Warren County Schools Primary Social Studies Curriculum

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Chad Rogers
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1 P4 Government and Civics SS-P-GC-U-1 Students will understand that local governments are formed to establish order, provide security and accomplish common goals. SS-P-GC-U-2 Students will understand that citizens of local communities have certain rights and responsibilities in a democratic society. P4 Government and Civics SS-PGC-S-1 Students will demonstrate (speak, draw, write) an understanding of the nature of government. explain basic functions (to establish order, to provide security and accomplish common goals) of local government. explore and give examples of the services (police and fire protection, maintenance of roads, snow removal, garbage pick-up) investigate how the local government pays for services (by collecting taxes from people who live there) explain the reasons for rules in the home and at school; and compare rules (home, school) and laws in the local investigate the importance of rules and laws and give examples of what life would be like without rules and laws (home, school, community) SS-P-GC-S-2 Use explore personal rights and responsibilities: explain, demonstrate, give examples of ways to show good citizenship at school and in the community (recycling, picking up trash) describe the importance of civic participation and local SS-EP Students will identify the basic purposes of local government (to establish order, provide security and accomplish common goals); give examples of services local governments provide (police and fire protection, snow removal from roads, garbage pickup) SS-EP Students will identify and explain the purpose of rules within organizations (school, clubs, teams) and compare rules with laws. SS-EP Students will describe how their local government is structured (mayor, city council, judge executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky. SS-EP democratic ideas (liberty, justice, equality, rights, responsibility) and explain why they are important today. I can identify examples of services provided by local governments. I can identify how local governments use taxes. I can explain the purpose of local government. I can describe the structure of local government. I can compare my local government to neighboring community governments. I can explain the importance of civic engagement in the Services Taxes Local government Mayor City council Judge executive Fiscal court Local court

2 SS-P-GC-U-3 Students will understand that local communities promote the basic principles (liberty, justice, equality, rights, responsibilities) of a democratic form of government. examples (donating canned food to a class food drive) in current events/news. SS-P-GC-S-3 Students will use a variety of print and non-print sources (stories, books, interviews, observations) to identify and describe basic democratic ideas (liberty, justice, equality, rights, responsibility). SC-EP Students will identify and give examples of good citizenship at home, at school and in the community (helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important. SC-EP democratic ideas (liberty, justice, equality, rights, responsibility) and explain why they are important today. I can compare rules at home to rules and laws of my I can identify examples of good citizenship at home, school and in the I can provide examples of good citizenship at home, school and in the I can define basic democratic ideas. I can explain the importance of democratic ideas. Rules Laws Citizenship Civic engagement Democratic ideas Liberty Justice Equality Rights Responsibilities Elections Current events

3 P4 Cultures and Societies SS-P-CS-U-1 Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. SS-P-CS-U-2 Students will understand that cultures develop social institutions (government, economy, education, religion, family) to structure society, influence behavior, and respond to human needs. SS-P-CS-U-3 Students will understand that interactions among individuals and groups assume various forms (compromise, cooperation, conflict, competition). P4 Cultures and Societies SS-P-CS-S-1 culture: explore and describe cultural elements (beliefs, traditions, languages, skills, literature, the arts) investigate diverse cultures using print and non-print sources (stories, books, interviews, observations) SS-P-CS-S-2 Students will investigate social institutions (schools) in the SS-P-CS-S-3 Students will describe interactions (compromise, cooperation, conflict, competition) that occur between individuals/groups. SS-P-CS-S-4 Students will describe and give examples of conflict resolution strategies. SS-EP Students will describe cultural elements (beliefs, traditions, languages, skills, literature, the arts). DOK 1 SC-EP Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures. SC-EP Students will identify social institutions (government, economy, education, religion, family) and explain how they help the SS-EP Students will describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/groups at home and at school. SC-EP Students will identify appropriate conflict resolution strategies (compromise, cooperation, communication). I can describe cultural elements in a group of people. I can compare local cultures and cultures around the world. I can identify social institutions. I can explain how social institutions help the I can describe various forms of interactions that occur between individuals/groups at home and school. I can identify appropriate conflict resolution strategies when given a conflict situation.

4 SS-P-CS-U-4 Students will understand that a variety of factors promote cultural diversity in a SS-P-CS-S-1 culture: explore and describe cultural elements (beliefs, traditions, languages, skills, literature, the arts) investigate diverse cultures using print and non-print sources (stories, books, interviews, observations) SS-EP Students will describe cultural elements (beliefs, traditions, languages, skills, literature, the arts). DOK 1 SC-EP Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures. SS-P-CS-U-5 Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today. SS-P-CS-S-1 culture: explore and describe cultural elements (beliefs, traditions, languages, skills, literature, the arts) investigate diverse cultures using print and non-print sources (stories, books, interviews, observations) SC-EP Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures Diary I can compare local culture to cultures around the world. SS-P-CS-S-3 Students will describe interactions (compromise, cooperation, conflict, competition) that occur between individuals/groups. SS-P-CS-S-4 Students will describe and give examples of conflict resolution strategies.

5 P4 Economics SS-P-E-U-1 Students will understand that the basic economic problem confronting individuals and groups in our community today is scarcity; as a result of a scarcity, economic choices and decisions must be made. SS-P-E-U-2 Students will understand that a variety of fundamental economic concepts (supply and demand, opportunity cost) impact individuals, groups and businesses in the community today. P4 Economics SC-P-E-S-1 limited resources and scarcity: investigate and give examples of resources explain why people cannot have all the goods and services they want SC-P-E-S-1 limited resources and scarcity: solve economic problems related to prioritizing resources, saving, loaning and spending money. explore differences between limited natural resources and limited human resources SS-EP economic terms related to scarcity (opportunity cost, wants and needs, limited productive resources natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs. SS-EP economic terms related to scarcity (opportunity cost, wants and needs, limited productive resources natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs. SS-P-E-U-3 Students will understand that economic institutions are created to help individuals, groups and businesses in the community accomplish common goals. SC-P-E-S-2 Students will investigate banks in the community and explain how they help people (loan money, save money) SS-EP Students will identify and give examples of economic institutions (banks) and explain how they help people deal with the problem of scarcity (loan money, save money) in today s market economy. Production Distribution SS-P-E-U-4 Students will understand that markets enable buyers and sellers to exchange goods and services. SC-P-E-S-3 Students will compare ways people in the past/present acquired what they needed, using basic economic terms related to markets (goods, SS-EP economic terms related to markets (market economy, I can compare goods, services, profit, consumer, producer, supply, demand, buyers, sellers, Consumption Barter Profit

6 SS-P-E-U-5 Students will understand that production, distribution and consumption of goods and services in the community have changes over time. services, profit, consumer, producer, supply, demand, buyers, sellers, barter). SC-P-E-S-3 Students will compare ways people in the past/present acquired what they needed, using basic economic terms related to markets (goods, services, profit, consumer, producer, supply, demand, buyers, sellers, barter). markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). SS-EP Students will explain different ways that people acquire goods and services (trading, bartering goods and services for other good and services or by using money). SS-EP economic terms related to markets (market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). barterers from past to present. I can explain production. I can explain distribution. I can explain consumption. I can describe various ways goods and services are distributed. Goods Services Consumer Producer Supply/demand SS-EP Students will explain different ways that people acquire goods and services (trading, bartering goods and services for other good and services or by using money). SS-EP economic terms related to production, distribution and consumption (goods

7 SS-P-E-U-6 Students will understand that individuals, groups and businesses in the community demonstrate interdependence as they make economic decisions about the use of resources (natural, human, capital) in the production, distribution, and consumption of goods and services. SC-P-E-S-4 Students will describe and give examples of production, distribution and consumption of goods and services in the and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (by price, first-come-first served, sharing equally). SS-EP economic terms related to production, distribution and consumption (goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (by price, first-come-first served, sharing equally). SS-EP Students will describe how new knowledge, technology/tools, and specialization increases productivity in our community, state, nation and world. SS-EP Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

8 P4 Geography SS-P-G-U-1 Students will understand that the use of geographic tools (maps, globes, charts, graphs) and mental maps help to locate places, recognize patterns and identify geographic features. SS-P-G-U-2 Students will understand that patterns emerge as humans move, settle and interact on earth s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. P4 Geography SS-P-G-S-1 understanding of patterns on the earth s surface using a variety of geographic tools (maps, globes, charts, graphs): locate and describe familiar places at school and the community create maps that identify the relative location of familiar places and objects (school, neighborhood) identify major landforms (continents, mountain ranges) and major bodies of water (oceans, rivers) SS-P-G-S-2 Students will investigate the earth s surface using print and nonprint sources (books, magazines, films, Internet, geographic tools): locate and describe places (local environments, different habitats) using their physical characteristics SS-EP Students will use geographic tools (maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the SS-EP Students will use geographic tools to identify major landforms (continents, mountain ranges), bodies of water (oceans, major rivers) and natural resources on Earth s surface and use relative location. SS-EP Students will describe how different factors (rivers, mountains) influence where human activities are located in the community SS-EP Students will describe places on earth s surface by their physical characteristics (climate, landforms, bodies of water). SS-EP Students will describe patterns of human settlement in places and regions on the earth s surface. SS-EP Students will describe how technology helps us move, tools to locate familiar places at home, school and in the tools to describe familiar places at home, school and in the tools to identify major landforms. tools to identify bodies of water. tools to identify human resources. tools to identify the relative location of major landforms. tools to identify the relative location of bodies of water. I can describe places on the earth s surface by its physical characteristics. I can describe patterns of human settlement in places. Geographic tools Charts Globes Maps Graphs Mental maps Landforms Natural resources Bodies of water Relative location Physical characteristics Settle

9 SS-P-G-U-3 Students will understand that people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modify the physical environment and in turn, the physical environment limits and/or promotes human activities. landforms, bodies of water) identify and explain patterns of human settlement in different places SS-P-G-S-3 Students will compare ways people and animals modify the physical environment to meet their basic needs (clearing land to build homes versus building nests and burrows as shelters). settle and interact in the modern world. SS-EP Students will describe ways people adapt to/modify the physical environment to meet basic needs (food, shelter, clothing). DOK 1 I can describe patterns of human settlement in regions. I can tell how technology helps people move in the modern world. I can describe ways people adapt to or change their physical environment to meet basic needs. Patterns of human settlement Move SS-P-G-S-4 Students will recognize how technology helps people move, settle, and interact in the world. SS-EP Students will describe how the physical environment can both promote and restrict human activities. I can describe how physical environment can promote or allow human activities. I can describe how the physical environment can restrict or prevent human activities. Human activities.

10 P4 Historic Perspective SS-P-HP-U-1 Students will understand that history is an account of human activities that is interpretive in nature. A variety of tools (primary and secondary sources) are needed to understand historical events. P4 Historic Perspective SS-P-HP-S-1 history using a variety of tools (primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps): examine the past (of selves and the SS-P-HP-S-2 Students will use print and non-print sources (stories, folktales, legends, films, magazines, Internet, oral history): investigate and give examples of factual and fictional accounts of historical events SS-P-HP-S-3 Students will investigate the significance of patriotic symbols, patriotic songs, patriotic holidays and landmarks (the flag of the United States, the song My Country Tis of Thee, the Fourth of July, Veteran s Day, the Statue of Liberty). SS-EP Students will use a variety of primary and secondary sources (artifacts, diaries, timelines) to interpret the past. SS-EP Students will identify significant patriotic and historical songs, symbols, monuments/landmarks (the Star Spangled Banner, the Underground Railroad, the Statue of Liberty) and patriotic holidays (Veteran s Day, Martin Luther King s birthday, Fourth of July) and explain their historical significance. SS-EP Students will use a variety of primary and secondary sources (artifacts, diaries, timelines) to interpret the past. I can use a variety of primary and secondary sources to understand the past. I can explain the importance of patriotic and historical songs, symbols, monuments, landmarks and patriotic holidays. Primary & secondary sources Diary Symbols Landmarks Monuments Patriotic Holidays Artifact Timeline Mementos SS-P-HP-U-2 Students will understand that history is a series of connected events shaped by multiple cause-effect relationships, tying past to present. SS-P-HP-S-1 history using a variety of tools (primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps): distinguish among past, present and future people, places, events SS-EP Students will describe change over time in communication, technology transportation and education in the I can describe communication change over time in the I can describe technology change over time in the

11 SS-P-HP-U-3 Students will understand that individuals and groups have been significantly impacted by history. SS-P-HP-S-2 Students will use print and nonprint sources (stories, folktales, legends, films, magazines, Internet, oral history): explore and give examples of change over time (transportation, clothing, communication, technology, occupations) SS-P-HP-S-1 history using a variety of tools (primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps): explain why people move and settle in different places; explore the contributions of diverse groups SS-P-HP-S-2 Students will use print and nonprint sources (stories, folktales, legends, films, magazines, Internet, oral history): explore and give examples of change over time (transportation, clothing, communication, technology, occupations) SS-EP Students will use a variety of primary and secondary sources (artifacts, diaries, timelines) to interpret the past. SS-EP Students will identify and compare the early cultures of diverse groups of Native Americans (Northwest, Southwest, Plains, Eastern Woodlands) and explain why they settled in what is now the United States. I can describe transportation over time in the I can describe education over time in the I can identify early cultures of Native Americans. I can compare early native American cultures. I can explain why early Native Americans settled in the area we know as the United States. Change over time Diary Native Americans

Warren County Schools Primary Social Studies Curriculum

Warren County Schools Primary Social Studies Curriculum P2 Government and Civics SS-P-GC-U-1 Students will understand that local governments are formed to establish order, provide security and accomplish common goals. SS-P-GC-U-2 Students will understand that