standards and benchmarks - muscatine community … · historical figures -holidays* -farms -change...

K - 12 Social Studies

Standards and Benchmarks

Muscatine Community School District

TABLE OF CONTENTS SOCIAL STUDIES CURRICULUM COMMITTEE MEMBERS ……………………………………….....i SOCIAL STUDIES PHILOSOPHY …………………………………………………………………………..…ii MUSCATINE COMMUNITY SCHOOL DISTRICTCURRICLUM MAP ……………………………....iii STANDARDS AND BENCHMARKS KINDERGARTEN…………………………………………………………………………………………………...1 FIRST GRADE………………………………………………………………………………………………..……15 SECOND GRADE …………………………………………………………………………………………….…..28 THIRD GRADE ……………………………………………………………………………………………….…..41 FOURTH GRADE …………………………………………………………………………………………….…..57 FIFTH GRADE ……………………………………………………………………………………………….…...74 SIXTH GRADE ……………………………………………………………………………………………….…..90 SEVENTH GRADE ……………………………………………………………………………………….…….114 EIGHTH GRADE ………………………………………………………………………………………….…….137 9TH – 12TH GRADES …………………………………………………………………….…………………….157

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District Social Studies Curriculum Committee Members Rebecca Furlong, Assistant Superintendent Becky Wichers, Elementary Principal Mary Jane Maher, Middle School Assistant Principal Bob Weaton, High School Principal Rudy Calderon, Parent Janell Hahn, Parent Clyde Evans, School Board Member Jill Goldsberry, Stanley Foundation – community member Elementary School Middle School High School Lou Heiman, Kindergarten Sue Johannsen, WMS Chris Foxen Katie Euken, Kindergarten Matt Rivera, WMS Andrea Wilford Jessica Freers, Grade 1 Amy Bertotti, WMS Megan Airing Jenna Kiddoo, Grade 1 Denise Hillman, CMS Andrew Prinsen Penny McGuinness, Grade 1 Elizabeth Negus, CMS Jeff Othmer, Grade 2 Penny Burger, CMS Jeannette Thompson, Mike Shield, CMS Grade 2 Marsha McGill, Grade 3 Anne McNelly, Grade 3 Monika Boyer, Grade 3 Jan Fear, Grade 4 Robin Griggs, Grade 4 Dawn Rhodes, Grade 4 Julie Cook, Grade 5 Mary Curry, Grade 5 Rhonda Franklin, Grade 5 Dottie Lawrence, Special Ed. Rachelle Schneider, ESL Beth Elshoff, Teacher/Librarian

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Muscatine Community School District Social Studies Philosophy Iowa Core Curriculum

Muscatine Community School District believes that social studies will provide interactive learning opportunities consistent with the State of Iowa’s educational framework, the Iowa Core, which will result in informed, rational, humane and contributing members of a diverse community, democratic society, and global culture. Students will be learning about the social studies strands of behavioral science, economics, geography, history, political science and citizenship. Facilitated instruction will develop knowledge and literacy through reading, writing, and the analysis, synthesis, and evaluation of ideas. Many resources will be incorporated, including technology. Learning will be measured using projects, activities and tests. Implications: Based on the Iowa Core Curriculum, the philosophy breaks the department’s job into three parts:

1. Content 2. Instruction 3. Assessment

Content is based on the Iowa Core’s Essential Concepts & Skills for Social Studies and should be reflected in each course’s Guaranteed Viable Curriculum Essential Learnings. Each course in the department satisfies several Essential Concepts & Skills and fits into one of the following social studies disciplines: Behavioral Sciences: Psychology, Sociology, Argumentation Economics: Economics (taught by the Business Department) Geography: Geography History: U.S. History*, Modern U.S. History, World History Political Science & Civic Literacy: U.S. Government*, International Relations** Notes: * U.S. History and U.S. Government are required by state legislation and thus

serve every student. These courses include Essential Concepts & Skills from each discipline except Economics, which is also a required course.

** International Relations satisfies Essential Concepts & Skills from Geography, History, and Political Science & Civic Literacy.

Specific Essential Concepts & Skills for each course are outlined in the pages of this document. Instruction and Assessment are based on the Rigor & Relevance Framework.

http://www.corecurriculum.iowa.gov/�

http://www.corecurriculum.iowa.gov/SearchResults.aspx?M=F&CList=Social%20Studies&Glist=Grade%2012&D=ALL�

http://helpdesk.muscatine.k12.ia.us/syllabus/�

http://www.leadered.com/rrr.html�

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THEME Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th H.S. Behavioral Science

-Char. Ed -Families\Holiday Traditions -Rules/Conseq.

-Char. Ed -Community -Holidays** -Rules/ Conseq.

-Char. Ed -Individuals -Rules/Conseq.

-Char. Ed -Cultures -Rules/Conseq.

-Char. Ed -Rules/cons. -Conflict reso.

-Char. Ed -Social issues -Rules/Conseq. -Conflict reso.

-Impact of leaders

-Impact of leaders

-Impact of leaders

-Psych -Socio -Argue

Economics -Production -Farming -Fall Harvest -Technology - Current Events

-Wants/needs -Money

-Trade -Wants/Needs -Goods -Services

-Natural resources -Goods/services

-Muscatine -Iowa -Midwest -INDUSTRY

-Supply -Demand -Production -Consumption

-Ancient Cultural Trade

-Mercantilism -Globalization -Triangular Trade

-Government’s role in early US Economics

-Econ -Finance

Geography -Map skills -Environment

-Map skills -U.S.

-Map skills -World

-Map skills -Characteristics -Regions

-Map skills -Midwest region (states/capitals) -Iowa project

-States -Capitals -U.S. Natural

-World Geography - Geography Skills

-Western Hemisphere -Geography Skills

-U.S. -Geography Skills

-World Geo

History U.S.

-Past/Present Historical Figures -Holidays* -Farms

-Change – Historical Figures -Pilgrims -Holidays**

-Risk Taking -Pioneers -Historical Figures

-Native Americans -Ex: Iroquois, Sioux, Hopi

-Muscatine/Iowa –Immigration -Industry -Individuals

-U.S.: Growing Nation

-Early History of US 1492-1763

-U.S. 1763 to 1877

-U.S. since 1877 -Modern U.S. -AP U.S.

World -Latino Immigration

-Ancient Cultures

-Exploration -Colonization -Americas

-World A -World B -AP Euro

Political Science / Civic Literacy

-Rights -Responsibilities -Current Events

-Voting -Current Events -Holidays**

-Local -Current Events

-Communities -Current Events -Bill of Rights -Muscatine Gov.

-Current events -Constitution

-Branches -Constitution -Current Events

-Structure of Society -Current Events

-Comparative Government during Early History of US -Current Events

-Political Foundations of US Government -Current Events

-Gov -AP Gov -International Relations -Current Events

- Define Character Ed. - Voting/Elections

*Holidays: Lincoln’s & Washington’s Birthdays, Johnny Appleseed, Martin Luther King, Columbus Day. **Holidays will be taught as one unit.

Muscatine Community School District Social Studies Curriculum Map

Kindergarten Social Studies Standards and Benchmarks 1

Social Studies Kindergarten

BEHAVIORAL SCIENCES Standard 1: Understand the changing nature of society.

Grade Level Benchmark

Vocabulary and/or Strategy

Information Expectations

a. Identify and describes people who make up the society in which they live.

●Self and Family ● Students will be able to identify family and extended family members.

●Students will be able to create and label a basic family tree

b. Explain that as people change, the society they live in also changes.

●Taught in 1st and 2nd grade

c. Explain that as the world changes, people also change.

● Taught in 1st and 2nd grade

Standard 2: Understand all people have individual traits. Grade Level Benchmark



a. Identify and understands various individual traits.

● Character Education

● Discussion and role-playing of individuality

●Students will complete a class graph of individual characteristics.

b. Explain that traits combine to form an individual’s personality.



● Students will choose a pillar of character education and illustrate how the trait shows their personality.

c. Identify individuals who have various interests, challenges and talents.



●Students will share their illustrations about their personality traits.

Standard 3: Understand interactions between self and the peer group. Grade Level Benchmark



a. Recognizes that people have a responsibility to their group/society.

●Character Education ●Trait of Responsibility

●Students have responsibilities in a group/classroom

●Students compile a list of responsibilities in the classroom

b. Understands that a peer group is composed of those with whom a person lives, works or plays.

●Family and School Community ●Character Education

●Students will understand the concept of a peer group.

● Students define what a peer group is and make a list of possible peer groups.


c. Explains how an individual’s actions will affect a group.

●Taught in 2nd grade

d. Gives examples of how working collectively is more powerful than working individually and allows a group’s strengths to overcome challenges.

●Character Education (Teamwork)

●Students will work cooperatively in the classroom ●Read the book Swimmy

Students will generate list of activities which are done more efficiently and effectively with teamwork.

Standard 4: Understand the relationship of the individual to the components of society and culture.




a. Compare how families, neighborhoods, and communities vary both locally and around the world.

●Family and School Communities ●Holidays

●Identify how families are different/same ●Identify how families around the world celebrate holidays

●Students will draw a picture of their family. ●Students will share a family tradition.

b. Identify specific characteristics of various families, neighborhoods, and communities.

● Family and School Communities ●Holidays

● Identify how families are different/same ●Identify how families around the world celebrate holidays

●Students will share pictures of their families. ●Students will share a family tradition and discuss local community holiday celebrations.

c. Describe how an individual makes choices based on individual, family, neighborhood, and community perspectives.




ECONOMICS Standard 1: Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.




a. Identify and describe types of resources and that they are limited.

●Farming (resources) ●Students will be able to discuss resources produced on a farm and limitations of producers

●Students will be able to identify and label various resources produced on a farm.

b. Identify the economic trade-offs that individuals and households weigh when making decisions involving the use of limited resources.

●Taught in 1st and 2nd grade

Standard 2: Understand that the basic nature of economics is an exchange of resources.




a. Understand that fulfilling needs and wants requires economic resources.


b. Describe how people exchange money for the resources they need.

●Farming ●Fall Harvest

●Understand why farmers exchange their products for money and how that money is used to purchase necessary resources

●Have each student illustrate a farm or fall harvest product and construct a store where students purchase each other’s products. ● Students would have to earn or sell products to obtain money.

c. Explain why an individual may exchange goods for other goods rather than exchanging money for goods.



Standard 3: Understand how governments throughout the world influence economic behavior.




a. Explore how government provides relief in emergencies.

●Current Events ●Discussion of current events and natural disasters.

●Students will be able to discuss government aid in natural disasters.

b. Describe the purpose of taxes

●Taught in 2nd grade.

Standard 4: Understand people in all parts of the world trade with one another. Grade Level Benchmark



a. Understand why industries which produce goods and services vary from place to place.


b. Explain how and why people trade with others in various places for many reasons, including a lack of local resources and price differences.


● Understand why farmers exchange their products for money and how that money is used to purchase other necessary resources including lacks of regional resources.

● Have each student illustrate a farm or fall harvest product and construct a store where students purchase each other’s products. ●Students would have to earn or sell products to obtain money.

c. Explain how goods are transported locally, regionally, nationally and globally.


●Students will be able to sequence a story about milk production and shipping

●Students will color, cut and sequence the milk production work sheet.

Standard 5: Understand that changes in technology impact individuals and society.




a. Understand the concept of technology as the tools that we create and use to fulfill our needs and wants.

●Farming ●Understanding of farm machinery and technology used in the farming community

●Students will choose and illustrate an article of farm machinery and write about how the machine is used.

b. Identify the technology individuals use in their daily lives

●Current Events ●Discussion of current events and technologies in daily lives

●Students will choose an instrument of technology and discuss ways they use it in their daily lives.


c. Explore how technology impacts the economy and society.

●Farming ●Current Events

● Understanding of basic farm machinery and technology used in the farming community ●Understand how technology is used to enhance quality of life.

● Students will choose and illustrate an article of farm machinery and write about how the machine is used. ●Students will choose an instrument of technology and discuss ways they use it in their daily lives.

Standard 6: Understand the universal economic concept of needs and wants. Grade Level Benchmark



a. Define the concepts of wants and needs

●Taught in1st and 2nd grade

b. Identify universal human needs.

●Families ●Basic understanding of wants and needs. ●Compare and contrast wants and needs of other peoples.

● The teacher defines “needs” and “wants.” ●Students brainstorm a list of needs and wants

c. Explain how needs and wants impact the quality of an individual’s life.

● Taught in1st and 2nd grade.



GEOGRAPHY Standard 1: Understand the use of geographic tools to locate and analyze information about people, places, and environments.




a. Distinguish between the different types of maps.

●Globe/Flat map of the World

●Understand the concept of the globe and the flat map as the same picture

●Students use a flat map, cut and tape to create a globe.

b. Label the basic parts of a map.

● Globe/Flat map of the World

●Distinguish and locate the bodies of water and land masses.

●Student will color bodies of water blue and land masses green

c. Understand that a globe represents the world.

● Globe/Flat map of the World

●Understand the differences between a globe and a flat map and recognize the different perspective of each.

●Create a map.

d. Recognize the United States and Iowa on a map.

●Taught in 1st and 2nd grade.

Standard 2: Understand how geographic and human characteristics create culture and define regions.




a. Classify the various kinds of regions.

●Farming ●Distinguish between city and farm living

●City Mouse and Country Mouse

b. Identify where Iowa is located in the United States.

●Taught in 1st grade.

c. Compare and contrast Iowa’s characteristics to other places in the United States.


d. Compare and contrast Iowa’s characteristics to other regions in the world.


Standard 3: Understand how human factors and the distribution of resources affect the development of communities and the movement of populations.





a. Explain the reasons people choose for living where they do.

●Farm ●C. Columbus (Historical Figures) ●Families

●Compare and contrast city and farm living. ●Discuss why Christopher Columbus made his journey to America. Analyze why families choose to live in different communities.

●Create class web of where students in the class live. Could also be a graph or t-chart.

b. Compare and contrast the differences between a neighborhood, town, city, state and country.


Standard 4: Understand how geographic processes and human actions modify the environment and how the environment affects humans.




a. Explain how people interact with the environment and how those interactions have consequences.

●Weather Wood/Paper (Science)

●Analyze how weather affects the environment and the people living there. • Recycling

●Science Journals ●Clean up litter on the playground.

b. Explain ways in which people care for the environment.

●Character Education (citizenship, responsibility, respect) ●Earth Day Activities ●Farming

●Actively participate in activity which cares for the environment (planting, litter removal, recycling) ●Plant seeds for Mother’s Day, study plant parts

●Earth Day Activities

c. Describe how weather impacts an environment.

●Weather ●Discussion of weather and its environmental effects.

●Science Journals


Social Studies Kindergarten HISTORY

Standard 1: Understand people construct knowledge of the past from multiple and various types of sources.




a. Read and interpret historical narratives – fiction and non-fiction.

●Shared Reading ●Teacher will read and discuss with students historical fiction and non-fiction

●Students will illustrate an event in the story and write a sentence to describe his picture.

b. Study and analyze primary sources (such as letters, newspapers, diaries, physical artifacts, video and photographs).

●Historical Figures ●Students will be shown and discuss letters, diaries, artifacts, video and photographs of historical figures.

●PWIM

c. Combine various sources into a narrative understanding of past events and topics.

●Venn Diagrams ●Writing experience

●Students will construct a Venn diagram comparing and contrasting historical events and write a sentence describing a conclusion of the information.

●Students will write a sentence describing a conclusion of the information.

Standard 2: Understand how and why people create and participate in governance.




a. Explore change over time through the lens of evolving government services, such as the postal service and community infrastructure such as sewer systems, roads, water systems, schools, etc.).


b. Explore how government has reacted to problems in the past, such as social, environmental, political and/or

●Historical Figures Columbus Abraham Lincoln Martin Luther King

●Read and discuss influences on historical figures and the role government played in their lives.

●Students will discuss current events and how they affect their lives in Muscatine.


economic issues and how the government’s actions affected individuals.

●Current events

c. Explore how individuals influenced government actions in past events.

●Historical Figures Columbus Abraham Lincoln Martin Luther King

● Students will read and discuss influences on government and the role historical figures played in government actions.

●Create a mobile using MLK ideals and dreams.

Standard 3: Understand culture and cultural diffusion affects the development and maintenance of societies.




a. Explore change over time through the lens of evolving culture, such as religious practices, literature, food, dance, music, and art.

●Art and Music Education • Holidays

●Examination and discussion of various art/music artifacts and how these items have affected changing culture. ●Discuss cultural practices and their association with holidays celebrated by different cultures and religions.

●Students will learn a song focusing on cultural interests. (Cinco de Mayo, Veteran’s Day, Flag Day)

b. Describe the methods by which a society transmits culture across time, such as storytelling, songs, religious services, food, clothing, holiday customs, etc.

●Music Education • Holidays

● Examination and discussion of various art artifacts and how these items have affected changing culture. ●Discuss cultural practices and their association with holidays celebrated by different cultures and religions.

●Venn diagram of past vs. Present holiday customs ●Invite Betty Collins to tell a story to the class.

c. Compare and contrasts the culture of the politically and economically dominant groups with the culture of minority groups.

●Taught in1st grade.


d. Survey the ways in which a society dealt with the introduction or influence of another society’s culture.


Standard 4: Understand individuals and groups within a society may promote change or the status quo.




a. Identify specific individuals who affected historical development in positive or negative ways.

●Historical Figures ●Read and discuss various historical biographies.

●Venn diagram illustrating positive vs. negative influences of a historical event.

b. Explore how the actions and motivations of individuals and groups affected the development of an historical event.

● Historical Figures (Johnny Appleseed)

●Students will illustrate how actions of individuals/groups have affected a historical event.

●After hearing a story about a historical figure, students will illustrate the event and write a short sentence to describe their picture. • View a video of a

historical event. (Ruby Bridges)

Standard 5: Understand economic needs and wants affect individual and group decisions.




a. View change over time through the lens of major technological developments.

●Families ●Farms

●Students will discuss with an elder relative a major change in their life because of technology influences. ●Students will compare and contrast farming methods of past and present.

●Students will share their interviews with the class. ●Students will choose a farm machine and illustrate the difference between past and present.

b. Explore how the nature of work has changed over time.

●Historical Figures ●Farms

●Students will listen to stories of historical figures and discuss how the nature of work has changed over time. ●Students will compare and contrast farming methods of past and present.

●Students will compare and contrast methods of work and farming after listening to stories of past and present.


c. Explain the ways in which economic factors influence the movement of people.


Standard 6: Understand relationships between geography and historical events. Grade Level Benchmark



a. Explore how societies throughout time have evolved in or migrated into specific places, and have both affected and been affected by those places

●Historical Figures (Martin Luther King)

●Read and discuss the motivations for Martin Luther King and how his actions and those of his movement have affected others.

●Illustrate and write about MLK.

b. Explore how throughout time industries such as mining, agriculture and logging have affected and been affected by the places in which they occur.

●Farms ●Discuss how agriculture has affected the Midwest culture and how farming is a way of life in the state of Iowa.

●Visit a farm.

Standard 7: Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.




a. Use writings, images, artifacts and other records to describe life in the past.

●Historical Figures ●Students will be shown pictures and artifacts that will help them to understand life in the past.

●PWIM

b. Determine cause and effect in historic events.

● Historical Figures ● Students will complete a cause/effect chart about historical figures and their impact on events

●Students will write a sentence reflecting the conclusion of the cause and effect chart

c. Compare and contrast different experiences, beliefs, motives, traditions, hopes, and fears of people from various groups and backgrounds and at various times to analyze how these factors influenced behaviors.

● Historical Figures ● After being read a historical biography, students will complete a cause/effect chart about a historical figure and their impact on behaviors

● Students will write a sentence reflecting the conclusion of the cause and effect chart


d. Generate questions about a historical document, artifact, photo and historical site, to acquire information concerning it.

● Historical Figures ●Complete a KWL chart using various media pertaining to a historical event.

● Students will write a sentence reflecting the conclusion of the cause and effect chart

e. Brainstorm alternative proposals for dealing with historic problems and analyzes the decisions.

● Historical Figures ●As a class write a different ending to a historical story and discuss the outcomes brainstormed.

●Students will illustrate the ending to the story.



POLITICAL SCIENCE Standard 1: Understand the basic concepts of government and democracy and that the U.S. Constitution defines the rights and responsibilities of citizens.




a. Provide examples of how each person in a democracy can contribute to the decisions that affect the whole group.

●Classroom voting activities

●Students will participate in various activities involving graphing class choices/votes

●Graphing and voting activities.

b. Understand that the Constitution provides the rules for the United States and define the rights and responsibilities of U.S. citizens.

●Classroom rules and rights

●Students will develop classroom rules and compare and contrast these rules to other rules and rights of U.S. citizens.

● Students will develop classroom rules and compare and contrast these rules to other rules and rights of U.S. citizens.

c. Describe the relationship between rights and responsibilities.

●Character Education ●Students will understand the difference between rights and responsibilities

● Graphing and voting activities.

d. Explore ways people contribute to their communities.


Standard 2: Understand how government affects citizens and how citizens affect government.




a. Explore ways groups and individuals influence government action.


b. Explore ways government affects the lives of citizens.


c. Analyze the election process and how it affects individuals’ lives.

●Classroom voting activities

●Students will participate in various activities involving graphing class choices/votes

● Graphing and voting activities.


Standard 3: Understand the United States has a role in current world affairs. Grade Level Benchmark



a. Explore ways the United States interacts with other nations in the world.

●Historical Figures ● Current Events

●Students will become aware of the connection of the U.S. and other nations of the world.

●Study of current events.

b. Know examples of world conflict and/or cooperation.

● Historical Figures ● Current Events

● Students will become aware of the connection of the U.S. and other nations of the world.

● Study of current events.

Grade 1 Social Studies Standards and Benchmarks 17

Social Studies First Grade





a. Identify and describe people who make up the society in which they live.

●Community

●Identify community helpers

●Students will interview and write a paragraph about a community helper.


●Pilgrims ●Compare and contrast past and present societies

●Students will complete a Venn diagram of Pilgrim children’s daily life compared to children’s life today.


●Pilgrims ●Historical Figures

● Compare and contrast past and present societies

● Students will complete a Venn diagram of Pilgrim children’s daily life compared to children’s life today.




a. Identify and understand various individual traits.

●Character Education ●Discussion and role-playing of individuality

●Students will complete a class graph about how they come to school, school lunch/home lunch, etc.



●Students will make an autobiography to learn about themselves at the beginning of the year.



●Students share their autobiographies.





●Community Character Education- Responsibility

●Understand that work is a commitment -Understand personal responsibilities to a

●Students compile a list of responsibilities in the classroom


group (school, classroom)

-List responsibilities of community helpers


●Character Education ●Peer Group

● Understand the concept of a peer group

● Students define what a peer group is and make a list of possible peer groups.


●Taught in 2nd Grade


●Character Education-Teamwork ●Pilgrims

●Students will work cooperatively in the classroom

●Students choose from or generate a list of activities which could be achieved alone and which would require teamwork.






●Community ●Holidays

● Identify community helpers -Identify how families around the world celebrate holidays

● Students will interview and write a paragraph about a community helper. ●Students will share a family tradition.


●Community ●Holidays

● Identify how families around the world celebrate holidays.

●Students will share a family tradition and discuss the local community’s holiday celebrations.


●Taught in 2nd Grade


Social Studies First Grade

ECONOMICS/FINANCIAL LITERACY Standard 1: Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.




a. Identify and describe types of resources and that they are limited.

●Pilgrims ●Resource

●Describe how pilgrims used the resources they had

●Create a class poster of the Pilgrim’s resources when they arrived at Plymouth and a poster of the Pilgrim’s resources after the first harvest.


●Pilgrims ●Economic Trade-Off

● Describe how pilgrims used the resources they had

● Create a class poster of the Pilgrim’s resources when they arrived at Plymouth and a poster of the Pilgrim’s resources after the first harvest.






●Wants and Needs ●Understands the difference between a want and a need

●Students will make a list of their needs and their wants


●Wants and Needs ●Math Money Chapter

●Apply concept of money exchange in math money chapter

●Math Assessment

c. Explain why an individual may exchange goods for other goods rather than exchanging money for goods.

●Wants and Needs ●Pilgrims

●Understand why pilgrims traded goods for other goods rather than money

●Read and discuss Ox Cart Man





a. Explore how government provides relief in emergencies.

●Current Events ●Discussion of current events and natural disasters

●Make a class list of resources the government provides in emergencies.


b. Describe the purpose of taxes.

● Taught in 2nd Grade

Standard 4: Understand people in all parts of the world trade with one another. Grade Level Benchmark





b. Explain how and why people trade with others in various places for many reasons, including a lack of local resources and price differences.

●Community -Pilgrims

●Understand why people exchange money for products ●Understand reasons for purchasing needs outside of the local community

●Students make a poster of resources that are manufactured in Muscatine


●Taught in Kindergarten







b. Identify the technology individuals’ use in their daily lives.

● Current Events ● Discussion of current events and technology

●Students will choose a form of technology and write about how they use it in their daily lives. ●Students will interview parents about how technology has changed in their lifetimes.


● Community -Current Events

● Identify various technologies that help community members in their everyday jobs

● Students will choose a form of technology and write about how they use it in their daily lives.


Standard 6: Understand the universal economic concept of needs and wants. Grade Level Benchmark



a. Define the concepts of wants and needs.

●Wants and needs ● Understands the difference between a want and a need

● Students will make a list of their needs and their wants


●Wants and needs -Community -Pilgrims

●List the basic human needs and compare/contrast with other communities

●Compare/Contrast on a Venn diagram pilgrim’s needs with our current needs


●Wants and needs -Historical Biographies

●Examine motivations and inspirations of individuals both past and present

● The teacher shows students cards that have pictures of everyday objects (e.g. food, TV, car, etc.) As a class the students identify the objects as wants or needs. Then students look at pictures of people living in various cultures and time periods. They analyze the picture to determine the associated needs and wants of those persons pictured.


Social Studies First Grade GEOGRAPHY

Standard 1: Understand the use of geographic tools to locate and analyze information about people, places, and environments.





●Specific types of maps (neighborhood, state, U.S., world)

● Distinguish between and compare/contrast various maps

●Look at various types of maps


●Legend (simple symbols), perspective

●Identify use of symbols on maps

●Create a classroom map.




●Map Skills ●Locate Iowa on a U.S. map ●Find the U.S. on various maps

●Color the state of Iowa on a U.S. map






●Taught in Kindergarten and 2nd grade


● Map Skills ● Locate Iowa on a U.S. map

●Color the state of Iowa on a U.S. map










●Community ●Pilgrims ●Wants and needs ●Historical Figures

●Analyze people’s rationale for living in different communities both past and present

●Create a class web about why we like Muscatine. ●Create a class web about why the


pilgrims chose where they settled.


●Community ●Map Skills

●Analyze differences between a neighborhood, town, city, state and country

●Recognize and locate Muscatine, Iowa, and U.S. on a map. ●Create a fictional town, state, and country and create a map.






● Plants (Science) ●Pebbles, Sand, and Silt (Science) ●Wants and needs ●Pilgrims

●Analyze people’s impact on the environment

●Science Unit Journals ●Earth Day activities


●Character Education (Citizenship, responsibility, respect) ●Earth Day activities

● Analyze people’s impact on the environment ●Actively participate in activity which cares for the environment

● Science Unit Journals ●Earth Day activities




Social Studies First Grade HISTORY

Standard 1: Understand people construct knowledge of the past from multiple and various types of sources.





●Shared reading ● Students will read and discuss historical fiction and non-fiction.

●Students will write and illustrate a narrative about a historical figure


●Pilgrims ●Historical figures

● Students will read and discuss other sources of information about historical people and events.

●PWIM ●Students will write and illustrate a narrative about a historical figure


●Venn Diagrams ●Writing experience

● Compare/contrast past historical people and events. ●Write a summary of the information

● Students will write and illustrate a narrative about a historical figure







b. Explore how government has reacted to problems in the past, such as social, environmental, political and/or economic issues and how the government’s actions affected individuals.

●Historical Figures ●Pilgrims

●Students will read and discuss influences on historical figures and the role government played in their lives

●Current and historical event articles to share


c. Explore how individuals influenced government actions in past events.

● Historical Figures ●Pilgrims

● Students will read and discuss influences on government and the role historical figures played in government actions

● Current and historical event articles to share





a. Explore change over time through the lens of evolving culture, such as religious practices, literature, food, dance, music, and art.

●Pilgrims ●Holidays ●Art and Music Education

●Examine and discuss various cultural practices both past and present

●Create a timeline of a historical event ●Examine past and present musical instruments


●Pilgrims ●Holidays ●Music Education

● Examine and discuss various cultural practices both past and present

●Venn diagram of past and present holiday customs



●Compare/contrast the lifestyles between the Pilgrims and Indians. ●Compare/contrast the civil rights movement

●Venn diagram of the lifestyles of Pilgrims and Native Americans

d. Survey the ways a society dealt with the introduction or influence of another society’s culture.

●Pilgrims ●Compare/contrast the lifestyles between the Pilgrims and Indians.

●Venn diagram of the lifestyles of Pilgrims and Native Americans






●Historical Figures ●Read and discuss various historical biographies

● Students will write and illustrate a narrative about a historical figure. ●Come dressed as your favorite historical figure day.



● Historical Figures ●Students will complete a cause/effect chart about historical figures and their impact on events

● Students will write and illustrate a narrative about a historical figure. ●Come dressed as your favorite historical figure day.






●Pilgrims ●Community

●Compare/contrast cooking of food, constructing buildings, etc. between past/present technologies

● Make (or have students bring) various dishes from long ago. ●Have demonstrations of past cooking practices.



● Compare/contrast occupations between past/present technologies

●Interview an older person on how technologies have changed.



Standard 6: Understand relationships between geography and historical events. Grade Level Benchmark



a. Explore how societies throughout time have evolved in or migrated into specific places, and have both affected and been affected by those places.


●Read and discuss the motivation for the Pilgrims migrating and how they affected the New World

● Venn diagram of the lifestyles of Pilgrims and Native Americans

b. Explore how throughout time industries such as mining, agriculture and logging have both affected and been affected by the places in which they occur.









●Students will be exposed to various sources of historical information to write about life in the past

● Students will write and illustrate a narrative about a historical figure.



● Students will complete a cause/effect chart about historical figures and their impact on events

●Cause/Effect Chart



● Compare/contrast the lifestyles between the Pilgrims and Indians. ● Examine and discuss various cultural practices both past and present

● Venn diagram of the lifestyles of Pilgrims and Native Americans



●Complete a KWL chart using various media pertaining to a historical event

●KWL chart



●Analyze the Pilgrim’s migration and settlement and discuss alternative options/solutions

●Role Play


Social Studies First Grade POLITICAL SCIENCE

Standard 1: Understand the basic concepts of government and democracy and that the U.S. Constitution defines the rights and responsibilities of citizens.




a. Provide examples of how each person in a democracy can contribute to the decisions that affect the whole group.

● Classroom voting activities

● Students will participate in various activities involving graphing class choices

●Graphing/voting activities


● Classroom rules/rights

● Students will develop classroom rules and compare/contrast classroom rules to other rules and rights of U.S. citizens

●Create classroom rules poster while discussing rules and rights. ●Compare/Contrast classroom rules with the constitution.


●Character Education ●Understand the difference between a right and a responsibility

● Graphing/voting activities


●Community ●Identify the contributions of community helpers and volunteers

●Interview and write a paragraph about a community helper







●Understand the motivation behind the Pilgrim settlement and the Mayflower Compact as well as other individual influences on government actions

●Cause/Effect chart (before the influence and after)

b. Explore ways government affects the lives of citizens.

●Pilgrims ●Community

● Understand the role government has in daily life

●As part of the community helper interview, students should learn how that job affects our daily lives.



● Classroom voting activities

● Students will participate in various activities involving graphing class choices

● Graphing/voting activities

Standard 3: Understand the United States has a role in current world affairs. Grade Level Benchmark




●Historical Figures ●Current Events

● Students become aware of the interconnection of U.S. and other nations

●Study of current events


● Historical Figures ●Current Events

● Students become aware of the interconnection of U.S. and other nations

● Study of current events


Social Studies Second Grade





a. Identify and describes people who make up the society in which they live.

●Taught in Kindergarten and 1st grade


●Pioneers ●Students will be able to understand why people move to new places due to societal changes.

●Trace the movement of pioneers from the east coast to west coast. ●Map Columbus’s voyage from Europe to the New World.


●Pioneers ●Students will be able to understand the differences between pioneer life and their own life.

●Venn diagrams comparing pioneer life to their own life.




a. Identify and understands various individual traits.

●Individuals (me unit) and character education

●Students will be able to understand that each person is unique and different.

●Share student information through charts, worksheets, posters, etc.



●Students will be able to understand each person has a unique personality.

●Character education material, such as role playing.



●Students will understand people have unique talents and interests.

●Share interest/talent surveys.






●Character education (trait of responsibility) ●Rules and consequences

●Students will understand their role in a group/society. ●Classroom rules and consequences.

●This can be done through daily jobs in the classroom or jigsaw activities.


●Taught in Kindergarten and 1st grade.



●Students will understand their role in any group activity.

●Daily classroom interactions with others affect how things flow.


●Character education (teamwork)

●Students will understand it is more efficient to work as a group as opposed to doing everything on their own.

●Junior Achievement lesson on making doughnuts.






●Individuals (me unit),community,

●Students will understand different types of family, neighborhood, and community.

●Students will compare and contrast different families, neighborhoods, and communities.


●Individuals (me unit), community

●Students will understand there are different types of families, neighborhoods, and communities.

●Reading stories about kids from other countries, communities, etc.


●Individuals, community

●Students will understand people make choices based on where they live.

●Stories from basal or other books.







a. Identify and describe types of resources and that they are limited

● Pioneers ●Students will understand types of resources and how they are limited.

●Compare and contrast pioneer resources to today’s resources.


●Pioneers ●Students will understand how pioneers made different decisions based on their available resources.

● Compare and contrast pioneer tradeoffs to today.






● Science habitat unit (basic needs versus wants)

●Students will be able to understand the difference between wants and needs.

● Make a collage of student’s needs vs. wants.


● Science habitat unit (basic needs vs. wants)

● Students will be able to understand the difference between wants and needs and how money determines what they purchase.

● Make a collage of student’s needs vs. wants ● Tie to allowances or budget

c. Explain why an individual may in some situations exchange goods for other goods rather than exchanging money for goods.

● Wants and needs ● Students will be able to understand that money is not always exchanged in trade.

● Pioneer stories of how pioneers traded with the Native Americans





a. Explore how government

● Current events ● Students will understand how

●Newspapers and current events


provides relief in emergencies.

natural disasters can affect a community

●Time for Kids

b. Describe the purpose of taxes.

● Communities ●Students will understand the purpose of taxes.

●JA unit/lesson on taxes

Standard 4: Understand people in all parts of the world trade with one another.





● Map skills ● Students will understand how good move from place to place.

● Natural resources maps and transportation maps

b. Explain how and why people trade with others in various places for many reasons, including a lack of local resources and price differences

● Map skills – current events

●Students will be able to understand trade and how it affects resources and prices.

● Current events – maps of natural resources – weather effects


● Taught in Kindergarten






● Taught in Kindergarten farming unit

b. Identify the technology individuals use in their daily lives.

● Current events – pioneer unit – no technology = what did they use?

● Students will be able to identify all the different types of technology they use every day.

●Collage of different types of technology and how it has changed.


● Pioneers – current events

●Students will understand the every changing world of technology and how that affects society.

● Good invention books - pony express and telephones (how we communicate)


Standard 6: Understand the universal economic concept of needs and wants.




a. Define the concepts of wants and needs.

● Wants and needs Science habitat kit

● Students will be able to distinguish between needs and wants.

● Students will be able to list basic needs vs. wants


●Wants and needs Science habitat kit

●Students will be able to identify basic needs to survive.

● Know the basic needs to survive


● Wants and needs Science habitat kit

● Students will be able to distinguish between needs and wants and how that impacts their daily life.

●Same as above



GEOGRAPHY






●Map perspectives over time (pioneer maps)

●Students will understand how to read and interpret different types of maps.

●Students will create different types of maps.


●Legends/symbols/keys on maps

●Students will understand how to use legends, symbols, and keys on a map.

●Mapping activities




●Look at map of Iowa/United States

●Students will understand where Iowa is located on the U.S. map.







●Science habitats ●Students will understand there are different regions which have unique characteristics.

●Science units (habitats)/ mapping


●Look at Iowa/United States map

● Students will understand where Iowa is located on the U.S. map.



●Look at maps when doing habitat units compared to Iowa’s habitats

●Students will understand there are different parts of the United States which have unique characteristics.

●Science units (habitats)/ mapping



●Maps and habitats

●Students will understand there are different parts of the world which have unique characteristics.

●Mapping activities and habitat units






●Pioneers/Wants and needs

●Students will understand why people choose to live where they do.

●Historical fiction, biographies, Oregon Trail


●Map skills and community

●Students will understand the differences between neighborhoods, towns, cities, states, and countries.

●Mapping activities, Venn diagrams, reading books, etc.






●Air/Weather, habitats, pioneers

●Students will understand the interactions with themselves and the environment.

●Air/Weather kit, pioneers, habitats


●Character education, Earth Day

●Students will understand how to care for the environment.

●Earth Day activities, Character Education (citizenship, responsibility, respect).


●Air/Weather kit ●Students will understand how weather impacts their life.

●Air/Weather kit



HISTORY Standard 1: Understand how people construct knowledge of the past from multiple and various types of sources.





●Shared reading ●Students will understand the difference between fiction and non-fiction through their reading.

●Reading


●Pioneers, Historical Figures, Community

●Students will understand what a primary source is.

●Look at various types of primary sources, interview a parent and/or grandparent.


●Pioneers, current events, science

●Students will understand how to combine sources into a presentation on a topic.

●Venn diagram, reports






●Pioneers, Pony Express, Community

●Students will understand how government services and the community change over time.

●Trace the mail system beginning with the Pony Express through present.

b. Explore how government has reacted to problems in the past, such as social, environmental,

●Historical Figures, Community, Habitat units

●Students will understand how government has made decisions that affect us today.

●Read and discuss


political and/or economic issues and how the government’s actions affected individuals. c. Explore how individuals influenced government actions in past events.

●Historical Figures-Lincoln and Washington, Martin Luther King

●Students will understand how famous historical figures influenced how the world changed.

●President’s Day activities, Martin Luther King Day





a. Explore change over time through the lens of evolving culture, such as religious practices, literature, food, art, dance, and music.

●Art and Music Education, Pioneers

●Students will understand how culture has changed over time.

●Compare and contrast past and present (food, literature, dance, music, etc.)


●Art and Music Education, Pioneers

● Students will understand how culture has changed over time.

● Compare and contrast past and present (food, literature, dance, music, etc.) ●Make a poster about their family customs.


●Covered in 1st grade with Pilgrims, Martin Luther King

d. Survey the ways in which a society dealt with the introduction or influence of another society’s culture.

●Pioneers, community

●Students will understand how communities are influenced by different cultures.

●Cause/effect relationships between Native Americans and Pioneers, discuss different cultures in Muscatine.







●Historical Figures (K-2)

●Students will recognize how historical people changed history.

●Lincoln, Washington, Martin Luther King, Jefferson,


●Historical Figures (K-2)

● Students will recognize how historical people changed history.

● Lincoln, Washington, Martin Luther King, Jefferson,






●Pioneers ●Students will understand how technology has changed over time.

●Collage of different types of technology and how it has changed.


●Pioneers, Historical Figures, current events

●Students will learn how work has changed over time.

●Compare and contrast jobs from the past to jobs in the present/future.


●Pioneers, current events

●Students will understand how economic factors influence the decisions people make.

●Needs and Wants, discussion

Standard 6: Understand relationships between geography and historical events.




a. Explore how societies throughout time have evolved in or migrated into specific places, and have both affected and been affected by those places.

●Pioneers ●Students will understand why certain groups of people migrate to a particular place.

●Pioneer activities


b. Explore how throughout time industries such as mining, agriculture and logging have both affected and been affected by the places in which they occur.

●Pioneers, Habitats ●Students will see how some industries have affected the land.

●Discuss cause/effect relationships between logging, mining, etc. and the earth.






●Pioneers, Historical Figures

●Students will understand a biography is used to record someone’s life.

●Biographies


●Pioneers, Historical Figures, Explorers

●Students will understand cause/ effect of exploring and settling new lands.

●Fill out cause/effect graphic organizer about certain event/person.


●Pioneers, Community

●Students will understand different groups have different beliefs.

●Make a list of different cultures in their community and compare and contrast them.


●Constitution Day, Pioneers

●Students will analyze a historical document.

●PWIM from a pioneer picture, Constitution Day activities?


●Pioneers, Historical Fiction reading (Magic Tree House)

●Students will generate a new ending to a historical event.

●Predict and/or write an alternate ending to a historical event



POLITICAL SCIENCE Standard 1: Understand the basic concepts of government and democracy and that the U.S. Constitution defines the rights and responsibilities of citizens.




a. Provide examples of how each person in a democracy can contribute to the decisions that affect the whole group

● Classroom voting activities – math graphing

●Students have an understanding of their right to state their opinion even when it is not the majority opinion.

●Classroom decisions and voting for various things


● Historical figures and famous Americans (i.e.: Thomas Jefferson)

●Students will understand how historical figures developed laws and rules for the good of society.

● Reading about historical figures such as Thomas Jefferson or Ben Franklin


● Character Ed and Community unit

● Students will be able to know the relationship between rights and responsibilities.

● Character education lessons – community lessons


●Community unit Character Education ●Historical Figures

●Students will be able to show ways people make contributions to a community.

●JA lessons on jobs in community ●Stories about historical figures who made significant contributions ●Career day – or speakers from the community






● Pioneers and Historical Figures ●Current events

●Students will understand how people have influenced government actions over the years.

● Stories about Historical Figures = Current events about government changes

b. Explore ways government affects

●Current events ●Community

● Students will understand how the

● Tie to student lives in areas like


the lives of citizens.

government has affected their lives with the decisions they made/make.

schooling, public services, etc.


● Local voting activities (esp. in election year)

● Students will understand how their vote can make a difference in their lives.

●Student council voting ●Classroom and school voting ●Local and state elections

Standard 3: Understand the United States has a role in current world affairs.





● Historical Figures Current Events

●Students will understand how the United States has to work with the other countries in the world.

● Time for Kids ●Trade policies ●Limited resources ●Biographies of world leaders


● Current events Historical Figures Guidance lessons on conflict resolution

● Students will see the relationships between the United States and the rest of the world

●Current events ●Guidance lessons on conflict resolution


Social Studies Third Grade





a. Explain how “acceptable” human behavior varies from one culture to another over time.

●Taught in 4th and 5th grade

b. Explain why some behaviors are “unacceptable” in almost all cultures.


c. Describe the impact of new technologies on society.

● Taught in 4th and 5th grade.

d. Describe how change affects people’s perceptions and interactions

●Taught in 5th grade.

Standard 2: Understand the influences on individual and group behavior and group decision making.




a. Describe, compare and contrast various types of societies and cultural groups.

● Native American ● Students will compare and contrast three Native American Tribes and how they formed family groups.

b. Explain how and why the expression of differing points of view can lead to compromise.


● Conflict Resolution done through every day classroom interactions

c. Demonstrate that one person’s exercise of freedom may conflict with the freedom of others.

● Native Americans White settlers

●How did the settlers needs conflict with the Native American freedoms?

d. Show how rules can help resolve conflict.

● Character Education Guidance Classes

e. Summarize how individuals impact



groups and groups impact individuals. Standard 3: Understand how personality and socialization impact the individual.




a. Present examples of how internalizing culture begins at birth and is a complex lifelong process.

● Traditions and Customs

● In My Family by Carmen Lomas Garza ●Make a class book on family traditions.

b. Understand that language, stories, folktales, music and artistic creations are expressions of culture.

● Native Americans ● Read Native American folk tales and discuss the differences

● Art Kachina or Dream Catchers

c. Compare different types of personalities.

● Taught in 5th

grade.

d. Demonstrate how various factors contribute to the shaping of a person’s identity.

● Taught in 4th

grade.

Standard 4: Understand the process of how humans develop, learn, adapt to the environment, and internalize their culture.




a. Explain how perspective reflects personal beliefs, experiences, and attitudes.

● Native Americans ● How did settlers beliefs effect their interactions with the Native Americans?

b. Illustrate/ demonstrate how human beings tend to repeat behaviors that feel good or have pleasant consequences and avoid behaviors that feel bad or have unpleasant consequences.


● Friendship ●Make a list of behaviors that make you want to be someone’s friend and a list that make you not want to be someone’s friend. ●Good choice bad choice ●Desired Classroom behaviors vs. Negative Classroom behaviors


c. Describe how people adopt and learn about culture.

● Native Americans ● How did Native American children learn how to live in their culture? How do we learn how to live in our culture?

Standard 5: Understand current social issues to determine how the individual formulates opinions and responds to issues.




a. Identify current social issues and formulates a personal position.

● Current events ● Debate a current issue.

b. Compare the social and historical context of specific issues.

● Taught in 5th

grade.

c. Describe how global issues affect the United States.

● Current Events

d. Recognize how historical events impact personal development and belief systems.

●Taught in 5th

grade.

Standard 6: Understand how to evaluate social research and information. Grade Level Benchmark



a. Apply appropriate research procedures and skills to investigate an issue.

● Native American research project

b. Identify primary and secondary sources.

● Students will use sources such as diaries, newspapers, nonfiction, encyclopedias to get information.

c. Evaluate the power of utilizing various resources including the Internet.

● Covered in 5th grade







a. Explain that choices usually involve tradeoffs: people can give up buying or doing one thing in order to buy or do something else.

● Taught in 5th

grade.

b. Summarize the wide disparities between the “haves” and “have-nots” of the world in terms of economic well being.

● Wants and needs • Basic Needs:

Food Water Shelter

● Make a list of basic needs ●Discuss what would happen if basic needs are not meet.

c. Identify the goods and services that the local school and community provide and the people who provide them.

• Goods (products) • Services (actions) • Careers • Consumers/produc

ers

• T-chart showing goods/services

• Draw an example of a career demonstrating goods/services

Standard 2: Understand the functions of economic institutions. Grade Level Benchmark



a. Identify the economic roles of various institutions, including households, businesses, and government.

● Taught in 5th

grade.

b. Identify the various ways money is exchanged in the economy.

● Taught in 5th

grade.

c. Describe and explain the role of money, banking, and savings in everyday life.

● Taught in 5th grade.






a. Explain the purpose of taxes

● Tax ● Citizen

● Make a list of community places in Muscatine. ●Circle the things that are paid for by taxes.

b. Understand the concept of capitalism.

● Taught in 5th

grade.

c. Identify goods and services provided by the government.

• Goods (products)

• Services (actions)

• Careers • Consumers/

producers

● Make a list of goods and services provide by government…i.e. police, fire, teacher, road crews

Standard 4: Understand factors that create patterns of interdependence in the world economy.




a. Understand how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

• Goods • Services • Consumer • Producers • Money

● Make a list of services provide by government…i.e. police, fire, teacher, road crews

b. Explain and illustrate how values and beliefs influence various economic decisions.

● Taught in 5th

grade

c. Explain the concept of interstate commerce

● Taught in 4th and 5th grade

d. Describe the concept of resource wealth and resource scarcity.

●Natural Resources

●Discuss how Sioux tribe had to move to follow the buffalo in order to survive.

Standard 5: Understand that advancing technologies impact the global economy.




a. Describe changes in local, regional and

● Taught in 5th grade


world economies that have resulted from the use of new technology. b. Describe how personal decisions regarding the economy can affect people’s lives locally, nationally and internationally.


c. Describe the issues associated with global climate change and Iowa’s role in both the problems and the solutions.


Standard 6: Understand that all economies throughout the world rely upon universal concepts.




a. Understand the concepts of supply and demand


b. Compare and contrast needs and wants in various types of economies


c. Identify local goods and services that are part of the global economy.

●Goods ●Services

● Discuss how local products are distributed to world ●Watermelons, Hon furniture, Monsanto GPC


Social Studies Third Grade GEOGRAPHY





a. Identify and describe the detailed elements of a map

●Bodies of water ●Map elements (cardinal, border, directions, compass rose, key /legend, symbols

● Students will use these skills within various map activities

b. Use atlases, databases, grid systems, charts, graphs, and/or maps to gather information about the local community, Iowa, the United States, and the world.

● Globe ● Map ● Equator

●Students will use a map to locate Muscatine, Iowa ●Student will write their global address

c. Construct maps, showing the location of major land masses, bodies of water, and/or mountain regions.

●Landforms (mountains, hills plateau, plain, valley, peninsula, island) ●Bodies of water- ocean, lake, river

●Students construct a landform book





a. Describe ways in which people interact with the physical environment, including use of land, locations of communities, methods of construction, and design of shelters.

● Pueblo ●Long house ●Teepee (tipi) ●Adobe ● Wigwam

●Students will compare/contrast homes made by Native Americans ●Discuss how homes were made using the natural resources available

b. Compare political, economic, and social differences among regions.



c. Use selected criteria to identify geographic regions on maps

●Northeast ●Midwest ●Southwest

● Identify the regions where the tribes lived on a blank map of North America

d. Explain how the local physical environment has affected the way people live in the community.

●Mountain communities ●River Communities ●Ocean Communities ●Desert Communities

●In groups, each group reports out ideas for recreation, employment, housing, climate, foods, clothing

Standard 3: Understand how human factors and the distribution of resources affect the development society and the movement of populations.




a. Give examples of how the location of an area has affected the culture of the people.

●Mountain communities ●River Communities ●Ocean Communities ●Desert Communities

● In groups, each group reports out ideas for recreation, employment, housing, climate, culture for community project

b. Identify examples of physical and cultural barriers to population movement and migration.


c. Locate specific human features such as cities, capitals, and roads on a map of North America.

●Cities ●Capitals ●Highway ●Interstate

●During community project, students will locate their chosen community on a U.S. map

d. Examine the interaction of human beings and their physical environment such as their use of land, building of cities, and their impact on ecosystems.

●Adapt ●Man-made characteristics ●Natural physical characteristics

●T-chart of man-made vs. natural characteristics

Standard 4: Understand how physical processes and human actions modify the environment and how the environment affects humans.




a. Describe the social and economic

●Natural disasters (flood, tornado,

●Current events (TFK, Scholastic


effects of environmental changes as well as crises arising from phenomena such as floods, storms and droughts.

drought, hurricane, tsunami, volcanic eruptions

News)

b. Give examples of human alterations of the physical environment that have produced positive and negative consequences.


c. Analyze how changes in the weather affect people

●Global warming ●Current events (TFK, Scholastic News)


Social Studies Third Grade HISTORY

Standard1: Understand historical patterns, periods of time, and the relationships among these elements.




a. Compare and contrast various civilizations within a time period.

●Northeast ●Plains ●Southwest

●Compare and contrast three tribes.

b. Explain the idea of cause and effect of events and actions within a period.


c. Describe the historical development of a region.

●Development ● What did Muscatine look like at the time of Native Americans? ●How is it the same/how is it different?

Standard 2: Understand how and why people create, maintain, or change systems of power, authority, and governance.




a. Analyze how structures of power affect various groups in different ways.


b. Examine why governments change, how they change and the role individuals play in bringing about change.


c. Compare and contrast the development of various governmental systems.

●City council ●Mayor ●City hall ●Aldermen ●Election

●Introduce the local government and compare to Native American Government

Standard 3: Understand the role of culture and cultural diffusion on the development and maintenance of societies.





a. Describe and analyze the influence of culture on the interactions of various groups over time.

● Treaty ● Traditions ● Customs

●What changes did the Native Americans make in order to co-exist with the settlers?

b. Analyze the methods by which a society transmits culture across time.

●Story telling ●Music ●Dance ●Food

● Share various Native American Art forms and literature.

c. Assess the effect of culture on the decisions of a society, group, or individual.

●Taught in 5th grade

Standard 4: Understand the role of individuals and groups within a society as promoters of change or the status quo.




a. Identify and evaluate the contributions of leaders in various eras and locations.

●Historical figures (i.e. Ben Franklin, John Adams, Thomas Jefferson

● Many Lives of Benjamin Franklin (Aliki)

● Make a time line of Be Franklin’s life

b. Identify significant individuals who have impacted history in a positive or negative way and analyze how their contributions impacted the world.

●B. Franklin inventions

●Discuss the impact of Franklin’s ideas/inventions on today’s world

Standard 5: Understand the effect of economic needs and wants on individual and group decisions.




a. Examine the ways various societies meet their economic needs and wants.

● Natural Resources ● How did the Native Americans provide for their basic needs.

b. Analyze the role of economic factors in conflicts and in decisions to use military force.



c. Explain the ways economic factors influence the movement of people.


d. Describe the movement of economic goods and the trade networks that connect suppliers and consumers.


Standard 6: Understand the effects of geographic factors on historical events.




a. Identify the impact of geographic systems (physical and human) on historical events.


b. Trace the major land and water routes of explorers throughout the world.


c. Identify the role that geography has played during historical events.


d. Explain how and why a region was settled and developed and compare this early development to the region today

●Communities ●Native Americans

●Explain how Native Americans or communities decided to settle in various areas. ●What were the natural resources available to the settlers?

Standard 7: Understand the role of innovation on the development and interaction of societies.




a. Identify major technological advancements and evaluates their impact on social, political, and



historical events b. Analyze why some technologies have been adopted while others have not.






a. Identify important events and movements that changed life in various regions of the world in the past.


b. Determine the validity and accuracy of primary sources and secondary sources and evaluates them for bias.

● Primary sources ●Secondary sources bias

● Show examples of Primary sources and secondary sources. ●Discuss whether they have accurate information, facts and opinions.

c. Use historical events to explain and understand contemporary issues.

● Prejudices ● How are the prejudices the Native American faces similar to today’s prejudices?



POLITICAL SCIENCE/CIVIC LITERACY Standard 1: Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.




a. Identify examples of citizens’ rights and responsibilities.

● Rights ● Responsibilities ● Citizen

● Discuss the rights and responsibilities of a Muscatine Citizen. ●Write a paragraph describing what you can do to be a good citizen.

b. Examine social contexts and identifies appropriate and effective civic action.


c. Define and provide examples of civic virtues.

● Character education ●Character Counts ● Community improvement

d. Participate in civic life in ways appropriate for young people at local, state, national and global levels.


Standard 2: Understand how the government established by the Constitution embodies the enduring values and principles of democracy and republicanism.




a. Describe the origins and explore the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law

● Mayor ● Local government ● City Hall ● City Administrator

● Read aloud Out and About at City Hall by Nancy Attebury ● Students may take a field trip to City Hall.


at local, state, national and global levels. b. Know the role the U.S. Constitution plays in governance of the United States and stay informed about how it impacts day-to-day life.

● Bill of Rights ● Justice ● Fairness ●Authority /Leadership ● Privacy ● Responsibilities and Rights of Others.

c. Obligations of citizenship for young people at a local, state, national and global level.

● Local Volunteer ● Patriotism

● Classroom discussions concerning taking care of public property such as classroom, bus, graffiti

d. Are informed about and explore life in a democracy compared with life under other forms of government.


Standard 3: Understand the purpose and function of each of the three branches of government established by the U.S. Constitution.




a. Identify basic principles and responsibilities associated with each branch of government and explores how citizens become involved in each.


b. Explore historical and contemporary examples of how the branches of government have checked each other and the impact of those examples.


Standard 4: Understand the differences among local, state, and national government.





a. Describe various kinds and levels of elections.

● Election ● Candidate ● Vote

● During election years, students will read about candidates, and participate in a mock election.

b. Analyze the major roles of government at the local, state, national and international levels.

● Local ● Mayor ● City Council ● City Hall

● Discuss city government and how the decisions made affect Muscatine.

Standard 5: Understand the role of the United States in current world affairs.




a. Analyze how U.S. economic aid affects other nations’ views of the United States and actions of its government.


b. Compare the value of acting individually (as a nation) vs. acting collectively (groups of nations) to solve problems.


c. Recognize that international factors such as exchange rates and child labor affect relations between and among nations.


d. Compare realities of life in the United States with perceptions held by people from other countries.

● Taught in 5th

grade


Social Studies Fourth Grade

BEHAVIORAL SCIENCES Standard 1: Understand the changing nature of society





● Era ● Culture ● Behaviors ●Personality ● Individuals ● Social change Shared Reading Venn Diagram

● Students will compare/ contrast behaviors from various cultures.

● Students will list or write a paragraph comparing the behaviors of two different cultures.


● Character (pillars) ● Citizenship ● Social responsibilities ● Adapt

● Discuss and list basic poor manners. ● In pairs make picture puzzles of unacceptable behaviors.

● Students will recognize the differences between right and wrong behavior.


● Technology ● Society ● Communication ● Mechanism ● Industrialize ● Mass production

● Class discussion on how new technologies have changed local industries.

● Students will recognize changes in industry that have improved production.

d. Describe how change affects people’s perceptions and interactions.

● Taught in 5th grade.

Standard 2: Understand the influences on individual and group behavior and group decision making




a. Describe, compare and contrast various types of societies and cultural groups.

●Conflict ●Migration ●Society ●Culture ●Hispanic Compare/

Contrast Chart Venn Diagram

●Students will work in cooperative groups to research various cultures in Iowa.

●Make a whole class grid chart comparing the various aspects of each culture.

b. Explain how and why the expression of differing points of view can lead to compromise.

●Differ ●Compromise ●Conflicts ●Resolution

●Students will participate in a whole class discussion.

●Students will be able to discuss how to resolve conflict and respect different opinions.


c. Demonstrate that one person’s exercise of freedom may conflict with the freedom of others.

●Taught in 3rd and 5th grade.


●Resolve / resolution ●Impact ●Conflict ●Citizenship Shared Reading

●Students will create a classroom set of rules.

●Students will be able to discuss how to resolve conflict and respect different opinions.

e. Summarize how individuals impact groups and groups impact individuals.


Standard 3: Understand how personality and socialization impact the individual





●Taught in 3rd grade.

b. Understand that language, stories, folktales, music and artistic creations are expressions of culture

●Generations ●Expression ●Folk tale ●American folklore ●Tall tales ●Moral


●Students will include a subtopic of art, music, and literature in their culture research project.




●Beliefs ●Peer pressure ●Heritage ●Culture








●Accomplishments ●Ethnic cultures/Hispanic ●Opinions




b. Illustrate/ demonstrate how human beings tend to repeat behaviors that feel good or have pleasant consequences and avoid behaviors that feel bad or have unpleasant consequences.

●Motivation ●Capabilities ●Contributions ●Consequences

●Students will participate in classroom rule making and consequences.

●Students will understand the concept that every action has a consequence.


●Adaptation ●Immigrant ●Migrant



Standard 5: Understand current social issues to determine how the individual formulates opinions and responds to issues.





●Social problems ●Beliefs ●Evidence ●Patterns Fact / Opinion

●Reading material on current events. ●Time for Kids

●Use current event materials to read and relate to personal experiences.




●Global ●World citizens ●Interrelationships ●Environmental impact

●Reading material on current events. ●Time for Kids

●Describe the global issues that affect us.



Standard 6: Understand how to evaluate social research and information. Grade Level Benchmark




●Electronic ●Accurate ●Fact / fiction ●Critical (important)

●Students will compare/contrast Muscatine’s past and present using various resources.

●Students will create an artifact to be included in their Iowa state project.

b. Identify primary and secondary

●Electronic mail ●Interactive video

●Students will make a T-chart listing

●Identify the differences


sources.

●Network ●Authentic sources ●Primary sources ●Secondary sources ●Internet

examples of primary and secondary sources.

between the two different types of sources.


●Global society ●Technology

●Class discussion on differences in the types of sources used for research.

●Students will use three different sources for Iowa research. EX: Internet, encyclopedias, nonfiction books and interviews.



ECONOMICS

Standard 1: Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.







●Limited resources ●Opportunity cost ●Resources ●Suffering ●Ghetto ●Relief Venn Diagram

●Students will participate in a guided reading activity on migrant workers.

●Students will understand the differences between the land owner and farm worker.


●Capital resources ●Public goods and resources ●Human resources ●Natural resources

●Students will write a business letter to local industries requesting information about their products.

●Students will be able to name the products produced locally.





●Economy ●Value

●Students will participate in a classroom discussion about the Muscatine community and how business and individuals affect each other.

●Students will understand how their parents’ jobs affect their daily lives.

b. Identify the various ways in which money is exchanged in the economy.


c. Describe and explain the role of money, banking, and



savings in everyday life. Standard 3: Understand how governments throughout the world influence economic behavior.




a. Explain the purpose of taxes.

●Income taxes ●Taxes

●Students will participate in a classroom discussion about taxes.

●Students will understand the purpose of taxes.




●Product ●Government owned

●Students will research goods and services provided by the Iowa government.

●Students will be able to list the goods and services provided by the Iowa government within their state project.






●Consumers ●Demand ●Economic growth ●Interdependence ●Trade

●Students will participate in a shared reading activity on the goods and services provided by states of the Midwest region and discuss how they interact.

●Students will be able to identify the goods and services provided by the various Midwest states and how they interact.



c. Explain the concept of interstate commerce


d. Describe the concept of resource, wealth and resource scarcity.

●Scarcity

●Students will participate in a classroom discussion on environmental impacts on the state and local economies.

●Students will understand the impacts of how flooding and over-usage of natural resources affects our economy.


Standard 5: Understand that advancing technologies impact the global economy




a. Describe changes in local, regional and world economies that have resulted from the use of new technology.


b. Describe how personal decisions regarding the economy can affect people’s lives locally, nationally and internationally.


c. Describe the issues associated with global climate change and Iowa’s role in both the problems and the solutions.

●Global warming ●Specialized work Guided reading

●Students will participate in a guided reading lesson.

●Students will be able to identify Iowa’s role in contributing to the creation of alternative fuels.

Standard 6: Understand that all economies throughout the world rely upon universal concepts.




a. Understand the concepts of supply and demand.


b. Compare and contrast need and wants in various types of economies.



●Goods ●Services

●Students will write a business letter to local industries requesting information about their products.

●Students will be able to name the products produced locally.


Social Studies Fourth Grade GEOGRAPHY





a. Identify and describe the detailed elements of a map.

●Geographic characteristics ●Landforms ●Map (types and parts of) ●Longitude ●Latitude ●Hemispheres Hands on map identification activity

●Students will create a map of the world illustrating lines of latitude and longitude, hemispheres and continents.

●Students will be able to identify a given location on a map.

b. Use atlases, grid systems, charts, graphs, and/or maps to gather information about the local community, Iowa and the Midwest Region.

●Types of graphs (bar, circle, line) ●Atlas ●Grids Hands on map scavenger hunt activity

●Students will complete a scavenger hunt using an atlas, chart, graph and/or map.

●Students will be able to identify or locate specific points of interest when given atlases, charts, maps and graphs.


●Bodies of water ●Physical features ●Landforms Hands on island creation

●Students will create an original design of an island and other major land and water forms.

●Students will be able to name and label land masses and bodies of water.






●Transportation (river/rail) ●Natural Resources ●Migration ●Population distribution ●Interact Shared reading KWL

●(Mississippi River) ● (Clams)

●Students will produce an Iowa state project.




c. Use selected criteria to identify geographic regions on maps.

●Taught in 3rd & 5th grade.


●Environment ●Environmental concerns/issues ●Population growth ●Transportation network

●(Mississippi River) ●(Clams) ●(Corn) ●(Hogs)







●Migrant ●Natural Resources ●Immigration ●Technology Sequencing

●Discussion about migrant farming.

●Create a timeline of migrant immigration in Iowa.


●Settlement ●Transportation ●Immigration ●Hispanic Culture Read aloud

●Discussion about migrant farming.

●Students will be able to discuss key concepts of migrant farming with accuracy.

c. Locate specific human features such as cities, capitals, and roads on a map of the Midwest Region.

●Highways and interstates ●Capital ●City ●Border ●Compass rose ●Legend/key

●Students will complete a scavenger hunt using an atlas, chart, graph and/or map.


d. Examine the interaction of human beings and their physical environment such as their use of land, building of cities, and their impact on ecosystems

●Ecosystem ●Human - made ●Monuments ●Dams ●Piers ●Farm fields Guest Speaker

●Guest Speaker from fish hatchery and or Pearl Button Museum.

●Students will write a thank you note to the guest speaker(s) including one thing they learned.






a. Describe the social and economic effects of environmental changes as well as crises arising from phenomena such as floods, storms and droughts.

●Droughts ●Floods ●Difference between cyclone, tornado, hurricane, typhoon, etc. ●Epidemic Read aloud

●Students will write a creative story of a natural disaster.

●Students will correctly use terms relating to the natural disaster in their stories.

b. Give examples of human alterations of the physical environment that have produced positive and negative consequences.

●Pollution ●Environmental Impact ●Sources of Electricity ●Natural Resources Graphic Organizer (web)

●Class discussion ●Students will be able to properly name ways humans have altered the physical environment.

c. Analyze how changes in the weather affect people.

●Natural environment ●Unpredictable KWL

●Students will write a creative story of a natural disaster.

●Students will include affects of weather changes in their stories.


Social Studies Fourth Grade HISTORY

Standard 1: Understand historical patterns, periods of time, and the relationships among these elements.







●Cause/effect ●Century ●Period ●Generation Think aloud Read aloud Drawing

conclusions

●Students will participate in a classroom discussion using a T-Chart.

●Students will be able to accurately draw conclusions about the effects of industry on Muscatine’s history.


●Colony ●Native societies ●Settlement ●Settler ●Immigration ●Migrant ●Migration Paired reading

●Students will read for information about the history of Muscatine from early settlers to the present.

●Students will be able to accurately identify the key individuals in Muscatine’s history through 1900.







b. Examine why governments change, how they change and the role individuals play in bringing about change.



●Judicial ●Legislative ●Executive ●Republican ●Democrat Venn Diagram

●Students will be able to compare and contrast Iowa state and Muscatine local governments.

●Create a poster of how each government was developed.







●Social similarities ●Culture ●Hispanic ●Adversity (immigrants face) Cooperative

groups


●Students will present to the class a project of choice on the culture they have researched.


●Society ●Transmit ●Immigrant ●Migrant ●Culture

●Students will work in cooperative groups to research various cultures in Iowa

●Students will present to the class a project of choice on the culture they have researched.








●Contributions ●Era ●Pearl Button Industry ●Settler ●Gristmill ●Ambassador ●Calliope (calliaphone)

●Students will use various forms of media to research an important person from Iowa.

●Students will write a biography for their Iowa state project.


●Impacted ●Herbert Hoover, John Boepple, Benjamin Nye, Laura Musser, Grant Wood, Norman Baker, Alexander Clark

●Students will use various forms of media to research an important person from Iowa.

●Students will write a biography for their Iowa state project.






a. Examine the ways in which various societies meet their economic needs and wants.





●Labor ●Taxation ●Tariff ●Immigration ●Migration Shared reading

of Amelia’s Road Venn Diagram

●Students will participate in classroom discussion on Amelia’s Road.

●Students will use inferencing to compare Amelia’s Road to the migration in Muscatine.

d. Describe the movement of economic goods and the trade networks that connect suppliers and consumers.


Standard 6: Understand the effects of geographic factors on historical events.





●Mussels ● “Clam rush” ●Boomtown ●Prairies ●Mississippi River

●Students will analyze the reasoning for the movement of people into the Midwest Region.

●Students will understand how land and water impact the movement of people into the Midwest region.





d. Explain how and why a region was settled and developed and

●Region ●Migration ●Settlement ●Midwest

●Students will analyze the reasoning for the movement of people

●Students will understand how land and water impact the


compare this early development to the region today.

Venn Diagram

into the Midwest Region.

movement of people into the Midwest Region.





a. Identify major technological advancements and evaluates their impact on social, political, and historical events.

●Internet ●Intranet ●Assembly line ● (Methods of farming) ●Mass production

●Students will participate in a field trip to a local industry. EX: Hon, John Deere, Heinz, CDS, Button companies

●Students will be able to correctly evaluate how mass production affected historical events.

b. Analyze why some technologies have been adopted while others have not.







●Technology ●Midwest ●Exploration ● “Button Rush” Read for main ideas

●Students will read social studies text for main idea, supporting details and interpreting new information in context.

●Students will be able to pass the written assessment from text book with 80% or higher.


●Bias ●Validity ●Accurate/ inaccuracies ●Secondary and Primary Sources

●Students will use primary and secondary sources for their Iowa state projects.

●Students will create an Iowa State Project.


●Historical ●Contemporary ●Migrant Venn Diagram

●Students will compare/contrast Muscatine’s past with Muscatine’s present using various sources.

●Students will create an artifact to be included in their Iowa State Project.



POLITICAL SCIENCE/CIVIC LITERACY

Standard 1: Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.





●Patriotism ●Respect ●Citizenship ●Rights ●Responsibilities ●Freedoms ●Liberties

●Students will participate in a classroom discussion and create a classroom Bill of Rights.

●Students will understand their rights and responsibilities as a classroom citizen.

b. Examine social contexts and identifies appropriate and effective civic action



●Civic virtues ●Citizenship ●Responsibilities

●Students will participate in a classroom discussion and create a classroom Bill of Rights.

●Students will understand their rights and responsibilities as a classroom citizen.







a. Describe the origins and explore the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law

●Liberty ●Justice ●Symbol ●Freedoms ●Rights ●Democracy Shared Reading

●Shared reading of Social Studies text over the branches of government, U.S. Constitution and the Bill of Rights.

●Students will create a mini-book listing aspects of each branch of government and the definition of a democracy.


at local, state, national and global levels. b. Know the role the U.S. Constitution plays in governance of the United States and stay informed about how it impacts day-to-day life.

●U.S. Constitution ●Amendments

●Students will listen to and participate in a read aloud and shared reading on the U.S. Constitution and the Bill of Rights.

●Students will understand how our countries freedoms affect them personally

c. Know the basic purposes of government in the United States and demonstrate the rights and obligations of citizenship for young people at a local, state, national and global level.

●Authority ●Maintain order ●Privacy ●Civil rights ●Obligations ●Character education Forming

classroom rules

●Students will participate in character education, forming class rules and being involved in classroom and school voting activity.

●Students will understand their rights and responsibilities as a citizen.








●Legislative ●Executive ●Judicial ●Citizen ●Civic duty / participation

●Students will read independently from the Social Studies text.

●Students will create a mini-book listing aspects of each branch of government and the definition of a democracy.









●Local ●State ●Federal

●Students will hold a mock election and participate in classroom voting.

●Students will be able to identify ways to vote.


●Community improvement Shared reading

●Shared reading from text and various Iowa resources.

●Students will compare Iowa and Federal branches of government.

Standard 5: Understand the role of the United States in current world affairs.





●Economic aid ●Disaster relief Partner reading Shared reading

●Students will participate in whole group and partner reading of current events.

●Through current events, students will and discuss the role the United States plays in world events.



c. Recognize that international factors such as exchange rates and child labor affect relations between and among nations.

●Child labor laws

●Students will participate in whole group and partner reading of current events while focusing on child labor laws in the U.S. and in Mexico for migrant workers.

●Students will understand the differences in child labor laws.




Social Studies Fifth Grade

BEHAVIORAL SCIENCE

Standard 1: Understand the changing nature of society. Grade Level Benchmark

Key Concepts Information Expectations


●Taught in 3rd and 4th grade




• Computer Age • Inventions

●What changes computers have made on society

●Identify changes computers/inventions have impacted society

d. Describe how change affects people’s perceptions and interactions.

• Revolution • Civil War • Colonial

●War changes people’s lives – economically, emotionally, socially, mentally, physically

●Describe how war affects people’s perception and interactions

Standard 2: Understand the influences on individuals and group behavior and group decision making.



a. Describe, compare, and contrast various types of society and cultural groups.

●Colonial ●Forming own government and freedom from Britain (church vs. state)

●Create a comparisons chart describe, comparing, and contrasting society from Britain vs. New World

b. Explain how and why the expressions of differing points of view can lead to compromise.

●Missouri Compromise ●Kansas Nebraska Act ●Civil War

●Working together to come to common ground to avoid war

●Identify various compromises created before the Civil War that helped maintain peace for many years

c. Demonstration that one person’s exercise of freedom may conflict with the freedom of others.

●Thomas Paine ●Revolution

●Common Sense ●Describe the affects Common Sense (both positive and negative) had on others


●Constitution ●Consequences ●Discuss the need for rules locally and nationally


e. Summarize how individuals impact groups and groups impact individuals.

●Loyalists ●Quakers ●Rebels

●People wanting war vs. those who wanted peace

●Identify how various groups of people impacted each other during the Revolutionary War

Standard 3: Understand how personality and socialization impact the individual. Grade Level Benchmark



●Taught in 3rd grade

b. Understand that language, stories, folktales, music and artistic creations are expressions of culture.



●Revolutionary War leaders

Suggestions ●George Washington ●Benedict Arnold ●General Greene ●Adams ●Franklin

●Identify the different personalities of various Revolutionary War leaders








b. Illustrate/demonstrate how human beings tend to repeat behaviors that feel good or have pleasant consequences and avoid behaviors that feel bad or have unpleasant consequences.

●Motivation ●Capabilities ●Contributions ●Consequences

●Students will participate in classroom rule making and consequences.





Standard 5: Understand current social issues to determine how the individual formulates opinions and responds to issue.




●Current Events ●Reading material on current events ●Time for Kids

●Using current event material, read and relate to personal opinion


●Civil War ●Northern states vs. Southern states

●Identify the difference in the North and the South that led to war


●Current Events ●Reading material on current events

●Identify global issues that affect us


●Events leading to the Civil War

●Northern Industries impacting Southern lives

●Identify the differences of the North and the South development and how they effected each other

Standard 6: Understand how to evaluate social research and Information. Grade Level Benchmark



●Research paper ●Internet ●Resource Materials

●Create a research paper using multiple resources

b. Identify primary and secondary sources.

●Research paper ●Reading materials ●Identify the differences between two sources


●Research paper ●Internet ●Reading materials

●Be able to use all materials to create a research paper


Social Studies Fifth Grade ECONOMICS

Standard 1: Understand the role of scarcity and economic tradeoffs and how economic conditions impact people’s lives.




●Advances in business ●Exchanges of goods

●Industrial movement and/or westward movement

(trade network)

●Identify a trade-off and how it was important to society









b. Identify the various ways in which money is exchanged in the economy.

●Business ●Exchange of money in the economy

●Discuss the importance of money and economy

c. Describe and explain the role of money, banking, and savings in everyday life.

●Math/business ●Money ●Banking ●Savings

●Activity that connects math and business/savings





a. Explain the purpose of taxes.



●Capitalism ●JA

●How capitalism effects economy

●Know the meaning of capitalism







●Taught in 3rd and 4th


●JA ●Values/beliefs ●Economic decisions

●JA Activity

c. Explain the concept of interstate commerce.

●Interstate Commerce ●JA

●Interstate Commerce

●Identify meaning and connect to the business world

d. Describe the concept of resource wealth and resource scarcity.


Standard 5: Understand that advancing technologies impact the global economy. Grade Level Benchmark


a. Describe changes in local, regional and world economies that have resulted from the use of new technology.

●Industrial Expansion ●Autos, rockets (NASA), computers

●Identify changes and advancement in use of technology

b. Describe how personal decisions regarding the economy can affect people’s lives locally, nationally and internationally.

●JA ●Expansion of business affects many people

●Activity: JA creating a business expansion

c. Describe the issues associated with global



climate change and Iowa’s role in both the problems and the solutions. Standard 6: Understand that all economies throughout the world rely upon universal concepts.



a. Understand the concepts of supply and demand.

●JA ●Connect needs and wants to supply and demands

●Activity with needs/ wants and supply/ demand

b. Compare and contrast needs and wants in various types of economies.

●JA ●Building on needs and wants with supply and demand

●Compare/contrast needs and wants in different countries around the world




Social Studies Fifth Grade GEOGRAPHY

Standard 1: Understand the use of geographic tools to locate and analyze Information about people, places, and environments.



a. Identify and describe the detailed elements of a map.


b. Use atlases, databases, grid systems, charts, graphs, and/or maps to gather Information about the local community, Iowa, the United States, and the world.

●States ●Capitals

●Identify the states and capitals of states within each region

●Using maps, locate and identify cities, states, countries, continents









●Civil War (North and South)

●What differences in economy/industry led to Civil War

●State the differences between Northern/Southern states economy and industry

c. Use selected criteria to identify geographic regions on maps.











●Western Movement ●Rocky Mountains/pioneer ●North America/pioneers

●Locate the physical and cultural barriers on a map

c. Locate specific human features such as cities, capitals, and roads on a map of North America.

●States and Capitals ●Know different regions of U.S. cities and capitals

●Recall the states and capitals of the U.S. regions

d. Examine the interaction of human beings and their physical environment such as their use of land, building of cities, and their impact on ecosystems.





a. Describe the social and economic effects of environmental changes as well as crises arising from phenomena such as floods, storms and droughts.

●Current Events ●Current Reading Text

●Floods in Muscatine ●Big storms ●Time for Kids

●Using various reading material, discuss the effects of environmental changes

b. Give examples of human alterations of the physical environment that have produced positive and negative

●Golden Age of Industry

●Rockets ●Naval Weapons ●Autos

●Identify the positives of negatives of various inventions within the Age of Industry


consequences. c. Analyze how changes in the weather affect people.



Social Studies Fifth Grade HISTORY

Standard 1: Understand historical patterns, periods of time, and the relationships among these elements.




●Colonial ●Revolution

●Changes in civilization from early 1600 to late 1700

●Understand the changes that occurred within that 100 years


●Nation begins ●Westward Movement ●Industrial Expansion

●Division from Britain ●Expansion of country due to movement ●Invents and industry (canals, R.R.)

●Explain cause and effect for each time period using various charts or activities


●Development of the U.S.

●13 original colonies ●Expansion of Midwest ●Development of Western

●Create a timeline of development





●Branches of Government

●Three branches keep a balance of power

●Discuss how each branch affects other branches

b. Examine why governments change, how they change and the role individuals play in bringing about change

●Branches of Government ●Elections – 4 year term

●Creation of Branches of Government ●Elections and changes in government figures

●Explain how and why there is the need for individual change in our government


●Revolution ●King vs. President ●Determine the pros and cons by comparing and contrasting different government systems










●Colonial ●Colonists new culture and society

●Identify the decisions colonists made in order to create a new society ●Define the effects





●Revolution ●Industrial Movement ●Civil War

●Revolutionary War heroes ●Famous inventors (Eli Whitney, Thomas Edison, etc.) ●Civil War heroes (Harriet Tubman)

●Identify and evaluate contributions of leaders through read alouds, projects, and/or research paper


●Revolution ●Industrial Movement ●Civil War

●Revolutionary War heroes (Franklin) ●Famous Inventors ●Civil War heroes

●Through research project and/or other activities identify evaluation a famous historical individual’s contribution to the world




a. Examine the ways in which various societies meet their economic needs and wants.



●War – Revolution/Civil War

●Protesting taxation during Revolution leads to military force by Britain ●Economic factors leads to war (including slavery)

●Analyze how these factors lead to war for both major wars


●Westward Movement

●Moving for a better life due to better living conditions

●Identify why people moved west to search of a better life

d. Describe the movement of economic goods and

●Westward Expansion

●R.R. systems ●Canals ●Steamboats

●Describe how each contributed to the expansion of trade


the trade networks that connect suppliers and consumers. Standard 6: Understand the effects of geographic factors on historical events.




●1600 to today ●Changes in our geography systems as we grow as a nation

●Compare the impact of geography systems from 1600’s to today


●Western Expansion ●Lewis and Clark ●Trace the routes of Lewis and Clark in the U.S.


●Western Expansion ●Doubled the size of U.S. ●Louisiana Purchase

●Discussion how the Louisiana Purchase impacted the geographic size of the U.S.

d. Explain how and why a region was settled and developed and compare this early development to the region today.

●Western Expansion ●Louisiana Purchase

●Explorers sent out to explorer new territory (Louisiana Purchase) Discover water routes for trade

●Identify the impact of Louisiana Purchase and compare this to today (broke up into states vs. territory)




a. Identify major technological advancements and evaluates their impact on social, political, and historical events.

●Industrial Expansion ●Inventions that changed society ●Rockets

●Identify major advances in technology that changed society ●Create a project (build rockets, etc.)

b. Analyze why some technologies have been adopted while others have not.

●Computer Age ●Inventions ●Comparison of some technologies (inventions) ●Some worked, others failed








●Research ●Books – primary source ●Not writing first hand sometimes forms bias rather than accuracy

●Use of a primary source in research ●Comparison (primary vs. secondary)


●Growing Nation ●1600’s events to today

●Connect past events to present day


Social Studies Fifth Grade POLITICAL SCIENCE





●Constitution ●Bill of Rights

●Freedom of religion, speech, etc

●Activity identifying our rights and responsibilities according to Constitution

b. Examine social contexts and identifies appropriate and effective civic action.

●Voting ●Learn issues ●Learn about candidates ●Vote as final

●Mock election – local, national, classroom


●Voting ●Why it is important for everyone to vote

●Citizenship definition


●Voting ●Talk about local, state, national issues and candidates

●Newspapers, magazines (Time for Kids) and discuss current issues




a. Describe the origins and explore the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law at local, state, national and global levels.


●Executive, Legislative, and Judicial Branches ●Different jobs of each

●Requirements of each and length of term for each ●Carries out laws ●Write laws ●Settles differences

b. Know the role the U.S. Constitution plays in governance of the United States and stay informed about how it impacts day-to-day life.

●Constitution ●Amendments to constitution and the impacts on Americans’ lives

●Laws – What if no laws? ●Civil Rights – How lives of black people changed and improved.


c. Know the basic purposes of government in the United States and demonstrate the rights and obligations of citizenship for young people at a local, state, national and global level

●Voting ●Who can vote? ●Why should we vote? ●Possible consequences of not voting

●Women’s rights to vote (example - ask class to vote on issue with only boys voting)


●Revolution ●King vs. Freedom before Revolution ●Religious Freedom

●Debate positive and negative of each ●Positive and negative moving to America






●Executive, Legislative, and Judicial Branches ●How each branch can affect lives of Americans

●Voting for executive (Executive Branch) ●Vote for senators who vote/confirm Judicial (Judicial Branch) ●Vote for House of Representatives and Senators ●Learn issues (national and local) association with each



●Executive, Legislative, and Judicial Branches ●How each branch can affect lives of Americans

●Look back at times in history when braches in history when branches conflicted ●Example – Watergate or when President vetoed bills, etc. ●To see how those incidents might have changed history. Example – Clinton impeachment






●Voting ●Local, state, and national elections

●Electoral College vs. majority vote ●What are differences between local and national elections?



●How decisions made by each branch affect world around them

●Current events (newspapers and magazine to explore issues)

Standard 5: Understand the role of the United States in current world affairs. Grade Level Benchmark



●Current Events ●Gulf War ●Middle East ●Cuba

●Discover ways the U.S. helps other countries (foreign aid)


●Current Events ●Wars

North Korea China Britain

●U.N. (How does this entity help maintain peace?) ●Who are U.S. Allies in world and how do we work with them?


●Current Events

●U.S. leaders in the world ●Changes since Obama

●Technology: Look up foreign newspapers – read about their news reports on America. ●How is America covered abroad by our “friends” vs. our “enemies”


SOCIAL STUDIES SIXTH GRADE

BEHAVIORAL SCIENCE

Standard 1: Understand the changing nature of society. Society is dynamic. It evolves in response to changes in attitudes, perceptions, values, etc. Attempts to understand cultural factors within a changing society led to the development of sociology as a distinct field of study. Many attempts to understand and predict human behavior occurred prior to our modern day study of psychology. Including but not limited to:


Unit Essential Learnings

Content Topics GVC Unit Name

Benchmark A: Analyze the impact of economic, historical and political forces on society and social behavior.

●Fall of Roman Empire ●China/Japan beginning of trade with the West ●Confucius, Gandhi I & II, Caesar.

●Important influences on society and citizen’s behavior, including women.

Benchmark B: Describe how world cultures impact local cultures.

●Greek culture basis of Western civilization ●Rise of Christianity(Constantine) ●Trade exposure to the East.

●Global influences on the exchange of ideas with ancient civilizations.

Benchmark C: Explain how humans behave in various social events.

●Cultural traditions/celebrations/religious

●The norms and mores of a culture.

Benchmark D: Describe the impact of changing technology on society.

●Greek’s Scientific Method/Architecture/City engineering and planning ●Chinese innovations ●Bronze age and Mesopotamia

●Technologies role in civilization development. ●Technologies part in demise of civilizations.

Standard 2: Understand how personality and socialization impact the individual. Personality is an individual's broad, long-lasting pattern of behavior. This pattern is partially influenced by components of a person’s culture. Including but not limited to:




Benchmark A: Present examples of how internalizing culture begins at birth and is a complex lifelong process.

●Cultural impact on the development of personality.

●Religion and ethnicity Political, economic, and educational systems


Benchmark B: Describe major agents of socialization and the role each plays in development of self, social norms, values, and beliefs. (Agents of socialization include people or institutions that socialize or teach members of society the values, norms and social expectations.)

●Norms and mores which include: Greeks Romans Chinese Egyptians Mesopotamians

●Religion and ethnicity ●Political, economic and educational roles and expectations

Benchmark C: Compare different types of personalities

●Ghandi, Alexander the Great, and Confucius,

●Religious and political leaders

Benchmark D: Analyze various factors that contribute to the shaping of a person’s identity.

●Caste System in India and our social classes of today

●Social Classes in society

Standard 3: Understand the influences on individual and group behavior and group decision making. Components of culture such as religion, media and language impact and help shape individuals, group behavior and decisions regarding society. Including but not limited to:




Benchmark A: Describe how individuals impact groups and groups impact individuals.


Benchmark B: Describe, compare and contrast various types of societies and cultural groups.

●Comparing the Caste System of India with our social classes of today

●Cultural investigations of ancient civilizations

Benchmark C: Examine the role of values and beliefs in establishing the norms of society.

●The affect of Christianity on the change in ancient Rome’s expansion. ●Confucius’ ideas and how they helped shape Chinese society.

●Political, religious and geographical influences


Standard 4: Understand the process of how humans develop, learn, adapt to the environment, and internalize their culture. Learning and adaptation are continuous throughout life. These processes are central to understanding human development. As humans develop, learn and adapt to their environment, they absorb cultural aspects. Including but not limited to:




Benchmark A: Explain how perspective reflects personal beliefs, experiences, and attitudes.

●Ancient Greece’s affect on the western law and government. ●Greece’s impact on the growth of Ancient Rome. ●Imperialism and its affect on China

●Cultural/political influences and their changes on society

Benchmark B: Describe how people adopt and learn about culture.

●Compare/contrast Confucius’ influence

on the culture with the Chinese.

●Family, government, education religious, and society ●Forced/unforced

Benchmark C: Analyze how socialization is initiated by and continued through agents of socialization (Agents of socialization include people or institutions that socialize or teach members of society the values, norms, and social expectations.)

●Investigate how immigrants infusion into society affects their own culture as well as their new culture.

●Assimilation, acculturation etc.

●Family, government, education religious, and society ●Forced/unforced

Standard 5: Understand current social issues to determine how the individual is able to formulate opinions and respond to those issues. Social issues are matters which directly or indirectly affect many or all members of a society and are viewed as problems. They tend to be controversial and are typically related to moral values. Each person, as a member of a community needs to understand the context in which a social problem develops and how it is experienced on an individual basis. Including but not limited to:




Benchmark A: Identify current social issues and formulate a personal position.



Benchmark B: Analyze the social and historical context of specific issues.


Benchmark C: Recognize the interplay between politics, economics, history and social issues on a national and an international level.


Benchmark D: Analyze the role of values and beliefs in the development of social issues.


Benchmark E: Understand that historical events can impact an individual’s personality development


Standard 6: Understand how to evaluate social research and information Social scientists study how people behave, interact and experience their social environment. They use specific research processes and tools to address research questions. Studies attempt to provide accurate information rather than to establish what is “right” or “wrong.” Including but not limited to:




Benchmark A: Use appropriate research procedures and skills to investigate an issue


Benchmark B: Evaluate the pros and cons of various research strategies

●Wikipedia: good or bad? ●Primary and secondary source verification. ●Checking publishing dates

●Compare valid and invalid resources

(internet and books, and research journals)

Benchmark C: Identify and utilize primary resources


Benchmark D: Evaluate internet sources for quality, reliability, and validity



Benchmark E: Identify and evaluate the ethical issues in conducting research with humans and animals



ECONOMICS

Standard 1: Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives. Scarcity and economic trade-offs are essential to all economic activity. They affect resources, spending, prices, income, and production decisions made by households, businesses, and countries in today’s global economy. Including but not limited to:




Benchmark A: Compare the wide disparities that exist across the globe in terms of economic assets and choices.

●Describe the major obstacles to economic development in many nations

●Linguistic, Tribal, Religion, Government, Education, Political Stability.

Benchmark B: Justify good judgment in making personal choices related to spending and saving.

Benchmark C: Predicts short-term and long-term financial consequences based on current choices.

●End of Roman Republic and beginning of Roman Empire ●East Asia’s trade with the West.

●Civilization’s economic growth and development.

Benchmark D: Identify and explain examples of ways goods and services are produced and distributed.

●Development of road system and trade routes ●The rivers ●Evolution of ship building

●Compare and contrast the evolution of the infrastructure for trade for the seven civilizations.

Benchmark E: Identify the differences between producers and consumers in a market economy.

●The Forum ●Development of producers and consumers.

●Economic Vocab. and definitions.

Standard 2: Understands the functions of economic institutions. Institutions evolve in economies to help individuals and groups accomplish their goals. Banks, labor unions, corporations, individual entrepreneurs, legal systems, and not-for-profit organizations are examples of important institutions. Understanding economic institutions and the purposes they serve will help students use institutions more effectively and help them evaluate change. Including but not limited to:





Benchmark A: Distinguish between for-profit corporations and not-for-profit organizations.

Benchmark B: Examine the impact labor unions have had on working conditions over time.

Benchmark C: Analyze the role of banks and other financial institutions in channeling funds from saver to borrowers and investors.

Standard 3: Understand how governments throughout the world influence economic behavior. Government policies influence the economy. Citizens evaluate the economic trade-offs of policies and how they affect the economy at the individual, local, state, national, and international levels. Including but not limited to:




Benchmark A: Distinguish between a free market and a market economy.

Benchmark B: Evaluate the use of taxes at the local, state and national levels.

Benchmark C: Analyze how government institutions regulate the economy.

Benchmark D: Propose alternatives or modifications to the way government currently collects revenue.

Standard 4: Understand factors that create patterns of interdependence in the world economy. The increasing importance of the global economy on America’s economy makes it essential for students to be well versed in the factors that influence global trade. These can include exports and imports, balance of trade, exchange rates, tariffs, other trade barriers, and free-trade agreements. Including but not limited to:





Benchmark A: Identify the geographic origins of the raw materials that go into everyday items.

Benchmark B: Evaluate the merits of common currencies across national borders.

Benchmark C: Evaluate existing barriers to trade that impact global markets.

Benchmark D: Explore how global economic actions affect regional, national, and global markets.

Standard 5: Understand the impact of advancing technologies on the global economy. Modern technologies are transforming the speed and scope of business in the world today. It is imperative that students understand and have the ability to use technology for success in the global economy. Including but not limited to:




Benchmark A: Analyze how technology evolved over time.

Benchmark B: Describe how personal decisions regarding the economy and natural resources can affect people’s lives locally, nationally and internationally.

Benchmark C: Describe the development of green technologies.

Standard 6: Understand how universal economic concepts present themselves in various types of economies throughout the world.


Understanding how economic concepts function within different economies is essential to understanding and participating in today’s global market. Economic concepts and systems develop to determine what goods and services will be produced, how they will be produced, for whom they will be produced, and at what price they will be sold. Including but not limited to:




Benchmark A: Analyze cost of living and wage data across geographic regions.

Benchmark B: Analyze the impact of printing more or less money on an economy.

Benchmark C: Evaluate how economic concepts are expressed in various regions of the world.

Standard 7: Understand the function of common financial instruments. Financial success in today’s world requires a competency with the tools that are used such as bank accounts, loans, mortgages, credit cards, insurance, stock markets, and tax forms. Including but not limited to:




Benchmark A: Evaluate various investment strategies.

Benchmark B: Understand the benefits of incentives to spend and incentives to save.

Benchmark C: Describe the characteristics of traditional command market, and mixed economies.



GEOGRAPHY

Standard 1/UEL: Understand the use of geographic tools to locate and analyze information about people, places, and environments. Some of the tools geographers use to make sense of the world include maps, globes, photographs, and geospatial technologies. These tools are essential to portraying, analyzing, evaluating and predicting human as well as physical patterns and processes on the Earth’s surface. These tools also play a critical role in helping people make sense of a complex world from a spatial perspective. Including but not limited to:




Benchmark A: Use a variety of print, geospatial technologies and other geographic tools to create and interpret information from charts, graphs, and maps.

●Compare current and ancient maps

●Geographic information and skills development. ●Exp. Topographic, landform, climate, political, and physical ●Population, ethnicity, religious, and other information that applies to the five themes of geography

Benchmark B: Demonstrate an understanding of longitude and latitude.

●Comparison of Maps to show how map layouts don’t affect latitude and longitude.

●Absolute and relative location, Hemispheres ●Atlas Study ●Google Earth

Benchmark C: Investigate how various landforms and geographic features determine different ecosystems and land usage.

●Landform and geographic features investigation: Rome Greece India Japan China Egypt Mesopotamia ●Rome built around the seven hills ●Impact of Mediterranean, Adriatic, and Aegean Sea on Roman and Greek development ●Mesopotamian beginning near water source ●The seclusion of the East from the rest of the world.


Benchmark D: Construct maps that demonstrate an understanding of location, direction, size and shape of local, regional or global areas.

●Map the expansion and demise of ancient civilizations.

●Global, national, state, city, city block

Benchmark E: Analyze areas of population density and scarcity to determine factors that influence where people live.

●Compare historic and current shifts

●Geographical and political influences

Standard 2: Understand how geographic and human characteristics create culture and define regions. The basic unit of geographic study is the region, an area that displays common characteristics. Regions may be defined by criteria such as language, culture, and other geographic characteristics. They provide a context for studying current events and for seeing the earth as an integrated system of regions. Including but not limited to:




Benchmark A: Examine how human and environmental interactions influence events in local, regional and global settings.

Benchmark B: Analyze how cultural beliefs and experiences define a region and influence perceptions of a region.

Benchmark C: Summarize how regions define both convenient and manageable units upon which to build knowledge of the world.

●Explain how broad/vague regions

●Define both physical and human regions.

●They provide a framework for classifying parts of the world

Benchmark D: Analyze how regions provide a context for studying current events and for seeing the earth as an

●Show how events around the world do have an effect on our student’s lives. ●Finding connections (small world

●Political propaganda ●CNN Student News (current events) ●Student genealogy ●Six degrees of Kevin Bacon.


integrated system of regions.

phenomenon)

Standard 3: Understand how human factors and the distribution of resources affect the development society and the movement of populations. Characteristics of places provide keys to identifying and interpreting interactions between people and their environment. Some characteristics include population distribution, economic resources and the movement among them. Including but not limited to:




Benchmark A: Analyze how natural resources impact where people choose to live.

●Rome ●Greece ●India ●Japan ●China ●Egypt ●Mesopotamia ●Birth of civilizations success and failures. ●The role of the Tigress and the Euphrates in Mesopotamia’s success

Benchmark B: Examine how economic resources impact where people choose to live and work.

Benchmark C: Identify economic resources including capital, power supplies, labor, information, air quality, water and land and analyzes the criteria that make them resources.

Benchmark D: Demonstrate how rivers contribute to the development of societies.

●Tiber River ●(Greek Rivers) ●Nile River ●Ganges River ●Yangzi River ●Haung River ●Transportation, trading, exchange of ideas.


●Local connections (Mississippi comparisons)

Standard 4: Understand how physical processes and human actions modify the environment and how the environment affects humans. It is essential to know that places may be distinguished by their physical and human characteristics. Physical processes create natural landscapes and environments. Examples of natural physical features include landforms, soils, water bodies, vegetation, animal life, seasons, weather and climate. Including but not limited to:




Benchmark A: Illustrate how the physical features of a location impact population density.

●Discover how human and environmental interactions influence events in local, regional and global settings.

●Rome ●Athens ●Cairo ●Mesopotamia ●Mumbai ●Beijing ●New Deli

Benchmark B: Compare the weather, climate, natural landscapes, and types of vegetation and animals between two diverse locations.

●Iowa Vs. (insert country here) ●Compare within a specific civilization: (Exp: Eastern Vs Western Roman Empire)


Benchmark C: Compare and contrasts the basic needs of people living in two or more diverse environments.

●Iowa Vs. (insert country here)

●Compare within a specific civilization: (Exp: Eastern Vs Western Roman

Empire)




HISTORY

Standard 1: Understand historical patterns, periods of time, and the relationships among these elements. Historians use periodization and pattern to describe the narrative of human experience. Students will be able to explain why historical periodization was created and describe the historical events that define a period. In exploring change over time, students will evaluate how a society or culture evolves. Including but not limited to:



Content Topics

GVC Unit Name

Benchmark A: Identify similarities within and among periods of time.

●Seven cultural comparisons at a set period of time (ex. 1000 years ago today?)

●Civilization comparisons: Government, Religious, city planning, education, family dichotomy.

Benchmark B: Compare and contrast various civilizations within a time period.

●Timeline development, where cultures appear in relation to one another. ●Education then and now

●Civilization comparisons: Government, Religious, city planning, education, family dichotomy.

Benchmark C: Use cause and effect; evaluate why a period begins and why a period ends.

●Pompeii eruption Cultural expansion due to military aggression ●Roman implosion due to overextension

●Influences by man and nature ●Political and natural disasters

Benchmark D: Explain how periods can be used to understand historical patterns.

Benchmark E: Describe and interpret the major events that occurred during a time period.

Standard 2: Understand how and why people create, maintain, or change systems of power, authority, and governance. Government, power and authority are fundamental to the successful advancement of societies and cultures. These systems begin with the family unit and expand through local, national and international organizations and institutions. Every group creates governing systems to meet the needs of society. Students will understand the process of political change and how the transfer of power may occur. Including but not limited to:





Benchmark A: Evaluate how structures of power affect various groups in different ways.

●Seven cultures and the religious and political structures

●Corrupt rulers, unreliable mercenaries, vast size of the empire, and invaders

Benchmark B: Define and analyze systems of justice throughout the world.

●Roman law: defendants face accusers ●Hammurabi’s Code ●Roman respect for defeated peoples established customs. ●Uniformed law ●Coliseums

●Ancient civilizations form of justice and punishment.

Benchmark C: Analyze why governments change, how they change and the roles individuals play in causing a change.

●Enigmatic leaders (Caesar, Gandhi, Hadrian, Hammurabi, Siddhartha) resources, and opinions

●Government and societal changes throughout the seven civilizations.

Benchmark D: Explore the development of major political systems in the world.

Standard 3: Understand the role of culture and cultural diffusion on the development and maintenance of societies. Culture plays a crucial role in the development of societies across time. Just as culture influences the interactions of various social groups, it also affects individual and institutional economic and political decisions. Culture provides the means for expressing individual or collective beliefs which can include religious practices, literature, music, and art. Therefore any assessment or evaluation of historical change must consider the influence of culture. In addition, examination of cultural diffusion can demonstrate the ways in which societies interact through adopting, adapting, modifying, or resisting cultural aspects of another society. This process of negotiating the “middle ground” between two or more societies has greatly influenced historical development. Including but not limited to:



Content Topics

GVC Unit Name

Benchmark A: Examine and evaluate the influence of culture on the interactions of various groups.

●Greeks infusion into Roman society ●How Trade, and the interaction amongst different cultures, influenced the evolution of different cultures.

●As applicable to the seven cultures


Benchmark B: Assess the effect of culture on a society group or individuals’ decisions and actions.

●Religion’s role in reshaping cultural norms and practices. (Constantine, Confucius, Socrates)


Benchmark C: Compare and contrast the culture of majority groups with the culture of minority groups.

●As applicable to the seven cultures ●Fluidity between different groups of the Caste System ●The plight of slaves in Egypt (very dispensable)

Benchmark D: Analyze the methods by which culture is spread from one society to another.

●How war, migration, trade, and exploration changed cultures


Standard 4: Understand the role of individuals and groups within a society as promoters of change or the status quo. History is often shaped by highly visible movements, large-scale processes, major events or tensions among various groups. However, the actions of a group or even one individual can change the course of history. Including but not limited to:



Content Topics

GVC Unit Name

Benchmark A: Analyze the actions of individuals and groups and the development of historical events.

Benchmark B: Identify significant individuals who have impacted history in a positive or negative way and analyze how their contributions impacted world events.

●Explain how the following characters played a role in changing history: Caesar Kahn Hannibal Cleopatra Confucius Buddha Homer

●Influential characters of ancient societies (good and bad)

Standard 5: Understand the effect of economic needs and wants on individual and group decisions. Economic needs and wants have influenced political, social, and cultural structures throughout time. As human societies have become more complex, the need or desire of individuals or groups to control economic resources has played an enormous role in the decisions and actions of various societies. Including but not limited to:



Content Topics

GVC Unit Name


Benchmark A: Evaluate the ability of various economic systems to meet the needs and wants of various groups in a given society over time.

●Isolationist cultures and “enlightened” cultures

●Differentiating between different economic systems in history

Benchmark B: Analyze the development of economic institutions.

Benchmark C: Analyze the role of economic factors in conflicts and in decisions to use military force.

●Divide and conquer ●Kahn, Hannibal, Caesar ●Japan’s imperialism ●Drought, natural disasters, greed

●Ancient civilizations and their different military conquests

Benchmark D: Compare the power of various groups within a given economic system.

●Caste system ●Religious establishments ●Social classes Grecian artisans and merchants (growth of the middle class)

●Composition of power within ancient cultures

Standard 6: Understand the effects of geographic factors on historical events. Throughout time, history and geography have been inter-twined. To fully understand one, there must be a solid foundation of knowledge regarding the other. Students need to be able to understand how geography has provided the context in which history has occurred over time, and therefore has impacted historical events. Including but not limited to:



Content Topics

GVC Unit Name

Benchmark A: Analyze the impact of geographic systems (physical and human) on historical events.

●Compare location of Rome in relation to sea with Mumbai’s (current event terrorist attack) ●Explore the Far East’s seclusion from the West and how trade and imperialism changed this. ●Mountain people of China

●Role of geography in history

Benchmark B: Identify and analyze the role geography

●The Spartans versus the Persians (movie 300 tie-in)

●Role of Geography in Historical Events


has played during historical events.

●The great sea battle between the Roman’s and the Carthaginians

Benchmark C: Predict the role of geography on current social, political, and historical events.

Standard 7: Understand the role of innovation on the development and interaction of societies. Innovations range from the development and application of new technologies to the establishment of new social, political or economic structures. These elements influenced the way societies developed and interacted throughout history. Including but not limited to:



Content Topics

GVC Unit Name

Benchmark A: Identify major technological advancements and evaluates their impact on social, political, and historical events.

●The role that specific inventions such as; fire, wheels, bronze, roads, arches, cement, gun powder, paper, fireworks, aqueducts and spices impacted ancient societies.

●Humans manipulating their environment and making their lives’ easier through technology.

Benchmark B: Analyze why some technologies have been adopted while others have not.

Benchmark C: Predict the impact of new technologies on contemporary societies.

Standard 8: Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues. Some of the historical thinking skills include consideration of multiple perspectives, analysis of historical narrative, and construction of historical hypotheses. By interpreting and analyzing the decisions of past societies, students gain the ability to evaluate current events, issues, and decisions. Including but not limited to:



Content Topics

GVC Unit Name

Benchmark A: Interpret, analyze, and evaluate historical issues.


Benchmark B: Determine the validity and accuracy of primary sources and secondary sources and evaluates them for bias.

●Identify what are valid and invalid resources (internet, books, and research journals) ●Compare the facts and details that are provided from various sources.

●How to use and identify proper resources

Benchmark C: Analyze cause and effect to explain why events occurred and the impact on future events.

●How wars lead to the dissipation of civilizations ●Natural disasters and their impact on geography and cultures

●Historic events and how they have impacted current history

Benchmark D: Analyze changes over time.

●The changes in education and politics for women in ancient cultures.

●The plight and advancement of women in ancient cultures.



POLITICAL SCIENCE /CIVIC LITERACY





Benchmark A: Establish a link between enumerated constitutional rights and civic responsibilities at local, state, national and global levels.

●Where/are there voting rights? ●Conscription? Voluntary? Etc. ●Rights: Women, various ethnicities ●Slaves and their role?

●Legal system ●Military service ●Land ownership ●Voting

Benchmark B: Grade 6-7-8 Establish a pathway for political action on an issue of personal importance.

●Progression of governments Child labor issues: compare with Iowa. Educational opportunities or lack thereof. Compare & contrast with U.S. Population control (exp. One child per-family) by government, and the penalties for “going over.”

●China and India

Standard 2: Understand how the government established by the Constitution embodies the principles of democracy... The opening statement of the United States Constitution, “We the people,” embodies the enduring values and principles of democracy on which our republic was established. This statement puts the citizen at the forefront of our government which honors individual rights and responsibilities, appropriate ways to exercise those rights and respect for others’ rights. Including but not limited to:




Benchmark A: Compare the purposes of the Declaration of Independence with the purposes of the Constitution and understand how civic actions exemplify ideas imbedded in



each document. Benchmark B: Grade 7-8 Analyze founding documents of other nations to determine the principles in those systems.

●Law of Twelve Tables ●Code of Hammurabi ●Compare our Constitution/laws with other ancient civilizations ●Birth of democracy with Roman and Greeks

●The role of laws in civilization development.

Benchmark C: Identify similarities and differences between the founding documents of other nations and the founding documents of the United States.


Standard 3: Understand the purposes and function of each of the three branches of government established by the U.S. Constitution. The three branches of government each have a defined function as provided by the Constitution. These functions are limited by a system of checks and balances. The relationship between these branches is dynamic, changing over time. Including but not limited to:




Benchmark A: Analyze past abuses of power when branches exceeded or did not meet their constitutional functions and how it impacted citizens.


Benchmark B: Develop and participate in a structure for school/classroom governance that maintains separation of powers and checks and balances.



Standard 4: Understand the similarities and differences among the complex levels of local, state, and national government. The American government is a complex institution, organized at the local, state and national levels. Each level of government has inherent, implied and expressed powers that are used to define their roles. However, the ultimate power resides with the people through Constitutional authority. Including but not limited to:




Benchmark A: Explore how citizens participate in each level of government as young people and as adults.


Benchmark B: Examine candidates’ promises and how they align with the office they seek.


Standard 5: Understand strategies for effective political action that impacts local, state and national governance. Within the federalist model of American government, effective political action needs to be targeted at the appropriate level of authority. Citizens should be aware of the jurisdiction of each level of government and how these levels function interdependently. Including but not limited to:




Benchmark A: Describe and critique strategies of groups who are seeking action on an issue.


Benchmark B: Develop and carry out an action plan for political action at the appropriate level.

Standard 6: Understand how laws are established at the local, state, and national levels. To protect the rights of individuals, the path from concept to policy or law is a necessarily complex process. Few proposed pieces of legislation actually end up as law. Many internal and external factors influence the fate of proposed legislation. In most cases, significant compromises are necessary in order for proposals to be approved and enacted. Including but not limited to:




Benchmark A: Identify a proposal and simulate the



process of moving it through the legislative process at each level. Benchmark B: Explore the various ways citizens stay informed and debate the influence of media and interest groups on proposed legislation.


Standard 7: Understand how various political systems throughout the world define the rights and responsibilities of the individual. Governments exist throughout the world to organize humans and human behavior. These governments view and treat members of society in various ways by protecting and/or restricting individual rights. The relationship between government and the individual is based on rights designated in statues or deemed inherent. Including but not limited to:




Benchmark A: Compare national and international human rights documents and evaluate how the differences have impacted relations between two nations.


Benchmark B: Examine how events and individuals from the past have influenced various nations’ contemporary views of human rights.


Standard 8: Understand the role of the United States in current world affairs. The United States’ role in world affairs is complex and impacted by historical, economic, political and social factors. Studying the interactions of the United States with other nations and international and nongovernmental organizations aids in understanding world affairs. Including but not limited to:




Benchmark A: Develop and express an informed opinion about America’s involvement in a global issue.



Benchmark B: Analyze how the United States’ role in world affairs has changed over time in various areas of the world.



SOCIAL STUDIES SEVENTH GRADE

BEHAVIORAL SCIENCE




Content Topics

GVC Unit Name


●Colonization allowed for mercantilism. ●Trade routes changed the economic condition of the society.

●Colonization ●Mercantilism ●Trade routes


●Cultural diffusion


●Churches, pew assignments, segregation of men, women and children.


●War changes people’s lives.






●Religious Culture Quakers Puritans ●Economic classes ●Slavery

Benchmark B: Describe major agents of socialization and the role each plays in development of self, social norms, values, and beliefs. (Agents of socialization include

●Colonial Schools ●Puritan Ethic/work ethic ●Skilled trades and apprenticeship


people or institutions that socialize or teach members of society the values, norms and social expectations.) Benchmark C: Compare different types of personalities

●Founding Fathers ●Rebels


●Education ●Economic class ●Religion




Content Topics

GVC Unit Name


●Religion ●Nationalism


●Native Americans and European explorers/colonists


●Religion - ●Nationalism – laws ●Family values

Standard 4: Understand the process of how humans develop, learn, adapt to the environment, and internalize their culture. Learning and adaptation are continuous throughout life. These processes are central to understanding human development. As humans develop, learn and adapt to their environment, they absorb cultural aspects. Including but not limited to:



Content Topics

GVC Unit Name


●Pilgrims and ●Mayflower Compact



●Immersion ●Colonists and ●Native Americans


●Church/religion ●Early Colonial ●Schools ●Family ●Skilled trades




Content Topics

GVC Unit Name


●Explorers and defenders of Native Americans: ●De la Casas ●Columbus ●Cortez ●Quakers

Benchmark B: Analyze the social and historical context of specific issues.

●Payment for land ●Human rights ●Slavery and trade


●Examine and analyze interactions among the explorers, colonists, and Native Americans



●Puritans ●Quakers ●Slavery ●Freedom and the desire for representative government

Benchmark E: Understand that historical events can impact an individual’s personality development.

●Slavery ●Old money/inheritance ●Great Awakening




Content Topics

GVC Unit Name

Benchmark A: Use appropriate research procedures and skills to investigate an issue.

●Use of Epsco

Benchmark B: Evaluate the pros and cons of various research strategies.

●Skim ●Scan ●Read deeply ●Note cards ●Outlines ●SQ3R

Benchmark C: Identify and utilize primary resources.

●Quotes from textbook

Benchmark D: Evaluate internet sources for quality, reliability, and validity.

●Find information in multiple resources

Benchmark E: Identify and evaluate the ethical issues in conducting research with humans and animals.



ECONOMICS

Standard 1: Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives. Scarcity and economic trade-offs are essential to all economic activity. They affect resources, spending, prices, income, and production decisions made by households, businesses, and countries in today’s global economy. Including but not limited to:





●Expansion shapes culture.

●Native American and European explorers/colonists

●Early Colonial Life



●Understand the economic needs and wants on individual and group decisions

●Exploration: obtain riches, land and spread religion


●Economic forces shape history.

●Mercantilism ●Trade

Benchmark E: Identify the differences between producers and consumers in a market economy.

●Mercantilism







●Joint stock companies ●Virginia Company of London ●Massachusetts Bay Company ●Virginia Company of Plymouth


●Apprentices/Child labor


●Joint stock companies ●Virginia Company of London ●Massachusetts Bay Company ●Virginia Company of Plymouth






●Mercantilism ●Smugglers

Early Colonial Life


●Tea Act ●Stamp Act


●Charters from the Crown and Parliament ●Joint Stock Companies


●Taxation without representation ●Representative government


Standard 4: Understand factors that create patterns of interdependence in the world economy. The increasing importance of the global economy on America’s economy makes it essential for students to be well versed in the factors that influence global trade. These can include exports and imports, balance of trade, exchange rates, tariffs, other trade barriers, and free-trade agreements. Including but not limited to:





●Exploration


●Fur trade: Native Americans, French, English and Dutch


●Mercantilism ●Declaratory Act ●Navigation Act







●Agriculture/Farming methods ●Ship building


●Pilgrims ●Puritans ●Colonists in search of land



●Native American culture

Standard 6: Understand how universal economic concepts present themselves in various types of economies throughout the world. Understanding how economic concepts function within different economies is essential to understanding and participating in today’s global market. Economic concepts and systems develop to determine what goods and services will be produced, how they will be produced, for whom they will be produced, and at what price they will be sold. Including but not limited to:





●Skilled trades and apprentices ●New England/Middle/ Southern Colonies


●Second Continental Congress


●Monetary system ●Barter system ●Free enterprise






●Joint Stock Companies ●Virginia Company of London ●Massachusetts Bay Company ●Virginia Company of Plymouth


●Imperialism ●Exploration ●Land ownership ●Patron System ●Indentured Servants



GEOGRAPHY

Standard 1: Understand the use of geographic tools to locate and analyze information about people, places, and environments. Some of the tools geographers use to make sense of the world include maps, globes, photographs, and geospatial technologies. These tools are essential to portraying, analyzing, evaluating and predicting human as well as physical patterns and processes on the Earth’s surface. These tools also play a critical role in helping people make sense of a complex world from a spatial perspective. Including but not limited to:





●Geography Terms notebook. ●Geographers use many different types of maps with a variety of features.

●GVC unit ●Maps ●Globes ●Textbook ●Computers/ Technology ●Google Earth


●Locate coordinates on a map.

●Longitude and Latitude lines help pinpoint absolute location of cities and geographic features. ●They show distance in degrees.


●Identify physical features on a diagram.

●Latitude influences climate and land usage. Physical geography involves all the natural features on the earth. ●Landforms and geographic features at different latitudes and elevations effect environment and land use.


●Understanding a variety of types of maps.

●Accuracy of size, location, and details.


Benchmark E: Analyze areas of population density and scarcity to determine factors that influence where people live.

●Interpret a population map. ●Figure out population density.

●Location determines population due to environmental factors.

Standard 2: Understand how geographic and human characteristics create culture and define regions. The basic unit of geographic study is the region, an area that displays common characteristics. Regions may be defined by criteria such as language, culture, and other geographic characteristics. They provide a context for studying current events and for seeing the earth as an integrated system of regions. Including but not limited to:





●Town building and fur trapping. ●Humans adapt to their environment.


●Puritan work ethic. ●Midwest living.


●Regions have unifying characteristics such as climate, land, population or history. ●Regions are used to make comparisons.

Benchmark D: Analyze how regions provide a context for studying current events and for seeing the earth as an integrated system of regions.

●Haiti ●Natural disasters can create knowledge of regions. ●Current events can connect regions of the world.







●Early settlers live next to water. ●Population density maps. ●The natural resources of a place influence where people live.


●Jobs pull people in and disasters, wars, and government push people out. ●The use of natural resources contributes to economic resources.


●The fur trade influenced the early explorers. ●The New England, Middle and Southern colonies possessed economic resources unique to their region. ●The natural resources found in an area and the ways in which people use them influences a community.


●Muscatine, Iowa ●St. Louis, Mo. ●New York City, NY. ●Civilizations have developed near or along rivers. ●Rivers are used for travel and trade.







●Harbors, climate, seasons, vegetation, animals, soil, and travel. ●Population will settle in favorable geographic conditions.


●Cities in diverse locations TBD. ●Environment affects humans in clothing, jobs, vegetation, and housing.

Benchmark C: Compare and contrast the basic needs of people living in two or more diverse environments.

●Shelter, food, warmth, job, and water. ●People tend to seek locations where they can meet their basic needs most easily.



HISTORY

Standard 1: Understand historical patterns, periods of time, and the relationships among these elements. Students describe the historical events that define a period in history. In exploring change over time, students explore and evaluate how a society or culture evolves. Including but not limited to:





●Migration ●Exploration ●Expansion ●Colonization

●English, French, Dutch, Portuguese, and Spanish explore and colonize the Americas.

Benchmark B: Compare and contrast various civilizations/ cultures within a time period.

●Clash of civilizations/ cultures

●Clash exists between European and Native populations. ●Clash between nations ●Clash between religious groups


●Exploration into colonization of the Americas

●Revolution ●Renaissance ●Magna Carta


●Exploration and colonization of the Americas

●Expansion/ colonization


●Exploration and colonization, expanding European powers, decline of native populations

●Columbus, Cartier, Cabot, Cortez, Pizarro ●Defeat of Native populations

Standard 2: Understand how and why people create, maintain, or change systems of power, authority, and governance. Government, power and authority are fundamental to the advancement of societies and cultures. These systems begin with the family unit and expand through local, national and international organizations and institutions. Most groups create governing systems to meet the needs of society. Students understand the process of political change and how transfer of power occurs. Including but not limited to:






●European colonization and its impact on Native populations

●Columbus, Cartier and other explorers. ●Jamestown and Roanoke ●Early religious leaders: Roger Williams and William Penn


● Democracy, monarchies and theocracies

●Catholicism and ●Protestantism ●Religious persecution ●Monarchy to Democracy


●Pre-Revolutionary America and roots of representative government. ●Monarchy to democracy

●Continental Congress ●English Parliament ●Magna Carta ●Mayflower Compact ●Kings and Queens ●Fundamental Orders of Connecticut


●Democracy and monarchies

●Magna Carta ●Continental ●Congress Monarchy to Democracy

Standard 3: Understand the role of culture and cultural diffusion on the development and maintenance of societies. Culture plays a crucial role in the development of societies across time. Just as culture influences the interactions of various social groups, it also affects individual and institutional economic and political decisions. Culture provides the means for expressing individual or collective beliefs, which can include religious practices, literature, music, and art. Therefore any assessment or evaluation of historical change must consider the influence of culture. In addition, examination of cultural diffusion can demonstrate the ways in which societies interact through adopting, adapting, modifying, or resisting cultural aspects of another society. This process of negotiating the “middle ground” between two or more societies has greatly influenced historical development. Including but not limited to:




Benchmark A: Understand the role of individuals and groups within a society as promoters of change or the status quo.

●Philosophy ●Monarchs ●People bring their culture with them to new places.

●John Locke ●Ben Franklin ●Puritans ●Pilgrims and ●Mayflower Compact


Benchmark B: Understand the effect of economic needs and wants on individual and group decisions.

●Europeans search for new trade routes. ● The creation of trade, towns for the good of European nations.

●Mercantilism ●Exploration ●Taxation without representation. ●Native Americans culture

Benchmark C: Understand the effects of geographic factors on historical events.

●Southern colonies thrive on economies of warm weather crops. ●Search for the Northwest Passage

●Plantations ●Slavery ●Explorers and expansion

Benchmark D: Understand the role of innovation on the development and interaction of societies.

●The development of weapons. ●The development of small and large farming. ●The best ships claimed the seas.

●Ship building ●Steel ●Agricultural innovations

Benchmark E: Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.





Benchmark A: Understand the effect of economic needs and wants on individual and group decisions.

●Explorers took risks to obtain wealth and fame. ●Joint stock companies had investors who wanted to profit from colonization. ●Mercantilism transferred wealth from the colonies to England.

●Columbus and Queen Isabella ●Richard Hakluyt ●Virginia Company of Plymouth

Benchmark B: Understand the effects of geographic factors on historical events.

●The search for the Northwest Passage

●Cartier, Cabot, Hudson


Benchmark C: Understand the role of innovation on the development and interaction of societies.

Benchmark D: Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.





Benchmark A: Evaluate the ability of various economic systems to meet the needs and wants of various groups in a given society over time.

●Mercantilism ●Native Americans and Europeans had economics systems that worked collaboratively and clashed.

●Imports, Exports Fur trade

Benchmark B: Analyze the development of economic institutions.

●Slavery influenced the economics of the southern colonies. ●Colonization brought wealth to European nations

●France, England, Holland,

Benchmark C: Analyze and evaluate the role of economic factors in conflicts and in decisions to use military force.

●The French and Indian War was a result of the conflict between England, France and the Native Americans over fur trade.

●Native American alliances: Iroquois, Algonquin, Pontiac,


●Colonial social ranks resulted in colonial power structure. ●Elected representatives were at odds with royal appointments, governors.

●Those with voting power were white men who owned land. ●Zenger Trial






Benchmark A: Identify the impact of geographic systems (physical and human) on historical events.

●Explorers searched in vain for the ●Northwest Passage. ●The Appalachian Mountains created a barrier between colonies and back country.

●Cabot, Cartier, Hudson ●Settlers and small farmers wanted to expand into the Ohio River Valley.

Benchmark B: Identify and analyze the role geography has played during historical events.

●Explorers searched in vain for the Northwest Passage.

●North American was claimed by European nations.


●Geography includes climate which impacts current events.

●The New England colonies were cold and had rocky soil. ●The Middle colonies had good soil and a temperate climate. ●The Southern colonies had a warm climate suitable for raising cotton and tobacco.

Standard 7: Understand the role of innovation on the development and interaction of societies Innovations range from the development and application of new technologies to the establishment of new social, political or economic structures. These elements influenced the way societies developed and interacted throughout history. Including but not limited to:




Benchmark A: Identify major technological advancements and evaluate their impact on social, political, and historical events.

●New laws and new ways of thinking influenced the colonies.

●John Locke ●Treaty of Tordesillas ●Navigation Act




●The needs of people and societies drive innovation.

●Dissemination of information with technology. ●Improved farming methods ●Alternative energies






●Rivalry between European nations led to war, exploration and colonization.

●Exploration to find a route to Asia resulted in colonization of North America by European nations. ●The English defeated the Spain Armada resulting in England commanding the seas.


●Identify the source of the information. ●Understand the biases of the times. Look for hidden agendas.


●Historical events are linked together.

●Roanoke ●Jamestown


●Historical patterns can be found to repeat themselves.

●Money and resources influences nations.



POLITICAL SCIENCE /CIVIC LITERACY

Standard 1: Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action. Civic action is the responsibility of all. This responsibility permeates citizens at every age with appropriate levels of responsibility placed upon them. From childhood through adulthood, this responsibility is a realized choice based on experiences with other citizens which shape personal beliefs. Including but not limited to:




Benchmark A: Establish a link between enumerated constitutional rights and civic responsibilities at local, state, national and global levels.

●In a democratic society people have rights and responsibilities.

●Voting, following and constructing laws, and serving on juries.

Benchmark B: Grade 6-7-8 Establish a pathway for political action on an issue of personal importance.

●Individuals can engage in the political system.

●Letter writing. ●Debate and discussion.

Standard 2: Understand how the government established by the Constitution embodies the principles of democracy… The opening statement of the United States Constitution, “We the people,” embodies the enduring values and principles of democracy on which our republic was established. This statement puts the citizen at the forefront of our government which honors individual rights and responsibilities, appropriate ways to exercise those rights and respect for others’ rights. Including but not limited to:




Benchmark A: Compare the purposes of the Declaration of Independence with the purposes of the Constitution and understand how civic actions exemplify ideas imbedded in each document.

●The Declaration of Independence severed relations with England and the Constitution created self government.

●Declaration of Independence ●Constitution

Standard 3: Understand the purposes and function of each of the three branches of government established by the U.S. Constitution.


The three branches of government each have a defined function as provided by the Constitution. These functions are limited by a system of checks and balances. The relationship between these branches is dynamic, changing over time. Including but not limited to:




Benchmark A: Analyze past abuses of power when branches exceeded or did not meet their constitutional functions and how it impacted citizens.

●Taxation without representation. ●Quartering Act ●Tea Act ●Townsend Act ●Stamp Act

Benchmark B: Develop and participate in a structure for school/classroom governance that maintains separation of powers and checks and balances.


Standard 4: Understand the similarities and differences among the complex levels of local, state, and national government. The American government is a complex institution, organized at the local, state and national levels. Each level of government has inherent, implied and expressed powers that are used to define their roles. However, the ultimate power resides with the people through Constitutional authority. Including but not limited to:




Benchmark A: Explore how citizens participate in each level of government as young people and as adults.

●Participation is a right and a responsibility.

●Current events local, state, and national.

Benchmark B: Examine candidates’ promises and how they align with the office they seek.

Standard 5: Understand strategies for effective political action that impacts local, state and national governance. Within the federalist model of American government, effective political action needs to be targeted at the appropriate level of authority. Citizens should be aware of the jurisdiction of each level of government and how these levels function interdependently. Including but not limited to:





Benchmark A: Describe and critique strategies of groups who are seeking action on an issue.

●Political action can take violent and non-violent approaches.

●Common Sense ●Tar and Feather

Benchmark B: Develop and carry out an action plan for political action at the appropriate level.

●Individuals can take political action.

●Write letter to governmental official. ●Student council

Standard 6: Understand how laws are established at the local, state, and national levels. To protect the rights of individuals, the path from concept to policy or law is a necessarily complex process. Few proposed pieces of legislation actually end up as law. Many internal and external factors influence the fate of proposed legislation. In most cases, significant compromises are necessary in order for proposals to be approved and enacted. Including but not limited to:




Benchmark A: Identify a proposal and simulate the process of moving it through the legislative process at each level.


Benchmark B: Explore the various ways citizens stay informed and debate the influence of media and interest groups on proposed legislation.

●People have always communicated through various means.

●Common Sense ●Committees of correspondence

Standard 7: Understand how various political systems throughout the world define the rights and responsibilities of the individual. Governments exist throughout the world to organize humans and human behavior. These governments view and treat members of society in various ways by protecting and/or restricting individual rights. The relationship between government and the individual is based on rights designated in statues or deemed inherent. Including but not limited to:




Benchmark A: Compare national and international human rights documents and evaluate how the differences have impacted relations

●People around the world have written documents that uphold human rights.

●United Nations ●Geneva Convention ●U.S. Bill of Rights


between two nations. Benchmark B: Examine how events and individuals from the past have influenced various nations’ contemporary views of human rights.

●History influences today.

●People and events of the past influence contemporary views of human rights. ●Zenger Trial ●Martin Luther King Jr. ●Gandhi

Standard 8: Understand the role of the United States in current world affairs. The United States’ role in world affairs is complex and impacted by historical, economic, political and social factors. Studying the interactions of the United States with other nations and international and nongovernmental organizations aids in understanding world affairs. Including but not limited to:




Benchmark A: Develop and express an informed opinion about America’s involvement in a global issue.

●Through research students can form opinions.

●Current World Affairs

Benchmark B: Analyze how the United States’ role in world affairs has changed over time in various areas of the world.

●Current Events. ●Analyze current Middle East war.


SOCIAL STUDIES EIGHTH GRADE

BEHAVIORAL SCIENCE






●American ●Revolution ●Banking System-●Hamilton ●Political Parties ●Civil War


●British ●French ●Spanish ●African


●Slavery and hierarchy ●Slave owners


●Cotton gin ●Civil War weaponry ●Telegraph






●Slavery ●Roles for boys and girls ●Native American culture

Benchmark B: Describe major agents of

●Slavery ●Roles for boys and girls


socialization and the role each plays in development of self, social norms, values, and beliefs. (Agents of socialization include people or institutions that socialize or teach members of society the values, norms and social expectations.) Benchmark C: Compare different types of personalities

●Lincoln ●Jackson ●Washington ●Jefferson ●Adams


●Family Backgrounds






●Patriots/Loyalists ●Jackson and Native ●Americans ●Lincoln and slavery


●Patriots/Loyalists ●Native Americans ●Slaves


●Use of slaves ●Ideas of Native Americans ●Western Expansion


Standard 4: Standard 4: Understand the process of how humans develop, learn, adapt to the environment, and internalize their culture. Learning and adaptation are continuous throughout life. These processes are central to understanding human development. As humans develop, learn and adapt to their environment, they absorb cultural aspects. Including but not limited to:





●Patriots/Loyalists ●Slavery ●Western Expansion


●Slave culture ●Native American ●European immigrant


●Booker T. Washington ●Reconstruction Era






●Letter to Congressman ●Mock Congress

Benchmark B: Analyze the social

●Slavery and current race relations


and historical context of specific issues.

●Regional differences (north/south) ●Manifest Destiny



Benchmark E: Understand that historical events can impact an individual’s personality development





Benchmark A: Use appropriate research procedures and skills to investigate an issue.


Benchmark B: Evaluate the pros and cons of various research strategies


Benchmark C: Identify and utilize primary resources

● “Common Sense” ●Dec. of Independence ●Constitution ●Emancipation Proclamation ●Jackson’s Letter to Congress(removal of NAs)


Benchmark D: Evaluate internet sources for quality, reliability, and validity

●Research projects ●Info. Lit. Unit

Benchmark E: Identify and evaluate the ethical issues in conducting research with humans and animals.



ECONOMICS

Standard 1: Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives. Scarcity and economic trade-offs are essential to all economic activity. They affect resources, spending, prices, income and production decisions made by households, businesses, and countries in today’s global economy. Including but not limited to:





●Slavery/ Reservation system for Native Americans


●Panic of 1836-37 ●Pet Banks/Jackson Speculators


●Westward Movement


●Industrial Revolution ●Transportation Revolution ●American system: building up roads, canals and railroads tracks in 1830’s








●Knights of Labor 1869


●Pet Banks ●Independent Treasury ●Panic of 1836-37






●Colonialism


●Jacksonian Democracy ●1828 Tariff of Abominations ●Civil War/First National income tax imposed


●Jacksonian Era/ Est. of the National Bank ●James K. Polk/treasury chartered


●Articles of Confederation/ Whiskey Barrel Rebellion/ Tariffs/ Era of God Feelings/ Tariff of


Abominations Standard 4: Understand factors that create patterns of interdependence in the world economy. The increasing importance of the global economy on America’s economy makes it essential for students to be well versed in the factors that influence global trade. These can include exports and imports, balance of trade, exchange rates, tariffs, other trade barriers, and free-trade agreements. Including but not limited to:





●Fur trade in the North ●West ●South’s King Cotton



●Tariff Issue ●Northern Blockade of Southern coast in Civil War


●Sugar tariffleads to US Businessmen overthrowing Queen of Hawaii.






●Weaponry ●Impact of technology on human populations

●Cotton gin leads to expansion and establishment of widespread slavery in south. ●Sewing machine ●Mechanical reaper/ John Deere steel plow-aids moment to West. ●Goodyear rubber—


tents/raincoats and shoes in civil war. ●Canned food ●Telegraph ●Trains/steamboats/ steam power


●Sectionalism ●Removal of the 5 Southeastern tribes over gold and land ●Westward Movement /Donner party ●Plains Indian Wars/ ●Demise of Buffalo


Standard 6: Understand how universal economic concepts present themselves in various types of economies throughout the world. Understanding how economic concepts function within different economies is essential to understanding and participating in today’s global market. Economic concepts and systems develop to determine what goods and services will be produced, how they will be produced, for whom they will be produced, and at what price they will be sold. Including but not limited to:





●Sectionalism unit on economic divisions between North, south and West


●Rev. War and soldier salaries ●Different state currencies

●Confederate dollars


●Barter system among natives







●Pet State Banks vs. National Bank





GEOGRAPHY

Standard 1/UEL: Understand the use of geographic tools to locate and analyze information about people, places, and environments. Some of the tools geographers use to make sense of the world include maps, globes, photographs, and geospatial technologies. These tools are essential to portraying, analyzing, evaluating and predicting human as well as physical patterns and processes on the Earth’s surface. These tools also play a critical role in helping people make sense of a complex world from a spatial perspective. Including but not limited to:





●Land Ordinance 1785 ●Northwest Ordinance 1754/1763 N.American Maps ●Google Earth tours



●Fur trade, Ohio River Valley


●1754/1763 N. American Maps ●North/South Civil War Maps (Mason-Dixon Line)

Benchmark E: Analyze areas of population density and scarcity to determine factors that influence where

●Plantations ●North vs. South


people live. Standard 2: Understand how geographic and human characteristics create culture and define regions. The basic unit of geographic study is the region, an area that displays common characteristics. Regions may be defined by criteria such as language, culture, and other geographic characteristics. They provide a context for studying current events and for seeing the earth as an integrated system of regions. Including but not limited to:





●Slave trade


●North vs. South ideals, work force


Benchmark D: Analyze how regions provide a context for studying current events and for seeing the earth as an integrated system of regions.

●North and South ●Oklahoma Reservation







●Plantations


●Plantations



●Fur Trade








Benchmark C: Compare and contrasts the basic needs of people living in two or more diverse environments.



HISTORY

Standard 1: Understand historical patterns, periods of time, and the relationships among these elements. Historians use periodization and pattern to describe the narrative of human experience. Students will be able to explain why historical periodization was created and describe the historical events that define a period. In exploring change over time, students will evaluate how a society or culture evolves. Including but not limited to:





●Wars have unique causes and effects

●Revolutionary War ●Civil War

●Textbook ●GVC

Benchmark B: Compare and contrast various civilizations within a time period.

●Colonial people vs. Native Americans ●Each civilization has its own culture

●Jackson Era ●Textbook ●GVC


●Time changes ●Wars and Presidents

●Textbook ●GVC


●History repeats itself

●Wars and Presidents

●Textbook ●GVC


●Significant events influence different time periods

●Revolution and ●Civil War Era

●Textbook ●GVC

Standard 2: Understand how and why people create, maintain, or change systems of power, authority, and governance. Government, power and authority are fundamental to the successful advancement of societies and cultures. These systems begin with the family unit and expand through local, national and international organizations and institutions. Every group creates governing systems to meet the needs of society. Students will understand the process of political change and how the transfer of power may occur. Including but not limited to:






●Pre-Rev. America ●Parliament (no col. Rep) ●Slavery



●Revolutions have unique causes and effects.

●Revolution ●Sons of Liberty ●Thomas Paine ●Ben Franklin


●Post-Revolution ●Constitution ●Federalists/Democrats/Republicans ●Changes in pol. parties

Standard 3: Understand the role of culture and cultural diffusion on the development and maintenance of societies. Culture plays a crucial role in the development of societies across time. Just as culture influences the interactions of various social groups, it also affects individual and institutional economic and political decisions. Culture provides the means for expressing individual or collective beliefs which can include religious practices, literature, music, and art. Therefore any assessment or evaluation of historical change must consider the influence of culture. In addition, examination of cultural diffusion can demonstrate the ways in which societies interact through adopting, adapting, modifying, or resisting cultural aspects of another society. This process of negotiating the “middle ground” between two or more societies has greatly influenced historical development. Including but not limited to:




Bench Mark A: Examine and evaluate the influence of culture on the interactions of various groups.

●African culture ●European immigration

Bench Mark B: Assess the effect of culture on a society group or individuals’ decisions and

●African culture ●European immigration ●US Regional differences


actions. Bench Mark C: Compare and contrast the culture of majority groups with the culture of minority groups.

●Slavery ●European immigration

Bench Mark D: Analyze the methods by which culture is spread from one society to another.

●Slave music, literature, art, foods





Bench Mark A: Analyze the actions of individuals and groups and the development of historical events.

●Sons of Liberty ●Thomas Paine ●Harriet Tubman ●Alexander Clark Jackson

Bench Mark B: Identify significant individuals who have impacted history in a positive or negative way and analyze how their contributions impacted world events.

●Thomas Paine ●Harriet Tubman ●Alexander Clark Jackson





Benchmark A: Evaluate the ability of various economic systems to meet the

●Plantation system


needs and wants of various groups in a given society over time. Benchmark B: Analyze the development of economic institutions.

●Plantation system ●Banking

Benchmark C: Analyze the role of economic factors in conflicts and in decisions to use military force.

●Economic forces shape history

●Revolutionary War ●War of 1812 ●Civil war


●Plantation hierarchy ●Industrial ●Revolution (laborers vs. owners)





Benchmark A: Analyze the impact of geographic systems (physical and human) on historical events.

●Land ordinances

Benchmark B: Identify and analyze the role geography has played during historical events.

●Land forms impact on battle/war outcomes ●Western exploration and expansion



Standard 7: Understand the role of innovation on the development and interaction of societies. Innovations range from the development and application of new technologies to the establishment of new social, political or economic structures. These elements influenced the way societies developed and interacted throughout history. Including but not limited to:




Benchmark A: Identify major technological advancements and evaluates their impact on social, political, and historical events.

●Cotton Gin ●Weapons ●Communications



●Current issues/events






●Slavery ●Westward expansion/NA’s ●New identity of United States War/conflict


●Common Sense ●Declaration of Independence ●Constitution ●Monroe Doctrine ●Textbook ●Articles



●French and Indian War ●Revolutionary War ●War of 1812 ●Civil War ●Westward Expansion ●Development of Slavery


●Slavery/abolition of slavery/race ●Assimilation of Native Americans to containment

Grades 9-12 Social Studies Standards and Benchmarks 176

SOCIAL STUDIES 9th – 12th GRADE INTRODUCTION TO PSYCHOLOGY

BEHAVIORAL SCIENCES

Standard 1: Understand the historical development of the behavioral sciences and the changing nature of society.

Benchmark 5: Summarize and analyzes early attempts to understand human behavior.


Benchmark 1: Describe how individuals participate in groups and analyzes how individuals can be impacted by the group and vice versa. Benchmark 4: Understand the various theories of the development of the self and personality and the interplay between society and individual.

Standard 3: Understand the appropriate research procedures and skills of the behavioral scientist.

Benchmark 1: Align the best research method available to the research question or social issue under investigation. Benchmark 3: Understand and applies the ethical issues in conducting research with humans and animals.

Standard 4: Understand current social issues to determine how the individual formulates opinions and responds to those issues.

Benchmark 5: Analyze how historical events can impact an individual’s personality development.

Standard 5: Understand how social status, social groups, social change, and social institutions influence individual and group behaviors.

Benchmark 1: Describe how one’s social status impacts his/her relationships with others and how the bonds one creates influence his/her behaviors. Benchmark 2: Analyze the factors that can influence an individual’s life chances.

Standard 6: Understand the process of how humans develop, learn, adapt to their environment, and internalize their culture.

Benchmark 1: Analyze the stages of human development. Benchmark 2: Understand that we develop in physical, moral and intellectual areas in a sequential fashion and provides examples that illustrate this.

Standard 7: Understand how personality and agents of socialization impact the individual.

Benchmark 1: Articulate the nature/nurture debate with pros and cons of each position. Benchmark 3: Understand that socialization is initiated by and continued through agents of socialization. Benchmark 5: Analyze various factors that contribute to the shaping of a person’s identity.


SOCIAL STUDIES 9th – 12th GRADE INTRODUCTION TO SOCIOLOGY

BEHAVIORAL SCIENCES


Benchmark 2: Analyze how the growth of cities creates social problems. • Industrial Revolution as it relates to the creation of Sociology as a

separate field of study Benchmark 3: Analyze ideas about democracy and political rights and how these impacted the development of the study of society.

• Varying political and economic systems and the ways in which these systems influence human behavior (Capitalism, Communism, Socialism, Democracy)

Benchmark 4: Summarize as well as compares and contrasts the major frameworks or approaches used to study and understand people and society.

• 3 Sociological Perspectives: Functionalist, Conflict, Interactionist Benchmark 5: Summarize and analyzes early attempts to understand human behavior.

• Early Sociologists: Auguste Comte, Karl Marx, Herbert Spencer, Emile Durkheim, Max Weber


Benchmark 2: Describe, compare and contrast the various types of societies and cultural groups.

• Varying political and economic systems and the ways in which these systems influence human behavior (Capitalism, Communism, Socialism, Democracy)

Benchmark 3: Examine the role of values and beliefs in establishing the norms of a society.

• Components of Culture Benchmark 4: Understand the various theories of the development of the self and personality and the interplay between society and individual.

• Theories of Self and Personality Development (Herbert Mead, John Locke, Charles Cooley)


Benchmark 1: Align the best research method available to the research question or social issue under investigation.

• Research and Data Collection (Experimentation, Surveying, Observation) Benchmark 3: Understand and applies the ethical issues in conducting research with humans and animals.

• Research and Data Collection (Experimentation, Surveying, Observation)



Benchmark 2: Understand the social and historical context of specific social issues.

• Cultural Change: Gender Roles and Race Issues in the United States and Elsewhere

Benchmark 3: Illustrate the interplay between politics, economics, history and social issues on a national and international level.


Benchmark 4: Analyze the role of values and beliefs in the developments of social issues.


Benchmark 5: Analyze how historical events can impact an individual’s personality development.



Benchmark 3: Explore how every individual in society participates in groups and therefore society.

• Components of Culture Benchmark 4: Identify and analyzes the major features of social groups.

• Components of Culture Standard 6: Understand the process of how humans develop, learn, adapt to their environment, and internalize their culture.

Benchmark 3: Analyze the process of internalizing culture as is begins at birth and continues through a complex lifelong process.



Benchmark 1: Articulate the nature/nurture debate with pros and cons of each position.


Benchmark 2: Analyze the process of internalizing culture as it begins at birth and continues through a complex lifelong process.


Benchmark 3: Understand that socialization is initiated by and continued through agents of socialization.



Benchmark 4: Analyze major agents of socialization and the role each plays in development of self, social norms, values, and beliefs.


Benchmark 5: Analyze various factors that contribute to the shaping of a person’s identity.



SOCIAL STUDIES 9th – 12th GRADE CONTEMPORARY U.S. ISSUES

BEHAVIORAL SCIENCES


Benchmark 4: Summarize as well as compares and contrasts the major frameworks or approaches used to study and understand people and society.


Benchmark 1: Align the best research method available to the research question or social issue under investigation. Benchmark 2: Identify, utilizes and evaluates a variety of sources for quality, reliability and validity. Benchmark 4: Evaluate the pros and cons of various research strategies.


Benchmark 1: Identify current social issues as well as arguments from both sides and formulates a personal opinion or position regarding those issues.


SOCIAL STUDIES 9th – 12th GRADE

GEOGRAPHY


Benchmark 1: Select appropriate maps, map projections, and other graphic representations to analyze geographic problems. Benchmark 2: Construct a map of locales, regions, or the world that demonstrates an understanding of relative location, direction, sizes and shapes, and draws a map that shows major physical and human features. Benchmark 3: Analyze factors that influence people’s preferences about where to live.

Standard 2: Understand how physical and human characteristics create and define regions.

Benchmark 1: Analyze the concept of region, the process of regionalization and how and why people define regions. Benchmark 2: Analyze how cultural beliefs and experiences shape the character of a region and influence perceptions of places and regions. Benchmark 3: Analyze the ways in which places and regions reflect cultural change.

Standard 3: Understand how human factors and the distribution of resources affect the development of society and the movement of populations.

Benchmark 1: Analyze the physical and cultural impact of human migration. Benchmark 2: Analyze patterns of economic resource distribution and the arrangement of settlements. Benchmark 3: Develop maps to illustrate how population density varies in relation to resources such as water and types of land use. Benchmark 5: Analyze world population trends and patterns.

Standard 4: Understand how physical and human processes shape the Earth’s surface and major ecosystems.

Benchmark 1: Analyze the attributes of the importance of ecosystems in understanding the environment. Benchmark 2: Analyze how extreme physical conditions such as floods and droughts affect human settlements and animal populations in different regions.

Standard 5: Understand how human actions modify the environment and how the environment affects humans.

Benchmark 1: Explain how human settlements and structures become part of the Earth’s surface, and evaluates the positive and negative effects of such changes. Benchmark 2: Evaluate how competition for control of the Earth’s surface can have a positive and negative effect on the planet and its inhabitants.


Benchmark 3: Evaluate how different environments have forced humans to adapt to unique physical conditions.

Standard 6: Understand how culture affects the interaction of human populations through time and space.

Benchmark 1: Illustrate how technology and human mobility have changed various cultural landscapes. Benchmark 2: Understand how physical geography affects the routes, flows and destinations of migration. Benchmark 3: Identify the push-pull factors that resulted in the migration of human population over time and examines and evaluates the impact of changes in these factors.

Standard 7: Understand how cultural factors influence the design of human communities.

Benchmark 1: Develop and defend hypotheses about how the spatial distribution of a population may change in response to environmental changes. Benchmark 4: Describe some major environmental changes taking place. Benchmark 5: Analyze competition for and conflict over natural resources.



U.S. HISTORY (SINCE 1877)

BEHAVIORAL SCIENCES Standard 1: Understand the historical development of the behavioral sciences and the changing nature of society.

Benchmark 1: Understand the impact of economic, historic and political forces on society and social behavior.


Benchmark 2: Describe, compare and contrast the various types of societies and cultural groups.


Benchmark 2: Identify, utilizes and evaluates a variety of sources for quality, reliability and validity.


Benchmark 2: Understand the social and historical context of specific social issues.


Benchmark 6: Analyze and predicts how institutions shift and adapt to a changing society and global world.






Benchmark 1: Select appropriate maps, map projections, and other graphic representations to analyze geographic problems.


Benchmark 1: Analyze the concept of region, the process of regionalization and how and why people define regions.

Standard 3: Understand how human factors and the distribution of resources affect the


development of society and the movement of populations. Benchmark 1: Analyze the physical and cultural impact of human migration.


Benchmark 2: Analyze how extreme physical conditions such as floods and droughts affect human settlements and animal populations in different regions.


Benchmark 3: Evaluate how different environments have forced humans to adapt to unique physical conditions.


Benchmark 1: Illustrate how technology and human mobility have changed various cultural landscapes.


Benchmark 3: Use primary sources, historical records, and literature to describe and chart land-use changes over time.

HISTORY Standard 1: Understand historical patterns, periods of time, and the relationships among these elements.

Benchmark 2: Understand why historians create periodization. Benchmark 4: Identify and interpret the major events that occurred during a time period.


Benchmark 2: Explore how government has reacted to problems in the past, such as social, environmental, political and/or economic issues and how the government’s actions affected individuals. Benchmark 3: Evaluate how individuals influenced government actions in past events.


Benchmark 2: Compare and contrast the culture of the politically and economically dominant groups with the culture of minority groups. Benchmark 3: Analyze and evaluate the ways in which a society deals with the introduction or influence of another society’s culture.


Benchmark 1: Analyze the actions of individuals and groups in the development of historical events. Benchmark 2: Identify significant individuals who have affected historical development in positive or negative ways.



Benchmark 2: Assess and analyze the development of various economic systems. Benchmark 3: Analyze the role of economic factors in conflicts and in decisions to use military force. Benchmark 4: Explain the ways in which economic factors have influenced the movement of people.

Standard 6: Understand the effects of geographic factors on historical events. Benchmark 2: Identify and analyze the role geography has played during historical events.


Benchmark 1: Identify major technological advancements and evaluates their impact on social, political, and historical events. Benchmark 2: Analyze why some technologies have been adopted while others have not.


Benchmark 1: Interpret actions taken, analyze impact experienced, and evaluate decisions made in history in the context in which they occurred. Benchmark 2: Determine the validity and accuracy of primary sources and secondary sources and evaluate them for bias.



MODERN U.S. HISTORY


Benchmark 2: Understand why historians create periodization. Benchmark 4: Identify and interpret the major events that occurred during a time period.


Benchmark 2: Explore how government has reacted to problems in the past, such as social, environmental, political and/or economic issues and how the government’s actions affected individuals. Benchmark 3: Evaluate how individuals influenced government actions in past events.




Benchmark 2: Assess and analyze the development of various economic systems. Benchmark 3: Analyze the role of economic factors in conflicts and in decisions to use military force.


Benchmark 3: Evaluate the impact of new technologies on societies. Standard 8: Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

Benchmark 1: Interpret actions taken, analyze impact experienced, and evaluate decisions made in history in the context in which they occurred.



WORLD HISTORY


Benchmark 1: Identify similarities and differences within and among time periods that are used to create periodization.

• i.e., Units: Mediterranean Age, East vs. West, European Age, American Age


Benchmark 1: Explore change over time through the lens of evolving government services, such as the postal service and community infrastructure such as sewer systems, roads, water systems, schools, etc.

• i.e., Government of Persia, Roman Republic/Empire, Feudalism, Absolutism, Superpowers


Benchmark 1: Analyze the methods by which a society transmits culture across time.

• i.e., Culture of India, Hellenism, Islam, Renaissance & Reformation, Americanism


Benchmark 1: Analyze the actions of individuals and groups in the development of historical events.

• i.e., Alexander the Great, Mohammad, King Richard “Lionheart”, Galileo, Catherine the Great

Benchmark 2: Identify significant individuals who have affected historical development in positive or negative ways.

• i.e., Caesar, Christians, Samurai, Columbus, French Revolutionaries, Mao Standard 5: Understand the effect of economic needs and wants on individual and group decisions.

Benchmark 1: Analyze the ways various societies have met their economic needs and wants over time.

• i.e., Greek colonies, Islamic trade, Colonization, U.S. “frontier economics” Benchmark 2: Assess and analyze the development of various economic systems.

• i.e., Feudalism, Mercantilism, Colonization, Socialism/Communism, Capitalism

Benchmark 3: Analyze the role of economic factors in conflicts and in decisions to use military force.


• i.e., Peloponnesian War, Islamic Empire, Crusades, Conquistadors, U.S. interventionism

Benchmark 4: Explain the ways in which economic factors have influenced the movement of people.

• i.e., Greek expansion, Islamic empire, populating the Americas, Immigration

Standard 6: Understand the effects of geographic factors on historical events. Benchmark 1: Analyze the impact of geographic systems (physical and human) on historical events.

• i.e., Ancient river societies, Silk Road, North Atlantic current, trans-Pacific trade

Benchmark 3: Predict and analyze the role of geography on current social, political, and historical events.

• i.e., Roman control of Mediterranean, Byzantium, Northern European Plain, U.S. manifest destiny


Benchmark 3: Evaluate the impact of new technologies on societies. • i.e., Flood control in China, Roman roads, Crusade warfare, printing press,

industrialization Standard 8: Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

Benchmark 2: Determine the validity and accuracy of primary sources and secondary sources and evaluate them for bias.

• i.e., Hellenistic historians, Japanese poetry, Martin Luther, Columbian journals, our textbook

Benchmark 3: Predict how different decisions might have impacted the outcome of an event.

• i.e., Kublai Kahn’s conquests, 9/11 retaliation, Queen Isabella’s funding, American independence



UNITED STATES GOVERNMENT

BEHAVIORAL SCIENCES Standard 1: Understand the historical development of the behavioral sciences and the changing nature of society.

Benchmark 3: Analyze ideas about democracy and political rights and how these impacted the development of the study of society.


Benchmark 1: Describe how individuals participate in groups and analyzes how individuals can be impacted by the group and vice versa.


Benchmark 4: Evaluate the pros and cons of various research strategies. Standard 4: Understand current social issues to determine how the individual formulates opinions and responds to those issues.

Benchmark 1: Identify current social issues as well as arguments from both sides and formulates a personal opinion or position regarding those issues.


Benchmark 5: Identify major social institutions and evaluates their roles in society.






Benchmark 3: Analyze factors that influence people’s preferences about where to live.


Benchmark 3: Analyze the ways in which places and regions reflect cultural change.



Benchmark 5: Analyze world population trends and patterns. Standard 4: Understand how physical and human processes shape the Earth’s surface and major ecosystems.

Benchmark 2: Analyze how extreme physical conditions such as floods and droughts affect human settlements and animal populations in different regions.


Benchmark 2: Evaluate how competition for control of the Earth’s surface can have a positive and negative effect on the planet and its inhabitants.


Benchmark 3: Identify the push-pull factors that resulted in the migration of human population over time and examines and evaluates the impact of changes in these factors.


Benchmark 2: Analyze the impact of changing global patterns of trade and commerce on the local community, and predict the future impact of these patterns.

POLITICAL SCIENCE & CIVIC LITERACY Standard 1: Understand the rights of responsibilities of each citizen and demonstrate the value of lifelong civic action.

Benchmark 1: Understand and can name civic responsibilities. Benchmark 3: Examine social contexts and are able to identify appropriate and effective civic action. Benchmark 4: Understand the Bill of Rights and can create contexts to appropriately use each of the rights indentified in the Bill of Rights.


Benchmark 1: Describe the origins and evaluates the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law at local, state, national and global levels. Benchmark 2: Know the role the U.S. Constitution plays in governance of the United States and stays informed about how it impacts day-to-day life.

Standard 3: Understand the purpose and function of each of the three branches of government established by the Constitution.

Benchmark 1: Identify basic principles and responsibilities associated with each branch of government and describe citizens’ involvement in each. Benchmark 2: Explore historical and contemporary examples of how the branches of government have checked each other and the impact of those examples. Benchmark 3: Predict how life might be different without the concept of checks


and balances. Benchmark 4: Participate in civic life in appropriate ways.

Standard 4: Understand the differences among the complex levels of local, state and national government and their inherent, expressed, and implied powers.

Benchmark 1: Distinguish between implied and expressed powers and analyzes examples of each and their impact on citizens. Benchmark 2: Interpret charts and diagrams of the structures of various forms of government and explore ways that citizens participate in governments as young people and as adults. Benchmark 3: Explore and analyze various legal cases arising over issues of jurisdiction. Benchmark 4: Recognize that within each level of government complex layers exist, and that is the responsibility of citizens to keep informed about how to navigate the layers.

Standard 5: Understands strategies for effective political action that impact local, state, and national governance.

Benchmark 1: Understand jurisdiction among the local, state, and national levels of government. Benchmark 2: Identify how and which levels of government overlap in order to provide public services (e.g., public safety, public works, and education). Benchmark 3: Illustrate viable pathways for individual and collective political action.

Standard 6: Understand how law and public policy are established at the local, state, and national levels.

Benchmark 1: Analyze the path a bill travels to become law and how the fate of a bill is influenced by party politics, House and Senate action, public opinion, individual citizens and lobbyists. Benchmark 2: Explore historical examples of compromise necessary to pass significant legislation and how citizens were impacted at the local, state, national and international levels. Benchmark 3: Explore the various ways citizens stay informed and debate the influence of media and interest groups on proposed legislation.

Standard 7: Understand how various political systems throughout the world define the rights and responsibilities of the individual.

Benchmark 1: Assess how the individual citizen is treated differently dependent upon the type of government. Benchmark 2: Survey the specific protection of civil liberties in various governments and evaluate how they influence the government’s treatment of its citizens. Benchmark 3: Analyze the roles of international institutions and how they protect or limit civil liberties in a nation. Benchmark 4: Analyze how governments’ taxing policies organize individuals into economic groups with inferred rights and responsibilities.


Benchmark 5: Evaluate how a free media and press may affect how a government interacts with its citizens.

Standard 8: Understand the role of the United States in current world affairs. Benchmark 1: Describe and evaluate the United States’ role in helping to solve geopolitical problems in various regions of the world. Benchmark 2: Describe and evaluate the roles for international organizations and how those organizations represent member nations’ views and affect the views and policies of members and nonmembers. Benchmark 3: Survey how international agreements affect current Unites States policies and how they might affect future policies. Benchmark 4: Examine and evaluate how international economic agreements affect relations between nations in economic and noneconomic areas.



INTERNATIONAL RELATIONS


Benchmark 2: Construct a map of locales, regions, or the world that demonstrates an understanding of relative location, direction, sizes and shapes, and draws a map that shows major physical and human features.


Benchmark 1: Analyze the concept of region, the process of regionalization and how and why people define regions. Benchmark 2: Analyze how cultural beliefs and experiences shape the character of a region and influence perceptions of places and regions. Benchmark 3: Analyze the ways in which places and regions reflect cultural change.


Benchmark 1: Analyze the physical and cultural impact of human migration. Benchmark 2: Analyze patterns of economic resource distribution and the arrangement of settlements. Benchmark 4: Evaluate the physical and human factors that have led to famines and large-scale refugee movements.


Benchmark 1: Analyze the attributes of the importance of ecosystems in understanding the environment.


Benchmark 2: Evaluate how competition for control of the Earth’s surface can have a positive and negative effect on the planet and its inhabitants.


Benchmark 1: Illustrate how technology and human mobility have changed various cultural landscapes.


Benchmark 2: Analyze the impact of changing global patterns of trade and commerce on the local community, and predict the future impact of these patterns. Benchmark 3: Use primary sources, historical records, and literature to describe


and chart land-use changes over time. Benchmark 4: Describe some major environmental changes taking place. Benchmark 5: Analyze competition for and conflict over natural resources.


Benchmark 3: Analyze patterns historians use to create periodization. Standard 3: Understand the role of culture and cultural diffusion on the development and maintenance of societies.

Benchmark 2: Compare and contrast the culture of the politically and economically dominant groups with the culture of minority groups. Benchmark 3: Analyze and evaluate the ways in which a society deals with the introduction or influence of another society’s culture.




Benchmark 1: Analyze the ways various societies have met their economic needs and wants over time. Benchmark 3: Analyze the role of economic factors in conflicts and in decisions to use military force. Benchmark 4: Explain the ways in which economic factors have influenced the movement of people.


Benchmark 1: Identify major technological advancements and evaluates their impact on social, political, and historical events.


Benchmark 1: Interpret actions taken, analyze impact experienced, and evaluate decisions made in history in the context in which they occurred. Benchmark 2: Determine the validity and accuracy of primary sources and secondary sources and evaluate them for bias. Benchmark 3: Predict how different decisions might have impacted the outcome of an event.

POLITICAL SCIENCE & CIVIC LITERACY Standard 1: Understand the rights of responsibilities of each citizen and demonstrate the value of lifelong civic action.

Benchmark 2: Identify, analyze, interpret, and evaluate sources and examples of


citizens’ rights and responsibilities. Standard 3: Understand the purpose and function of each of the three branches of government established by the Constitution.

Benchmark 1: Identify basic principles and responsibilities associated with each branch of government and describe citizens’ involvement in each. Benchmark 2: Explore historical and contemporary examples of how the branches of government have checked each other and the impact of those examples. Benchmark 3: Predict how life might be different without the concept of checks and balances. Benchmark 4: Participate in civic life in appropriate ways.

Standard 4: Understand the differences among the complex levels of local, state and national government and their inherent, expressed, and implied powers.

Benchmark 4: Recognize that within each level of government complex layers exist, and that is the responsibility of citizens to keep informed about how to navigate the layers.

Standard 6: Understand how law and public policy are established at the local, state, and national levels.

Benchmark 3: Explore the various ways citizens stay informed and debate the influence of media and interest groups on proposed legislation.

Standard 7: Understand how various political systems throughout the world define the rights and responsibilities of the individual.

Benchmark 3: Analyze the roles of international institutions and how they protect or limit civil liberties in a nation. Benchmark 4: Analyze how governments’ taxing policies organize individuals into economic groups with inferred rights and responsibilities. Benchmark 5: Evaluate how a free media and press may affect how a government interacts with its citizens.

Standard 8: Understand the role of the United States in current world affairs. Benchmark 1: Describe and evaluate the United States’ role in helping to solve geopolitical problems in various regions of the world. Benchmark 2: Describe and evaluate the roles for international organizations and how those organizations represent member nations’ views and affect the views and policies of members and nonmembers. Benchmark 3: Survey how international agreements affect current Unites States policies and how they might affect future policies. Benchmark 4: Examine and evaluate how international economic agreements affect relations between nations in economic and noneconomic areas.

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