Living, Learning, and E Pluribus Unum: Working Together From Many, One 1. Identify sequential actions, such as first, next, last, in stories and use them to describe personal experiences. (H) Relationships between first, next, then, and last. Describe personal experiences during whole-class discussion first, next, then, and last. Correctly order first, next, and last pictures of sequential actions. Use order words to complete a story map. True Stories and Folk Tales from America and from Around the World 1. Identify temporal sequences such as days, weeks, months, years, and seasons. Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).(h) Spring, summer, fall and winter are the four seasons. Nothing stays the same, everything can change. Retell a story about the seasons to a classmate. Draw a picture to show how something is now, was in the past, and might be in the future. CONCEPTS & SKILLS 1. Use a calendar to identify days, weeks, months, years, and seasons. (H) sequence of months, days, seasons numeric form of the date sequence and write the days of week, and order the months of the year months how to use a calendar as a source of information Massachusetts and its Cities and Towns: Geography and History - Grade 3 1. Explain the meaning of time periods or dates in historical narratives (decade, century, 1600s, 1776) and use them correctly in speaking and writing. (H) The meaning of time periods and dates. List in chronological order the major historical events that are part of Massachusetts history. Use time periods and dates correctly in speaking and writing. North American Geography - Grade 4 1. Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. (G) Absolute location is the exact spot of a place on earth. It is where one line of latitude crosses one line of location. Lines of latitude are imaginary lines that circle the earth parallel to the equator. Lines of longitude are imaginary lines that circle the earth from pole to pole. These lines measure distances east or west of the starting line Prime Meridian 2. Use correctly words and phrases related to chronology and 2. Place events in students own lives in chronological order. (H) 2. Use correctly words and phrases related to time (now, in 2. Observe visual sources such as historic paintings, photographs, Determine absolute location of state capitals (4.10), unique features of the United States (4.12), major cities of Canada (4.17), major cities of Mexico (4.23) 2. Interpret a map using information from its title, Page 1 of 19
time (now, long ago, before, after; morning, afternoon, night; today, tomorrow, yesterday; last or next week, month, year; and present, past, and future tenses of verbs). (H) How to use time-related language appropriately Compare today, tomorrow, yesterday using weather as the context. Words and phrases related to chronology and time from Kindergarten Social Studies Standard 2 - now, long ago, before, after; morning, afternoon, night; today, tomorrow, yesterday; last or next week, month, year; and present, past, and future tenses of verbs. Make a story map of a simple experience. Draw and number a series of pictures about a simple experience. Write the step-by-step process for a simple task using words like first, then, next, and last to give clear directions. the past, in the future), changing historical periods (other times, other places), and causation (because, reasons). (H) Review now, in the past, in the future. Correct use of terms related to historical periods - other times, other places. Correct use of words related to causation because, reasons. or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action. (H) How to use visual sources to learn about history. Draw upon data in paintings and artifacts to hypothesize about the culture of indigenous people in Massachusetts Obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films; and so on. Marshal needed information of the time and place in order to construct a story, explanation, or historical narrative. compass rose, scale, and legend. (G) The title of a map names the subject of the map. A compass rose has a symbol that shows where the cardinal directions north, south, east, and west are positioned. Scale is a measuring line the helps a map user calculate distance. The legend explains symbols for understanding a map. Students will use a key to find locations on a map 3. Use correctly the word because in the context of stories or personal experiences. (H) Cause and effect utilizing the word because 3. Read dates on a calendar and associate them with days of the week. (H) How a calendar is organized and how it progresses daily, 3. Explain the information that historical timelines convey and then put in chronological order events in the student s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied. (H) that a time-line conveys chronological events 3. Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. (H) How to use historical artifacts and sites to generate questions 3. Observe and describe national historic sites and describe their function and significance. (H, C) The function and significance of major monuments and Page 2 of 19
Support a statement/story with details Retell strategies 4. Use correctly words and phrases that indicate location and direction, such as up, down, near, far, left, right, straight, back, behind, and in front of. (G) Meaning of up, down, near, far, left, right, straight, back, behind, and in front of. Point or move in the directions named in the standard. Move in ways that combine the directions in this standard with several ways of moving. Manipulate two or more pictures to demonstrate position words. weekly, and monthly Find dates on a calendar Fill in a calendar that is missing parts (ie. Dates, days, month labels) 4. Describe a map as a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country, or world. (G) A map is a drawing or chart that shows where things are. Maps are used to find different locations. Draw and label a map of the classroom. Make generalizations about the things maps show after viewing several different maps. create a timeline of their life in chronological order answer questions based on a timeline 4. Describe how maps and globes depict geographical information in different ways. (G) that maps and globes can represent the same geographical areas in multiple dimensions /symbols what a globe represents in contrast to maps compare and contrast maps and globes about their function, construction, and significance. Formulate historical questions from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past. 4. Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New England, Massachusetts, and the local community. (G) Cardinal directions are north, south, east, and west. A compass rose has a symbol that shows where the cardinal directions are. A legend is a map key that explains the lines, symbols, and colors used on a map. The title of a map names the subject of the map. On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Ann, Cape Cod, the Connecticut River, the historical sites in and around Washington, D.C. Students will make posters for each of the historic sites in Washington, DC and present it orally to the class 4. Give examples of the major rights that immigrants have acquired as citizens of the United States (e.g., the right to vote, and freedom of religion, speech, assembly, and petition). (C) People from many cultures contribute to the American culture. Discuss their individual family heritage Graph their family heritage as a class Make a list of words that come from a foreign language Make a list of cities and towns that come from foreign languages. Page 3 of 19
Merrimack River, the Charles 5. Tell or show what a map is and what a globe is. (G) 5. Identify cardinal directions (north, east, south, west) and apply them to maps, locations in the classroom, school, playground, and community. (G) 5. Read globes and maps and follow narrative accounts using them. (G, H) River, and the Berkshire Hills 5. Describe the difference between a contemporary map of their city or town and the map of their city or town in the 18th, 19 th, or early 20 th century. (H, G) 5. Give examples of the different ways immigrants can become citizens of the United States. (C) A map is a drawing of a place to show where things are located and that A globe is a round model of the Earth Locate land and water features on maps and a globe. Use a map or a globe to describe places referenced in stories and real-life situations The compass rose on a map shows the directions north, south, east, and west. Describe what they are doing by using the words right, left, north, south, east, and west when tracing alternate routes on a map provided by the teacher. symbols of a map key cardinal directions on a compass rose read a map key, and compass rose to locate places on a map related to narrative accounts Maps change as time progresses. Describe the differences between a contemporary map of their city or town and an historical map of the same place. People from many cultures contribute to the American culture. Discuss their individual family heritage Graph their family heritage as a class Make a list of words that come from a foreign language Make a list of cities and towns that come from foreign languages. 6. Give examples that show the meaning of the following concepts: authority, fairness, justice, responsibility, and rules. (C) Classroom/School rules Playground rules follow rules of the 6. Define and locate the North and South Poles and the equator. (G) South is the direction moving straight down from the North Pole on a globe. North is the direction moving straight down from the South 6. Define and give examples of some of the rights and responsibilities that students as citizens have in the school (e.g., students have the right to vote in a class election and have the responsibility to follow school rules). (C) 7. Give examples of the different ways people in a community can influence their local government (e.g., by voting, running for office, or participating in meetings). (C) 6. Give examples of why it is necessary for communities to have governments (e.g., governments provide order and protect rights). (C) Governments provide order and protect rights. Give examples of how 6. Define and give examples of natural resources in the United States. (E) Definition of natural resources Interpret a natural resources map to identify examples of Page 4 of 19
classroom/school/playground accept consequences for breaking rules using stories and class discussion, students will be able to differentiate between being responsible and irresponsible, fair and unfair, etc. 7. Use words relating to work, such as jobs, money, buying, and selling. (E) the uses for money how jobs are related to money identify coins discuss occupations that people have 8. Give examples of how family members, friends, or acquaintances use money directly or indirectly (e.g., credit card or check) to buy things they want. (E) Pole on a globe. Point to the North and South Pole on a globe. 7. Define and give examples of a continent, mountain, river, lake, and ocean. (G) Definition of continent, mountain, river, lake, and ocean. Compare and contrast a topographical and a political map. Label North America, South America, Africa, Europe, Asia, Africa, and Australia on a map of the world. Make a chart comparing folktales (standard 1.7) with their continents of origin. 8. Give examples that show the meaning of the following words: politeness, achievement, courage, honesty, and reliability. (C) 7. Give examples of fictional characters or real people in the school or community who were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage). (C) qualities of good citizenship qualities of good leadership the meaning of the words community, citizenship, honesty, dependability, modesty, trustworthiness, courage identify fictional characters and real people who possess admirable qualities 8. Give examples of people in the school and community who are both producers and consumers. (E) government provides order and protects rights. 7. Give examples of the different ways people in a community can influence their local government (e.g., by voting, running for office, or participating in meetings). (C) People can influence their government by voting, running for office, or participating in meetings. Give examples of different ways people can influence their government. 8. Define what a tax is and the purposes for taxes, and with the help of their teachers and parents, give examples of different kinds of taxes (e.g., property, sales, or income taxes). (E) natural resources in the United States. 7. Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things. (E) Definition of economy Students will play LEMONADE STAND online 8. Give examples of how the interaction of buyers and sellers influences the prices of goods and services in markets. (E) Page 5 of 19
People use money to purchase goods. Identify the difference between basic needs (food, clothing, and shelter) and wants (things people like to have); The qualities portrayed by important people in history Listen to stories of important people and acknowledge the qualities portrayed by those people. 9. Give examples of products (goods) that people buy and use. (E) People save money for the future to purchase goods and services. Describe how people are both buyers and sellers of goods and services. 10. Give examples of services that people do for each other. (E) In many jobs, people provide services to each other. what a producer (of goods and services) and a consumer are will identify people who provide goods (producers) will identify people who provide services (producers) will identify people who are consumers 9. Explain what buyers and sellers are and give examples of goods and services that are bought and sold in their community. (E) goods and services are bought, sold, and exchanged communities provide a variety of goods and services identify buyers and sellers in their community give examples of goods and services provided in their community What a tax is and the purposes for taxes. Give examples of taxes and what they are used for. 9. Define specialization in jobs and businesses and give examples of specialized businesses in the community. (E) Jobs and businesses specialize. Give examples of specialized jobs and businesses in the community. 10. Define barter, give examples of bartering (e.g., trading baseball cards with each other), and explain how money makes it easier for people to get things they want. (E) Bartering is one way of getting things you need or want. Buying things you need or want Supply and demand Students will play LEMONADE STAND online Page 6 of 19
Describe how people are both buyers and sellers of services. is another way. Give examples and show how bartering can get you things you need or want. 11. Give examples of the choices people have to make about the goods and services they buy (e.g. a new coat, a tie, or a pair of shoes) and why they have to make choices (e.g., because they have a limited amount of money). (E) People make choices because they cannot have everything they want. Plan how to spend money, real or hypothetically 1. Identify and describe the events or people celebrated during United States national holidays and why we celebrate them. (H) a. Columbus Day b. Independence Day c. Martin Luther King, Jr. Day d. Presidents Day e. Thanksgiving 1.1 On a map of the United States, locate Washington, D.C., and identify it as the capital of the United States of America; locate Boston and identify it as the capital of Massachusetts. (G) LEARNING STANDARDS 2.1 On a map of the world, locate all of the continents: North America, South America, Europe, Asia, Africa, Australia, and Antarctica. (G) 3.1 On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Ann, Cape Cod, the Connecticut River, the Merrimack River, the Charles River, and the Berkshire Hills. (G) Standards 4.1 4.7 Page 7 of 19
the meaning of each of the holidays identifying the people and events honored by the holidays of Columbus Day, Independence Day (Fourth of July), Martin Luther King, Jr. Day, Presidents Day, and Thanksgiving Day, Washington, DC is the capital of the country Boston is the capital of MA Identify Boston and Washington, DC on a map 7 continents of the world Oceania is composed of Australia, New Zealand, and New Guinea Locate all of the continents on a map of the world. Label the 7 continents on a world map Label components of Oceania on a world map Skills identified in Concepts and Skills Standard 4 On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Ann, Cape Cod, the Connecticut River, the Merrimack River, the Charles River, and the Berkshire Hills Optional standards for Ancient China, c. 3000-200 BC/BCE are not included in the curriclulm as per decision at a Grade Level Meeting in 12/07. 2. Put events in their own and their families lives in temporal order. (H) how to follow classroom schedule daily routine in their family sequencing activities following classroom routines 1.2 Identify the current President of the United States, describe what presidents do, and explain that they get their authority from a vote by the people. (H, C) Who the current president is, what the president does, and that they are elected Describe what presidents do Explain that the President get s his or her authority from a vote by the people. 2.2 Locate the current boundaries of the United States, Canada, and Mexico. (G) the meaning of boundaries the United States, Canada and Mexico are separate countries in North America locate the boundaries of the United States, Canada and Mexico on a map or a globe 3.2 Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life. (H, G) Wampanoag leaders Wampanoag way of life Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life 4.8 On a map of the world, locate North America. On a map of North America, locate the United States, the Atlantic and Pacific Oceans, Gulf of Mexico, Mississippi and Rio Grande Rivers, the Great Lakes, Hudson Bay, and the Rocky and Appalachian Mountain ranges. (G) Students will know how to locate North America, United States, the Atlantic and Pacific Oceans, Gulf of Mexico, Mississippi and Rio Grande Rivers, the Great Lakes, Hudson Bay, and the Rocky and Appalachian Mountain ranges Page 8 of 19
3. Identify the student s street address, city or town, and Massachusetts as the state and the United States as the country in which he or she lives. Identify the name of the student s school and the city or town in which it is located. (G) 1.3 Identify and explain the meaning of American national symbols. (H, C) A. American flag B. Bald eagle C. White House D. Statue of Liberty label the United States, Canada, Mexico 2.3 Locate the oceans of the world: the Arctic, Atlantic, Indian, Pacific, and Southern Oceans. (G) 3.3 Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in the Plymouth Colony. (H, G, C, E) A. the purpose of the Mayflower Compact and its principles of self-government B. challenges in settling in America C. events leading to the first Thanksgiving Label a map of North America and the United States 4.9 On a map of North America, locate the current boundaries of the United States (including Alaska and Hawaii). Locate the New England, Middle Atlantic, Atlantic Coast/Appalachian, Southeast/Gulf, South Central, Great Lakes, Plains, Southwest Desert, and Pacific states and the Commonwealth of Puerto Rico. (G) where they live where their school is tell their home address tell the name of their school and town where located That there are many symbols that represent our country. A symbol represents something else. Demonstrate respect for the American flag by reciting the Pledge of Allegiance. the difference between oceans and other bodies of water. Locate the Arctic, Atlantic, Indian, Pacific, and Southern Oceans of the world: on a map of the world. Label the Artic. Atlantic, Indian, and the Pacific Oceans Who the Pilgrims were and explain why they left Europe to seek religious freedom How to describe the Pilgrims journey and their early years in the Plymouth Colony Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in the Plymouth Colony. Explain the purpose of the Mayflower Compact Explain the events leading to the first Thanksgiving On a map of North America, locate the current boundaries of the United States (including Alaska and Hawaii). Locate the New England, Middle Atlantic, Atlantic Coast/Appalachian, Southeast/Gulf, South Central, Great Lakes, Plains, Southwest Desert, and Pacific states and the Commonwealth of Puerto Rico. Students will know that there are a six regions in the United States Identify which states are in each region on a map Label a map of North America Page 9 of 19
4. Describe the location and features of places in the immediate neighborhood of the student s home or school. (G) Signs in the home, neighborhood or school help people. Naming words for parts of a house. Participate in shared writing of a description of students town or school. Draw pictures of signs in the home, school, or neighborhood. Draw and label a house. 5. Retell stories that illustrate honesty, courage, friendship, respect, responsibility, and the wise or judicious exercise of authority, and explain how the characters in the stories show these qualities. (C) 1.4 Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing national songs such as America the Beautiful, My Country, tis of Thee, God Bless America, and The Star Spangled Banner and explain the general meaning of the lyrics. (H, C) That there are many symbols that represent our country. A symbol represents something else. Demonstrate respect for the American flag by learning the Pledge of Allegiance. Sing America the Beautiful, My Country, tis of Thee, God Bless America, and The Star Spangled Banner 1.5 Give reasons for celebrating the events or people commemorated in national and Massachusetts holidays. On a calendar for the current year, identify the months for Labor Day, Columbus Day, Veterans Day, Thanksgiving, Martin 2.4 Locate five major rivers in the world: the Mississippi, Amazon, Volga, Yangtze, and Nile. (G) the names of the five major rivers Mississippi, Amazon, Volga, Yangtze and Nile Locate the world s major rivers - Mississippi, Amazon, Volga, Yangtze, and Nile on a map of the world. 2.5 Locate major mountains or mountain ranges in the world such as the Andes, Alps, Himalayas, Mt. Everest, Mt. McKinley, and the Rocky Mountains. (G) 3.4 Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education, and work of the Puritans in the Massachusetts Bay Colony. (H, E, C) Difference between Pilgrims and Puritans What daily life was like for the Puritans Early leaders of the Pilgrims and Puritans Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, Explain the work of the Puritans in the Massachusetts Bay Colony Construct a historical narrative about daily life in the early settlements of Massachusetts. Identify the groups that have come into the state or region and to generate ideas about why they came. 3.5 Explain important political, economic, and military developments leading to and during the American Revolution. (H, C) a. the growth of towns and cities in Massachusetts 4.10 Identify the states, state capitals, and major cities in each region. (G) Students will know the states, state capitals, and major cities in each region Locate each state, it s capital, and major cities in its specific region. 4.11 Describe the climate, major physical features, and major natural resources in each region. (G) Page 10 of 19
Luther King, Jr. Day, Presidents Day, Patriots Day, Memorial Day, Flag Day, and Independence Day. (H, C, G) before the Revolution b. the Boston Tea Party c. the beginning of the Revolution at Lexington and Concord d. the Battle of Bunker Hill e. Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul Revere the meaning of the vocabulary - honesty, courage, friendship, respect, responsibility explain how characters in a story exemplify these qualities Important people associated with holidays How to find holidays on a calendar Record important dates on calendars the names of the major mountain ranges of the world Andes, Alps, Himalayas, Mt. Everest, Mt. McKinley, and the Rocky Mountains. Locate the world s major mountains or mountain ranges of the world Andes, Alps, Himalayas, Mt. Everest, Mt. McKinley, and the Rocky Mountains on a map of the world. What life was like in Colonial America How the French & Indian War, Stamp Act, Intolerable Acts, Boston Massacre, Boston Tea Party led to the beginning of the Revolution at Lexington and Concord Male and Female Revolutionary participants such as John Adams, Samuel Adams, John Hancock, Paul Revere, George Washington, Ben Franklin, Molly Pitcher, Deborah Sampson, Betsy Ross and Thomas Jefferson and the parts they played in the Revolution Definition physical features, physical map Coastal plains, highlands, plateaus, deserts, mountains, major lakes and rivers for each region Draw and label a map of the major physical features of each region of the United States Identify significant participants in the Revolution such as John Adams, Samuel Adams, John Hancock, Paul Revere, George Washington, Ben Franklin, Molly Pitcher, Deborah Sampson, Betsy Ross and Thomas Jefferson and the parts Page 11 of 19
they played in the Revolution Explain the significance of The Boston Tea Party, The Boston Massacre and other important events leading to the Revolution Reconstruct in timelines the order of early explorations and settlements including explorers, early settlements, and cities. 6. Identify and describe family or community members who promote the welfare and safety of children and adults. (C) Types of family members who keep children safe Teachers, librarians, police officers and park rangers are examples of community helpers. Contribute to a class chart about family members who keep each other safe. 7. Demonstrate understanding that there are important American symbols by identifying A. American flag and its colors and shapes Melody of the national anthem Picture and name of the current president Words of the Pledge of 1.6 Give reasons for noting the days that mark the changes in seasons. (G) That the season changes on a specific day The length of day changes based on the time of year List the seasons in order Identify the month in which the season changes 1.7 After reading or listening to folktales, legends, and stories from America (e.g., Johnny Appleseed, Paul Bunyan, Davy Crockett, John Henry, and Annie Oakley) and from around the world (e.g., Anansi, Issun Boshi, the Knee-High Man, Lon Po Po, and Medio Pollito), describe the main characters and their 2.6 Explain the difference between a continent and a country and give examples of each. (G) know the difference between a country and a continent United States is a country on the continent of North America Identify examples of countries and continents 2.7 On a map of the world, locate the continent, regions, or countries from which students, their parents, guardians, grandparents, or other relatives or ancestors came. With the help of family members and the school librarian, describe traditional food, customs, sports and games, and music of the 3.6 Identify the Declaration of Independence, the Constitution, and the Bill of Rights as key American documents. (C) The importance and summarized history of the Declaration of Independence, The Constitution and the Bill of Rights Identify the Declaration of Independence, the Constitution, and the Bill of Rights as key American documents 3.7 After reading a biography of a person from Massachusetts in one of the following categories, summarize the person s life and achievements. (H, C) A. science and technology (e.g., Alexander Graham Bell, Nathaniel Bowditch, Robert Goddard, John Hayes Hammond, 4.12 Identify and describe unique features of the United States (e.g., the Everglades, the Grand Canyon, Mount Rushmore, the Redwood Forest, Yellowstone National Park, and Yosemite National Park). (G) Names of the major national parks in each region Locate the major national parks in each region on a map - Everglades, the Grand Canyon, Mount Rushmore, the Redwood Forest, Yellowstone National Park, and Yosemite National Park 4.13 Identify major monuments and historical sites in and around Washington, D.C. (e.g., the Jefferson and Lincoln Memorials, the Smithsonian Museums, the Library of Congress, the White House, the Capitol, the Washington Monument, the National Archives, Arlington National Page 12 of 19
Allegiance. (C) qualities. (H) place they came from. (G, C) Edwin Land, Samuel Morse) B. the arts (e.g., Henry Adams, Louisa May Alcott, John Singleton Copley, Emily Dickinson, Ralph Waldo Emerson, Theodore Geisel, Nathaniel Hawthorne, Oliver Wendell Holmes, Frederick Law Olmsted, Norman Rockwell, Henry David Thoreau, Phyllis Wheatley) C. business (e.g., William Filene, Amos Lawrence, Francis Cabot Lowell, An Wang); D. education, journalism, and health (e.g., Clara Barton, Horace Mann, William Monroe Trotter) E. political leadership (e.g., John Adams, John Quincy Adams, Susan B. Anthony, Edward Brooke, Benjamin Franklin, John F. Kennedy, Paul Revere) The President is the leader of the United States Recognize the American flag and its colors and shapres Recite the Pledge of Allegiance Name the current President of the United States A folktale tells how Anansi the spider became the keeper of all stories. Johnny Appleseed is famous for planting apple trees. Paul Bunyan was a lumberjack with a blue ox named Babe. Predict what trick will use to catch Snake while listening to a folktale about Anansi. Contribute sentences to write a class story about a folktale, legend, or story. the countries their ancestors came from locate the regions of origin of their ancestors identify customs/ traditions of their ancestors How the ideas and achievements of a significant person affected the history of Massachusetts. Summarize how the ideas and achievements of a significant person affected the history of Massachusetts. Cemetery, the Vietnam Veterans Memorial, the Iwo Jima Memorial, and Mount Vernon). (G) The function and significance of major monuments and historical sites in and around Washington, D.C. Identify monuments Shown pictures of monuments and historical sites, students will be able to identify them. Page 13 of 19
Write a character sketch about someone in a folktale or legend using details from a word web. Make a chart comparing folktales (concepts & skills standard 7) with their continents of origin. 8. Give examples of different kinds of jobs that people do, including the work they do at home. (E) Examples of family chores jobs of community helpers in their neighborhood Contribute to a class list of chores kindergarten children do at home Match tools to jobs activities 1.8 After reading or listening to stories about famous Americans of different ethnic groups, faiths, and historical periods (e.g., Neil Armstrong, Cesar Chavez, Roberto Clemente, Thomas Edison, Bill Gates, Daniel Inouye, Thurgood Marshall, Rosa Parks, Colin Powell, Sacagawea, Jonas Salk, Harriett Beecher Stowe, Clarence Thomas, Booker T. Washington, and the Wright Brothers) describe their qualities or distinctive traits. (H, C) People from a variety of backgrounds have contributed to make our country great Discuss the important contributions of different Americans and why those are important. Compare the different people and find how they are the same and different Discuss common character 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today. (G, C) that many traditions and customs in America come from other countries give examples of customs and traditions in America that come from other countries 3.8 On a map of Massachusetts, locate the class s home town or city and its local geographic features and landmarks. (G) Skills identified in Concepts and Skills Standard 4 The location of their home town and its geographic features and landmarks On a map of Massachusetts, locate the towns within the Gateway Regional School District and surrounding geographic features and landmarks. 4.14 Identify the five different European countries (France, Spain, England, Russia, and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored and describe how their influence can be traced to place names, architectural features, and language. (H, G) Europe is NOT a state, nor is it a country As you study each region students will understand the countries which influenced the settlement of that particular region. the difference between a state, region, country, and continent Be able to match the region of the United States and the major European country/countries that settled it. Page 14 of 19
traits 9. Explain why people work (e.g., to earn money in order to buy things they want). (E) 1.9 Explain that Americans have a variety of different religious, community, and family celebrations and customs, and describe celebrations or customs held by members of the class and their families. (H) 2.9 With the help of the school librarian, identify and describe well-known sites, events, or landmarks in at least three different countries from which students families come and explain why they are important. (H, G, C) 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C) 4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: A. several indigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuits). B. African Americans, including an explanation of their early concentration in the South because of slavery and the Great Migration to northern cities in the 20 th century, and recent African immigrant groups (e.g., Ethiopian) and where they tended to settle in large numbers. C. major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians). D. major Spanish-speaking (e.g., Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant Page 15 of 19
groups who have come to America in the 19 th and 20 th centuries, locating their countries of origin and where they tended to settle in large numbers. (H, G) People work to earn money to buy things *This standard is strictly a KNOW standard. 10. Give examples of the things that people buy with the money they earn. (E) Clothes, groceries, and toys are examples of things people buy with the money they earn. How to prioritize things to buy as in Concepts and Skills #8 Draw or use words from the The many celebrations that are part of our family traditions There are foods, decorations, and symbols associated with different traditions and holidays Each celebration has a special place on the calendar Play games, make decorations, listen to stories, try food associated with customs some well known sites/landmarks in at least three different countries students will know why these sites/landmarks are important to these countries list and describe the importance of at least three sites/landmarks from the countries of children s heritage 2.10 After reading or listening to a variety of true stories about individuals recognized for their achievements, describe and compare different ways people have achieved great distinction (e.g. scientific, professional, political, religious, commercial, military, athletic, or artistic). (H) A biography is a true story about someone s life. A biography includes facts about the person s life including important accomplishments and events. Historic buildings, monuments, or sites in the area and their purpose or significance Identify historic buildings, monuments, or sites in the area and explain their purpose and significance 3.10 Explain the meaning of the stars and stripes in the American flag, and describe official procedures for the care and display of the flag. (C) the meaning of the stars and stripes in the American flag official procedures for the care and display of the flag. Explain the meaning of the stars and stripes in the American flag People from many cultures contribute to the American culture. Discuss their individual family heritage Graph their family heritage as a class List words that come from a foreign language List cities and towns that come from foreign languages. 4.16 Identify major immigrant groups who live in Massachusetts and where they now live in large numbers (e.g., English, Irish, Italians, French Canadians, Armenians, Greeks, Portuguese, Haitians, and Vietnamese). (H, G) Correlates with Grade 3 Focus on Massachusetts rather than broad Grade 4 focus on North America Page 16 of 19
Word Wall to make a journal entry about the clothes or groceries families might buy. Do research to find important facts about a real person. Plan and write a biography about a person who achieved great distinction. Compare and contrast ways people have achieved distinction. describe official procedures for the care and display of the flag 3.11 Identify when the students own town or city was founded, and describe the different groups of people who have settled in the community since its founding. (H, G) When their community was founded. What different groups of people settled in their community in the past. Tell when their community was founded and describe the groups of people who have settled there. 4.17 On a map of North America, locate Canada, its provinces, and major cities. (G) Canada is not part of the United States and it is not a state Provinces and major cities in Canada Locate and label provinces and major cities on a map 4.18 Describe the climate, major physical characteristics, and major natural resources of Canada and explain their relationship to settlement, trade, and the Canadian economy. (G, E) Standard is not addressed in Grade 4 4.19 Describe the major ethnic and religious groups of modern Canada. (G, H, C, E) Standard is not addressed in Grade 4 Page 17 of 19
4.20 Identify when Canada became an independent nation and explain how independence was achieved. (H, G) Standard is not addressed in Grade 4 4.21 Identify the location of at least two Native American tribes in Canada (e.g., Kwakiutl and Micmac) and the Inuit nation and describe their major social features. (H, G) Standard is not addressed in Grade 4 4.22 Identify the major language groups in Canada, their geographic location, and the relations among them. (H, G) Standard is not addressed in Grade 4 4.23 On a map of North America, locate Mexico and its major cities. (G) Mexico is not part of the United States and it is not a state Locate and label provinces and major cities on a map 4.24 Describe the climate, major physical characteristics, and major natural resources of Mexico and explain their relationship to the Mexican economy. (G) Standard is not addressed in Grade 4 4.25 Identify the language, major Page 18 of 19
religion, and peoples of Mexico. (H) Standard is not addressed in Grade 4 4.26 Identify when Mexico became an independent nation and describe how independence was achieved. (H, G) Standard is not addressed in Grade 4 Standards 4.27 4.30 Optional standards about Central America and the Caribbean Islands as per decision at a Grade Level Meeting in 12/07. Page 19 of 19