| 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
K.1.01 Understand the diversity of human
cultures.
- Identify personal attributes, such as
physical characteristics, that are common to all people such
as physical characteristics.
- Identify differences among people.
- Recognize how individuals learn to do
skills and customs from their culture.
- Recognize all cultures have family
units where decisions are made.
K.1.02 Discuss cultures and human patterns
of places and regions of the world.
- Understand that some differences
among people are a result of their culture.
- Identify similarities and differences
in food, clothes, homes, games, and families in different
cultures.
- Explain how means of transportation
may be diversified in different cultures in response to the
environment.
- Compare family customs and traditions
among cultures.
- Describe customs of the local
community.
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.
- Recognize contributions of different
cultures around the world.
- Explain the value of family
traditions and customs.
Third Grade Benchmarks
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.
- 2.02 Give examples of the interaction
of businesses and governments in a market economy.
- 2.03 Understand fundamental economic
concepts.
Show Me the Money
Teaching Kindergarten Money: Worksheets and Lessons
Money Concepts for Kindergarten
Money Concepts Lesson: Snow Creations
Kindergarten Economics Lesson
How Do I Get What I Want and Need?
Elementary Economics Lessons
Accomplishments
K.2.01 Describe potential costs and
benefits of personal economic choices in a market economy.
- Identify basic human needs.
- Explain how basic human needs of
food, clothing, shelter, and transportation are met.
- Understand that people create shelter
according to both culture and environment.
K.2.02 Give examples of the interaction of
businesses and governments in a market economy.
- Recognize how jobs are similar and
different from one community to another.
- Identify jobs in the home, and
school.
K.2.03 Understand fundamental economic
concepts.
- Explain why people have jobs.
- Distinguish between needs and wants.
- Recognize that all jobs are
significant and realize that some jobs are interdependent.
Third Grade Benchmarks
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:
- 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.
- 3.02 Recognize the interaction
between human and physical systems around the world.
- 3.03 Demonstrate how to identify and
locate major physical and political features on globes and
maps.
Teach A World Map to Kindergarten Students
Universe Cycle
Using Maps and Globes
Maps
and Map Skills
Geography for Children
Interactive Globe
Interactive USA Map
Kindergarten Maps and Geography Worksheets
Accomplishments
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.
- Explain what a globe and map
represent.
- Use personal directions such as up,
down, left, right, near and far to describe relative
direction.
- Locate places in community such as
the student's home and the classroom on the campus.
K.3.02 Recognize the interaction between
human and physical systems around the world.
- Identify the human characteristics of
places such as types of houses and ways of earning a living.
- Describe how weather impacts every
daily life.
- Describe seasons.
K.3.03 Demonstrate how to identify and
locate major physical and political features on globes and maps.
- Identify the concept of physical
features as in mountains, plains, hills, oceans, and
islands.
- Describe how landforms and bodies of
water influence where and how people live.
- Describe personal connections to
place, especially place as associated with immediate
surroundings.
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.
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.
Kindergarten Citizenship Lessons
Teaching Citizenship
Elections
State Unit Study: Tennesee
TN History
for Kids
Freedom
Day
Election
Accomplishments
K.4.01 Discuss the structure and purposes
of governance.
- Recognize that a person is a citizen
of the country in which he/she is born.
- Understand that rules are created to
protect an environment.
- Know that family structures can
change.
- Identify authority figures in the
home, school, and community.
- Explain how authority figures make
and enforce rules.
- Explain the use of voting as a method
for group decision-making.
K.4.02 Describe the Constitution of the
United States and the Tennessee State Constitution in principle
and practice.
- Recognize the need for rules for
daily living and fair treatment of others.
- Identify purposes for having rules.
- Be aware that laws and rules are
followed and created by the people, school, community, and
country.
K.4.03 Understand the rights,
responsibilities, and privileges of citizens living in a
democratic republic.
- Know rules of safety including signs
and signals.
- Define cooperation.
K.4.04 Recognize the qualities of a
contributing citizen in our participatory democracy.
- Identify the flags of the United
States and Tennessee.
- Recite the Pledge of Allegiance.
- Explain the reasons for national
patriotic holidays such as President's Day, Martin Luther
King, Jr. Day, and Independence Day.
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:
- 5.01 Identify major events, people,
and patterns in Tennessee, United States, and world history.
- 5.02 Understand the place of
historical events in the context of past, present, and
future.
- 5.03 Explain how to use historical
information acquired from a variety of sources.
History and Me
Black History
Women's History and Inventors
MLK Day
Presidents
Famous Americans
Famous Americans in History, Interactive Coloring Pages
Accomplishments
K.5.01 Identify major events, people, and
patterns Tennessee, United States, and world history.
- Define history as the story of our
past.
- Recall events in the past and present
in order to recognize that individuals have a personal
history.
K.5.02 Understand the place of historical
events in the context of past, present, and future.
- Recognize that change occurs over
time.
- Observe how sites in neighborhoods
and communities change over time.
K.5.03 Explain how to use historical
information acquired from a variety of sources.
- Recognize that each family has a
family tree.
- Recall family stories and
celebrations to develop a personal history.
- Illustrate a family history to
demonstrate that every family has a heritage.
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:
- 6.01 Recognize the impact of
individual and group decisions on citizens and communities.
- 6.02 Understand how groups can impact
change at the local, state, national, and world levels.
Community Helpers
The Little Red Hen
Accomplishments
K.6.01 Recognize the impact of individual
and group decisions on citizens and communities.
- Describe how individuals meet their
needs and wants through different means.
- Know that individuals choose jobs
that impact their lives, families and communities.
- Explain that people learn in the
context of families, peers, schools, and communities.
- Give examples of how learning and
physical development affect behavior.
- Explain the consequences of an
individual's decisions and actions.
K.6.02 Understand how groups can impact
change at the local, state, national, and world levels.
- Recognize individuals have a space or
develop an understanding of space and spatial relationships.
- Understand that cooperation is
necessary when working within large and small groups to
complete tasks.
- Work independently and cooperatively
to accomplish goals.
- Describe how groups are made up of
people who work, play, or learn together and share common
interests.
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