| Textbook Resources:
Culture
Content Standard: 1.0
Culture encompasses similarities and
differences among people, including their beliefs, knowledge,
changes, values, and traditions. Students will explore these
elements of society to develop an appreciation and respect for
the variety of human cultures.
Learning Expectations:
- 1.01 Understand the diversity of
human cultures.
- 1.02 Discuss cultures and human
patterns of places and regions of the world.
-
1.03 Recognize the contributions of
individuals and people of various ethnic, racial, religious,
and socioeconomic groups to the development of
civilizations.
Myths From Around the World
Dorothy Telephones From the World
Greetings from Grover
Postcard Exchange
Happy Birthday Dr. King!
Kids Connect to the World
Video Nation: Pakistan Culture
Holidays Around the World
Cultural Diversity
Lessons:
Accomplishments
1.1.01 Understand the diversity of human
cultures.
- Recognize that culture is learned
behavior that includes customs, beliefs, rules, life ways,
language, food, and clothing,
- Recognize people learn customs from
their culture,
- explain the culture of the family and
community,
- Recognize people use diverse
languages to communicate with one another.
1.1.02 Discuss cultures and human patterns
of places and regions of the world.
- Define multiculturalism,
- Explain the culture of a place,
- Describe the importance of diverse
beliefs, customs, and traditions of families.
1.1.03 Recognize the contributions of
individuals and people of various ethnic, racial, religious, and
socioeconomic groups to the development of civilizations.
- Understand individual differences in
languages, beliefs, and customs that may be unique to one's
culture.
- Retell stories from diversely
selected folktales, myths, and legends.
Performance Indicators State:
As documented through state assessment -
at Level 1, the student is able to
- 3.1.spi.1. recognize some of the
major components of a culture (i.e., language, clothing,
food, art, and music).
at Level 2, the student is able to
- 3.1.spi.2. determine similarities and
differences in the ways different cultural groups address
basic human needs (i.e., food, water, clothing, and shelter
by interpreting pictures).
- 3.1.spi.3. differentiate the cultural
population distribution in the United States using a bar
graph.
at Level 3, the student is able to
- 3.1.spi.4. interpret a chart or map
identifying major cultural groups of the world.
Performance Indicators Teacher:
As documented through teacher observation
-
at Level 1, the student is able to:
- 3.1.tpi.1. exhibit model behavior
during a guest speaker's presentation on cultural aspects.
- 3.1.tpi.2. make and sample foods from
regions around the world in order to examine the
relationship of the environment and cultural ways people
meet their needs.
- 3.1.tpi.3 recognize that the world is
made up of many people, and their history may differ from
the student's own by examining artifacts such as a cultural
time capsule or a cultural suitcase.
at Level 2, the student is able to
- 3.1.tpi.4. study, perform, or listen
to music from different cultures.
- 3.1.tpi.5. create an original piece
of work that reflects a specific culture reflecting how
different cultures use symbols to communicate with each
other.
- 3.1.tpi.6. examine cultural folklore
and legends from different regions around the world.
- 3.1.tpi.7. investigate the cultural
heritage of specific individuals in order to understand the
relationships among cultures and ethnic groups.
- 3.1.tpi.8. describe customs,
celebrations, and traditions of racial, ethnic, and
religious groups in Tennessee and around the world.
at Level 3, the student is able to
- 3.1.tpi.9. create a portfolio
individually or with a group on specific cultural groups.
- 3.1.tpi.10. compare a different
community in the world with their own by examining
generalizations, subcultures, similarities and differences
by labeling sheets of butcher paper with words or symbols.
- 3.1.tpi.11. give examples of ways
people honor traditions in communities around the world.
- 3.1.tpi.12. read aloud various
accounts that describe racial and ethnic groups'
contributions to the development of the community and world.
- 3.1.tpi.13. explain how examples of
art, music, and literature reflect the time and place during
which they were created.
Economics
Content Standard: 2.0
Globalization of the economy, the
explosion of population growth, technological changes and
international competition compel students to understand, both
personally and globally, the production, distribution, and
consumption of goods and services. Students will examine and
analyze economic concepts such as basic needs versus wants,
using versus/saving money, and policy making versus decision
making.
Learning Expectations:
- 2.01 Describe potential costs and
benefits of personal economic choices in a market economy.
Market
Economy with worksheets & assessments
Show Me the Money
Money Concepts Lesson: Snow Creations
How Do I Get What I Want and Need?
Market
Economy with worksheets & assessments
Workers, Needs,
and Wants PPT
Accomplishments
Market
Economy with worksheets & assessments
a. Recognize that workers who provide
services earn money to meet needs and wants.
Market
Economy with worksheets & assessments
b. Recognize that people advertise goods
and services through different forms of communication.
Market
Economy with worksheets & assessments
c. Identify how people exchange goods
and services.
Market
Economy with worksheets & assessments
d. Describe the requirements of various
jobs and the characteristics of a job well performed.
Market
Economy with worksheets & assessments
e. Describe how specialized jobs
contribute to the production of goods and services.
Market
Economy with worksheets & assessments
Workers, Needs, and
Wants PPT
a. Recognize that goods and services are
exchanged worldwide.
Market
Economy with worksheets & assessments
Workers, Needs, and
Wants PPT
b. Give examples of industries and the
resources needed to operate industries.
c. Identify examples of goods and
services in the home, school, and community.
Market
Economy with worksheets & assessments
Workers, Needs, and
Wants PPT
Market
Economy with worksheets & assessments
Workers, Needs, and
Wants PPT
a. Distinguish the difference between
goods and services.
Workers, Needs, and
Wants PPT
b. Differentiate between consumers and
producers.
Performance Indicators State:
As documented through state assessment -
at Level 1, the student is able to
- 3.2.spi.1. distinguish the difference
between a natural resource and finished product.
at Level 2, the student is able to
- 3.2.spi.2. interpret a map showing
agricultural and industrial areas.
- 3.2.spi.3 distinguish between import
and export.
- 3.2.spi.4 differentiate the
difference between producer and a consumer using a picture.
at Level 3, the student is able to
- 3.2.spi.5. differentiate between
money and barter economies.
Performance Indicators Teacher:
As documented through teacher observation
-
at Level 1, the student is able to
- 3.2.tpi.1. create a flow chart of a
natural resource to a finished product.
- 3.2.tpi.2. recognize people must work
in order to provide goods and services in the community.
at Level 2, the student is able to
- 3.2.tpi.3. identify examples of
making personal economic choices.
- 3.2.tpi.4. create a personal budget
that allocates money for spending and saving.
- 3.2.tpi.5. explain how tools and
machines make people more productive.
- 3.2.tpi.6. examine pictures of
durable (lasting more than three years) and non-durable
goods.
- 3.2.tpi.7. explain why people
specialize in different jobs, and how this causes people to
engage in trade and to depend on each other
(interdependence).
at Level 3, the student is able to
- 3.2.tpi.8. give examples of how
economic resources in the home, school, and community are
limited and how people must make choices about how to use
these resources.
- 3.2.tpi.9. create an advertising
campaign for a product.
- 3.2.tpi.10. choose a popular product
to illustrate the path from supply to demand.
Geography
Content Standard: 3.0
Geography enables the students to see,
understand and appreciate the web of relationships between
people, places, and environments. Students will use the
knowledge, skills, and understanding of concepts within the six
essential elements of geography: world in spatial terms, places
and regions, physical systems, human systems, environment and
society, and the uses of geography.
Learning Expectations:
Universe Cycle
Using Maps and Globes
Maps
and Map Skills
Geography for Children
Interactive Globe
Interactive USA Map
Accomplishments
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.
Globe
PowerPoint
Lesson:
Where in the world?
Lesson:
On the globe
Lesson:
Mapping around
(two part
lesson)
Map
PowerPoint
Lesson:
Yummy geography
- Recognize that maps and globes are
representations or models of specific places.
- Locate their home, neighborhood, and
school on a visual representation.
- Use map symbols and legends to
identify locations and directions.
- Interpret symbols that represent
various forms of geographic data and use these symbols to
identify locations and directions.
1.3.02 Recognize how to identify and
locate major physical and political features on maps and globes.
Lesson:
Mapping around
Lesson:
Yummy geography
a. Define what cardinal directions are.
b. Locate places using cardinal
directions on maps and globes.
c. Locate cities, states, countries, and continents on
maps and globes and major bodies water
on
maps and globes.
d. Describe the concept of human
features as in cities, buildings, farms, roads, and
railroads.
Earth
Materials unit plan (see also science and math
standards)
Nature vs. man
made
PPT
e. Locate and name the places in school
and the neighborhood.
f. Identify the geographic location of
the United States and Tennessee on a globe and a map.
g. Estimate distances such as from home
to school.
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.
b. Define natural resources and explain
how people are dependent on them.
Earth
Materials unit plan (see also science and math
standards)
c. Compare and contrast natural and
artificial features of the earth.
d. Describe what weather is.
Earth
Materials unit plan (see also science and math
standards)
Nature vs. man
made
PPT
Performance Indicators State:
As documented through state assessment -
at Level 1, the student is able to
- 3.3.spi.1. identify the major
physical components of the world (i.e., oceans, equator,
continents, and hemispheres).
- 3.3.spi.2. recognize and use a map
key.
- 3.3.spi.3. find a specific location
on a school or community map.
at Level 2, the student is able to
- 3.3.spi.4. use absolute and relative
locations to identify places on a map (i.e., north, south,
east, west, borders, lines of longitude and latitude, the
equator, the north and south poles).
- 3.3.spi.5. identify basic components
of earth's systems (i.e., landforms, water, climate and
weather).
- 3.3.spi.6. utilize skills to locate a
place using cardinal directions and symbols given an
appropriate map with a key.
- 3.3.spi.7. determine the climate of a
specific region of the world using a map.
- at Level 3, the student is able to
- 3.3.spi.8. differentiate the
distinguishing characteristics of ecosystems (i.e., deserts,
grasslands, rainforests).
- 3.3.spi.9. recognize the identifying
characteristics of certain geographic features (i.e.,
peninsula, islands, continents, mountains, rivers, deserts,
oceans, and forests).
Performance Indicators Teacher:
As documented through teacher observation
-
at Level 1, the student is able to
- 3.3.tpi.1. make simple maps to show
how communities in Tennessee are linked together.
- 3.3.tpi.2. create a map of
neighborhood or city using components of our earth's system
(e.g., water, lake, park, mountain or hill).
at Level 2, the student is able to
- 3.3.tpi.3. write or draw a geographic
description of the school using the five themes of
geography: location, place, region, movement, and
human-environment interactions.
- 3.3.tpi.4. understand boundaries can
both be manmade and natural in order to show the
relationship between natural and social systems.
- 3.3.tpi.5. determine direction using
a compass, sun, and the stars.
- 3.3.tpi.6. explore how people and
their physical environments interact to explore the
unity/disunity of humankind with nature by discussing world
issues.
at Level 3, the student is able to
- 3.3.tpi.7. create a model of a
specific ecosystem.
- 3.3.tpi.8. understand how natural
environment influences human settlement.
- 3.3.tpi.9. demonstrate an
understanding of how human interaction with the physical
environment is reflected in the use of land, building of
towns/cities and ecosystems.
- 3.3.tpi.10. describe and compare
urban and rural communities in Tennessee and other regions
of the world. Explain their interdependence.
Governance and Civics
Content Standard: 4.0
Governance establishes structures of power
and authority in order to provide order and stability. Civic
efficacy requires understanding rights and responsibilities,
ethical behavior, and the role of citizens within their
community, nation, and world.
Teaching Citizenship
Elections
State Unit Study: Tennesee
TN History
for Kids
Freedom
Day
Election
Learning Expectations:
- 4.01 Discuss the structure and
purposes of governance.
- 4.02 Describe the Constitution of the
United States and the Tennessee State Constitution in
principle and practice.
- 4.03 Understand the rights,
responsibilities, and privileges of citizens living in a
democratic republic.
- 4.04 Recognize the qualities of a
contributing citizen in our participatory democracy.
Accomplishments
1.4.01 Discuss the purposes of governance.
- Recognize the United States
Constitution as the basis for the laws in our country.
- Categorize rules and laws we follow
as members of a family, school and community.
- Explain the purpose of government and
give examples of laws that establish order, provide
security, and control conflict.
1.4.02 Describe the United States and
Tennessee State Constitutions in principle and practice.
- Understand that community governments
employ various service workers.
- Identify leaders in the community,
state, and nation.
- describe the relationship between
local, state, and national government.
1.4.03 Describe the rights,
responsibilities, and privileges of citizens living in a
democratic society.
- Define citizenship and
responsibility.
- Examine the rights and
responsibilities of the individual in relation to his or her
social group, such as family, peer group, and school class.
- Categorize responsibilities that
citizens have to their community, state, and country.
- Design a set of rules or laws for a
home, classroom, or community.
- Recognize family and school rules as
compared with those from another culture.
1.4.04 Recognize the knowledge, skills,
and attitudes necessary to become contributing citizens.
- Recite and explain the meaning of the
Pledge of Allegiance.
- Understand that voting is a way of
making choices and decisions.
- Explain how selected customs,
symbols, and celebrations reflect an American love of
individualism and inventiveness.
- Explain selected national and state
patriotic symbols such as the United States and Tennessee
flags.
Performance Indicators State:
As documented through state assessment -
at Level 1, the student is able to
- 3.4.spi.1. select from a set of
visual representations a service provided by the government
(i.e., parks, schools, and libraries).
at Level 2, the student is able to
- 3.4.spi.2. determine the
representative acts of a good citizen (i.e., obeying speed
limit, not littering, walking within the crosswalk).
Performance Indicators Teacher:
As documented through teacher observation
-
at Level 1, the student is able to
- 3.4.tpi.1. recognize different types
of governments exist in the world.
- 3.4.tpi.2. discuss the reason why
people have governments.
- 3.4.tpi.3. contribute to the
development of class rules.
at Level 2, the student is able to
- 3.4.tpi.4. identify and explain the
importance of acts of civic responsibility including obeying
laws and voting.
- 3.4.tpi.5. recognize the differences
of the local, state, and federal level by making a chart
showing the difference among governments.
- 3.4.tpi.6. rotate offices, tasks, and
chores within the context of the overall welfare of the
classroom in order to practice social citizenship.
- 3.4.tpi.7. participate in an election
or mock election within the classroom.
- 3.4.tpi.8. describe the relationship
of Tennessee to the United Sates as one of the 50 states.
- 3.4.tpi.9. explain how tax dollars
provide some goods and services.
- 3.4.tpi.10. create a set of laws for
the school.
at Level 3, the student is able to
- 3.4.tpi.11. perform a community
service project (e.g., cleaning a park, planting flowers).
- 3.4.tpi.12. evaluate a set of rules
or laws.
History
Content Standard: 5.0
History involves people, events, and
issues. Students will evaluate evidence to develop comparative
and casual analyses, and to interpret primary sources. They will
construct sound historical arguments and perspectives on which
informed decisions in contemporary life can be based.
Learning Expectations:
History and Me
Black History
Women's History and Inventors
MLK Day
Presidents
Famous Americans
Famous Americans in History, Interactive Coloring Pages
Accomplishments
1.5.01 Identify major people, events, and
issues from Tennessee, United States, and world history.
- Recognize some early forms of
communication and how communication has changed over time.
- Recognize that other countries have a
longer history than the United States.
- Identify contributions of diverse
historical figures that have influenced the community,
state, and nation.
1.5.02 Understand the place of historical
events in the context of past, present, and future.
- Distinguish between the past,
present, and future.
- Recognize major events in American
history.
Performance Indicators State:
As documented through state assessment -
at Level 1, the student is able to
- 3.5.spi.1. label historical events as
past, present and future.
at Level 2, the student is able to
- 3.5.spi.2. use a timeline to
determine the order of a historical sequence of events.
at Level 3, the student is able to
- 3.5.spi.3. read and interpret facts
from a historical passage.
Performance Indicators Teacher:
As documented through teacher observation
-
at Level 1, the student is able to
- 3.5.tpi.1. use facts and concepts
drawn from history.
- 3.5.tpi.2. define past, present, and
future.
- 3.5.tpi.3. perform daily activities
without modern conveniences (e.g., mash potatoes manually,
read by candle light, wash clothes by hand).
at Level 2, the student is able to
- 3.5.tpi.4. create a classroom
timeline depicting events.
- 3.5.tpi.5. participate in a field
trip to a historical place.
- 3.5.tpi.6. identify people, events,
areas and ideas that create a history of a place.
- 3.5.tpi.7. assemble historical
information using a variety of sources (e.g., newspaper,
book, video, and computer).
- 3.5.tpi.8. create a journal entry
about a major historical event or figure.
- 3.5.tpi.9. create a "then" and "now"
class museum.
at Level 3, the student is able to
- 3.5.tpi.10. choose a favorite
historical event and research it using computer and media.
- 3.5.tpi.11. create a personal home
furnishings inventory list and compare this to a home in
America's past or to another home found in a different
culture.
- 3.5.tpi.12. identify structures where
the use and appearance have been modified throughout time.
- 3.5.tpi.13. use facts and concepts
drawn from history along with methods of historical inquiry
to make informed decisions.
- 3.5.tpi.14. create a time capsule.
Individuals, Groups, and
Interactions
Content Standard: 6.0
Personal development and identity are
shaped by factors including culture, groups, and institutions.
Central to this development are exploration, identification, and
analysis of how individuals, and groups work independently and
cooperatively.
Learning Expectations:
Community Helpers
The Little Red Hen
Accomplishments
1.6.01 Understand the impact of individual
and group decisions on citizens and communities.
- Work independently and cooperatively
to accomplish goals.
- Recognize individuals have
responsibilities to the group whether as a leader or as a
member.
- Recognize the importance of
individuals and families as part of neighborhoods.
1.6.02 Recognize how groups can impact
change at the local, state, national and world levels.
- Describe the unique features of one's
nuclear and extended families.
- Give examples of the tension between
the wants and needs of individuals, and groups, and concepts
such as fairness, equity and justice.
- Recognize that cooperation is
necessary in working with a group to complete a task.
Performance Indicators State:
As documented through state assessment -
at Level 1, the student is able to
- 3.6.spi.1. classify needs and wants
using pictures of common items (i.e., food, cleaning
products, clothes, candy, makeup).
at Level 2, the student is able to
- 3.6.spi.2. distinguish between
conflict and cooperation within group interactions as
represented by pictures.
at Level 3, the student is able to
- 3.6.spi.3. recognize major global
concerns (i.e., pollution, conservation of natural
resources, global warming, destruction of rain forest).
Performance Indicators Teacher:
As documented through teacher observation
-
at Level 1, the student is able to
- 3.6.tpi.1. create a list of needs and
wants.
- 3.6.tpi.2. classify needs and wants
using pictures using common items (e.g., food, cleaning
products, clothes, candy, and makeup).
at Level 2, the student is able to
- 3.6.tpi.3. understand that scientific
discoveries and technology change the way of life for the
world across time.
- 3.6.tpi.4. illustrate or create a
school store sorting by wants and needs.
- 3.6.tpi.5. compare wants and needs of
the United States of America as opposed to another country
then create graphs to visually represent these differences
and similarities.
- 3.6.tpi.6. determine how scientific
and technological discoveries changed the way of life for
the world across time (e.g., cotton gin, automobile,
electricity, and communications).
- 3.6.tpi.7. exhibit desirable behavior
within the classroom by allowing others to respectfully
express their thoughts and beliefs.
at Level 3, the student is able to
- 3.6.tpi.8. take a global concern such
as pollution, rain forest, and create a class project aiding
the concern.
- 3.6.tpi.9. explain a point of view
with reasons, evidence and support.
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