tennessee social studies curriculum standardsassets.pearsonschool.com/correlations/tss24.pdf ·...

A Correlation of

to the

Tennessee Social Studies

Curriculum Standards Accomplishments

Grades K-6

T/SS-24

Scott Foresman Social Studies

labeled TN are to the Tennessee xplore section in the front of each Teacher’s Edition.

ing Tennessee Social Studies Curriculum

tandards – Accomplishments.

social studies program that helps every child become an active, involved, nd informed citizen.

ip,

ore content and skills or to add depth, achers may use the wealth of information in each unit.

oughout the unit for ustained practice. Graphic organizers provide support for every skill.

ive. A Web-Based Information enter continually updates information, maps, and biographies.

r

g skills. Test-taking strategy lessons provide test preparation for

national and state tests.

Special instructions to state reviewers: Correlation page references are to the Teacher’s Edition. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Pages E This document demonstrates the high degree of success students will achieve when usScott Foresman Social Studies in meeting the S Scott Foresman is pleased to introduce Scott Foresman Social Studies, Kindergarten through Grade 6 - the a Content Scott Foresman Social Studies content covers the key social studies strands: CitizenshCulture, Economics, Geography, Government, History and Science/Technology. Scott Foresman Social Studies content is organized for a flexible teaching plan. If time is short, teachers may use the Quick Teaching Plan to cover the cte Accessibility Scott Foresman Social Studies provides systematic instruction to improve comprehensionand to reach out to all learners. In every unit, reading skills are developed through built-in lessons. Target comprehension skills are pre-taught and then applied thrs Motivation Scott Foresman Social Studies is filled with compelling visuals, intriguing facts, and exciting real-world learning. Colonial Williamsburg Lessons provide exciting, special features from thenation’s largest living museum. Dorling Kindersley Visual Lessons provide bold, large-as lifephotographs with interesting, easy-to-read expository captions. Music lessons introduce or reinforce important concepts and vocabulary. Discovery Channel School projects provide exclusive, hands-on unit projects that synthesize and enhance learning. A special feature entitled You Are There provides captivating suspense-packed reading that builds excitement and lets students experience the event from a personal perspectC Accountability Scott Foresman Social Studies provides built-in skill lessons in every unit and multiple assessment tools to develop thinking citizens. Informal assessment opportunities monitochildren’s learning and provide If/then guidelines with specific reteaching strategies and effective practice. Formal assessment opportunities assess children’s learning and providepractice for key test-takin

TABLE OF CONTENTS Kindergarten Here We Go .……………...…………………………………….….………1 Grade One All Together …..……………………………………………………………… 8 Grade Two People and Places .…………………………………………………………..15 Grade Three Communities ……...………………………………………………………...22 Grade Four Building a Nation ……………………………………………………...……..30 Grade Five Growth of a Nation .…………………………………………………….…....42 Grade Six The World .……………………………………………………………….…......56

Scott Foresman Social Studies—Here We Go to the

Tennessee Social Studies Curriculum Standards – Accomplishments

Kindergarten

Accomplishments In Kindergarten, the focus of study of is on the self, home, family, and classroom. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes. Culture K.1.01 Understand the diversity of human cultures.

a. Identify personal attributes, such as physical characteristics, that are common to all people such as physical characteristics. 301–304

b. Identify differences among people.

19–22, 93–96, 220, 301–304, 309–312, 317–320, 321–328 c. Recognize how individuals learn to do skills and customs from their

culture. 255–258, 306–307, 309–312, 317–320

d. Recognize all cultures have family units where decisions are made. 19–22, 301–308

K.1.02 Discuss cultures and human patterns of places and regions of the world.

a. Understand that some differences among people are a result of their culture. 22, 94–95

b. Identify similarities and differences in food, clothes, homes, games, and families in different cultures. 19–22, 26, 220, 318–324

c. Explain how means of transportation may be diversified in different cultures in response to the environment. 71, 259, 272–274

1 Kindergarten

Scott Foresman Social Studies Tennessee Social Studies Curriculum Standards

d. Compare family customs and traditions among cultures. 22, 94–95, 264–265, 301–304, 310–311, 325–328

e. Describe customs of the local community. 24, 90, 94–95, 267

K.1.03 Recognize the contributions that individuals and people of various ethnic, racial, religious, and socioeconomic groups have made to the development of civilizations.

a. Recognize contributions of different cultures around the world. 95, 255–258, 261, 262, 269, 278

b. Explain the value of family traditions and customs. 310–311

Economics K.2.01 Describe potential costs and benefits of personal economic choices in a market economy.

a. Identify basic human needs. 69–72, 135–138, 139–158

b. Explain how basic human needs of food, clothing, shelter, and transportation are met.

69–72, 131–142, 147–154, 159–162 c. Understand that people create shelter according to both culture and

environment. 23–26, 154–158

K.2.02 Give examples of the interaction of businesses and governments in a market economy.

a. Recognize how jobs are similar and different from one community to another. 85–88, 127–130

b. Identify jobs in the home, and school. 44–46, 119–122, 123–126, 130–134

2 Kindergarten


K.2.03 Understand fundamental economic concepts.

a. Explain why people have jobs. 119–122, 123–126, 131–134

b. Distinguish between needs and wants. 135–138, 139–146

c. Recognize that all jobs are significant and realize that some jobs are interdependent. 85–88, 159–162

Geography K.3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

a. Explain what a globe and map represent. 73–76, 209–224

b. Use personal directions such as up, down, left, right, near and far to describe relative direction. 31–34, 73–76, 261

c. Locate places in community such as the student's home and the classroom on the campus. 75–76, 212

K.3.02 Recognize the interaction between human and physical systems around the world.

a. Identify the human characteristics of places such as types of houses and ways of earning a living. 69–72

b. Describe how weather impacts every daily life. 185–192

c. Describe seasons. 189–192

3 Kindergarten


K.3.03 Demonstrate how to identify and locate major physical and political features on globes and maps.

a. Identify the concept of physical features as in mountains, plains, hills, oceans, and islands. 192–208, 219, 221, 277

b. Describe how landforms and bodies of water influence where and how people live. 199–200, 211, 219, 221–224

c. Describe personal connections to place, especially place as associated with immediate surroundings. 31–34, 199, 201, 203, 205, 207, 214–216, 219

Governance and Civics K.4.01 Discuss the structure and purposes of governance.

a. Recognize that a person is a citizen of the country in which he/she is born. 303

b. Understand that rules are created to protect an environment.

35–38, 77–80, 269

c. Know that family structures can change. 21

d. Identify authority figures in the home, school, and community. 43–46, 83, 123–126

e. Explain how authority figures make and enforce rules. 83

f. Explain the use of voting as a method for group decision-making. 269

4 Kindergarten


K.4.02 Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.

a. Recognize the need for rules for daily living and fair treatment of others. 35–38, 81–84

b. Identify purposes for having rules.

35–38, 77–84

c. Be aware that laws and rules are followed and created by the people, school, community, and country. 35–38, 81–84

K.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

a. Know rules of safety including signs and signals. 35–38, 77–80

b. Define cooperation. 35–38, 82, 306

K.4.04 Recognize the qualities of a contributing citizen in our participatory democracy.

a. Identify the flags of the United States and Tennessee. 215, 252–254, 282

b. Recite the Pledge of Allegiance. 253, 270, 282

c. Explain the reasons for national patriotic holidays such as President's Day, Martin Luther King, Jr. Day, and Independence Day. 93–96, 260–261, 263–266, 267–270

5 Kindergarten


History K.5.01 Identify major events, people, and patterns Tennessee, United States, and world history.

a. Define history as the story of our past. 255, 260

b. Recall events in the past and present in order to recognize that individuals have a personal history. 242–245, 263–266, 315–316

c. Illustrate a family history to demonstrate that every family has a heritage. 19, 316

K.50.2 Understand the place of historical events in the context of past, present, and future.

a. Recognize that change occurs over time. 128–130, 263–266, 271–275, 313–316

b. observe how sites in neighborhoods and communities change over time. 128–129, 255

K.5.03 Explain how to use historical information acquired from a variety of sources.

a. Recognize that each family has a family tree. 19

b. Recall family stories and celebrations to develop a personal history. 130, 263–266, 268–269, 309–312

Individuals, Groups, and Interactions K.6.01 Recognize the impact of individual and group decisions on citizens and communities.

a. Describe how individuals meet their needs and wants through different means. 131–134, 135–142, 148–149, 256–257

6 Kindergarten


7 Kindergarten

b. Know that individuals choose jobs that impact their lives, families and

communities. 120–121, 123–126, 133, 275–278

c. Explain that people learn in the context of families, peers, schools, and communities. 39–41, 43–46, 121

d. Give examples of how learning and physical development affect behavior. 39–41, 130

e. Explain the consequences of an individual's decisions and actions.

36–38, 40–41, 82–83, 121, 125, 152–153, 157, 225–228 K.6.02 Understand how groups can impact change at the local, state, national, and world levels.

a. Recognize individuals have a space or develop an understanding of space and spatial relationships. 23–26, 31–34

b. Understand that cooperation is necessary when working within large and small groups to complete tasks. 27–30, 39–42, 226–227, 305–308, 321–324

c. Work independently and cooperatively to accomplish goals. 27–30, 39–42, 226–227

d. Describe how groups are made up of people who work, play, or learn together and share common interests. 44–45, 89–92, 267–270, 305–312, 321–328

Scott Foresman Social Studies—All Together to the


Grade One

Accomplishments In First Grade, the focus of study is on the classroom, school, and community. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes. Culture 1.1.01 Understand the diversity of human cultures.

a. Recognize that culture is learned behavior that includes customs, beliefs, rules, life ways, language, food, and clothing, TN8, TN9, 62–67, 194–195, 258–261

b. Recognize people learn customs from their culture,

TN8, TN9, 62–67, 188–189 c. explain the culture of the family and community,

TN8, TN9, 12–13, 52–53, 56–59, 62–65 d. Recognize people use diverse languages to communicate with one

another. 264–265

1.1.02 Discuss cultures and human patterns of places and regions of the world.

a. Define multiculturalism, TN8 (define culture), 62 (examples, not definition)

b. Explain the culture of a place,

TN8, TN9, 62–67 c. Describe the importance of diverse beliefs, customs, and traditions of

families. 50–53, 62–65, 69a

8 Grade One


1.1.03 Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.

a. Understand individual differences in languages, beliefs, and customs that may be unique to one's culture. TN8, 64–67, 188–189, 194–195, 258–261, 264–265

b. Retell stories from diversely selected folktales, myths, and legends.

176–177, 195a, 266–267 Economics 1.2.01 Describe the potential costs and benefits of personal economic choices in a market economy.

a. Recognize that workers who provide services earn money to meet needs and wants. 100–101, 108–111

b. Recognize that people advertise goods and services through different

forms of communication. 111

c. Identify how people exchange goods and services.

108–111, 116–119, 124–127, 238a, 238–239 d. Describe the requirements of various jobs and the characteristics of a job

well performed. 94–97, 108–111

e. Describe how specialized jobs contribute to the production of goods and

services. 108–111, 116–119

1.2.02 Give examples of how individuals, businesses and governments operate in a market economy.

a. Recognize that goods and services are exchanged worldwide. 106–107, 124–127, 238–239

b. Give examples of industries and the resources needed to operate

industries. TN12, TN13, 158–159

9 Grade One


c. Identify examples of goods and services in the home, school, and

community. TN12, TN13, 108–111, 116–119

1.2.03 Understand fundamental economic concepts.

a. Distinguish the difference between goods and services. 108–111

b. Differentiate between consumers and producers.

117 Geography 1.3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

a. Recognize that maps and globes are representations or models of specific places. TN3, TN5, H20, H21, 54–55, 60–61, 75–77, 106–107, 120–121, 154–155, 174–175, 264–265

b. Locate their home, neighborhood, and school on a visual representation.

H25, 54–55, 55a c. Use map symbols and legends to identify locations and directions.

54–55, 60–61, 120–121 d. Interpret symbols that represent various forms of geographic data and use

these symbols to identify locations and directions. TN3, TN5, 54–55, 60–61, 120–121, 154–155

1.3.02 Recognize how to identify and locate major physical and political features on maps and globes.

a. Define what cardinal directions are. 60–61, 237

b. Locate places using cardinal directions on maps and globes.

H20, H21, 60–61, 120–121, 154, 155a, 200–201, 237

10 Grade One


c. Locate cities, states, countries, and continents on maps and globes and

major bodies of water on maps and globes. 74–77, 154–155, 174–175, 200–201

d. Describe the concept of human features as in cities, buildings, farms,

roads, and railroads. TN2, TN3, TN4, TN5, H22–H25, 56–57, 116–119, 124–125, 152, 154–155

e. Locate and name the places in school and the neighborhood.

H25, 6–7, 50–55 f. Identify the geographic location of the United States and Tennessee on a

globe and a map. H21, 75, 76, 220

g. Estimate distances such as from home to school.

TN5

1.3.03 Demonstrate awareness of the interaction between human and physical systems around the world.

a. Explain how land is used for different tasks in the local area. TN2, TN3, TN4, TN5

b. Define natural resources and explain how people are dependent on them. TN12, TN13, 156–159, 165–167

c. Compare and contrast natural and artificial features of the earth.

150–153 d. Describe what weather is.

142–145, 148–149

Governance and Civics 1.4.01 Discuss the purposes of governance.

a. Recognize the United States Constitution as the basis for the laws in our country. 209

b. Categorize rules and laws we follow as members of a family, school and

community. TN10, 22–25, 70–71

11 Grade One


c. Explain the purpose of government and give examples of laws that

establish order, provide security, and control conflict. TN10, 22–25, 70–71, 110

1.4.02 Describe the United States and Tennessee State Constitutions in principle and practice.

a. Understand that community governments employ various service workers. 70–71, 110

b. Identify leaders in the community, state, and nation.

71, 214–218 c. Describe the relationship between local, state, and national government.

TN10, 110, 218–221

1.4.03 Describe the rights, responsibilities, and privileges of citizens living in a democratic society.

a. Define citizenship and responsibility. H2–H3, 218

b. Examine the rights and responsibilities of the individual in relation to his or

her social group, such as family, peer group, and school class. TN11, H2, H3, 22–27, 112–113, 198, 218–219

c. Categorize responsibilities that citizens have to their community, state, and

country. TN10, 22–25, 70–71, 218–219

d. Design a set of rules or laws for a home, classroom, or community.

223a e. Recognize family and school rules as compared with those from another

culture. TN10

12 Grade One


1.4.04 Recognize the knowledge, skills, and attitudes necessary to become contributing citizens.

a. Recite and explain the meaning of the Pledge of Allegiance. H9, 16–17

b. Understand that voting is a way of making choices and decisions.

218–220 c. Explain how selected customs, symbols, and celebrations reflect an

American love of individualism and inventiveness. TN10, TN11, 208–217, 224–225

d. Explain selected national and state patriotic symbols such as the United

States and Tennessee flags. TN10, TN11, 208–211

History 1.5.01 Identify major people, events, and issues from Tennessee, United States, and world history.

a. Recognize some early forms of communication and how communication has changed over time. TN15, 246–251

b. Recognize that other countries have a longer history than the United

States. 196, 202

c. Identify contributions of diverse historical figures that have influenced the

community, state, and nation. 68–69, 114–115, 122–123, 204–207, 215–217, 222–223, 256–257

1.5.02 Understand the place of historical events in the context of past, present, and future.

a. Distinguish between the past, present, and future. TN6, TN7, 12–13, 28–31, 34–35, 58–59, 102–103, 148–149, 149a, 210–211, 242a

b. Recognize major events in American history. 196–199, 202–207, 215–217, 230

13 Grade One


14 Grade One

Individuals, Groups, and Interactions 1.6.01 Understand the impact of individual and group decisions on citizens and communities.

a. Work independently and cooperatively to accomplish goals. 94–99, 99a, 110–113, 160–161

b. Recognize individuals have responsibilities to the group whether as a leader or as a member. 6–7, 9, 94–99, 218–221

c. Recognize the importance of individuals and families as part of neighborhoods. 52–53

1.6.02 Recognize how groups can impact change at the local, state, national and world levels.

a. Describe the unique features of one's nuclear and extended families. TN9, 9

b. Give examples of the tension between the wants and needs of individuals, and groups, and concepts such as fairness, equity and justice. 18–19, 68–69, 202–205, 214–215

c. Recognize that cooperation is necessary in working with a group to complete a task. 26–27, 94–97

Scott Foresman Social Studies—People and Places to the


Grade Two

Accomplishments In Second Grade, the focus of study is on the school, community, and state. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes. Culture 2.1.01 Understand the diversity of human cultures.

a. Recognize most cultures preserve important personal and public items from the past. 22–23, 244–245, 248–249, 272–275, 284–285

b. Recognize communities have customs and cultures that differ. TN7, TN9, 16–19, 24–27, 38–41, 62–65, 204–205, 250–253, 256–261

c. Recognize patterns of cultural traits such as language, religion, and family structure. 40–41, 41a, 66–67, 202–205, 272–274


a. Identify diverse cultural groups within the communities of Tennessee. TN6, TN7, TN8, TN9

b. Compare and contrast the cultures of Tennessee's three grand divisions. TN8, TN9

c. Understand that Tennessee's culture has ties to other cultures in the world.

TN6, TN7, TN8, TN9 d. Recognize that cultures have strong traditions of loyalty to their region or

country. 216–219, 250–253, 260–261

15 Grade Two


e. Compare the regional cultures of Tennessee to those of other states. TN9

2.1.03 Recognition the contributions of individuals and people of various ethnic, racial, religious, socioeconomic groups to the development of civilizations.

a. Identify and explain the significance of selected stories, poems, statues, paintings, and other examples of local and state cultural heritage. TN8, TN9

b. Examine the effects of changing technologies on the local community and state. TN14, TN15

c. Recognize diverse cultural neighborhoods within Tennessee and America. TN8, TN9, 16–19, 24–27, 62–63, 258–259

Economics 2.2.01 Describe the potential costs and benefits of personal economic choices in a market economy.

a. Explain how work provides income to purchase goods and services. 104–107, 126–129, 138–139

b. Describe how society depends upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services. 68–71, 72–73, 100–101, 112–115, 120–123, 134–137

2.2.02 Give examples of the interaction of individuals, businesses and governments in a market economy.

a. Give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations. 74–75, 104–107, 120–123, 126–129, 160–163

b. Recognize that communities around the state and world are economically interdependent. 68–71, 100–101, 134–137, 209

16 Grade Two


c. Know the major products of Tennessee. TN12, TN13


a. Categorize resources needed to operate industries. 76–79, 120–123, 209

b. Understand the necessity of importing resources needed for industry. 134–137

Geography 2.3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

a. Describe how the globe is a model of earth locating hemispheres, poles, and equator. TN2, H18–H19, 36a, 36–38

b. Recognize that natural regions are represented on different types of maps by showing physical features, climate, vegetation, and natural resources. TN2, TN3, H21, H24, 60–61

c. Subdivide the world by positioning the equator, continents, oceans, and hemispheres on a map and globe. H18, H19, 36–39, 186–187

d. Recognize that a map contains elements such as title, scale, symbols, legends, grids, cardinal and intermediate direction. TN2, TN3, H18–H26, 20, 60–61, 124–125, 184–185, 214–215

2.3.02 Recognize the interaction between human and physical systems around the world.

a. Analyze how individuals and populations depend upon land resources. TN2, TN3, 66–67, 72–73, 78–79, 120–123, 202–205, 210–213

b. Describe the importance of physical geographic features on defining communities. TN2, TN3, 24–27, 62–64, 66–67

17 Grade Two


c. Understand the earth–sun relationship such as the varying length of day.

H18

d. Understand the rudimentary elements to the hydrologic cycle. 59

e. List earth's natural resources such as minerals, air, water, and land. 76–79, 82–83, 89a

2.3.03 Demonstrate how to identify and locate major physical and political features on globes and maps.

a. Show how landmasses and bodies of water are represented on maps and globes. TN2, TN3, H18, H19, 36–39, 60–61

b. Locate the state of Tennessee and its major cities on a map. TN2, TN3, H25, 31, 32

c. Name the physical and human characteristics of the neighborhood and the community. 23a, 24a, 24–27, 62–65

Governance and Civics 2.4.01 Discuss the structure and purposes of governance.

a. Recognize how groups and organizations encourage unity and work with diversity to maintain order and security. 8–13, 154–159, 160–163, 166–169

b. Identify functions of governments. TN10, 154–159, 160–163, 166–169

c. Be aware that every community has some form of governance. TN10, 8–13, 154–159, 160–163

d. Describe how governments establish order, provide security, and manage conflict. TN10, 154–159, 160–163, 166–169, 210–213

18 Grade Two


2.4.02 Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.

a. Know that communities have different laws depending on the needs and problems of their community. 8–11

b. Recognize people who make laws and people who enforce them in Tennessee. TN10, TN11

c. Identify ways that public officials are selected, including election and appointment. 154–157, 172–175, 176–177

d. Distinguish among local, state, and national government and identify representative leaders at these levels such as mayor, governor, and president. 154a, 154–157, 160–163, 168–169

2.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

a. Identify characteristics of good citizenship such as establishing beliefs in justice, truth, equality, and responsibility for the common good. 12–13, 28–29, 74–75, 86–87, 170–171, 206–207, 254–255

b. Identify qualities of good citizenship. 12–13, 28–29, 74–75, 86–87, 110–11, 158–158, 206–207, 234–235, 254–255

c. Identify ordinary people who exemplify good citizenship. 12–13, 88–89, 110–11, 116–117, 220–221, 234–235

2.4.04 Recognize the qualities of a contributing citizen in our participatory democracy.

a. Identify some governmental services in the community such as the libraries, schools, and parks, and explain their value to the community. 10–11, 14–15, 16, 19, 21–22, 109, 158–159, 159a, 171

b. Explain how citizens fund various community services. 162–163

19 Grade Two


c. Explain the meaning of selected patriotic symbols and landmarks of

Tennessee. TN11

History 2.5.01 Identify major events, people, and patterns Tennessee, United States, and world history.

a. Explain the significance of various community, state, and national celebrations such as Memorial Day and Independence Day. 210–213, 216–219, 240, 256–257, 259, 287

b. Explain how local people and events have influenced local community history. TN4, TN5, 34–35, 158, 170–171, 178–179, 206–207, 280, 268–269

2.5.02 Understand the place of historical events in the context of past, present, and future.

a. Describe the order of events by using designation of time periods such as ancient times and modern times. 270–271

b. Use vocabulary related to chronology, including past, present and future. 22–23, 278–281

c. Describe and measure calendar time by days, weeks, months, and years. 262–263

d. Comprehend that physical and human characteristics of communities change over time. 22–23, 66–67, 228–229

2.5.03 Explain how to use historical information acquired from a variety of sources.

a. Identify and explain the significance of various community landmarks. 264–267

20 Grade Two


21 Grade Two

b. Create and interpret timelines. 226–227, 256–257

c. Compare various interpretations of the same time period using evidence such as photographs and interviews. 22–23, 222–225, 230–233

Individuals, Groups, and Interactions 2.6.01 Recognize the impact of individual and group decisions on citizens and communities.

a. Describe how groups work independently and cooperatively to accomplish goals within a community. 8–11, 14–15

b. Recognize individuals can belong to groups but still have their own identity. 6–7, 19

c. Know how to share and give opinions in a group. H4, H5, 156–157

2.6.02 Understand how groups can cause change at the local, state national and world levels.

a. Identify and describe ways family, groups, and community influence an individual's daily life and personal choices. H5, 104–107, 110–111

b. Recognize individuals have a role in each group in which they participate. H5, 105, 114–115

c. Recognize that each individual must make decisions about the work groups and play groups in which they participate. 7–11, 108–109

Scott Foresman Social Studies—Communities to the


Grade Three

Accomplishments In Third Grade, the focus is on the regions of the United States and the world. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes. Culture 3.1.01 Understand the diversity of human cultures.

a. Recognize that changes in culture occur through the spread of people, languages, ideas, and goods. TN11, TN17, 13, 26–29, 79–95, 115–117

b. Compare cultural differences in various regions of the United States and the world. TN12, TN13, TN14, TN15, 13–15, 20–23, 28–29, 39–44, 48–50, 54–55, 68–69, 94–95, 108–109, 112–116, 120–125, 128–129, 132, 227

3.1.02 Discuss the cultures and human patterns of places and regions of the world.

a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns. TN10, TN11, 13–15, 20–23, 28–29, 30–31, 39–44, 48–50, 54, 78–79, 81, 284–285

b. Compare ways in which people from different cultures think about and deal with their physical environment and social conditions. TN10, TN11, 13–15, 20–23, 39–33, 48–50, 54–57, 144–147, 152–155, 172–173

c. Identify and explain the significance of selected individual writers, and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from regions around the world. TN3, TN8, TN12, TN13, TN14, TN15, TN16, TN17, 28–29, 60–61, 66–67, 87–89, 96–97, 128–129, 156–157, 209

22 Grade Three


3.1.03 Recognize the contributions of individuals and people of various ethnic, racial, religious, socioeconomic groups to the development of civilizations.

a. Explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the United States and other nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa. TN3, TN12, TN13, TN14, TN15, TN16, TN17, 28–29, 54–55, 68–69, 108–109, 112–116, 120–125, 132

b. Retell the heroic deeds of characters from folktales and legends. TN8, 180, 194–195, 406–407

3.1.04 Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee.

a. Compare ethnic and/or cultural celebrations in Tennessee, the United States, and other nations. TN12, TN13, TN14, TN15, TN16, TN17, 28–29, 54–55, 68–69, 108–109, 112–116, 120–125, 132

b. Explain the significance of selected individual writers and artists and their stories, poems, statues, paintings and other examples of cultural heritage from regions in Tennessee and around the world. TN3, TN8, TN12, TN13, TN14, TN15, TN16, TN17, 26–29, 54–55, 60–61, 66–67, 87–89, 128–129, 156–157, 209


a. Identify ways of earning, spending, and saving money. TN26, 286–287, 290–291, 294–297

b. Analyze a simple budget that allocates money for spending and saving. 292–293

3.2.02 Give examples of fundamental economic concepts.

a. Identify examples of private and public goods and services. 328–329

23 Grade Three


b. Identify examples of scarcity. 328–329

c. Explain how supply and demand affects the price of a good or service. 308–311

d. Distinguish between imports and exports. TN27, 338, 340–341

3.2.03 Discuss the patterns and results of international trade.

a. Recognize that the world has different agricultural and industrial regions. TN24, TN25, 334–335, 338, 340–341

b. Explain the characteristics of a technologically expanding global economy. 326–327, 334–335

c. Explain the impact of scarcity on interdependence within and among regions. 328–330

d. Recognize that Tennessee and the United States have different agricultural and industrial regions. TN24, TN25

e. Be aware of how goods and services are interchanged between communities at the local, and national levels. TN27, 306–307, 334–335, 338–339

f. Trace the development of a product from a natural resource to a finished product. 324–325


a. Show how the spatial elements of point, line, and area are used on a map or globe. H13–H19, 110–111, 388–389

24 Grade Three


b. Explain the difference between relative and absolute locations. TN2, TN6, H13, H14, H15, H18, 19, 51, 80, 98, 110–111, 152–153, 174, 369, 388–389

c. Locate places on a map using cardinal and intermediate direction. TN2, TN6, 51, 80, 98–99, 222–223, 245, 369


a. List the similarities and differences of local places and regions with other places and regions. TN2, TN3, TN4, TN5, 20–23, 36–57, 142–149, 172–189

b. List the basic components of earth's physical systems (e.g., landforms, water, climate and weather, erosion and deposition). 138–139, 150–155, 182–183

c. Understand the concept of an ecosystem. 145

d. Describe how environments and regions differ around the world. TN2, TN3, TN4, TN5, 30–31, 140–167, 172–183

e. Understand how technology allows people to adapt the environment to meet their needs. 146–147


a. Locate the major cities of Tennessee and the world on a map or globe. TN6, 9 , 32, 37, 73, 103, 141, 171, 207, 241, 289, 317, 357, 382

b. Describe the concept of formal (uniform) regions. TN3, 143–145

c. Define the characteristics that comprise a region. TN2, TN3, TN4, TN5, 143–145, 148–149

d. Explain how change affects region and place over time. 146–147, 162–163, 178–181, 186–189

25 Grade Three


e. Show the population distribution of the state, and country. TN6, TN7, 30–31

f. Differentiate between urban, suburban, and rural regions. TN6, TN7, 36–57


a. Describe the basic structures of government in the state. TN18, TN19, 390–394, 398–401

b. Recognize who makes laws in the state. TN19, 399

c. Know that governmental agencies exist to protect the environment at local, state, and national levels. TN20, TN21, TN23, 164–167

d. Describe varied basic structures of governments in the state, nation, and world. TN18, TN19, 352–353, 358–361, 367, 392, 399–401

e. Examine how regions choose to govern in different ways. TN19, 359–360, 367


a. Identify services commonly provided by the state government and contrast with other regions. 384–387

b. Compare the Tennessee and the United State Constitutions with other governing procedures around the world. TN19, 360–361, 368

26 Grade Three


3.4.03 Understand the rights, responsibilities and privileges of citizens living in a democratic republic.

a. Identify government officials and explain how they are chosen. 391–395

b. Explain the concept of the consent of the governed and its importance to the functions of government. 359–363, 395

c. Identify examples of rights and responsibilities of citizens. 298–299, 356–379, 394–395

d. Describe how public policies are used to address issues of public concern. TN20, 391–393, 401

e. Identify and explain the importance of acts of civic responsibility, including obeying laws and voting. TN22, TN23, 376–379, 394–395

f. Identify diverse historic figures that exemplified good citizenship. 82–83, 121, 190–191, 272–273, 344–345, 370–371, 374–375

g. Identify ordinary people who exemplify good citizenship. 16–17, 256–257, 298–299, 396–397, 402–403

3.4.04 Understand the qualities of a contributing citizen in our participatory democracy.

a. List the differences between community, city, county, state, and country events which occur. TN18

b. Recognize the relationship of local governments to the state, the nation, and the world. 392, 387, 398–399

27 Grade Three


History 3.5.01 Identify major people, events, and issues in Tennessee, United States, and world history.

a. Identify the heroic deeds of characters from state, national, and global histories. TN8, TN9, 118–119, 176–177, 190–191, 236–237

b. Identify historical figures that helped to shape regions. TN8, TN9, TN10, 176–177, 210–211, 215–217, 231, 243

3.5.02 Understand the place of historical events in the context of past, present and future.

a. Describe the order of events by using designation of time periods such as ancient times and modern times. TN3, 359

b. Describe how individuals, events, and ideas cause regional change over time. TN10, TN11, 172–173, 176–177, 179–181, 204–205, 238, 243–244

c. Use vocabulary related to chronology, including past, present and future. TN10, TN11

d. Describe and measure calendar time by days, weeks, months, and years. TN14

3.5.03 Explain how to use historical information acquired from a variety of sources.

a. Create and interpret timelines. 87, 248–249

b. Identify factors that cause development and change in communities. TN10, TN11, 91, 94–95, 146–147, 173, 179–181, 187–188, 204–205, 243–244, 250–255, 258–263

c. Compare various interpretations of the same time period using evidence such as photographs and interviews. TN30, TN31, 146

28 Grade Three


29 Grade Three

Individuals, Groups, and Interactions 3.6.01 Recognize the impact of individual and group decisions on citizens and communities.

a. Give examples of conflict, cooperation and interdependence among individuals, groups, and nations. TN27, 78–81, 184–185, 270–271, 335–339

b. Examine the relationships and conflict between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection. TN27, 228–229, 320, 328–330, 335, 338–341

c. Give examples of economic, social, or political changes that result from individual or group decisions. 94–95, 166–167, 173, 190–191, 304–305, 310–311, 326–327, 329, 332–333, 339, 360–361, 367–368, 370–371, 374–375

3.6.02 Understand how groups can impact change at the local, state, and national level.

a. Identify examples of actions individuals and groups can take to improve the community. TN22, TN23, 16–17, 166–167, 298–299, 332–333, 376–379, 385–387, 392–393, 396–397

b. Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good. TN21, TN22, TN23, TN30, TN31, TR1, TR2

Scott Foresman Social Studies—Building a Nation to the


Grade Four

Accomplishments In Fourth Grade, students learn about the history of the United States from its early beginnings to the Civil War with a focus on regions. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes. Culture 4.1.01 Understand the diversity of human cultures.

a. Describe cultures of Native American tribes. TN6, 60–64, 76–80, 82–85, 88–91, 94–97

b. Explain how European settlers created a new culture. TN9, TN16, TN17, TN18, TN19, 146–150, 164–167, 168–173, 176–182, 216–220, 232–236, 254


a. Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns. TN16, TN17, TN18, TN19, TN20, 60–64, 76–80, 82–85, 88–91, 94–97, 211–213, 216–220, 224–227

b. Compare how people from different cultures think about and handle their physical environments and social conditions. 54–57, 60–64, 66–69, 76–80, 88–91, 211–213, 224–227


a. Show different cultural regions on a map identifying such things as religion, language, and ethnicity. 62, 68, 77, 84, 89

30 Grade Four


b. Identify the reasons for the establishment of Spanish missions in early American history. 149–151, 234, 237–238, 271


a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. TN20, TN22, TN23

b. Identify customs, celebrations, and traditions of various cultures groups in early Tennessee. TN20, TN21

c. Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee. TN18, TN19


a. Identify the economic motivations for European exploration and colonization. TN26, 134–136, 143–144, 157, 165, 179, 241

b. Describe how Native Americans in Tennessee and the Western Hemisphere met their basic economic needs. TN26, TN27, 67, 78–81, 84

c. Analyze how people in different parts of the United States earned a living in the past and do so in the present. TN26, TN27, TN28, 18–19, 202–205, 210–214

4.2.02 Give examples of the interaction of groups, businesses, and governments in a market economy.

a. Explain the economic patterns of various early Native American groups in Tennessee and the Western Hemisphere. TN26, TN27, 67, 78–81, 84

31 Grade Four


b. Identify major industries of colonial America. TN26, TN27, 204–205

c. Explain the economic patterns of early European colonial governments and their relationships with foreign governments. 206–207


a. Explain and demonstrate the role of money in daily life. TN27, TN29, 18–19

b. Describe the relationship of price to supply and demand and how it affected early American history. TN27, TN28

c. Use economic concepts such as supply, demand, and price to help explain events. TN27, TN28, 18–21, 179, 410, 502

4.2.04 Understand the development of economics within Tennessee and early America.

a. Identify the economic motivations for European exploration and settlement in Tennessee and the Western Hemisphere. TN26, TN27, 134–136, 143–144, 157, 165, 179, 205, 241

b. Examine the location, distribution, and patterns of economic activities and of settlement in Tennessee. TN26, TN27, TN28

c. Evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in Tennessee and various regions. TN26, TN27, 161

32 Grade Four


Geography 4.3.01 understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

a. Locate major countries of the world on a map or globe involved with early American development. 55, 62, 68, 84, 89, 95, 103, 114, 137, 141, 147, 148, 206

b. Locate places on a map using cardinal and intermediate directions, latitude and longitude, and time zones. H15, H17, H19, H20, 140–141

c. Locate the routes of early explorers of North America on a map. TN7, 55, 137, 140–141, 147, 159, 166, 242


a. Explain how physical and human characteristics of places and regions within the state and the United States developed. TN2, TN3, TN4, 28, 30, 37, 177, 234, 242, 373, 431, 440

b. Explain how the major river systems affected the development of early settlements. TN4, TN5, 28, 165, 240–243, 411

4.3.03 Understand how to identify and locate major physical and political features on globes and maps.

a. Explain how physical processes shape the United States' features and patterns. TN2, TN3, 26–27, 29

b. Understand the differences in early population characteristics of the state and of the United States such as density, distribution, and growth rates. TN5, 12–13, 182, 211, 378–379, 465

c. Describe how geography affected the development of transportation and communication networks. TN31, 399, 411–413

33 Grade Four


d. Explain the influences of physical and human features on historical events. TN4, TN5, 28, 240–243, 246–249, 288, 290–291, 370–376, 434–435

4.3.04 Understand the geographic factors that determined the locations of and patterns of settlements in Tennessee.

a. Explain how the patterns and processes of migration affect the development of Tennessee. TN4, TN5

b. Explain how environmental issues such as water supply, air quality, and solid waste confronted humans when settling Tennessee. TN4, TN5


a. Explain how Native Americans governed their communities. TN6, 68–69, 77, 89

b. Give examples of how government did or did not provide for needs and wants of people, establish order and security, and manage conflict. TN25, 15, 89, 169–170, 173, 178–179, 247, 256, 268–273, 279–281, 296–300, 348–349

c. Compare the systems of government of early European colonists. TN24, TN25, 162, 170, 178–180


a. Identify examples of representative government in the American colonies, including the Mayflower Compact, Iroquois League, and the Virginia House of Burgesses.

TN25, 77, 80, 162, 170, 249, 270, 274

b. Identify the purposes and explain the importance of the creation of Tennessee's colonial government, and the Tennessee Constitution.

TN25

34 Grade Four


c. Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution.

3, 17, 331, 348

d. Explain the system of checks and balances. 348–349

e. Identify and explain the basic functions of the three branches of state government.

TN24, 349


a. Identify the purposes and explain the importance of the Declaration of Independence. 295, 298–301, 339, R26–R29

b. Identify examples of rights and responsibilities of citizens. H2, H3, 9, 16, 17, 40–41, 184, 222, 274–275, 277, 349, 369, 499, 517–520, 612

c. Explain action citizens take to influence public policy decisions. 39, 40–41, 163, 183–185, 274–275, 300, 306, 418–419, 504–505, 508

4.4.04 Recognize the qualities of a contributing citizen in our participatory democracy.

a. Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic. 14–16

b. Explain the role of the individual in state and local elections. 14–16, 404

c. Sing or recite The Star Spangled Banner and explain its history. 383, 388–389

35 Grade Four


History Era 1 – Three Worlds Meet (Beginnings to 1620) 4.5.01 Identify the ancient civilizations of the Americas.

a. Identify the ancient civilizations of the Americas at the time of European arrival. TN6, TN7, 142–145, 160, 170–171, 180

b. Explain the cultures of the Western Hemisphere's native peoples prior to European contact. TN6, 60–64, 66–69, 76–80, 82–85, 88–91, 94–97


a. Demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships. TN8, 57, 60–64, 66–69, 78, 83–84, 89–90, 95–96, 112, 116–117, 134–138, 142–145, 149

b. Realize that geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas. 112–113, 134–135, 164–167

c. Describe the immediate and long-term impact of Columbus' voyages on Native populations and on colonization in the Americas. TN7, TN8, 134–139

d. List the characteristics of the Spanish and Portuguese exploration and settlement of the Americas. 113–115, 146–150, 232–236

4.5.03 Recognize major events, people, and patterns in Tennessee.

a. Identify Native American groups in Tennessee and the Western Hemisphere before European explorations TN6, TN7, TN8, TN9, 60–64, 66–69, 76–80, 82–85, 88–91, 94–97

36 Grade Four


b. Summarize reasons for European exploration and settlement of Tennessee and the Western Hemisphere. TN7, TN8, TN9, 112–113, 134–135, 146–150, 156–162, 164–167, 168–173, 176–182

c. Identify accomplishments of significant explorers and explain their impact on the settlement of Tennessee. TN7, TN8, TN9

Era 2 – Colonization and Settlement (1585–1763) 4.5.04 Recognize the role that desire for freedom played in the settlement of the New World.

a. Discuss the search for religious, economic, and individual freedom in the settlement of the colonies. 168–170, 172–173, 176–182

b. Describe the lives of free and indentured immigrants who came from Europe to North America and the Caribbean. TN8, 10, 161


a. Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past. TN8, 10–11, 184–185, 188–189, 199, 203, 208–213, 216–220, 224–227, 234–237, 242–243

b. Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia. 159–162, 176–179, 182, 210–212

c. Explain the importance of the Mayflower Compact. 170

d. Understand the role of religion in the English colonies such as the evolution of religious freedom and the treatment of religious dissenters. 168–170, 172–173, 178, 184–185, 218

37 Grade Four


e. Explain when, where, and why groups of people colonized and settled in

the United States. TN7, TN8, 146–150, 159–162, 164–167, 172–182, 210–214, 232–234, 240–243

f. Explain the political, economic, and social impact of the slave trade in the Americas. TN11, 206–207, 213, 224–227

4.5.06 Identify major events, people, and patterns in Tennessee.

a. Conduct a thorough study of the differing regions of Tennessee and their history. TN2, TN13

b. Describe the effects of political, economic, and social changes on Native Americans in Tennessee. TN7, TN8, TN9

c. Identify characteristics of early colonial governments in Tennessee. TN24, TN25

Era 3 – Revolution and the New Nation (1754–1820) 4.5.07 Identify the causes and results of the American Revolution.

a. Explain the events that contributed to the outbreak of the American Revolution. 221–223, 268–273, 276–282, 286–291

b. Study the Declaration of Independence, its major ideas, and its sources. 295, 298–301, 339, R26–R29

c. Describe the earliest armed conflict of the Revolutionary War. 288–291, 302–305

d. Summarize the results of the American Revolution, including the establishment of the United States. 338–343, 344–351, 352–355, 362–366

38 Grade Four



a. Demonstrate an understanding that people in different times and places view the world differently. 222–223, 247–251, 254–255, 268–270, 276–280, 297–298, 376, 380–384, 392

b. Explain the major political issues of the thirteen colonies after their independence that led to the creation of the Articles of Confederation. 338–340

c. Summarize the events that led to the creation of the United States Constitution. 344–350, 352–355

4.5.09 Recognize major events, people, and patterns in Tennessee.

a. Focus on the creation of the state of Franklin and subsequent creation of the state of Tennessee. TN10, TN25

b. Identify the accomplishments of notable Tennessee individuals such as William Blount, and John Sevier. TN14, TN15

Era 4 – Expansion and Reform (1801–1861) 4.5.10 Recognize American territorial expansions and its effects on relations with European powers and Native Americans.

a. Give examples of maps, time lines, and charts that show western expansion. TN8, TN9, TN10, TN11, 375, 394–395, 405, 438, 440, 442–443

b. Identify the factors that led to territorial expansion and its effects. 370–376, 438–441, 442–445

c. Identify the contributions of early pioneers such as Daniel Boone to the development of colonial America. 372–374

39 Grade Four


4.5.11 Understand sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization.

a. Identify changes in society resulting from the Industrial Revolution. 401, 408–413

b. Explain how societal changes led to conflict among sections of the United States. 416–420, 464–467, 470–474, 476–482

c. Explain the Louisiana Purchase. 373, 375

d. Recognize the significance of the Lewis and Clark expedition. 374–376, 377

e. Recognize the significance of the War of 1812. 380–384

f. Understand the impact of territorial expansion on Native American tribes. TN9, 374–375, 381, 385, 402–406

4.5.12 Identify major events, people, and patterns in Tennessee.

a. Identify the impact of railroads on life in Tennessee including changes to cities and major industries. TN11

b. Identify the impact of various issues and events on life in Tennessee such as urbanization. TN12, TN13

c. Identify the accomplishments of notable Tennessee individuals such as Sam Houston, Andrew Jackson and James Polk. TN14, TN15, 396, 397, 403, 404, 432, 433, 437

Individuals, Groups, and Interactions 4.6.01 Recognize the impact of individual and group decisions.

a. Analyze a particular event to identify reasons individuals might respond to it in different ways. 222–223, 310–311, 368–369, 405–406, 467–469

40 Grade Four


41 Grade Four

b. Work independently and cooperatively to accomplish goals. 44, 124, 192, 258, 328, 393, 454, 528 (Unit Projects)

c. Identify leadership qualities of leaders of the past. TN11, 39, 142–143, 221, 274–275, 282, 298, 301, 306–307, 310–311, 351, 367, 385, 421, 422–423, 475, 483

4.6.02 Understand how groups can impact change at the local, state, and national level.

a. Explain how group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture. TN6, 424–425, 464–467, 470–474, 476–482

b. Identify and describe examples of tension between a group's belief system and the government's policies and laws. 168–170, 172–173, 178, 218, 227, 277, 476–478, 481

Scott Foresman Social Studies—Growth of a Nation to the


Grade Five

Accomplishments In Fifth Grade, students learn about the history of the United States from the Civil War period into the twentieth century. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes. Culture 5.1.01 Understand the diversity of human cultures.

a. Explain how some immigrants preserved their traditional culture and created a new American culture. TN14, TN15, TN16, TN17, 108

b. Explain governmental efforts to restrict immigrants entering into the United States. 186–187, 190


a. Explain how art, music, and literature reflected the times during which they were created. TN14, TN15, TN16, TN17, TN18, TN19, 70, 114–115, 149, 152, 202–203, 236, 302–305, 312–313, 316–317, 318–319, 370–371, 404–405, 443, 473, 525

b. Give examples and describe the importance of cultural unity and diversity within and across groups. TN17, 154–159, 190, 303, 419, 475–477


a. Identify significant examples of art, music, and literature from various periods in United States history. TN14, TN15, TN16, TN17, TN18, TN19, 70, 114–115, 149, 152, 202–203, 236, 302–305, 312–313, 316–317, 318–319, 370–371, 404–405, 443, 473, 525

42 Grade Five


b. Describe how language, stories, folktales, music, and artistic creations

serve as expressions of culture and influence behavior of people living in a particular culture. TN18, TN19, 114–115, 303, 312–313, 318–319, 370–371, 357, 402, 473

c. Summarize the contributions of people of selected racial, ethnic, and religious groups to our national liberty. TN18, TN19, 65, 87, 237–239, 242–243, 357, 427, 440–441


a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. TN14, TN15, TN16, TN17

b. Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Tennessee. TN14, TN15, TN16, TN17


a. Identify the economic change from agricultural to industrial in late 19th and early 20th century. TN24, TN25, T27, 216–221, 222–225

b. Describe economic issues of the 1920's and 1930's. 316, 320–326, 328–335

c. Explain how the American economy changed after World War II. 394–403

43 Grade Five


5.2.02 Give examples of the interaction of individuals, businesses, and governments in a market economy.

a. Describe the development of the free enterprise system in Tennessee and the United States. TN24, TN25, 176–182, 388, 390, 449, 471, 489–490, 492–493

b. Analyze the effects of immigrations, migration, and limited resources on the economic development and growth of the United States. TN29, 136–137, 140–141, 144, 149–153, 188–189, 224–227

c. Explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States. 195–197, 198–199, 418–426, 438–445


a. Explain how supply and demand affects production and consumption in the United States. 488–489

b. Give examples of the benefits of the free enterprise system in the United States. TN24, 176–182, 388, 390, 449, 471, 489–490, 492–493

5.2.04 Understand the patterns and results of international trade.

a. Describe global economic interdependence after World War II. TN28, TN29, 493

b. Explain how the United States and Tennessee meet some of their needs through the purchase of domestic and international products domestically and internationally in today's global economy. TN28, TN29, 492–493

c. Describe the impact of mass production, specialization, and division of labor on the economic growth of the United States and other regions of the world. 299, 302

44 Grade Five


5.2.05 Understand the interaction of individuals, families, communities, businesses, and governments of Tennessee and the United States in a market economy.

a. Explain how people historically and presently earn their living in different regions of the United States and Tennessee. TN24, TN25, TN26, TN27, 138–144, 149–150, 152–153, 217, 235

b. Analyze how developments in transportation communication influenced economic activities in Tennessee. TN24, TN25

c. Explain how geographic factors influence the location of economic activities in Tennessee. TN24, TN26, TN27

d. Analyze the effects of immigration, migration, and limited resources on the economic development and growth of Tennessee and the United States. TN28, TN29, 136–137, 140–141, 144, 149–153, 188–189, 224–227


a. Locate the major physical features and cities of the United States on a map or globe. TN2, TN3, H16, H17, 473, R12, R14

b. Understand the latitude, longitude, the global grid and time zones of the sites within the United States and Tennessee. H15, H20, H21, 134–135, 366–367

c. Recognize landforms, climate, and natural resources as determining factors in the location and development of communities. TN4, TN5, 8–9, 12–18, 32, 140, 251–252

45 Grade Five



a. Describe human settlement patterns and land use in the United States and Tennessee. TN4, TN5, TN26, 7–9, 138–144, 148–153, 216–221, 235, 250–252, 266–267, 472–478

b. Explain human modifications of the physical environment. 256–257, 331

c. Recognize the impact of extreme natural events on human history. 332–333, 505


a. Recognize population characteristics of Tennessee and the United States. TN5, H23, 230–231, 474, 478–479

b. Identify and locate the geographical regions of the United States. TN2, H11, 473

c. Explore ways technological advances enabled people to overcome geographic barriers. 128–133, 142–143, 150, 256–257, 331


a. Describe important individual rights including freedom of religion, speech, and press and the rights to assemble and petition the government. TN22, 15, 28, 391, 424–425, 469, 475, 482, R42

b. Describe important due process rights including trial by jury and the right to an attorney. TN23, 469, R43

c. Identify and compare leadership qualities of national leaders, past and present. 29, 31, 87, 145, 161, 227, 259, 333, 365, 413, 485

46 Grade Five


d. Recognize that a variety of formal and informal actors influence and shape public policy. TN20, TN21, 23, 26, 37, 57, 58–59, 61, 68, 160–161, 227, 333, 440–441, 438–444, 446–453


a. Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution. 26

b. Identify the reasons for and describe the systems of checks and balances outlined in the United States Constitution. 26–27

c. Summarize the reasons for the creation of the Bill of Rights. TN22, 28

d. Summarize selected amendments to the Constitution such as those extending voting rights of United States citizens. TN8, 28, 107, 109, 243, 245, 265, 311

e. Analyze the post– Civil War amendments to the United States Constitution. 107, 109, 243, 311


a. Identify examples of rights and responsibilities of citizens. H2, H3, 391, 424–425, 469, 482, 486–487

b. Examine the influence of public opinion on personal decision–making and government policy on public issues. 194–197, 198–199, 227, 237–238, 242–243, 264–265, 420–425, 433

c. Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government. 56–57, 62–63, 226–227, 233–234, 236, 419

47 Grade Five


d. Explain how to contact elected and appointed leaders in state and local governments. TN20, 482

e. Identify key ideals of the United States' democratic republican form of government such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations. TN9, TN10, 26, 237–239, 243–245, 420–425, 475, 482

5.4.04 Recognize how Americans incorporate the principles of the Constitution into their lives.

a. Recognize and interpret how the "common good" can be strengthened through various forms of citizen action. TN8, TN9, H2, H3, 94, 160, 270, 318, 436, 445, 504–505, 510

b. Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry to inform decision making about and action taking on public issues. 131, 194–199, 219, 237

c. Explain selected patriotic symbols and landmarks such as the Statue of Liberty, the White House, and political symbols such as the donkey and the elephant 29, 165

5.4.05 Understand the relationship between local, state, and national government.

a. Describe how public policies are used to address issues of public concern. TN22, 194–197, 198–199, 234–239, 242–243, 420–425

b. Distinguish between national and state governments and compare their responsibilities in the United States federal system. TN20, TN21, TN22, TN23, 26–27, 31, 480–484

c. Explain how individuals can participate in civic affairs and political parties at the national level. TN20, TN22, 31, 71–72, 481–483

48 Grade Five


d. Identify leaders in the national governments, including the president and selected members of Congress, and their political parties and describe how they are elected. TN21, 483

History Era 5 – Civil War and Reconstruction (1850–1877) 5.5.01 Understand the causes, course, and consequences of the Civil War.

a. Identify the locations of the southern and northern states. 63, 67, 69, 99

b. Identify the advantages and disadvantages of northern and southern economic resources. 55–57, 82–86, 89

c. Identify similar and different northern and southern social and cultural customs. 55–57, 67–69

d. Identify sectional interests that led to the Civil War. TN6, TN7, 51, 55–59, 68–71

e. Describe the role of Tennessee in the Civil War. TN6, TN7

f. Chart the course of major events throughout the Civil War. 74–77, 82–86, 88–93, 96–101

5.5.02 Understand the plans and policies for Reconstruction and subsequent successes and failures.

a. Identify components of the various plans for Reconstruction. 106–108, 110–111

b. Evaluate the successes and failures of Reconstruction plans. 106–111, 233–234

c. Decide the reasons for successes and failures of the various plans. 107–109

49 Grade Five


d. Assess the lasting impact of the Civil War and Reconstruction. 106–111, 232–238

Era 6 – The Development of the Industrial United States (1870–1900) 5.5.03 Understand the development of Industrial America.

a. Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States. TN29, 136–137, 144, 149–153

b. Identify individual leaders of business and industry. 152, 170, 177, 179, 181, 183

c. Explain how industry and mechanization changed ways of life in America and Tennessee. TN7, TN24, TN25, 129, 142–143, 166–173, 176–179

d. Understand the rise of the American labor movement. 192–197

5.5.04 Understand the acquisition of territory to the United States.

a. Describe how armed conflict, purchases, treaties, and land settlement resulted in further American expansion. 129–133, 138–144, 151–153, 154–161

b. Assess the resistance of various groups to United States expansion. 151–161

c. Describe the people, lifestyles, and liberties in the American West. 138–142, 148–153

d. Trace the growth and necessity of the Chinese in the American West. 130, 187, 234

50 Grade Five


Era 7 – The Emergence of Modern America (1890–1930) 5.5.05 Discuss how various groups addressed the problems of industrial capitalism, urbanization, and political corruption.

a. Identify various Progressive reform efforts and their leaders. 262–267

b. Explain how rural areas and urban centers changed as a result of immigration and migration. 188–191, 192–197, 216–229

5.5.06 Understand the changing role of the United States in world affairs.

a. Identify areas in the world where the United States participated in diplomatic affairs and armed conflict. TN8, 237, 254–255, 272–280

b. Explain the causes of the Spanish American War and World War I. 253, 272–275

c. Identify contributions of Tennessee natives such as Alvin York and Ida B. Wells. 211, 238, 276

5.5.07 Understand the changing role of the United States between World War I and the Great Depression.

a. Explain how American life changed dramatically due to the economy, technology, and ecological disasters. 300, 302–305, 308–309, 320–332, 332–333

b. Describe American life in the 1920's including the impact of Constitutional amendments. 310–313, 315–316, 320–325

c. Explain the significance of the Harlem Renaissance. 314

d. Explain Tennessee's role in the women's suffrage movement. TN8, TN9

51 Grade Five


Era 8 – The Great Depression and World War II (1929–1945) 5.5.08 Understand society in America during the Great Depression.

a. Explain the events that led to the Great Depression. 320–323

b. Describe how the Great Depression affected American society as a whole. 324–326

c. Explain how Americans addressed the social and economic problems brought on by the Great Depression. 328–335

d. Describe how the Tennessee Valley Authority impacted life in Tennessee. TN27, 331

5.5.09 Understand America's role during World War II.

a. Describe the political and economic events that led to World War II. 340–347, 349

b. Identify the significance of Pearl Harbor, D-Day, and Hiroshima. 344, 360–361

c. Identify Tennessee's involvement and the contributions of Tennessee natives such as Cordell Hull to the war effort. TN8, TN9

d. Explain the political and economic effects of World War II on Europe and the United States. 348–355, 384–391

e. Explain the social effects of World War II on American life. 348–355

f. Describe Japanese American internment and its conflict with American ideals. TN9, 353

52 Grade Five


Era 9 – Postwar United States (1945–1970's) 5.5.10 Understand the economic growth and social transformation of post WWII.

a. Explain how the American economy changed after World War II. 394–398

b. Describe the influences of World War II on American society. 399–403

5.5.11 Understand how the Cold War influenced domestic and international politics.

a. Describe the role United Nations in international affairs. 387

b. Explain United States' involvement in Korea and Vietnam. 406–408, 431–435

c. Describe the Soviet and American relationship during the Cold War. 406, 409–412

5.5.12 understand domestic policies in the post World War II period.

a. Identify major political events of the presidential administrations during the Cold War. 407–408, 410–411

b. Explain why the United States became involved in the space race. 428–430

c. Describe the struggle for racial and gender equality. TN8, TN9, TN10, TN11, 418–426, 438–444

d. Explain Brown V. Board of Education and its importance of to the Civil Rights Movement. 421

e. Explain the contributions of Civil Rights leaders such as Martin Luther King, Jr. and Caesar Chavez. 421–422, 424–425, 427, 441

53 Grade Five


f. Describe Tennessee's involvement during the Civil Rights movement. TN10, TN11

Era 10 – Contemporary United States (1968 to the present) 5.5.13 Understand developments in foreign policy and domestic policies between the Nixon and Clinton presidencies.

a. Explain how Watergate impacted the Nixon administration and Americans. 447

b. Describe the changing relationships between the United States and foreign countries. TN11, 446–451

c. Explain the significance of the Iran crisis. TN10, TN11

d. Describe political and geographic changes in Europe following the fall of the Soviet Union. 448–449

e. Describe the growing impact of the media on public opinion. TN7, TN10, TN11, 432–433

5.5.14 Understand economic, social, and cultural developments in the contemporary United States.

a. Explain the effect of the computer on contemporary life in America. 452, 491, 496–497, 516

b. Describe global environmental issues. 443–444, 512–513

c. Describe the contributions of Tennesseeans to the arts. TN18, TN19

54 Grade Five


55 Grade Five

Individuals, Groups, and Interactions 5.6.01 Recognize the impact of individual and group decisions on citizens and communities in a democratic republic.

a. Identify and describe examples of tension between an individual's beliefs, government policies, and laws. 66–72, 155–159, 234, 241, 418–426, 438–444

b. Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics. TN8, TN9, 242–243, 399, 421–425, 439–440

c. Identify and describe factors that either contribute to cooperation or cause disputes within and among groups and actions. TN6, 26, 57, 154–159, 232–234, 238, 256–257, 410–411, 421–425, 432–435

5.6.02 Understand how groups can create change at the local, state, and national level.

a. Give examples of the role of institutions in furthering both continuity and change. TN8, TN9, 195–197, 386–387,

tennessee social studies curriculum standardsassets.pearsonschool.com/correlations/tss24.pdf ·...

Documents