New Hampshire Social Studies Curriculum Framework Grades K 6

Transcription

1 A Correlation of to the New Hampshire Social Studies Curriculum Framework Grades K 6 O/SS-19

2 This correlation document demonstrates the alignment between and the New Hampshire Social Studies Curriculum Framework. Correlation page references are to the Teacher s Edition. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Scott Foresman is pleased to introduce our, Kindergarten through Grade 6 the social studies program that helps every child become an active, involved, and informed citizen. Content content covers the key social studies strands: Citizenship, Culture, Economics, Geography, Government, History and Science/Technology. content is organized for a flexible teaching plan. If time is short, teachers may use the Quick Teaching Plan to cover the core content and skills or to add depth, teachers may use the wealth of information in each unit. Accessibility provides systematic instruction to improve comprehension and 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 throughout the unit for sustained practice. Graphic organizers provide support for every skill. Motivation is filled with compelling visuals, intriguing facts, and exciting real world learning. Colonial Williamsburg Lessons provide exciting, special features from the nation s largest living museum. Dorling Kindersley Visual Lessons provide bold, large as life photographs 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 perspective. A Web Based Information Center continually updates information, maps, and biographies. Accountability provides built in skill lessons in every unit and multiple assessment tools to develop thinking citizens. Informal assessment opportunities monitor children s learning and provide If/then guidelines with specific reteaching strategies and effective practice. Formal assessment opportunities assess children s learning and provide practice for key test taking skills. Test taking strategy lessons provide test preparation for national and state tests.

3 TABLE OF CONTENTS Kindergarten Here We Go Grade One All Together Grade Two People and Places 1 Grade Three Communities Grade Four Regions 25 Grade Five The United States Grade Six The World 58

4 Here We Go Kindergarten All Together Grade One People and Places Grade Two to the Grades K 2 Strand: Civics and Governments The goal of Civics is to educate students to understand the purpose, structure, and functions of government; the political process; the rule of law; and world affairs. Civics builds on a foundation of history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public affairs. SS:CV:1: The Nature and Purpose of Government Students will demonstrate an understanding of the nature of governments, and the fundamental ideals of government of the United States. SS:CV:2:1.1: Compare the rules to the classroom and school to the rules of the United States system of government. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, H: Individualism, Equality and Authority) K: School Rules, 35 38; Signs, 77 80; Rules, 81 84; Home Fire Safety, 158 1: Rules We Follow, 22 25; What Did You Learn? 41; Rules of the Game, 22a; The Rules, 22a; Rules on Rules, 27a; Rule Making, 27a; Our Rules, 27a 2: Rules and Laws, 4, 9, 33, 44, 154, 156,

5 (continued) SS:CV:2:1.2: Identify documents and symbols that embody the core ideals of the United States Government, e.g., the bald eagle, the Pledge of Allegiance. (Themes: B: Civic Ideals, Practices, and Engagement, J: Human Expression and Communication) SS:CV:2:1.3: Identify the basic purposes of state and national government. (Themes: B: Civic Ideals, Practices, and Engagement) K: National Symbols, ; Comparing Flags, 270; The Pledge of Allegiance, 270; Make a United States Flag, 282; Declaration of Independence, 269 1: Washington, D.C., 221; Statue of Liberty, 208, 228; Symbols in Our Country, 208a 209; Our Country s Flag, a; The Star Spangled Banner, ; Pledge of Allegiance, H9, 16 17; Symbols in Our Country, ; Our Country s Flag, ; Signing the Declaration of Independence, 207a 2: Citizenship Skills: Pledge of Allegiance, H6 H7; Our National Anthem, H8 H9; America The Beautiful, 90 91; The Land Of Freedom, ; End With a Song, ; Flag, ; Declaration of Independence, 217; Holidays, 183, 213, 219, 240, 247, , 286, 287; Ellis Island, 251; People Celebrate, ; Landmarks in Our Country, K: Community Helpers, 85, 86, 87, 88; Remembering People, 269 1: Community Laws and Leaders, : State Government, ; Federal Government,

6 (continued) SS:CV:2: Structure and Function of United States and New Hampshire Government Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches. SS:CV:3: The World and the United States' Place In It Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs. SS:CV:2:1.4: Evaluate the effectiveness and fairness of rules and laws at the school level. (Themes: A: Conflict and Cooperation, H: Individualism, Equality and Authority) SS:CV:2:2.1: Explain how public officials are chosen. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement) SS:CV:2:3.1: Explain that the world is divided into different countries. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, E: Cultural Development, Interaction, and Change) K: School Rules, 35 38; Getting Along, 27 30; Solving Problems, : Rules We Follow, 22 25; Rules on Rules, 27a; Rule Making, 27a; Our Rules, 27a 2: Rules and Laws, 4, 9, 33, 44, 154, 156, K: Tallying Votes, 254 1: Choosing Our Country s Leaders, ; Vote for a Place, 218a; Let s Take a Vote, 218a; Stand Up and Be Counted, 223a; Tallying the Votes, 223a; It s a Secret, 223a 2: Voting, 11; Voting for Leaders, ; Discovery Channel School: Get Out the Vote, K: World Map, ; Alike and Different, : Where in the World Do I Live? 74 77; Visiting the Market, ; Life Around the World, : Our State and Our Country, 30 33; Our Country Is Part of Our World, 36 39; Children of the World,

7 (continued) SS:CV:2:3.2: Describe ways in which countries interact with each other culturally. (Themes: E: Cultural Development, Interaction, and Change, F: Global Transformation) SS:CV:2:3.3: Describe why it is important for countries to work together to resolve issues, e.g., disaster relief or famine. (Themes: A: Conflict and Cooperation, F: Global Transformation) K: Celebrations, ; Alike and Different, ; Family Celebrations, : Life Around the World, : Our Country Is Part of Our World, 36 39; Children of the World, 40 41; Countries Trade and Move Goods, ; Bartering Goods and Services, K: Community Helpers, 85 88; Celebrate an Earth Day, 96; Conserve Resources, ; Getting Along, 27 30; Solving Problems, : Our Earth s Resources, ; Caring for Our Resources, ; Here and There: Endangered Animals, ; Life Around the World, : Our Earth s Resources, 76 79; Caring for Our Resources, 82 85; Biography: Rachel Carson, 86 87; Linking Our World,

8 SS:CV:4: Rights and Responsibilities Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement. SS:CV:2:4.1: Examine the responsibilities of individuals as members of a family, school and community, e.g., community helpers or chores at home and school. (Themes: B: Civic Ideals, Practices, and Engagement, C: People, Places and Environment) SS:CV:2:4.2: Discuss ways individuals can be involved in their community, e.g., food drive or cleaning school grounds. (Themes: B: Civic Ideals, Practices, and Engagement) K: Families, 19 22; Getting Along, 27 30; School Rules, 35 38; Solving Problems, 39 42; Rules, 81 84; Community Helpers, 85, 86, 87, 88 1: Citizenship in Action, H4 H5; Community Laws and Leaders, 70 71; The Colonies Become Free, ; Choosing Our Country s Leaders, , ; Biography, 72 73, , , : Living in a Neighborhood, 8 11; Citizen Heroes: Kids Care Clubs, 12 13; Local Government, ; Voting for Leaders, ; The Land of Freedom, K: Conserve Resources, ; Getting Along, 27 30; Solving Problems, 39 42; Community Helpers, 85 88; Celebrate an Earth Day, 96; Family Project, 324 1: Citizen Heroes, 18 19, 68 69, , , , ; Solve a Problem, 26 27; Our Earth s Resources, ; Caring for Our Resources, ; Here and There: Endangered Animals, ; Life Around the World,

9 Economics (continued) 2: Citizenship Skills, H2 H9; Voting, 11; Voting for Leaders, ; Begin with a Song, ; Discovery Channel School: Get Out the Vote, ; Citizen Heroes, 12 13, 88 89, , , , ; Caring for Our Resources, Economics is the study of the allocation and utilization of limited resources to meet society's unlimited needs and wants, including how goods and services are produced and distributed. Through economics, students examine the relationship between costs and benefits. They develop an understanding of basic economic concepts; economics in history; how economics affects and is affected by the individual; cycles in the economy; financial institutions and government; and international economics and trade. The goal of economic education is to prepare students to make effective decisions as consumers, producers, savers, investors, and as citizens. Learning how to reason about economic issues is important also because the analytic approach of economics differs in key respects from approaches appropriate for other related subjects such as history, geography, and civics. Yet valid economic analysis helps us to master such subjects as well, providing effective ways to examine many of the why questions in history, politics, geography, business, and international relations. SS:EC:1: Economics and the Individual Students will learn about their role in a free market, how decisions that they make affect the economy, and how changes in the economy can affect them. SS:EC:2:1.1: Define goods and services, producers and consumers. (Themes: D: Material Wants and Needs) K: Work, ; Jobs, ; Jobs Then and Now, ; Earning Money, ; Using Money, ; Making Choices, : Goods and Services, 94a, 94 99, 99a, , 104a, , 107a, 108a, , 115a, : Goods and Services,

10 (continued) SS:EC:2:1.2: Describe the steps and materials needed to make a product, e.g., milk or crayons. (Themes: D: Material Wants and Needs, G: Science, Technology, and Society) K: From Here to There, : Interview with a Farmer, : From My Orchard to You, 68 71; Goods from the Factory to You, SS:EC:2: Basic Economic Concepts Students will learn about the pillars of a free market economy and the market mechanism. SS:EC:4: Financial Institutions and the Government Students will understand how financial institutions and the government work together to stabilize our economy, and how changes in them affect the individual. SS:EC:2:2.1: Distinguish between needs and wants. (Themes: D: Material Wants and Needs) SS:EC:2:4.1: Identify the characteristics of money. (Themes: C: People, Places and Environment, D: Material Wants and Needs, G: Science, Technology, and Society) K: Needs and Wants, ; Needs/Food, ; Needs/Clothing, ; Needs/Shelter, : Needs and Wants, : Choosing Goods and Services, ; Make a Decision, ; A Trip to the Bank, K: Earning Money, ; Using Money, ; Making Choices, : Spending and Saving, ; Money Around the World, ; Penny, 228; The Rainy Day, 104a; Piggy Bank Saving, 107a; Making Cents, 217a 2: A Classroom Store, 104a; What Should I Buy? 104a; Money, 126a; Make Your Own Bank, 126a; The Flow of Money, 107; Is the Price Right? 109; A Trip to the Bank, ; Read a Pie Chart,

11 (continued) SS:EC:5: International Economics and Trade Students will recognize the importance of international trade and how economies are affected by it. SS:EC:2:4.2: Describe basic services banks or other financial institutions provide to consumers, savers, borrowers, and businesses. (Themes: D: Material Wants and Needs, H: Individualism, Equality and Authority) SS:EC:2:5.1: Define the term resources, e.g., trees, books (Themes: D: Material Wants and Needs, G: Science, Technology, and Society) K: Penny Banks, 142. For related information see: Earning Money, ; Using Money, : Spending and Saving, ; Money Around the World, : A Trip to the Bank, K: From Here to There, ; Forests, : Our Earth s Resources, : Our Earth s Resources,

12 Geography The real crux of geography is understanding our physical Earth and human environment interaction: knowing why people settle in an area, how they make their living and the resources they use, why they dress or speak the way they do, and what they do for entertainment. A geographically informed person can draw connections between locations of the Earth, recognize complex regional patterns, and appreciate the influence of place on human development. SS:GE:1: The World in Spatial Terms Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information. SS:GE:2:1.1: Identify the characteristics and purposes of globes and maps. (Themes: C: People, Places and Environment, F: Global Transformation) K: Our School Map, 34; What Does a Map Show? 73 76; Maps, ; United States Map, ; World Map, ; Globe, : Maps, 11, 18, 33, 51, 54, 60, 68, 73, 75, 76, 79, 106, 112, 115, 123, 144, 145, 155, 160, 163, 169, 174, 190, 200, 207, 217, 221, 222, 244, 257, 263, R2, R3, R4, R6, R8 2: Maps, 12, 29, 31, 32, 35, 38, 62, 63, 64, 65, 75, 82, 87, 88, 110, 117, 133, 158, 160, 161, 171, 179, 202, 206, 216, 221, 223, 225, 228, 235, 250, 252, 254, 267, 269, 277, 283, R2 R8; Map and Globe Skills, 20 21, 60 61, , ,

13 (continued) SS:GE:2:1.2: Introduce spatial information on maps and other geographic representations, e.g., map key, compass rose. (Themes: C: People, Places and Environment) SS:GE:2:1.3: Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society) K: Our School Map, 34; What Does a Map Show? 73 76; Maps, ; United States Map, ; World Map, ; Globe, : Map and Globe Skills: Use a Map Key, 54 55; Use Four Directions, 60 61; Follow a Route, ; Locate Land and Water, ; Use a History Map, : Map and Globe Skills: Read a City Map, 20 21; Landforms and Water on a Map, 60 61; Use a Compass Rose, ; Use a Map Grid, ; Use a Map Scale, K: Forests, ; Plains, ; Mountains, ; Oceans, ; Maps, ; United States Map, ; World Map, ; Globe, : Locate Land and Water, ; Continent, 76 77, : Interview with a Geographer, 56 59; Map and Globe Skills: Landforms and Water on a Map, 60 61; Our Earth s Resources,

14 SS:GE:2: Places and Regions Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as how culture and experience influence people's perceptions of places and regions. SS:GE:2:2.1: Explore the physical and human characteristics of place, e.g., roads, schools or mountains. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society) SS:GE:2:2.2: Recognize that areas of the Earth's surface share unifying geographic characteristics, e.g., towns, deserts or woodlands. (Themes: C: People, Places and Environment) K: Neighborhoods, 69 72; Communities, 89 92; Forests, ; Plains, ; Mountains, ; Oceans, ; Maps, ; United States Map, ; World Map, ; Globe, : Welcome to My Neighborhood, 50 53; Different Kinds of Communities, 56 57; Looking at Our Land and Water, ; 2: A Walk Through a Community, 16 19; Comparing Communities, 24 27; Our State and Our Country, 30 33; In the Country, In the City, 42 43; Interview with a Geographer, 56 59; Landforms and Water on a Map, 60 61; Where People Live, 62 65; How and Where People Lived, K: Neighborhoods, 69 72; Communities, 89 92; Maps and Globes, , , , : Where in the World Do I Live? 74a 79a; Map of the World, R4 R5; Locate Land and Water, ; United States Map, R6 R7, R8 R9 2: Our State and Our Country, 30 33; Our Country Is Part of Our World, 36a 39 11

15 (continued) SS:GE:3: Physical Systems Students will demonstrate an understanding of the physical processes that shape the patterns of Earth's surface and the characteristics and spatial distribution of ecosystems. SS:GE:2:2.3: Observe the ways in which different people perceive places, e.g., personal drawings or book illustrations. (Themes: G: Science, Technology, and Society, J: Human Expression and Communication) SS:GE:2:3.1: Investigate how the Earth Sun relationship affects our daily lives, e.g., seasons in New Hampshire or sunlight and shadows. (Themes: C: People, Places and Environment) K: Homes, 23 26; Neighborhoods, 69 72; Maps, 73 76; Communities, 89 92; Maps and Globes, , , , : Welcome to My Neighborhood, 50 53; Different Kinds of Communities, 56 57; Making Maps, 45, 1g, 55a, 61a, 74a, 75, 79a, 123a, 124a, 265a 2: A Walk Through a Community, 16 19; Comparing Communities, 24 27; In the Country, In the City, 42 43; Interview with a Geographer, 56 59; Where People Live, 62 65; See also: Mapmaking, 19, 21, 33, 39, 46, 61, 125a, 125, 215 K: Weather, ; Seasons, : Different Kinds of Weather, ; Weather, , 181, 182; Weather and Seasons Long Ago, : How and Where People Live, 66 67; Seasons,

16 (continued) SS:GE:4: Human Systems Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples. SS:GE:2:3.2: Explore the components and distribution of ecosystems, e.g., desert or rain forest. (Themes: C: People, Places and Environment) SS:GE:2:4.1: Explore the distribution of a population, e.g., city or farm. (Themes: C: People, Places and Environment) SS:GE:2:4.2: Identify what are natural resources, e.g., water or trees. (Themes: C: People, Places and Environment) K: Forests, ; Plains, ; Mountains, ; Oceans, : Looking at Our Land and Water, ; 2: Region, H17; Living in a Neighborhood, 8 11; A Walk Through a Community, 16 19; Comparing Communities, 24 27; Our Country Is Part of Our World, 36 39; Where People Live, K: Homes, 23 26; Neighborhoods, 69 72; Communities, 89 92; United States Map, ; World Map, : Welcome to My Neighborhood, 50 53; Different Kinds of Communities, : A Walk Through a Community, 16 19; Then and Now: How a Community Changes, 22 23; Comparing Communities, 24 27; Where People Live, 62 65; Then and Now: How and Where People Lived, K: Forests, ; Oceans, : Our Earth s Resources, : Our Earth s Resources,

17 SS:GE:5: Environment and Society Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems. SS:GE:2:5.1: Recognize the role of natural resources in daily life, e.g., food, clothing, or shelter. (Themes: A: Conflict and Cooperation, C: People, Places and Environment, D: Material Wants and Needs) SS:GE:2:5.2: Investigate how people use resources, e.g., building homes or the food they eat. (Themes: C: People, Places and Environment, D: Material Wants and Needs) K: Homes, 23 26; Neighborhoods, 69 72; Communities, 89 92; Needs and Wants, ; Needs/Food, ; Needs/Clothing, ; Needs/Shelter, : Our Earth s Resources, ; Interview About Farm History, ; Needs and Wants, ; Book of Homes, 103a 2: From My Orchard to You, 68 71; Our Earth s Resources, 76 79; Goods from the Factory to You, K: Homes, 23 26; Neighborhoods, 69 72; Communities, 89 92; Needs/Food, ; Needs/Clothing, ; Needs/Shelter, : Our Earth s Resources, ; Interview About Farm History, ; Needs and Wants, ; Book of Homes, 103a 2: A Walk Through a Community, 16 19; From My Orchard to You, 68 71; Our Earth s Resources, 76 79; Goods from the Factory to You,

18 US / NH History The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the contemporary challenges they will face as individuals in a state, a country and an interdependent world. Ultimately, the study of history will help students plan and implement responsible actions that support and enhance our collective values. An effective study of history must focus on broad themes, important concepts, major issues and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. The five standards below invite students to share in the excitement and relevance of the past and to envision a better future. SS:HI:1: Political Foundations and Development Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation. SS:HI:2:1.1: Identify national and New Hampshire celebrations, monuments, symbols and documents, e.g., flags, Fourth of July, Lincoln Memorial, Constitution. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, E: Cultural Development, Interaction, and Change) K: National Symbols, ; Make a United States Flag, 282; Declaration of Independence, 269; Celebrations, ; Comparing Flags, 270; The Pledge of Allegiance, 270; Family Celebrations, : Pledge of Allegiance, 16 17; Symbols in Our Country, ; Our Country s Flag, ; We Celebrate Holidays, ; Holidays Are Special Days, ; Columbus Day, 197; Thanksgiving, 199; Independence Day, 203,

19 SS:HI:2: Contacts, Exchanges & International Relations Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time. (continued) SS:HI:2:2.1: Recognize that the world is interconnected, e.g., trade or transportation. (Themes: C: People, Places and Environment, D: Material Wants and Needs, F: Global Transformation) 2: Citizenship Skills: Pledge of Allegiance, H6 H7; Our National Anthem, H8 H9; America The Beautiful, 90 91; The Land Of Freedom, ; End With a Song, ; Flag, ; Declaration of Independence, 217; Holidays, 183, 213, 219, 240, 247, , 286, 287; Ellis Island, 251; People Celebrate, ; Landmarks in Our Country, K: Communities, 89 92; From Here to There, ; World Map, ; Globe, ; Conserve Resources, ; Changes in Travel, ; Scientists and Inventors, ; Alike and Different, ; Places We Go, : Early Travelers to America, ; How Travel Has Changed, ; Life Around the World, : Countries Trade and Move Goods, ; Early Travelers to America,

20 SS:HI:3: World Views and Value systems and their Intellectual and Artistic Expressions Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression. SS:HI:2:3.1: Identify individuals and/or groups who have profoundly affected life in the United States, e.g., Abraham Lincoln, or Pilgrims. (Themes: H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction, J: Human Expression and Communication) K: National Symbols, ; Symbols on Coins, 253; Celebrations, ; Biography, 270; Native Americans, , , ; Explorers, ; Thanksgiving, ; Scientists and Inventors, : Native Americans, ; Native American Objects, ; Early Travelers to America, ; The Colonies Become Free, ; We Celebrate Holidays, ; Biography, 32 33, 72 73, 78 79, , , , , , , , : The First Americans, ; Colonies, ; Our Country Grows, ; Then and Now: Westward Ho! ; Biographies, 28 29, 34 35, 74 75, 86 87, , , , , , , ,

21 (continued) SS:HI:2:3.2: Explore art, music and literature of various time periods, e.g., spirituals or Native American Art. (Themes: J: Human Expression and Communication) K: History of the U.S.A., 240, 246, 251, 254, , 257, 258, , , , , ; Songs and Music CD, 3, 10, 53, 60, 103, 110, 169, 176, 235, 242, 285, 292 1: Native Americans, ; Native American Objects, ; Early Travelers to America, ; The Colonies Become Free, ; We Celebrate Holidays, : The First Americans, ; Colonial Williamsburg: Native Americans Meet, ; Colonies, ; Thirteen Colonies, One Country, ; Our Country Grows, ; Westward Ho! ; We Remember Americans, ; Sojourner Truth, ; End with a Song: Follow the Drinkin Gourd,

22 (continued) SS:HI:2:3.3: Recognize that groups have enhanced art, music and literature of our nation, e.g., Africa American or Irish. (Themes: E: Cultural Development, Interaction, and Change, F: Global Transformation, J: Human Expression and Communication) K: History of the U.S.A., 240, 246, 251, 254, , 257, 258, , , , , ; Songs and Music CD, 3, 10, 53, 60, 103, 110, 169, 176, 235, 242, 285, 292 1: Colonial Williamsburg: Families Long Ago, 12 13; Chinese New Year, 66 67; Native Americans, ; Native American Objects, ; We Celebrate Holidays, : The First Americans, ; Colonial Williamsburg: Native Americans Meet, ; Colonies, ; Our Country Grows, ; Westward Ho! ; We Remember Americans, ; Sojourner Truth, ; End with a Song: Follow the Drinkin Gourd,

23 SS:HI:4: Economic Systems & Technology Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time. SS:HI:5: Social/Cultural Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time. SS:HI:2:4.1: Identify different segments of the United States economy, e.g., farm, manufacturing, or retail. (Themes: D: Material Wants and Needs, G: Science, Technology, and Society) SS:HI:2:5.1: Identify how the lives of women and children have changed over time in our country. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) K: Work, ; Jobs, ; Jobs Then and Now, ; Earning Money, ; Using Money, ; Making Choices, ; Needs and Wants, ; From Here to There, : Ben s Jobs, 94 97; Needs and Wants, ; Welcome to Job Day! ; Interview with a Farmer, ; Jobs in Your Community, 134 2: Choosing Goods and Services, ; Services in Our Community, ; Goods from the Factory to You, 120a 123; Can You Guess These Workers? ; Countries Trade and Move Goods, ; From My Orchard to You, 68 71; Our Earth s Resources, K: Then and Now, , ; First Americans, ; Thanksgiving, ; Elizabeth Blackwell, 277 1: Biography, 32, 72, 114, 162, 168, 256; How a Community Changed, 58 59; Changing Toys, : Then and Now, 22, 66, 138, 228; Biography, 28, 86, 116, 132, 178,

24 (continued) SS:HI:2:5.2: Identify the concept of diversity. (Themes: E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction, J: Human Expression and Communication) K: Families, 19 22; Neighborhoods, 69 72; Communities, 89 92; Celebrations, 93 97; Celebrations, ; Alike and Different, ; Family Celebrations, ; Special Foods, : Colonial Williamsburg: Families Long Ago, 12 13; Different Kinds of Communities, 56 57; Special Things We Do, 62 65; Chinese New Year, 66 67; We Celebrate Holidays, ; Life Around the World, : Out Country Today, ; Our Country Long Ago, ; People and Places in History, ; Ethnic Cultures, 24 27, 62 65, , , , , , ,

25 World History The study of World History and Contemporary Issues is important in helping citizens understand and appreciate the contemporary challenges they will face as individuals in an interdependent, increasingly connected world. Knowledge of past achievements and failures of different peoples and nations provides citizens of the 21st century with a broader context within which to address the many issues facing our nation and the world. World History fosters an appreciation of the roots of our nation's values and the values and perspectives of other peoples. It illustrates how humans have expressed themselves in different surroundings and at different times, revealing the many commonalties and differences shared by the world's peoples past and present. The knowledge incorporated within the phrase "World History and Contemporary Issues" may be presented under a variety of course titles. Whatever the course, the most effective study will focus on important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. For students to fully participate in historical thinking and be prepared for life as decision making citizens, they must be able to draw upon ideas, issues and events from the full range of human experience? SS:WH:1: Political Foundations and Developments Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance. SS:WH:2:1.1: Recognize that people of different countries have different social and political systems. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) K: Community Helpers, 85, 86, 87, 88; Remembering People, 269; Alike and Different, : Life Around the World, : Spring, ; Landmarks Around the World, ; A Step Back in Time, ; Diagram,

26 SS:WH:3: World Views and Value systems and their Intellectual and Artistic Expressions Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression. SS:WH:2:3.1: Explore ways that societies around the world express themselves artistically, e.g., songs, dance or clothing. (Themes: J: Human Expression and Communication) K: Celebrations, 93 97; Alike and Different, ; Family Celebrations, ; Special Foods, ; Games, ; Places We Go, ; 1: Families Long Ago, 12 13; Welcome to My Neighborhood, 50 53; Colonial Williamsburg: Families Long Ago, 12 13; Different Kinds of Communities, 56 57; Special Things We Do, 62 65; Chinese New Year, 66 67; We Celebrate Holidays, ; Life Around the World, : The First Americans, ; Native Americans Meet, ; Colonies, ; Our Country Grows, ; Westward Ho! ; End with a Song: Follow the Drinkin Gourd, ; Landmarks Around the World, ; A Step Back in Time,

27 SS:WH:5: Social/Cultural Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time. SS:WH:2:5.1: Identify the concepts of values and beliefs. (Themes: B: Civic Ideals, Practices, and Engagement, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) K: Getting Along, 27 30; Solving Problems, 39 42, 149, 226; Alike and Different, ; Citizenship, 38, 72, 78, 83, 87, 215, 243, 253, 254, 266, 270 1: Citizenship Skills, H2 H9; Show You Care, ; Celebrate the Earth, ; Tree Musketeers, ; Caring for Our Resources, ; Endangered Animals, ; Citizen Heroes, 18 19, 68 69, , , , : Citizenship Skills, H2 H9; Citizen Heroes, 12 13, 88 89, , , , ; We Belong to Groups, 6 7; Living in a Neighborhood, 8 11; Kids Care Clubs, 12 13; Solve a Problem, 14 15; Make a Decision,

28 Strand: Civics and Governments Communities Grade Three Regions Grade Four to the Grades 3 4 The goal of Civics is to educate students to understand the purpose, structure, and functions of government; the political process; the rule of law; and world affairs. Civics builds on a foundation of history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public affairs. SS:CV:1: The Nature and Purpose of Government Students will demonstrate an understanding of the nature of governments, and the fundamental ideals of government of the United States. SS:CV:4:1.1: Explain the ideal of the United States system of government, e.g., equal rights or tolerance for others. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, C: People, Places and Environment) 3: Governments in the Past, ; Then and Now: The Magna Carta and the U.S. Constitution, 360; United States Government, ; Literature and Social Studies: The Declaration of Independence, 367 4: We the People, 46 52; Biography: Daniel Inouye, 56; The Strengths of Our Freedoms, 56 59; Review, 62 63; A New Nation, 131; Taking a Stand, ; Dorling Kindersley: Winning the Right to Vote, ; Building the Nation, 197; Civil Rights, 205, 206; United States Documents, R28 R31; also see: National Symbols, E16 E17 25

29 (continued) SS:CV:2: Structure and Function of United States and New Hampshire Government Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches. SS:CV:4:1.2: Analyze how government addresses social, political, and geographic issues. e.g., local land use decisions or decisions involving human rights. (Themes: 1: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, C: People, Places and Environment) SS:CV:4:2.1: Identify the individual functions of the three branches of government and the organization of New Hampshire state government. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement) SS:CV:4:2.2: Explain how laws and/or policies are made at local and state levels. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, H: Individualism, Equality and Authority) 3: Citizenship Skills, H2 H3; United States Government, ; Citizenship in History, ; Being a Good Citizen, ; State Government, ; Citizen Heroes, 16 17, 82 83, , , , ; Issues and Viewpoints, , : We the People, 46 52; The Three Branches of Government, 50 52; The Strengths of Our Freedoms, 56 59; Review, 62 63; Thirteenth Amendment, 137; Nineteenth Amendment, 138; Civil Rights, 205 3: United States Government, ; State Government, : Local & State Government, 48; Fact File, 49; Review, 62 63; The Three Branches of Government, : State Government, : Law, 47, 50 58; Local & State Government, 48; also see: Government: State Complex, E14 E15 26

30 SS:CV:3: The World and the United States' Place In It Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs. SS:CV:4:3.1: Explain that the world is divided into different countries with their own governments and that all governments are not the same. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) 3: World Communities, See also: A Spanish Community, ; A French Community, ; An English Community, : Americans All, 38 44; Early History of the Southeast, ; Festival of Two Worlds, ; also see: Culture: Japanese Tea House, E8 E9 SS:CV:4: Rights and Responsibilities Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement. SS:CV:4:4.1: Describe the rights of citizens as outlined by the Constitutions of New Hampshire and the United States. (Themes: A: Conflict and Cooperation, H: Individualism, Equality and Authority) 3: U.S. Constitution, 360, 368; Bill of Rights, 370, 371 4: Strengths of Our Freedoms, 56; Our Constitutional Rights, 57; Thirteenth Amendment, 137; Nineteenth Amendment, 138; Winning the Right to Vote, ; Civil Rights, 205, 206; United States Documents, R28 R31 27

31 Economics (EC:1) Economics is the study of the allocation and utilization of limited resources to meet society's unlimited needs and wants, including how goods and services are produced and distributed. Through economics, students examine the relationship between costs and benefits. They develop an understanding of basic economic concepts; economics in history; how economics affects and is affected by the individual; cycles in the economy; financial institutions and government; and international economics and trade. The goal of economic education is to prepare students to make effective decisions as consumers, producers, savers, investors, and as citizens. Learning how to reason about economic issues is important also because the analytic approach of economics differs in key respects from approaches appropriate for other related subjects such as history, geography, and civics. Yet valid economic analysis helps us to master such subjects as well, providing effective ways to examine many of the why questions in history, politics, geography, business, and international relations. SS:EC:1: Economics and the Individual Students will learn about their role in a free market, how decisions that they make affect the economy, and how changes in the economy can affect them. SS:EC:4:1.1: Identify the factors of production and explain how businesses use these to produce goods and services. (Themes: D: Material Wants and Needs, G: Science, Technology, and Society) 3: A Community Business, ; Using Resources, ; Using a Cutaway Diagram, ; Meet Henry Ford, : Products, 28; Growth of Industry, 70 71; Producers, 74; also see: Regional Resources, 26; Natural Resources, 27; Renewable and Nonrenewable Resources, 29; Resources, , , , ,

32 (continued) SS:EC:4:1.2: Describe what markets are and define individual s roles as consumers and producers in a market economy using circular flow models. (Themes: D: Material Wants and Needs, G: Science, Technology, and Society) SS:EC:4:1.3: Explain how decisions by consumers and producers affect and are affected by the economy. (Themes A: Conflict and Cooperation C: People, Places and Environment D: Material Wants and Needs) SS:EC:4:1.4: Describe why most jobs today require greater specialization and result in greater productivity. (Themes: G: Science, Technology, and Society) 3: For related information see: Earning, Spending, and Saving, ; History of Money, ; Choosing Wisely, ; Make a Decision, : Using Money, 74; Free Trade, 76 77; Making Choices, 78; Facing the Future, 79; also see: Globalization, 82, 83; Communication, 84 85; Review, 88, 89 3: Earning, Spending, and Saving, ; Choosing Wisely, ; Make a Decision, ; Supply and Demand, 311; Depending on Others, ; World Trade, : Producers and consumers, 74; Free Trade, 76 77; Making Choices, 78; Facing the Future, 79; also see: Globalization, 82, 83; Communication, 84 85; Review, 88, 89 3: Welcome to My Community, ; Citizen Heroes, ; People at Work, ; Depending on Others, ; Review, : Facing the Future, 79; Globalization, 82, 83; also see: Communication, 84 85; Review, 88, 89 29

33 SS:EC:2: Basic Economic Concepts Students will learn about the pillars of a free market economy and the market mechanism. SS:EC:4:2.1: Explain why needs and wants are unlimited while resources are limited. (Themes: C: People, Places and Environment, D: Material Wants and Needs) SS:EC:4:2.2: Explain why scarcity requires individuals, households, businesses and governments to make economic choices and how economic choices always involve an opportunity cost. (Themes: A: Conflict and Cooperation, D: Material Wants and Needs) SS:EC:4:2.3: Describe different ways individuals, households, businesses and governments make economic decisions, e.g., developing alternative choices or budgets. (Themes: A: Conflict and Cooperation, D: Material Wants and Needs, G: Science, Technology, and Society) 3: Earning, Spending, and Saving, ; Choosing Wisely, ; Make a Decision, ; A Community Business, ; Supply and Demand, 311 4: Needs and wants, 65, 73; Trade Then and Now, 72; Free Trade, 76 77; also see: Regional Resources, 26; Natural Resources, 27; Renewable and Nonrenewable Resources, 29; Growth of Industry, 70 71; Interdependent, 81 82; Resources, , , , , : Earning, Spending, and Saving, ; Choosing Wisely, ; Make a Decision, : Needs and wants, 65, 73; Making Choices, 78; Facing the Future, 79; also see: Trade Then and Now, 72; Free Trade, 76 77; Globalization, 82, 83; Review, 88, 89 3: Earning, Spending, and Saving, ; Choosing Wisely, ; Make a Decision, : Making Choices, 78 79; also see: Trade Then and Now, 72; Free Trade, 76 77; Globalization, 82, 83; Communication, 84 85; Review, 88, 89 30

34 (continued) SS:EC:4:2.4: Define supply and demand and describe factors that can cause a change in supply and demand. (Themes: D: Material Wants and Needs, F: Global Transformation) 3: Supply and Demand, 311 4: Supply and Demand, 77; also see: Regional Resources, 26; Natural Resources, 27; Renewable and Nonrenewable Resources, 29; Around the World, 82; Communication and Transportation, 84 85; Oil and Technology, SS:EC:4:2.5: Explain how prices of goods and services are set in the United States and describe different factors that affect price. (Themes: D: Material Wants and Needs, F: Global Transformation) 3: Earning, Spending, and Saving, ; Choosing Wisely, ; A Community Business, : Price and Free Trade, 76; The Amount of a Product, 77; also see: Using Money, 74, 75 SS:EC:3: Cycles in the Economy Students will be able to explain the business cycle and trends in economic activity over time. SS:EC:4:3.1: Illustrate cycles of economic growth and decline, e.g., New Hampshire manufacturing or agriculture. (Themes: D: Material Wants and Needs, F: Global Transformation, G: Science, Technology, and Society) 3: For related information see: Earning, Spending, and Saving, ; Choosing Wisely, ; A Community Business, : Growth of Industry, 70 71; Globalization, 82, 83; Review, 88, 89; Resources of the Northeast, 114; Centers of Industry, 145; Building Farms, 270, 272, 273, 374; The Cattle Industry, ; How Ranching Influenced the West,

35 (continued) SS:EC:4:3.2: Describe how changes in the business cycle can impact people s lives. (Themes: C: People, Places and Environment) 3: For related information see: Earning, Spending, and Saving, ; Choosing Wisely, ; A Community Business, : Growth of Industry, 70 71; Globalization, 82, 83; Review, 88, 89; Resources of the Northeast, 114; Centers of Industry, 145; Building Farms, 270, 272, 273, 374; The Cattle Industry, ; How Ranching Influenced the West, SS:EC:4: Financial Institutions and the Government Students will understand how financial institutions and the government work together to stabilize our economy, and how changes in them affect the individual. SS:EC:4:4.1:Describe different methods people use to exchange goods and services, e.g., barter or the use of money. (Themes: D: Material Wants and Needs) SS:EC:4:4.2: Identify good and services provided by local government, e.g., police cars or fire protection. (Themes: A: Conflict and Cooperation, C: People, Places and Environment, G: Science, Technology, and Society) 3: Earning, Spending, and Saving, ; History of Money, : Trade Then and Now, 72; Trading for Needs and Wants, 73; Using Money, 74, 75; Free Trade, 76 77; Import and Export, 141; Early Trade Center, 277 3: Community Services, : Local & State Government, 48, 49 32

36 SS:EC:5: International Economics and Trade Students will recognize the importance of international trade and how economies are affected by it. SS:EC:4:5.1: Describe that countries have different kinds of resources. (Themes: C: People, Places and Environment, D: Material Wants and Needs SS:EC:4:5.2: Explain why some countries resources are in greater demand than others, e.g., colonial New Hampshire s mast trees or petroleum. (Themes: C: People, Places and Environment, D: Material Wants and Needs, F: Global Transformation) SS:EC:4:5.3: Explain that trade between countries involves imports and exports and the reasons why countries trade. (Themes: C: People, Places and Environment, D: Material Wants and Needs, F: Global Transformation) 3: Using Resources, ; Depending on Others, ; World Trade, ; Communities and Resources, : Price and Free Trade, 76 77; Around the World, 82, 83; Import and Export, 141; Oil and Technology, ; also see: Trade Then and Now, 72 3: Using Resources, ; Depending on Others, ; World Trade, ; Communities and Resources, : Price and Free Trade, 76 77; Around the World, 82, 83; Import and Export, 141; Oil and Technology, ; also see: Trade Then and Now, 72; Interdependent, 81 82; Review, 88 89; Hub of the Nation, ; Workers, 143, 146, 147, 260, 261; Resources, , , , , : World Trade, ; Trade, , , 320, 321, : Import and Export, 141; also see: Trade Then and Now, 72; Trading for Needs and Wants, 73; Using Money, 74, 75; Free Trade, 76 77; Import and Export, 141; Early Trade Center, 27 33

37 Geography The real crux of geography is understanding our physical Earth and human environment interaction: knowing why people settle in an area, how they make their living and the resources they use, why they dress or speak the way they do, and what they do for entertainment. A geographically informed person can draw connections between locations of the Earth, recognize complex regional patterns, and appreciate the influence of place on human development. SS:GE:1: The World in Spatial Terms Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information. SS:GE:4:1.1: Identify and describe the characteristics and purposes of geographic tools: maps, globes, graphs, diagrams, photographs, satellite produced images, and other technologies. (Themes: C: People, Places and Environment, F: Global Transformation) 3: Map Adventure, 51, 80, 174, 245, 320, 369; Maps, 10, 20, 21, 22, 26, 32, 38, 42, 48, 51, 74, 75, 80, 84, 90, 98, 104, 111, 114, 120, 142, 148, 152, 153, 172, 174, 178, 182, 186, 191, 208, 210, 214, 220, 222, 224, 230, 245, 252, 257, 258, 266, 317, 318, 320, 328, 338, 340, 369, 390, 398; Map and Globe Skills, 32, 98, 110, 222, 388 4: Map Handbook, H10 H22; Maps, 11, 19, 20, 22, 25, 40, 41, 105, 114, 133, 167, 173, 181, 191, 195, 234, 247, 265, 281, 309, 326, 333, 347, 372, 381, 387, 401, 403, 409, 414, R2 R15; Charts, Graphs, Tables, & Diagrams, 21, 48, 50, 76, 84, 110, 235, 240, 241, 315, 334, 382; Map and Globe Skills, 24 25, 54 55, 86 87, , ; Map Adventure, 83, 144, 174, 279, 341, 402; Chart and Graph Skills, , , ; Interpret Charts, 248, 413; Interpret Graphs,