MT.2. Content Standard: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.

• 2.1. Benchmark:

  Students will explain the purpose and various levels of government.

• 2.2. Benchmark:

  Students will recognize local, state, tribal and federal governments and identify representative leaders at these levels (e.g., mayor, governor, chairperson, president).

• 2.3. Benchmark:

  Students will identify the major responsibilities of local, state, tribal and federal government.

• 2.4. Benchmark:

  Students will explain how governments provide for needs and wants of people by establishing order and security and managing conflict.

• 2.5. Benchmark:

  Students will identify and explain the individual's responsibilities to family, peers and the community, including the need for civility, respect for diversity and the rights of others.

• 2.6. Benchmark:

  Students will describe factors that cause conflict and contribute to cooperation among individuals and groups (e.g., playground issues, misunderstandings, listening skills, taking turns).

• 2.7. Benchmark:

  Students will explore the role of technology in communications, transportation, information processing or other areas as it contributes to or helps resolve problems.

MT.3. Content Standard: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).

• 3.1. Benchmark:

  Students will identify and use various representations of the Earth (e.g., maps, globes, photographs, latitude and longitude, scale).

• 3.2. Benchmark:

  Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders).

• 3.3. Benchmark:

  Students will describe and illustrate ways in which people interact with their physical environment (e.g., land use, location of communities, methods of construction, design of shelters).

• 3.4. Benchmark:

  Students will describe how human movement and settlement patterns reflect the wants and needs of diverse cultures.

• 3.5. Benchmark:

  Students will use appropriate geographic resources (e.g., atlases, databases, charts, grid systems, technology, graphs, maps) to gather information about local communities, reservations, Montana, the United States, and the world.

• 3.6. Benchmark:

  Students will identify and distinguish between physical system changes (e.g., seasons, climate, weather, water cycle, natural disasters) and describe the social and economic effects of these changes.

• 3.7. Benchmark:

  Students will describe and compare the ways in which people in different regions of the world interact with their physical environments.

MT.4. Content Standard: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

• 4.1. Benchmark:

  Students will identify and use various sources of information (e.g., artifacts, diaries, photographs, charts, biographies, paintings, architecture, songs) to develop an understanding of the past.

• 4.2. Benchmark:

  Students will use a timeline to select, organize, and sequence information describing eras in history.

• 4.3. Benchmark:

  Students will examine biographies, stories, narratives, and folk tales to understand the lives of ordinary people and extraordinary people, place them in time and context, and explain their relationship to important historical events.

• 4.4. Benchmark:

  Students will identify and describe famous people, important democratic values (e.g., democracy, freedom, justice) symbols (e.g., Montana and U.S. flags, state flower) and holidays, in the history of Montana, American Indian tribes, and the United States.

• 4.5. Benchmark:

  Students will identify and illustrate how technologies have impacted the course of history (e.g., energy, transportation, communications).

• 4.6. Benchmark:

  Students will recognize that people view and report historical events differently.

• 4.7. Benchmark:

  Students will explain the history, culture, and current status of the American Indian tribes in Montana and the United States.

MT.5. Content Standard: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.

• 5.1. Benchmark:

  Students will give examples of needs and wants; scarcity and choice (e.g., budgeting of allowance, trading cards).

• 5.2. Benchmark:

  Students will identify basic economic concepts (e.g., supply and demand, price) that explain events and issues in the community.

• 5.3. Benchmark:

  Students will distinguish between private goods and services (e.g., family car or local restaurant) and public goods and services (e.g., interstate highway system or U.S. Postal Service).

• 5.4. Benchmark:

  Students will describe how personal economic decisions, (e.g., deciding what to buy, what to recycle, how much to contribute to people in need) affect the lives of people in Montana, United States, and the world.

• 5.5. Benchmark:

  Students will explain the roles of money, banking, and savings in everyday life.

• 5.6. Benchmark:

  Students will identify and describe examples in which science and technology have affected economic conditions (e.g., assembly line, robotics, internet, media advertising).

MT.6. Content Standard: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.

• 6.1. Benchmark:

  Students will identify the ways groups (e.g., families, faith communities, schools, social organizations, sports) meet human needs and concerns (e.g., belonging, self worth, personal safety) and contribute to personal identity.

• 6.2. Benchmark:

  Students will describe ways in which expressions of culture influence people (e.g., language, spirituality, stories, folktales, music, art, dance).

• 6.3. Benchmark:

  Students will identify and describe ways families, groups, tribes and communities influence the individual's daily life and personal choices.

• 6.4. Benchmark:

  Students will identify characteristics of American Indian tribes and other cultural groups in Montana.

• 6.5. Benchmark:

  Students will identify examples of individual struggles and their influence and contributions (e.g., Sitting Bull, Louis Riel, Chief Plenty Coups, Evelyn Cameron, Helen Keller, Mohandas Gandhi, Rosa Parks).

• 6.6. Benchmark:

  Students will identify roles in group situations (e.g., student, family member, peer member).

MO.GS.2. Strand: Big Idea / Standard: Principles and Process of Governance Systems

Knowledge of principles and processes of governance systems

• GS.2.A. Concept: Gle / Benchmark:

  Principles and purposes of government

  • GS.2.A(1). Gle / Proficiency:

    Explain the importance of promoting the common good (DOK 2; SS2 1.1)

  • GS.2.A(2). Gle / Proficiency:

    Demonstrate a peaceful resolution to a dispute (DOK 2; SS2 4.2)

  • GS.2.A(3). Gle / Proficiency:

    Explain how disputes can threaten the peace in a community and how they may be resolved peacefully (DOK 2; SS2 3.1, 3.6)

• GS.2.C. Concept: Gle / Benchmark:

  Processes of governmental systems

  • GS.2.C.a. Gle / Proficiency:

    Describe how authoritative decisions are made, enforced and interpreted within local communities (DOK 3; SS2 1.1)

MO.MH.3a. Strand: Big Idea / Standard: Missouri, United States and World History

Knowledge of continuity and change in the history of Missouri and the United States

• MH.3a.G. Concept: Gle / Benchmark:

  Knowledge of contributions of non- Missourians

  • MH.3a.G.a. Gle / Proficiency:

    Compare and contrast the habitats, resources, art and daily lives of Native American peoples, Woodland and Plains Indians (DOK 2; SS3 1.9)

MO.EC.4. Strand: Big Idea / Standard: Economic Concepts and Principles

Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)

• EC.4.A. Concept: Gle / Benchmark:

  Knowledge of basic economic concepts, being able to explain and use them to interpret historical and current events

  • EC.4.A.a. Gle / Proficiency:

    Explain or demonstrate how people trade using money and bartering (DOK 2; SS4 1.9)

• EC.4.B. Concept: Gle / Benchmark:

  Understanding the consequences of personal and public economic decisions

  • EC.4.B.a. Gle / Proficiency:

    Explain how to make decisions using cost-benefit analysis (DOK 2; SS4 3.2)

MO.EG.5. Strand: Big Idea / Standard: Elements of Geographical Study and Analysis

Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment

• EG.5.A. Concept: Gle / Benchmark:

  Reading and constructing maps

  • EG.5.A.a. Gle / Proficiency:

    Construct maps with title and key (DOK 2; SS5 1.8)

• EG.5.B. Concept: Gle / Benchmark:

  Understanding the concept of location to make predictions and solve problems

  • EG.5.B.a. Gle / Proficiency:

    Identify and locate the world's seven continents and four oceans (DOK 1; SS5 1.5, 1.4, 1.6)

• EG.5.C. Concept: Gle / Benchmark:

  Understanding the concept of place

  • EG.5.C.a. Gle / Proficiency:

    Identify and describe physical characteristics in the world (landforms, water bodies, etc.) (DOK 2; SS5 1.6)

• EG.5.D. Concept: Gle / Benchmark:

  Relationships within places (Human- Environment Interactions) (Movement)

  • EG.5.D(1). Gle / Proficiency:

    Describe why people of different groups settle more in one place than another (DOK 2; SS5 1.6)

  • EG.5.D(2). Gle / Proficiency:

    Describe how transportation and communication systems have facilitated the movement of people, products and ideas (DOK 2; SS5 4.1)

• EG.5.E. Concept: Gle / Benchmark:

  Understanding relationships between and among places

  • EG.5.E.a. Gle / Proficiency:

    Describe different types of communication and transportation and identify their advantages and disadvantages (DOK 2; SS5 1.6)

• EG.5.F. Concept: Gle / Benchmark:

  Understanding relationships between and among regions

  • EG.5.F.a. Gle / Proficiency:

    Define regions (i.e., as places that have some unifying characteristic-political, climatic, language, physical, etc.) (DOK 1; SS5 1.1)

• EG.5.G. Concept: Gle / Benchmark:

  Using geography to interpret, explain and predict

  • EG.5.G.a. Gle / Proficiency:

    Use geography to explain the present (e.g., why today's supermarkets are able to sell apples throughout the year) (DOK 2; SS5 1.6)

MO.RI.6. Strand: Big Idea / Standard: Relationships of Individual and Groups to Institutions and Traditions

Knowledge of relationships of the individual and groups to institutions and cultural traditions

• RI.6.B. Concept: Gle / Benchmark:

  Groups meeting the needs of individuals

  • RI.6.B.a. Gle / Proficiency:

    Describe how needs are met by families and friends (DOK 2; SS6 1.9)

MO.TS.7. Strand: Big Idea / Standard: Tools of Social Science Inquiry

Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents)

• TS.7.A. Concept: Gle / Benchmark:

  Identify, select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry

  • TS.7.A(1). Gle / Proficiency:

    Identify and select visual, graphic and auditory aids (e.g. graphs and charts) (DOK 1; SS7 1.4, 1.10)

  • TS.7.A(2). Gle / Proficiency:

    Identify, select and use primary and secondary sources (e.g. diaries, letters, people, interviews, journals and photos) (DOK 2; SS7 1.4, 1.5, 1.10)

  • TS.7.A(3). Gle / Proficiency:

    Identify and select library and media resources (e.g. electronic resources, dictionaries, encyclopedias, videos, periodicals, atlases, telephone directories, and books) (DOK 1; SS7 1.4, 1.10)

  • TS.7.A(4). Gle / Proficiency:

    Identify and select artifacts (e.g. building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments) (DOK 1; SS7 1.4, 1.10)

MI.G. Strand / Standard Category: Geography

• G1. Standard: The World in Spatial Terms

  Use geographic representations to acquire, process, and report information from a spatial perspective.

  • 2-G1.0.1. Grade Level Expectation:

    Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place.

  • 2-G1.0.2. Grade Level Expectation:

    Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale.

• G2. Standard: Places and Regions

  Understand how regions are created from common physical and human characteristics.

  • 2-G2.0.1. Grade Level Expectation:

    Compare the physical and human characteristics of the local community with those of another community.

  • 2-G2.0.2. Grade Level Expectation:

    Describe how the local community is part of a larger region (e.g., county, metropolitan area, state).

• G4. Standard: Human Systems

  Understand how human activities help shape the Earth's surface.

  • 2-G4.0.1. Grade Level Expectation:

    Describe land use in the community (e.g., where people live, where services are provided, where products are made).

  • 2-G4.0.2. Grade Level Expectation:

    Describe the means people create for moving people, goods, and ideas within the local community.

  • 2-G4.0.3. Grade Level Expectation:

    Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community.

• G5. Standard: Environment and Society

  Understand the effects of human-environment interactions.

  • 2-G5.0.1. Grade Level Expectation:

    Suggest ways people can responsibly interact with the environment in the local community.

  • 2-G5.0.2. Grade Level Expectation:

    Describe positive and negative consequences of changing the physical environment of the local community.

MI.C. Strand / Standard Category: Civics and Government

• C1. Standard: Purposes of Government

  Explain why people create governments.

  • 2-C1.0.1. Grade Level Expectation:

    Explain why people form governments.

  • 2-C1.0.2. Grade Level Expectation:

    Distinguish between government action and private action.

• C2. Standard: Values and Principles of American Democracy

  Understand values and principles of American constitutional democracy.

  • 2-C2.0.1. Grade Level Expectation:

    Explain how local governments balance individual rights with the common good to solve local community problems.

  • 2-C2.0.2. Grade Level Expectation:

    Describe how the Pledge of Allegiance reflects the core democratic value of patriotism.

• C3. Standard: Structure and Functions of Government

  Describe the structure of government in the United States and how it functions to serve citizens.

  • 2-C3.0.1. Grade Level Expectation:

    Give examples of how local governments make, enforce, and interpret laws (ordinances) in the local community.

  • 2-C3.0.2. Grade Level Expectation:

    Use examples to describe how local government affects the lives of its citizens.

  • 2-C3.0.3. Grade Level Expectation:

    Identify services commonly provided by local governments (e.g., police, fire departments, schools, libraries, parks).

• C5. Standard: Roles of the Citizen in American Democracy

  Explain important rights and how, when, and where American citizens demonstrate their responsibilities by participating in government.

  • 2-C5.0.1. Grade Level Expectation:

    Identify ways citizens participate in community decisions.

  • 2-C5.0.2. Grade Level Expectation:

    Distinguish between personal and civic responsibilities and explain why they are important in community life.

  • 2-C5.0.3. Grade Level Expectation:

    Design and participate in community improvement projects that help or inform others. (See P4.2.2)

MI.E. Strand / Standard Category: Economics

• E1. Standard: Market Economy

  Use fundamental principles and concepts of economics to understand economic activity in a market economy.

  • 2-E1.0.1. Grade Level Expectation:

    Identify the opportunity cost involved in a consumer decision.

  • 2-E1.0.2. Grade Level Expectation:

    Identify businesses in the local community.

  • 2-E1.0.3. Grade Level Expectation:

    Describe how businesses in the local community meet economic wants of consumers.

  • 2-E1.0.4. Grade Level Expectation:

    Describe the natural, human, and capital resources needed for production of a good or service in a community.

  • 2-E1.0.5. Grade Level Expectation:

    Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants.

MI.P. Strand / Standard Category: Public Discourse, Decision Making, and Citizen Involvement (P3, P4)

• P3.1. Standard: Identifying and Analyzing Public Issues

  Clearly state a problem as a public policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.

  • 2-P3.1.1. Grade Level Expectation:

    Identify public issues in the local community that influence the daily lives of its citizens.

  • 2-P3.1.2. Grade Level Expectation:

    Use graphic data and other sources to analyze information about a public issue in the local community and evaluate alternative resolutions.

  • 2-P3.1.3. Grade Level Expectation:

    Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the local community.

• P3.3. Standard: Persuasive Communication About a Public Issue

  Communicate a reasoned position on a public issue.

  • 2-P3.3.1. Grade Level Expectation:

    Compose a statement expressing a position on a public policy issue in the local community and justify the position with a reasoned argument.

• P4.2. Standard:

  Citizen Involvement

  • 2-P4.2.1. Grade Level Expectation:

    Develop and implement an action plan to address or inform others about a public issue.

  • 2-P4.2.2. Grade Level Expectation:

    Participate in projects to help or inform others.

MD.2.0. Strand / Topic / Standard: People of the Nations and World

Students will understand how people in Maryland, the United States and around the world are alike and different.

• 2.A. Topic / Indicator:

  Elements of culture

  • 2.A.1. Indicator / Proficiency Level:

    Analyze elements of two different cultures and how each meets their human needs and contributes to the community

    • 2.A.1.a. Objective:

      Use fiction and non-fiction to compare the elements of two different cultures, and how they meet their human needs for food, shelter, and other commonalities such as recreation, music, and stories

    • 2.A.1.b. Objective:

      Explain ways people of different ages and/or cultural backgrounds can respect and help to pass on traditions and customs

• 2.B. Topic / Indicator:

  Cultural diffusion

  • 2.B.1. Indicator / Proficiency Level:

    Explain that individuals and groups share and borrow from other cultures to form a community

    • 2.B.1.a. Objective:

      Give examples of how families in the community share and borrow customs and traditions from other cultures

• 2.C. Topic / Indicator:

  Conflict, cooperation and compromise

  • 2.C.1. Indicator / Proficiency Level:

    Analyze ways in which people interact

    • 2.C.1.a. Objective:

      Identify and demonstrate appropriate social skills necessary for working in a cooperative group, such as sharing concern, care, and respect among group members

    • 2.C.1.b. Objective:

      Analyze how different points of view in school situations may result in compromise or conflict.

MD.3.0. Strand / Topic / Standard: Geography

Students will use geographic concepts and processes to understand location and its relationship to human activities.

• 3.A. Topic / Indicator:

  Using geographic tools

  • 3.A.1. Indicator / Proficiency Level:

    Use geographic tools to locate and describe places on earth

    • 3.A.1.a. Objective:

      Identify the purpose and use of a globe and a variety of maps and atlases, such as school maps, neighborhood maps and simple atlases

    • 3.A.1.b. Objective:

      Identify and use map elements, such as title, compass rose, simple grid system, legend/key, date, and author to interpret a map

    • 3.A.1.c. Objective:

      Identify the equator, poles, seven continents, four oceans, and countries on a map and globe

    • 3.A.1.d. Objective:

      Describe a place using bird's eye view, and satellite images, photographs, and pictures

• 3.B. Topic / Indicator:

  Geographic characteristics of places and regions

  • 3.B.1. Indicator / Proficiency Level:

    Classify places and regions in an environment using geographic characteristics

    • 3.B.1.a. Objective:

      Identify natural/physical features and human-made features using maps and photographs

    • 3.B.1.b. Objective:

      Describe and classify regions using climate, vegetation, animal life, and natural/physical features

    • 3.B.1.c. Objective:

      Classify places as rural and urban

    • 3.B.1.d. Objective:

      Describe how geographic characteristics determine choices, such as climate guides decisions about food, clothing, and shelter

• 3.C. Topic / Indicator:

  Movement of people, goods and ideas

  • 3.C.1. Indicator / Proficiency Level:

    Explain how transportation and communication link places by the movement of people, goods, and ideas

    • 3.C.1.a. Objective:

      Compare types of transportation used to move goods and people today and long ago

    • 3.C.1.b. Objective:

      Compare ways people communicate ideas today and long ago

• 3.D. Topic / Indicator:

  Modifying and adapting to the environment

  • 3.D.1. Indicator / Proficiency Level:

    Explain how people modify, protect, and adapt to their environment

    • 3.D.1.a. Objective:

      Describe ways, such as clearing trees and farming land, that people modify their environment and the impact of those modifications

    • 3.D.1.b. Objective:

      Describe how and why people protect or fail to protect the environment

    • 3.D.1.c. Objective:

      Explain how people adapt to changes in the environment

MD.4.0. Strand / Topic / Standard: Economics

Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions.

• 4.A. Topic / Indicator:

  Scarcity and economic decision-making

  • 4.A.1. Indicator / Proficiency Level:

    Explain why people have to make economic choices about goods and services

    • 4.A.1.a. Objective:

      Identify and explain economic choices people make

    • 4.A.1.b. Objective:

      Identify and give examples of the positive and negative aspects of each choice

    • 4.A.1.c. Objective:

      Explain that choices have consequences, some of which are more important than others

  • 4.A.2. Indicator / Proficiency Level:

    Explain the production process

    • 4.A.2.a. Objective:

      Identify the natural, capital, and human resources used in the production of a good or service

    • 4.A.2.b. Objective:

      Identify examples of specialized workers in the school and community, such as nurses, truck drivers, lawyers, and postal workers

  • 4.A.3. Indicator / Proficiency Level:

    Examine how technology affects the way people live, work and play

    • 4.A.3.a. Objective:

      Identify examples of technology used by consumers, such as automobiles, cameras, telephones, microwaves, televisions, and computers

    • 4.A.3.b. Objective:

      Analyze why consumers use technology in their daily lives

• 4.B. Topic / Indicator:

  Economic systems and the role of government in the economy

  • 4.B.1. Indicator / Proficiency Level:

    Describe different types of markets

    • 4.B.1.a. Objective:

      Describe different market situations where buyers and sellers meet to exchange goods and services

    • 4.B.1.b. Objective:

      Describe how people meet in market communities around the world, such as farmers' markets and door-to-door sales

  • 4.B.3. Indicator / Proficiency Level:

    Describe how consumers acquire goods and services

    • 4.B.3.a. Objective:

      Identify goods and services provided by businesses

    • 4.B.3.b. Objective:

      Identify goods and services provided by government

    • 4.B.3.c. Objective:

      Explain different ways to pay for goods and services, such as credit cards, checks, debit cards, and money orders

MD.5.0. Strand / Topic / Standard: History

Students will use historical thinking skills to understand how individuals and events have changed society over time.

• 5.A. Topic / Indicator:

  Individuals and societies change over time

  • 5.A.1. Indicator / Proficiency Level:

    Examine differences between past and present time

    • 5.A.1.a. Objective:

      Develop a personal timeline in each students' life

    • 5.A.1.b. Objective:

      Describe the relationship among events in a variety of timelines

  • 5.A.2. Indicator / Proficiency Level:

    Describe people, places and artifacts of today and long ago

    • 5.A.2.a. Objective:

      Gather and interpret information about the past from informational sources and biographies

    • 5.A.2.b. Objective:

      Collect and examine photographs of the past and compare with similar, current images, such as, photographs of modes of transportation and communication

MD.6.0. Strand / Topic / Standard: Social Studies Skills and Processes

Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

• 6.A. Topic / Indicator:

  Learn to read and construct meaning about social studies

  • 6.A.1. Indicator / Proficiency Level:

    Develop and apply social studies vocabulary through exposure to a variety of text and portions of text

    • 6.A.1.a. Objective:

      Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non-print sources

    • 6.A.1.b. Objective:

      Discuss words and word meanings as they are encountered in texts, instruction, and conversation

    • 6.A.1.c. Objective:

      Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

  • 6.A.2. Indicator / Proficiency Level:

    Use strategies to prepare for reading (before reading)

    • 6.A.2.a. Objective:

      Make and explain the connections made using prior knowledge and experiences with the text

    • 6.A.2.b. Objective:

      Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic

    • 6.A.2.c. Objective:

      Set a purpose for reading the text

  • 6.A.3. Indicator / Proficiency Level:

    Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

    • 6.A.3.a. Objective:

      Recall and discuss what they understand

    • 6.A.3.b. Objective:

      Identify and question what did not make sense

    • 6.A.3.c. Objective:

      Reread difficult parts slowly and carefully and use own words to restate difficult parts

    • 6.A.3.d. Objective:

      Read on, revisit, and restate the difficult parts in your own words

    • 6.A.3.e. Objective:

      Make, confirm, or adjust predictions

    • 6.A.3.f. Objective:

      Ask and answer questions about the text

    • 6.A.3.g. Objective:

      Periodically summarize while reading

    • 6.A.3.h. Objective:

      Visualize what was read

    • 6.A.3.i. Objective:

      Look back though the text to search for connection to the topic, characters, events, and actions in text

    • 6.A.3.j. Objective:

      Explain personal connections to the topics, events, characters, and actions in texts

  • 6.A.4. Indicator / Proficiency Level:

    Use strategies to demonstrate understanding of the text (after reading)

    • 6.A.4.a. Objective:

      Review/restate and explain what the text is mainly about

    • 6.A.4.b. Objective:

      Identify and explain what is directly stated in the text (details, literal meaning)

    • 6.A.4.c. Objective:

      Identify and explain what is not stated in the text (implied or inferential meaning)

    • 6.A.4.d. Objective:

      Summarize the text orally

    • 6.A.4.e. Objective:

      Confirm, refute, or make predictions to form new ideas

    • 6.A.4.f. Objective:

      Connect the text to prior knowledge or personal experience

    • 6.A.4.g. Objective:

      Engage in conversation to understand what has been read

    • 6.A.4.h. Objective:

      Retell explicit and implicit main ideas of texts

    • 6.A.4.i. Objective:

      Answer questions (what if, why, and how) in writing

• 6.B. Topic / Indicator:

  Learn to write and communicate social studies understandings

  • 6.B.1. Indicator / Proficiency Level:

    Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

    • 6.B.1.a. Objective:

      Write to express social studies ideas using a variety of forms, such as journals, narratives, letters, and reports

    • 6.B.1.b. Objective:

      Contribute to a shared writing experience about a social studies topic

    • 6.B.1.c. Objective:

      Write a variety of responses to text, such as response logs, journals, and constructed responses

  • 6.B.2. Indicator / Proficiency Level:

    Locate, retrieve, and use information from various sources to accomplish a purpose

    • 6.B.2.a. Objective:

      Identify and use sources of information on a topic

    • 6.B.2.b. Objective:

      Use note taking and organizational strategies to record and organize information

• 6.C. Topic / Indicator:

  Ask social studies questions

  • 6.C.1. Indicator / Proficiency Level:

    Identify a topic that requires further study

    • 6.C.1.a. Objective:

      Identify prior knowledge about the topic

    • 6.C.1.b. Objective:

      Pose questions about the topic

  • 6.C.2. Indicator / Proficiency Level:

    Identify a situation or problem that requires study

    • 6.C.2.a. Objective:

      Define the problem/situation

    • 6.C.2.b. Objective:

      Identify prior knowledge about the problem/situation

    • 6.C.2.c. Objective:

      Pose/ask questions about the problem/situation

• 6.D. Topic / Indicator:

  Acquire social studies information

  • 6.D.1. Indicator / Proficiency Level:

    Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

    • 6.D.1.a. Objective:

      Gather and read appropriate print sources, such as journals, textbooks, timelines, and trade books

    • 6.D.1.b. Objective:

      Read and obtain information from texts representing diversity in content and culture

    • 6.D.1.c. Objective:

      Locate and gather data and information from appropriate non-print sources, such as music, maps, graphs, photographs, and illustrations

  • 6.D.2. Indicator / Proficiency Level:

    Engage in field work that relates to the topic/situation/ problem being studied

    • 6.D.2.a. Objective:

      Gather data

    • 6.D.2.b. Objective:

      Make and record observations

    • 6.D.2.c. Objective:

      Conduct surveys

• 6.E. Topic / Indicator:

  Organize social studies information

  • 6.E.1. Indicator / Proficiency Level:

    Organize information from non-print sources

    • 6.E.1.a. Objective:

      Distinguish factual from fictional information

    • 6.E.1.b. Objective:

      Find relationships between gathered information

    • 6.E.1.c. Objective:

      Display information on various types of graphic organizers and charts

  • 6.E.2. Indicator / Proficiency Level:

    Organize information from print sources

    • 6.E.2.a. Objective:

      Distinguish factual from fictional information

    • 6.E.2.b. Objective:

      Find relationships between gathered information

    • 6.E.2.c. Objective:

      Display information on various types of graphic organizers, maps, and charts

• 6.F. Topic / Indicator:

  Analyze social studies information

  • 6.F.1. Indicator / Proficiency Level:

    Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines

    • 6.F.1.a. Objective:

      Compare information from a variety of sources

    • 6.F.1.b. Objective:

      Compare information to prior knowledge

    • 6.F.1.c. Objective:

      Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

• 6.G. Topic / Indicator:

  Answer social studies questions

  • 6.G.1. Indicator / Proficiency Level:

    Describe how the community has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

    • 6.G.1.a. Objective:

      Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations

    • 6.G.1.b. Objective:

      Plan and engage in school and community events, such as a mock election, playground clean-up, writing letters to community officials, and fund-raising for a cause

ME.B. Content Standard: Civics and Government

Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

• B.1. Performance Indicator: Knowledge, Concepts, Themes, and Patterns of Civics/Government

  Students understand key ideas and processes that characterize democratic government in the community and the United States.

  • B.1.a. Grade Level Example:

    Describe and provide examples of democratic ideals.

  • B.1.b. Grade Level Example:

    Recognize symbols, monuments, celebrations, and leaders of local, State, and national government.

  • B.1.c. Grade Level Example:

    Identify community workers and volunteers and the roles they play in promoting the common good.

• B.2. Performance Indicator: Rights, Duties, Responsibilities, and Citizen Participation in Government

  Students understand the concepts of rights, duties, responsibilities, and participation.

  • B.2.a. Grade Level Example:

    Describe classroom rights, duties, and responsibilities including how students participate in some classroom decisions and are obliged to follow classroom rules.

  • B.2.b. Grade Level Example:

    Explain the purpose of school/classroom rules and laws encountered in daily experiences to promote the common good and the peaceful resolution of conflict.

• B.3. Performance Indicator: Individual, Cultural, International, and Global Connections in Civics and Government

  Students understand civic aspects of classroom traditions and decisions, and the traditions of various cultures, including Maine Native Americans.

  • B.3.a. Grade Level Example:

    Identify and compare similar and differing interests and opinions students have related to classroom traditions and decisions.

  • B.3.b. Grade Level Example:

    Compare traditions that are similar across the nation and traditions that differ in various cultural groups including Maine Native Americans.

ME.C. Content Standard: Economics

Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

• C.1. Performance Indicator: Economic Knowledge, Concepts, Themes, and Patterns

  Students understand the nature of economics as well as key foundation ideas.

  • C.1.a. Grade Level Example:

    Describe economics as how people make choices about how to use scarce resources to meet their wants and needs.

  • C.1.b. Grade Level Example:

    Describe how money is earned and managed in order to buy goods and services and save for the future.

• C.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Economics

  Students understand the influence of economics on individuals and groups in the United States and the world, including Maine Native Americans.

  • C.2.a. Grade Level Example:

    Identify examples of how individuals, families, and communities, including Maine Native Americans, are influenced by economic factors.

  • C.2.b. Grade Level Example:

    Describe the work and contribution of various groups to the economics of the local community in the past and present.

ME.D. Content Standard: Geography

Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

• D.1. Performance Indicator: Geographic Knowledge, Concepts, Themes, and Patterns

  Students understand the nature and basic ideas of geography.

  • D.1.a. Grade Level Example:

    Explain that geography is the study of the Earth's surface and peoples.

  • D.1.b. Grade Level Example:

    Create visual representations of the immediate neighborhood and community.

  • D.1.c. Grade Level Example:

    Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.

• D.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Geography

  Students understand the influence of geography on individuals and groups in the United States and the world, including Maine Native Americans.

  • D.2.a. Grade Level Example:

    Identify the impacts of geographic features on individuals, families, and communities, including Maine Native Americans, in the United States and various other nations.

ME.E. Content Standard: History

Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

• E.1. Performance Indicator: Historical Knowledge, Concepts, Themes, and Patterns

  Students understand the nature of history as well as key foundation ideas.

  • E.1.a. Grade Level Example:

    Describe history as ''stories'' of the past.

  • E.1.b. Grade Level Example:

    Identify a few key figures and events from personal history, and the history of the community, Maine, and the United States, especially those associated with historically-based traditions.

  • E.1.c. Grade Level Example:

    Identify past, present, and future in stories, pictures, poems, songs, or videos.

  • E.1.d. Grade Level Example:

    Apply terms such as ''before'' and ''after'' in sequencing events.

  • E.1.e. Grade Level Example:

    Create a brief historical account about family, the local community, or the nation by using artifacts, photographs, or stories of the past.

• E.2. Performance Indicator: Individual, Cultural, International, and Global Connections in History

  Students understand historical aspects of the uniqueness and commonality of individuals and groups, including Maine Native Americans.

  • E.2.a. Grade Level Example:

    Explain how individuals, families, and communities share both common and unique aspects of culture, values, and beliefs through stories, traditions, religion, celebrations, or the arts.

  • E.2.b. Grade Level Example:

    Describe traditions of Maine Native Americans and various historical and recent immigrant groups and traditions common to all.

LA.C-E. Content Standard: Civics

Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.

• C-1A-E1. Benchmark / Gle: Structure and Purposes of Government

  describing government in terms of the people and groups who make, apply, and enforce rules and laws in the home, school, community, and nation. (1, 3, 4, 5)

• C-1A-E2. Benchmark / Gle: Structure and Purposes of Government

  explaining the necessity and basic purposes of government. (1, 5)

• C-1A-E3. Benchmark / Gle: Structure and Purposes of Government

  comparing limited governments to unlimited governments. (1, 3)

• C-1A-E4. Benchmark / Gle: Structure and Purposes of Government

  identifying and describing some of the major responsibilities of local, state, and national governments. (1, 3, 5)

• C-1A-E5. Benchmark / Gle: Structure and Purposes of Government

  identifying key members of government at the local, state, and national levels and describing their powers and the limits on their powers. (1, 3, 5)

• C-1A-E6. Benchmark / Gle: Structure and Purposes of Government

  explaining how officials in government acquire the authority to exercise political power. (1, 5)

• C-1A-E7. Benchmark / Gle: Structure and Purposes of Government

  explaining the purposes and importance of rules and laws. (1, 2, 3, 5)

• C-1B-E1. Benchmark / Gle: Foundations of the American Political System

  identifying basic principles of American constitutional democracy and explaining how the constitutions of the United States and Louisiana reflect these principles. (1, 3, 4, 5)

• C-1B-E2. Benchmark / Gle: Foundations of the American Political System

  discussing the importance of citizens' sharing and supporting the principles of American constitutional democracy. (1, 3, 4, 5)

• C-1C-E1. Benchmark / Gle: International Relationships

  explaining that the world is divided into different nations and describing the major ways that these nations interact. (1, 3, 4, 5)

• C-1D-E1. Benchmark / Gle: Roles of the Citizen

  explaining the meaning of citizenship and the means by which individuals become citizens of the United States. (1, 3, 5)

• C-1D-E2. Benchmark / Gle: Roles of the Citizen

  describing the rights and responsibilities of citizenship in a democratic society. (1, 5)

• C-1D-E3. Benchmark / Gle: Roles of the Citizen

  identifying and discussing civic traits that are important to the preservation and improvement of American constitutional democracy. (1, 4, 5)

• C-1D-E4. Benchmark / Gle: Roles of the Citizen

  describing the many ways that citizens can participate in and contribute to their communities and to American society. (1, 2, 4, 5)

• C-1D-E5. Benchmark / Gle: Roles of the Citizen

  discussing issues related to citizenship and public service. (1, 3, 5)

• GLE-E-16. Benchmark / Gle: Grade Level Expectation

  Structure and Purpose of Government: Identify local community and parish laws, and the persons responsible for making and enforcing them (C-1A-E1)

• GLE-E-17. Benchmark / Gle: Grade Level Expectation

  Structure and Purpose of Government: Identify the necessity of local government and how it helps meet the basic needs of society (C-1A-E2)

• GLE-E-18. Benchmark / Gle: Grade Level Expectation

  Structure and Purpose of Government: Describe major responsibilities of local government (C-1A-E4)

• GLE-E-19. Benchmark / Gle: Grade Level Expectation

  Structure and Purpose of Government: Identify key government positions at the local level, their powers, and limits on their powers (C-1A-E5)

• GLE-E-20. Benchmark / Gle: Grade Level Expectation

  Structure and Purpose of Government: Explain how government officials at the local level are elected (C-1A-E6)

• GLE-E-21. Benchmark / Gle: Grade Level Expectation

  Structure and Purpose of Government: Explain the need/purpose/importance of having rules in the school, community, and society (C-1A-E7)

• GLE-E-22. Benchmark / Gle: Grade Level Expectation

  Foundations of the American Political System: Explain how citizens help leaders in a community solve problems (C-1B-E2)

• GLE-E-23. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Define the meaning of the term community citizen (C-1D-E1)

• GLE-E-24. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Identify examples of responsible citizenship in the school and community settings (C-1D-E2)

• GLE-E-25. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Discuss the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules (C-1D-E3)

• GLE-E-26. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Describe actions individuals or groups may take to improve their community (C-1D-E4)

• GLE-E-27. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Explain the significance of national holidays and the achievements of the people associated with them (C-1D-E4)

• GLE-E-28. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Identify a community issue and describe how good citizenship can help solve the problem (C-1D-E5)

LA.E-E. Content Standard: Economics

Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.

• E-1A-E1. Benchmark / Gle: Fundamental Economic Concepts

  recognizing that limited resources require people to make decisions. (1, 2, 4)

• E-1A-E2. Benchmark / Gle: Fundamental Economic Concepts

  identifying what is gained and lost when individuals or groups make decisions. (1, 3, 4, 5)

• E-1A-E3. Benchmark / Gle: Fundamental Economic Concepts

  demonstrating how economic wants affect decisions about using goods and services. (1, 2, 4)

• E-1A-E4. Benchmark / Gle: Fundamental Economic Concepts

  discussing and determining the process for making economic decisions;

• E-1A-E5. Benchmark / Gle: Fundamental Economic Concepts

  explaining the relationships among producers and consumers. (1, 4)

• E-1A-E6. Benchmark / Gle: Fundamental Economic Concepts

  describing how natural resources, human resources, and capital (human-made) resources have been used and are combined in the production of goods and services. (1, 3, 4)

• E-1A-E7. Benchmark / Gle: Fundamental Economic Concepts

  describing how specialization affects productivity and contributes to the need for interdependence among producers and consumers. (1, 4)

• E-1A-E8. Benchmark / Gle: Fundamental Economic Concepts

  determining how the development of skills and knowledge relates to career opportunity and economic well-being. (1, 4, 5)

• E-1A-E9. Benchmark / Gle: Fundamental Economic Concepts

  identifying different methods for the distribution of goods and services, including the concept of markets. (1, 4, 5)

• E-1A-E10. Benchmark / Gle: Fundamental Economic Concepts

  identifying some of the economic institutions, such as households and banks, that make up the economy. (1, 4)

• E-1A-E11. Benchmark / Gle: Fundamental Economic Concepts

  explaining and demonstrating why people participate in voluntary exchanges and how money helps in the process. (1, 2, 4, 5)

• E-1B-E1. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  describing how prices are determined by the interactions of buyers and sellers. (1, 3, 4)

• E-1B-E2. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining how the changes in prices affect incentives to produce, consume, and save. (1, 3, 4)

• E-1B-E3. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying and explaining economic concepts, such as profit as an incentive for people to take economic risk. (1, 2, 4)

• E-1B-E4. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining why some goods and services are provided by the government through taxing, charging user fees, and borrowing. (1, 3, 4, 5)

• E-1B-E5. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying the major goods and services produced in the local community and state. (1, 3, 5)

• GLE-E-29. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Explain how basic human needs of food, clothing, and shelter can be met (E-1A-E1)

• GLE-E-30. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify examples of scarcity in the local community (E-1A-E1)

• GLE-E-31. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify what is gained and what is lost (given up) in choosing one of several alternatives (e.g., skating with friends versus bowling with parents) (E-1A-E2)

• GLE-E-32. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify examples of choices families make when buying goods and services (E-1A-E4)

• GLE-E-33. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify a consumer and a producer and their roles in the economy (E-1A-E5)

• GLE-E-34. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Explain how people in the local community depend on each other for goods and services (E-1A-E5)

• GLE-E-35. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify various ways in which resources are used (e.g., use of trees to produce wood for building, wood products, heat) (E-1A-E6)

• GLE-E-36. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe the roles of farmers, processors, and distributors in food production and consumption (E-1A-E6)

• GLE-E-37. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe the role of weather, land, and water resources in food production over time (E-1A-E6)

• GLE-E-38. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify the specialized work that people do to manufacture, transport, and market goods and services (E-1A-E7)

• GLE-E-39. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe the importance of skills and education in choosing a career (E-1A-E8)

• GLE-E-40. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify a local economic institution (e.g., bank) (E-1A-E10)

• GLE-E-41. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Explain why people exchange goods and services (E-1A-E11)

• GLE-E-42. Benchmark / Gle: Grade Level Expectation

  Individuals, Households, Businesses, and Governments: Identify individuals or groups in the community who have started new businesses (E-1B-E3)

• GLE-E-43. Benchmark / Gle: Grade Level Expectation

  Individuals, Households, Businesses, and Governments: Identify goods and services provided by the local government (E-1B-E4)

• GLE-E-44. Benchmark / Gle: Grade Level Expectation

  Individuals, Households, Businesses, and Governments: Explain the difference between goods and services and give examples of each within the local community (E-1B-E5)

LA.H-E. Content Standard: History

Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

• H-1A-E1. Benchmark / Gle: Historical Thinking Skills

  demonstrating an understanding of the concepts of time and chronology. (1, 3, 4)

• H-1A-E2. Benchmark / Gle: Historical Thinking Skills

  recognizing that people in different times and places view the world differently. (1, 3, 4)

• H-1A-E3. Benchmark / Gle: Historical Thinking Skills

  identifying and using primary and secondary historical sources to learn about the past. (1, 3, 4)

• H-1B-E1. Benchmark / Gle: Families and Communities

  describing and comparing family life in the present and the past. (1, 2, 3, 4)

• H-1B-E2. Benchmark / Gle: Families and Communities

  relating the history of the local community and comparing it to other communities of long ago. (1, 2, 3, 4)

• H-1C-E1. Benchmark / Gle: Louisiana and United States History

  describing the people, events, and ideas that were significant to the growth and development of our state and nation. (1, 3, 4)

• H-1C-E2. Benchmark / Gle: Louisiana and United States History

  identifying the development of democratic principles and discussing how these principles have been exemplified by historic figures, events, and symbols. (1, 3, 4, 5)

• H-1C-E3. Benchmark / Gle: Louisiana and United States History

  describing the causes and nature of various movements of large groups of people into and within Louisiana and the United States throughout history. (1, 3, 4)

• H-1C-E4. Benchmark / Gle: Louisiana and United States History

  recognizing how folklore and other cultural elements have contributed to our local, state, and national heritage. (1, 3, 4)

• H-1D-E1. Benchmark / Gle: World History

  identifying the characteristics and historical development of selected societies throughout the world. (1, 3, 4)

• H-1D-E2. Benchmark / Gle: World History

  describing the social and economic impact of major scientific and technological advancements. (1, 3, 4)

• H-1D-E3. Benchmark / Gle: World History

  discussing the impact of significant contributions made by historic figures from different regions of the world. (1, 3, 4)

• GLE-E-45. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Develop a personal timeline (H-1A-E1)

• GLE-E-46. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Identify similarities and differences in communities over time (H-1A-E2)

• GLE-E-47. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Identify sources where historical information can be found and how that information can be used (H-1A-E3)

• GLE-E-48. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Locate general areas on maps and globes referenced in historical stories and legends (H-1A-E3)

• GLE-E-49. Benchmark / Gle: Grade Level Expectation

  Families and Communities: Compare and contrast the student's daily life to that of parents, grandparents, and/or guardians (H-1B-E1)

• GLE-E-50. Benchmark / Gle: Grade Level Expectation

  Louisiana and United States History: Identify and describe the significance of various community landmarks and symbols (H-1C-E2)

• GLE-E-51. Benchmark / Gle: Grade Level Expectation

  Louisiana and United States History: Identify cultural elements (e.g., crafts, customs, music, folklore) of the local community (H-1C-E4)

• GLE-E-52. Benchmark / Gle: Grade Level Expectation

  World History: Explain the customs related to important holidays and ceremonies in various countries around the world in the past (H-1D-E1)

KY.AE. Category: Academic Expectation

• AE.1. Goal / Understandings / Subdomain:

  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

  • 1.1. Ae / Skills & Concepts / Organizer:

    Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

  • 1.2. Ae / Skills & Concepts / Organizer:

    Students make sense of the variety of materials they read.

  • 1.3. Ae / Skills & Concepts / Organizer:

    Students make sense of the various things they observe.

  • 1.4. Ae / Skills & Concepts / Organizer:

    Students make sense of the various messages to which they listen.

  • 1.5-1.9. Ae / Skills & Concepts / Organizer:

    Students use mathematical ideas and procedures to communicate, reason, and solve problems.

  • 1.10. Ae / Skills & Concepts / Organizer:

    Students organize information through development and use of classification rules and systems.

  • 1.11. Ae / Skills & Concepts / Organizer:

    Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.12. Ae / Skills & Concepts / Organizer:

    Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.13. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with the visual arts.

  • 1.14. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with music.

  • 1.15. Ae / Skills & Concepts / Organizer:

    Students make sense of and communicate ideas with movement.

  • 1.16. Ae / Skills & Concepts / Organizer:

    Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

• AE.2. Goal / Understandings / Subdomain:

  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

  • 2.14. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

  • 2.15. Ae / Skills & Concepts / Organizer: Social Studies

    Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

  • 2.16. Ae / Skills & Concepts / Organizer: Social Studies

    Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

  • 2.17. Ae / Skills & Concepts / Organizer: Social Studies

    Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

  • 2.18. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand economic principles and are able to make economic decisions that have consequences in daily living.

  • 2.19. Ae / Skills & Concepts / Organizer: Social Studies

    Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

  • 2.2. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

KY.CC. Category: Core Content for Assessment v.4.1.

• SS-EP-1. Goal / Understandings / Subdomain: Government and Civics

  The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

  • SS-EP-1.1. Ae / Skills & Concepts / Organizer:

    Formation of Governments

    • SS-EP-1.1. Standard:

      Students will identify the basic purposes of local government (to establish order, provide security and accomplish common goals); give examples of services local governments provide (e.g., police and fire protection roads and snow removal, garbage pick-up,) and identify how they pay for these services taxes).

    • SS-EP-1.1. Standard:

      Students will identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws. DOK 2

  • SS-EP-1.2. Ae / Skills & Concepts / Organizer:

    Constitutional Principles

    • SS-EP-1.2. Standard:

      Students will describe how their local government is structured (e.g., mayor, city council, judge-executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky.

  • SS-EP-1.3. Ae / Skills & Concepts / Organizer:

    Rights and Responsibilities

    • SS-EP-1.3. Standard:

      Students will define basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) and explain why they are important today.

    • SS-EP-1.3. Standard:

      Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important. DOK 2

• SS-EP-2. Goal / Understandings / Subdomain: Cultures and Societies

  Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

  • SS-EP-2.1. Ae / Skills & Concepts / Organizer:

    Elements of Culture

    • SS-EP-2.1. Standard:

      Students will describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts). DOK 1

    • SS-EP-2.1. Standard:

      Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures.

  • SS-EP-2.2. Ae / Skills & Concepts / Organizer:

    Social Institutions

    • SS-EP-2.2. Standard:

      Students will identify social institutions (government, economy, education, religion, family) and explain how they help the community.

  • SS-EP-2.3. Ae / Skills & Concepts / Organizer:

    Interactions Among Individuals and Groups

    • SS-EP-2.3. Standard:

      Students will describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/ groups at home and at school. DOK 2

    • SS-EP-2.3. Standard:

      Students will identify appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).

• SS-EP-3. Goal / Understandings / Subdomain: Economics

  Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

  • SS-EP-3.1. Ae / Skills & Concepts / Organizer:

    Scarcity

    • SS-EP-3.1. Standard:

      Students will define basic economic terms related to scarcity (e.g., opportunity cost, wants and needs, limited productive resources-natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs. DOK 2

  • SS-EP-3.2. Ae / Skills & Concepts / Organizer:

    Economic Systems and Institutions

    • SS-EP-3.2. Standard:

      Students will identify and give examples of economic institutions (banks) and explain how they help people deal with the problem of scarcity (e.g., loan money, save money) in today's market economy.

  • SS-EP-3.3. Ae / Skills & Concepts / Organizer:

    Markets

    • SS-EP-3.3. Standard:

      Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). DOK 2

    • SS-EP-3.3. Standard:

      Students will explain different ways that people acquire goods and services (by trading/bartering goods and services for other goods and services or by using money).

  • SS-EP-3.4. Ae / Skills & Concepts / Organizer:

    Production, Distribution, and Consumption

    • SS-EP-3.4. Standard:

      Students will define basic economic terms related to production, distribution and consumption (e.g., goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (e.g., by price, first-come-first-served, sharing equally). DOK 2

    • SS-EP-3.4. Standard:

      Students will describe how new knowledge, technology/tools, and specialization increases productivity in our community, state, nation and world.

    • SS-EP-3.4. Standard:

      Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

• SS-EP-4. Goal / Understandings / Subdomain: Geography

  Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

  • SS-EP-4.1. Ae / Skills & Concepts / Organizer:

    The Use of Geographic Tools

    • SS-EP-4.1. Standard:

      Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community.

    • SS-EP-4.1. Standard:

      Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earth's surface and use relative location.

    • SS-EP-4.1. Standard:

      Students will describe how different factors (e.g. rivers, mountains) influence where human activities are located in the community.

  • SS-EP-4.2. Ae / Skills & Concepts / Organizer:

    Regions

    • SS-EP-4.2. Standard:

      Students will describe places on Earth's surface by their physical characteristics (e.g., climate, landforms, bodies of water).

  • SS-EP-4.3. Ae / Skills & Concepts / Organizer:

    Patterns

    • SS-EP-4.3. Standard:

      Students will describe patterns of human settlement in places and regions on the Earth's surface.

    • SS-EP-4.3. Standard:

      Students will describe how technology helps us move, settle and interact in the modern world.

  • SS-EP-4.4. Ae / Skills & Concepts / Organizer:

    Human-Environment Interaction

    • SS-EP-4.4. Standard:

      Students will describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing). DOK 1

    • SS-EP-4.4. Standard:

      Students will describe how the physical environment can both promote and restrict human activities.

• SS-EP-5. Goal / Understandings / Subdomain: Historical Perspective

  History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

  • SS-EP-5.1. Ae / Skills & Concepts / Organizer:

    The Factual and Interpretive Nature of History

    • SS-EP-5.1. Standard:

      Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past.

  • SS-EP-5.2. Ae / Skills & Concepts / Organizer:

    The History of the United States

    • SS-EP-5.2. Standard:

      Students will identify significant patriotic and historical songs, symbols, monuments/landmarks (e.g., The Star- Spangled Banner, the Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veteran's Day, Martin Luther King's birthday, Fourth of July) and explain their historical significance. DOK 2

    • SS-EP-5.2. Standard:

      Students will identify and compare the early cultures of diverse groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern Woodlands) and explain why they settled in what is now the United States. DOK 2

    • SS-EP-5.2. Standard:

      Students will describe change over time in communication, technology, transportation and education in the community.

KS.2. Standard: Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

• 2.1. Benchmark:

  The student understands how limited resources require choices.

  • 2.1.1. Indicator / Proficiency Level:

    (A) The student knows the difference between goods and services, and provides examples how each satisfies people's wants and needs.

  • 2.1.2. Indicator / Proficiency Level:

    (K) The student identifies examples of producers and consumers.

  • 2.1.3. Indicator / Proficiency Level:

    (A) The student identifies the opportunity cost of a choice (e.g., next best alternative not chosen).

• 2.2. Benchmark:

  The student understands how the market economy works in the United States.

  • 2.2.1. Indicator / Proficiency Level:

    (K) The student understands the concept of exchange and the use of money to purchase goods and services (e.g., trade with barter or money).

• 2.3. Benchmark:

  The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

  • 2.3.1. Indicator / Proficiency Level:

    (K) The student explains the advantage of choosing to save or spend money that is earned or received.

  • 2.3.2. Indicator / Proficiency Level:

    (K) The student defines a budget as a plan for spending and saving income.

• 2.4. Benchmark:

  The student analyzes the role of the government in the economy.

  • 2.4.1. Indicator / Proficiency Level:

    This benchmark will be taught at another grade level.

• 2.5. Benchmark:

  The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

  • 2.5.1. Indicator / Proficiency Level:

    (K) The student understands that people earn an income and sometimes benefits for the work they do and gives examples of different types of work within a community both today and in the past.

  • 2.5.2. Indicator / Proficiency Level:

    (K) The student knows that a decision-making process can help people make spending and saving decisions.

KS.3. Standard: Geography

The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

• 3.1. Benchmark: Geographic Tools and Location

  The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

  • 3.1.1. Indicator / Proficiency Level:

    (A) The student makes and uses maps to represent and locate familiar places within cities and Kansas (e.g., title, symbols, legend, compass rose, cardinal directions, grid system).

  • 3.1.2. Indicator / Proficiency Level: (K) The student identifies and correctly uses terms

    North, South, East, West.

  • 3.1.3. Indicator / Proficiency Level:

    (K) The student locates major geography features (e.g., Rocky Mountains, Missouri River, Gulf of Mexico, Kansas City, Wichita, Topeka, Washington, DC).

• 3.2. Benchmark: Places and Regions

  The student analyzes the human and physical features that give places and regions their distinctive character.

  • 3.2.1. Indicator / Proficiency Level: (K) The student identifies physical and human changes that have taken place over time in the local region (e.g., physical

    tornadoes, drought, Kansas as an inland sea; human: new shopping centers, highways, houses).

• 3.3. Benchmark: Physical Systems

  The student understands Earth's physical systems and how physical processes shape Earth's surface.

  • 3.3.1. Indicator / Proficiency Level:

    (K) The student describes how weather affects environment (e.g., deciding when crops are planted and harvested, lack of rain causes drought, early freeze kills plants).

• 3.4. Benchmark: Human Systems

  The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

  • 3.4.1. Indicator / Proficiency Level:

    (K) The student identifies the past and present settlement or development patterns of his/her community or local area.

• 3.5. Benchmark: Human-Environment Interactions

  The student understands the effects of interactions between human and physical systems.

  • 3.5.1. Indicator / Proficiency Level:

    (K) The student describe how physical systems influence people and their activities.

KS.4. Standard: History (Kansas, United States, and World History)

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

• 4.1. Benchmark:

  The student understands the significance of important individuals and major developments in history.

  • 4.1.1. Indicator / Proficiency Level:

    (A) The student compares various forms of transportation in Kansas past and present (e.g., the horse, steamboat, trains, airplanes, cars).

  • 4.1.2. Indicator / Proficiency Level:

    (A) The student compares and contrasts the ways people communicate with each other past and present.

  • 4.1.3. Indicator / Proficiency Level:

    (A) The student identifies important innovations made in the past that influence today (e.g., Wright Brothers - airplane; Henry Ford - automobile; Ancient China - irrigation, paper; Inca - highways to connect cities).

  • 4.1.4. Indicator / Proficiency Level:

    (K) The student recognizes the impact of contributions made by leaders past and present.

• 4.2. Benchmark:

  The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.

  • 4.2.1. Indicator / Proficiency Level:

    (A) The student compares and contrasts daily life of an historic Plains Indian family, a pioneer family, and a modern family in Kansas.

  • 4.2.2. Indicator / Proficiency Level:

    (A) The student defines immigration and gives past and present examples from Kansas.

  • 4.2.3. Indicator / Proficiency Level:

    (K) The student defines history as the story of the past.

• 4.3. Benchmark:

  The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.

  • 4.3.1. Indicator / Proficiency Level:

    (K) The student recognizes the importance of the Declaration of Independence and the Star Spangled Banner.

  • 4.3.2. Indicator / Proficiency Level:

    (A) The student locates and explains the importance of landmarks and historical sites today (e.g., Plymouth Rock, United States Capitol, Statue of Liberty, Kitty Hawk, Kansas State Capitol, Mt. Rushmore, Mesa Verde, the Alamo, Sutter's Mill).

• 4.4. Benchmark:

  The student engages in historical thinking skills.

  • 4.4.1. Indicator / Proficiency Level:

    (A) The student creates and uses timelines.

  • 4.4.2. Indicator / Proficiency Level:

    (A) The student locates information using both primary and secondary sources.

  • 4.4.3. Indicator / Proficiency Level:

    (A) The student uses information to understand cause and effect.

  • 4.4.4. Indicator / Proficiency Level:

    (A) The student compares and contrasts to draw conclusions.

  • 4.4.5. Indicator / Proficiency Level:

    (A) The student uses research skills (e.g., discusses ideas; formulates broad and specific questions; finds and selects information with help; records, organizes and shares information).