Your Way Through Arab World Similarities and Differences in cultures
Jim Haskins Carolrhada 0876144873P 3.0
Count Your Way Through Japan Similarities and Differences in cultures
Jim Haskins Carolrhada 0876144857P 3.0
Country Mouse Cottage: How We Lived One Hundred Years Ago
Similarities and Differences (Then and Now)
Nigel Brooks Walker
Customs and Traditions Cultural Tradition, Similarities and Differences
Bobbie Kalman 0865055157P 3.0 LX 840
Dragon Parade Similarities and Differences in cultures
Mou-Sieu Tseng Raintree 0811480550 3.0
Egypt: Cultures and Celebrations Similarities and Differences in cultures
Greg Banks National Geographic
0792247698 Japan: Cultures and Celebrations
Appendix K 497 BOE Approved 1-18-07
Elementary School Children in Japan Similarities and Differences in cultures
International Society for Educational Information
Emeka’s Gift Similarities and Differences in cultures
Ifeoma Onyefulo 0140565000P 2.3 1
Everybody Cooks Rice Similarities and Differences in cultures
Norah Dooley Lerner 0876145918 2.0 1
Families Personal and Family Tradition
Cory Phillips National Geographic
0792260562
Families are Different Personal and Family Tradition
N. Pellengrini Prometheus 1573927651 Ages 4-8
Family Personal and Family Tradition
Isabell Monk 1575059177P 2.0 1
Family Around the World Personal and Family Tradition
Patricia Lakin Blackbirch 1567111432 3
Family in Brazil, A Personal and Family Tradition
Olivia Bennett Lerner 0822516659 Ages 4-8
Family in India, A Personal and Family Tradition
Tony Tigwell Lerner 0822516543 Ages 4-8
Family in Japan, A Personal and Family Tradition
Judith Elkon Lerner 0822516721 Ages 4-8
Finding Out About the Past (Then and Now) Solomon Gordon National Geographic
0792243706
Food Around the World Similarities and Differences in cultures
Margie Burton Benchmark 1583440615 6 Share with Kindergarten
Food Around the World Similarities and Differences in cultures
Patricia Lakin Blackbirch 1567111475 3
Forest Bright, Forest Night Multiple Perspectives
Jennifer Ward 1584690674P IL K-3
Games People Play (online) Similarities and Differences in cultures
Christine Rowan Harcourt Above Level
Open Access
Getting Dressed: Long Ago and Today Personal and Family Tradition (then and now)
Lynette Brent Heinemann 1403445400
Going Shopping: Long Ago and Today Similarities and Differences (then and Now)
Lynette Brent Heinemann 1403445419
Bold items are part of the district materials adoption
Appendix K 498 BOE Approved 1-18-07
Harvest Around the World Similarities and
Differences in cultures
Lois Markham Blackbirch 1567112757 3
Here Comes the Bride Similarities and Dfferences in Cultures, Tradition
Ellen Jackson Walker and Company
0802784682
Home Album: Long Ago and Today Similarities and Differences (Then and Now)
Connie and Peter Roop
Heinemann
Homes Around the World Similarities and Differences in cultures
Margie Burton Benchmark 9781583442135
6 Share with Kindergarten
Homes: Around the World Similarities and Differences in cultures
Margaret Hall Heinemann LX 500
Homes for People Similarities and Differences in cultures
Margie Burton Benchmark 9781892393449
6
I Live In Brooklyn Personal and Family Tradition
Mari Takabayashi 0618308997P
IL P-3
India: The Land Similarities and Differences in cultures
Bobbie Kalman Crabtree 0778797490P
3.4
India: The People Similarities and Differences in cultures
Bobbie Kalman Crabtree 0778797503P
3.4
Isla Personal and Family Tradition
Arthur Dorros Penguin 0140565051 2
Italy: Cultures and Celebrations Similarities and Differences in cultures
Greg Banks National Geographic
07922476771
Jalapeno Bagels Personal and Family Tradition
Natasha Wing Atheneum 0689805306 Ages 4-8
Jambo Means Hello Similarities and Differences in cultures
Muriel Feelings Penguin 0140546529 2
Japan: Cultures and Celebrations Similarities and Differences in cultures
Greg Banks National Geographic
079224768X
Japan: The Land Similarities and Differences in cultures
Bobbie Kalman Crabtree 0778797430P
3.4
Appendix K 499 BOE Approved 1-18-07
Japan: The People Similarities and Differences in cultures
Bobbie Kalman Crabtree 0778797449P
3.4
Lion Dancer Personal and Family Tradition
Kate Waters Scholastic 0590430475 2.0 LX 540
Mama., Do You Love Me? Personal and Family Tradition
Barbara M. Joossee Chronicle 087701759XP
1.9
Many Cultures (online) Similarities and Differences in cultures
Harcourt Below Level
Open Access
Marianthe’s Story: Painted Words and Spoken Memories
Similarities and Differences in cultures
Aliki Green Willow 0688156614P
3.0 LX 550
Mexico: Cultures and Celebrations Similarities and Differences in cultures
Greg Banks National Geographic
0792247663
Mexico: The Land Similarities and Differences in cultures
Bobbie Kalman Crabtree 0778797295P
3.4
Mexico: The People Similarities and Differences in cultures
Bobbie Kalman Crabtree 0778797309P
3.4
Moving Ahead (online) Similarities and Differences (then and now), Transportation
Harcourt Below Level
Open Access
My Community Then and Now Similarities and Differences Then and Now
Teacher Created Materials
074398237 Library
Nigeria: The Land Similarities and Differences in cultures
Anne Rosenberg Crabtree 0865053278P
4.0
Nigeria: The People Similarities and Differences in cultures
Anne Rosenberg Crabtree 0865053286P
4.0
New Year Around the World Similarities and Differences in cultures
Michelle Spira Blackbirch 1567112498
3
New Years Day Personal and Family Tradition
David Marx 0516271563P
2.0
The Other Side Alike and Different, Multiple Perspectives, Basic Rights
Jacqueline Woodson O399231161P
3.0 LX 300
Appendix K 500 BOE Approved 1-18-07
People Similarities and Differences in cultures
Peter Spier BDD 038524469XP
4.0 LX 440
People Everywhere Similarities and Differences in cultures
Newbridge K-1
Primary sources: My community Then and Now
Similarities and Differences among cultures (Then and now)
Karen Donovan Teacher Created materials
0743982371
Primary sources: My Country Then and Now Similarities and Differences among cultures (Then and now)
Karen Donovan Teacher Created materials
074398188X
Play Around the World Similarities and Differences in cultures
Patricia Lakin Blackbirch 1567111416
3
Russia: The People Similarities and Differences in cultures
Greg Nickels Crabtree 0865053197P
4.0
Schools: Around the World Similarities and Differences Among Cultures, Basic needs and rights
Margaret Hall Heinemann 1403440069
Sports Around the World Similarities and Differences Among Cultures, Basic needs and rights
Margie Burton Benchmark 1583442502
A Street Through Time Similarities and Differences, Then and Now
Anne Millard Dorling Kindersley
Tell Me a Story (online) Similarities and Differences in cultures
Christine Rowan Harcourt On- Level Open Access
Then and Now Similarities and Differences (Past and Present)
Ellen Bari Scott Foresman 0328147931
Bold items are part of the district materials adoption
Appendix K 501 BOE Approved 1-18-07
Then and Now Similarities and Differences among cultures, Basic Needs (then and now)
Jenny Lee National Geographic
9781426350498
Things Change Similarities and Differences (Past and Present)
Ellen Bari Scott Foresman 0328147923
This is the Way We Go To School Similarities and Differences Among Cultures, Basic needs and rights
Edith Baer Scholastic 0590431625 1.4
Tooth Tales Around the World Similarities and Differences Among Cultures
Marlene Brill Chapu 0881063991 3
Town Mouse and Country Mouse Similarities and Differences
Janet Stevens Holiday House 0823407330 Ages 4-8
We Are All Alike Similarities and Differences
Lola Schaefer Benchmark 1583444025 2 6
We Live Here (online) Similarities and Differences among cultures
Joanna Korba Harcourt On-level Open Access
Welcome Home Similarities and Differences
Lola Schaefer Benchmark 1583444165 2
When I was Young in the Mountains * Personal and Family Tradition
Cynthia Rylant Penguin 0140548750P 4.8
Where Children Live Similarities and Differences
Thomas Allen Prentice Hall 0139571264 Ages 4-8
Where People Live Similarities and Differences among Cultures, Basic needs
Scott White National Geographic
0792260708 6
Bold items are part of the district materials adoption Films Big Bird in China PBS Families Around the World Sesame Street Around the World Teachers Video Bold items are part of the district materials adoption
Appendix K 502 BOE Approved 1-18-07
RECOMMENDED WEB SITES Due to the changing nature of web-sites teachers are strongly urged to preview all sites prior to use with students.
http://npin.org National Parent Information Network http://www.bigchalk.com Searchable social studies sites http://www.pathfinder.com/TFK Time Magazine for Kids http://www.kidlink.org Global Dialogue for Kids http://www.InternetOracle.com/encyclo.htm Reference http://www.britannica.com Encyclopedia Britannica http://www.infoplease.com/ Almanac http://www.letsfindout.com/subjects/ http://www.ncss.org/ National Council for the Social Studies http://www.socialstudies4u.com Internet Resources http://kids.tcrconnections.net/ Curriculum Resources (If accessing from home use “rockwood” as the user ID and password) http://www.icdlbooks.org International Children’s Digital Library CCO I: Government/Civics http://www.kidsvotingusa.org/ Project Vote Smart http://www.triune.ca/ Conflict resolution http://www.americaslibrary.gov/cgi-bin/page.cgi Library of Congress website for kids http://bensguide.gpo.gov/ Government (elementary) http://www.kidsvotingusa.org Kids Voting http://www.lcweb.loc.gov Library of Congress CCO II: History www.cr.nps.gov/nr/twhp Teaching with Historic Places CCO III: Geography http://www.usmint.gov/kids/index.html US Mint - teaching and learning for kids http://www.economicsamerica.org:90/lessons2/search.htm Economic Lessons http://www.korthasaltes.com Simple globe construction instructions CCO IV: Economics http://www.nationalgeographic.com/kids/ National Geographic website for kids http://www.magma.nationalgeographic.com/educaiton/index.cfm National Geographic for Teachers
Appendix K 503 BOE Approved 1-18-07
CCO V: Cultural Awareness http://www.kidlink.org/KIDPROS/MCC/ Multicultural Calendar http://www.nippon-jin.com/ Japan Information Network http://askeric.org/virtual/lessons/social_studies/us-history/usho205.html Flag http://www.geocities.com/~cybergrandma/flag,htm Flag, Pledge of Allegiance, U.S Holidays http://www.kidport.com/gradek/socialstudies/AmericanSymbols.htm American Symbols Quiz
Appendix K 504 BOE Approved 1-18-07
SOCIAL STUDIES VIDEOS AVAILABLE ON UNITED STREAMING
CCO I: Citizenship 1. Citizenship in the community (17:00) 2. Community rules and laws (15:00) Communities 1. Neighborhoods: Understanding Where We Live 2. Communities Around the World (20:00) 3. All About Neighborhoods (10:00) 4. Where We Live, Work, and Play: Neighborhoods (12:00) 5. How Communities Are Alike and Different (15:00) 6. Going to School is Your Job (13:04) 7. Service Workers (17:00) 8. Cops are Tops: Our Police at Work (14:34) CCO II: US 1. President’s Day – Washington & Lincoln (15:00) 2. Long Ago and Today (15:00) 3. Thanksgiving Day – America Celebrates (15:00) 4. Columbus Day (16:00) 5. U.S. Celebrations (13:00) 6. U.S. Symbols (17:00) 7. Martin’s Big Words (8:00)
Appendix K 505 BOE Approved 1-18-07
CCO III: Maps/Globes 1. Understanding maps and keys to everywhere (15:00) CCO V: CULTURE Culture/Traditions 1. Japanese Fish Market (1:00) 2. Diversity Elementary: Families 3. Diversity Elementary: Culture and Ethnicity 4. Diversity Elementary: Race 5. All About Families (10:00) 6. Children of Other Lands: Andres Orosco of Mexico (12:00) 7. Holiday Facts and Fun: Cinco de Mayo 8. Holiday Facts and Fun: A Multicultural Christmas 9. Holiday Facts and Fun: Kwanzaa 10. Children of Other Lands: Sasha Litvin of Russia (15:00) 11. Diversity Elementary: Abilities (15:08) Diversity 1. How We’re Different and Alike (10:00) 2. Diversity Elementary – Abilities (15:08) 3. Diversity Elementary – Families 4. Diversity Elementary - Race
Appendix K 506 BOE Approved 1-18-07
SAMPLE SERVICE LEARNING ACTIVITIES
1. Develop posters that demonstrate character traits to be displayed in the hallway. 2. Register the Kindergarten class to vote in a mock election such as Kids Voting. 3. In a class meeting, set goals for the common good and monitor progress. 4. Earn money to buy a new school flag. 5. Hold an appreciation day for community leaders or authority figures. 6. Write a class letter to the principal with ideas for rules to improve the school. 7. Suggest a message for the school message board to celebrate President’s Day. 8. Distribute flags in recognition of Memorial Day. 9. Host a visit from a veteran to discuss the importance of national holidays and follow-up with letters of appreciation. 10. Investigate efforts to protect the Bald Eagle and “adopt” an eagle at the Wild Bird Sanctuary (the class could host a visit of the
bird). 11. Make a map of the classroom or school to hand out to parents at back to school night.
Appendix K 507 BOE Approved 1-18-07
PARENT SECTION
Social Studies Content and Skills at a Glance For Parents of Elementary Students
Government/Civics Use Democratic Decision Making Process (Identify alternatives, reflect on choices, vote, accept, majority rule.) Understand promotion of the common good Understand individual rights and responsibilities Identify authority figures/community leaders and services they provide Give examples of how public service helps the common good Understand reasons for rules and laws Understand and participate in peaceful resolution of conflict Use technology to investigate communities History Identify the contributions of important Americans Washington Lincoln Identify important American symbols Flag Statue of Liberty Capitol Eagle Explain the significance of important U.S. Holidays Fourth of July President’s Day Memorial Day Construct a simple timeline Economics Understand and apply barter Trade using money Give examples of specialization of trade
Appendix K 508 BOE Approved 1-18-07
Geography Use globes Understand that maps represent a place on earth Locate land and water on maps and globes Locate Missouri and St. Louis on a map Locate places North, South, East, and West of a location Describe the relative location of a place Cultural Awareness Understand how needs are met by families and friends Identify traditions and celebrations of various groups Understand that all people have basic needs and rights
Appendix K 509 BOE Approved 1-18-07
PARENT SECTION – FIRST GRADE
Suggested Activities to Complete at Home: • Hold family meetings and vote on decisions made affecting the family. Discuss majority rule. • Discuss community members your child has seen being a good citizen. (for example – someone picks up trash and throws it
away.) Encourage your child to be a good citizen. • Make a list of authority figures in your child’s life. • Make a list of rules that promote the common good in your family. • Talk about how peaceful resolution works in your household. The process includes identify the issue, brainstorm alternatives, and
select acceptable solution. • Display, on your refrigerator, character education traits being discussed at school. • Make a list of communities in which your family belongs. • Travel through the community looking for different jobs that make the community successful. • Choose a public service to become involved in or discuss one in which you are involved. • Make a picture of a time your family worked together to accomplish a goal. • Set a family/personal goal and strive to reach it. • Visit the Gateway Arch. • Visit the Historical Society of Missouri and Forest Park. • Go to Springfield, Illinois and explore the land of Lincoln. • Display a symbol of our nation, e.g. U.S flag. • Share stories, photographs, etc. about your family’s past. • Visit the library to look for books related to your family heritage. • Call/write/e-mail a family member and ask them to share a family story. • Display a map in a prominent place, discuss places pertinent to the family. Find the U.S., Missouri, and St. Louis on the map.
Ask questions about places north, south, east, and west of Missouri that relate to your family. • Find articles on topics related to those discussed in grade level material. • Use MapQuest (on the Internet) to plan a family trip. • Ask your child what he or she knows about globes. • Visit the library to research another culture. Generate a list of questions (who, what, when, where, why) to lead the research. • Cook an ethnic food. • Celebrate a holiday from another culture. • Help your child find something to bring to school relating to another culture. • Make a collage of basic needs (food, shelter, air, water, clothing, love). • Discuss feelings your child might have if basic needs were not met and who helps meet those needs. • Discuss that all people have rights.
Appendix K 510 BOE Approved 1-18-07
• Discuss the difference between public goods and private goods in your home. • Include your child in purchasing goods for the home (garage sale, food market, grocery store, etc.) • Discuss how natural resources can be conserved in your home (for example, turn off the water while you are brushing your teeth). • Recycle to protect natural resources. Discuss why recycling is important. • Keep a family journal of special events. • Take photographs and organize and label them. • Take day trips in the area. • Enjoy family discussions on a regular basis. • Make a simple map for a family outing.