Big Idea: Government and Civics The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Academic Expectations 2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. 2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. SS-EP-1.1.1 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 (e.g., police and fire protection roads and snow removal, garbage pick-up,) and identify how they pay for these services taxes). I can identify the basic purpose of the local government. I can give examples of services local government provides. I can identify how the government pays for these services. SS-EP-1.1.2 Students will identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws. DOK 2 I can identify and explain the purpose of rules within organizations. I can compare rules with laws and tell you their importance. POS SS-P-GC-S-1 Students will demonstrate (e.g., speak, draw, write) an understanding of the nature of government: a) explain basic functions (to establish order, to provide security and accomplish common goals) of local government b) explore and give examples of the services (e.g., police and fire protection, maintenance of roads, snow removal, garbage pick-up) c) investigate how the local government pays for services (by collecting taxes from people who live there) d) explain the reasons for rules in the home and at school; and compare rules (e.g., home, school) and laws in the local community e) investigate the importance of rules/laws and give examples of what life would be like without rules/laws (home, school, community) Order Security Goal Police Fire Fighters Roads Snow removal Garbage pickup City parks Life guards Taxes Laws Rules Consequences Schools Clubs Teams Mayor Judge Sheriff City Council 4.1 Core for Assessment Page 1 of 16
SS-EP-1.2.1 Students will describe how their local government is structured (e.g., mayor, city council, judge-executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky. I can describe how my local government is structured. I can compare my local government to other community governments in Kentucky. POS SS-P-GC-U-1 Students will understand that local governments are formed to establish order, provide security and accomplish common goals. I can tell you, and I understand how the local governments are formed. 4.1 Core for Assessment Page 2 of 16
SS-EP-1.3.1 Students will define basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) and explain why they are important today. I can define the basic democratic ideas. I can explain why the basic democratic ideas are important. SS-EP-1.3.2 Students will identify and give examples of good citizenship at home, at school and in the community (e.g., 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. DOK 2 I can identify and give examples of good citizenship at home, school and in the community. I can explain why civic participation in the community is important. POS SS-P-GC-U-2 Students will understand that citizens of local communities have certain rights and responsibilities in a democratic society. POS SS-P-GC-U-3 Students will understand that local communities promote the basic principles (e.g., liberty, justice, equality, rights, responsibilities) of a democratic form of government. I can tell you and I understand how local communities promote the basic principles of a democratic government. POS SS-P-GC-S-2 Students will explore personal rights and responsibilities: a) explain, demonstrate, give examples of ways to show good citizenship at school and in the community (e.g., recycling, picking up trash) b) describe the importance of civic participation and locate examples (e.g., donating canned food to a class food drive) in current events/news POS SS-P-GC-S-3 Students will use a variety of print and non-print sources (e.g., stories, books, interviews, observations) to identify and describe basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) I can identify and describe democratic ideas using print and non print sources. Liberty Justice Equality Rights Responsibilities Cooperate Volunteer Citizen Responsibility Contributor Resources Renewable Nonrenewable Recycling Donating Helping others 4.1 Core for Assessment Page 3 of 16
Big Idea: Cultures and Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World and that issues and challenges unite and divide them. Academic Expectations 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world. SS-EP-2.1.1 Students will describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts). DOK 1 I can describe cultural elements. SS-EP-2.1.2 Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures. I can explain the imporance of cultures that are local and diverse cultures in the world. I can tell you, and I understand about diverse cultures using print and non-print sources. POS 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. I can describe culture elements. POS SS-P-CS-U-4 Students will understand that a variety of factors promote cultural diversity in a community. I can tell you, and I understand about factors that promote different cultures in a community. POS SS-P-CS-S-1 Students will develop an understanding of the nature of culture: a) explore and describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) b) investigate diverse cultures using print and non-print sources (e.g., stories, books, interviews, observations) Culture Language Multi-cultural Diversity Prejudice Traditions Skills Literature Art 4.1 Core for Assessment Page 4 of 16
SS-EP-2.2.1 Students will identify social institutions (government, economy, education, religion, family) and explain how they help the community. I can identify social institutions. I can explain how social institutions help my community. POS SS-P-CS-U-2 Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior, and respond to human needs. I can explain how cultures develop social institutions to structure society, behavior and respond to needs. SS-EP-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/ groups at home and at school. DOK 2 I can describe and give examples of interactions that occur between individuals or groups at home and at my school. SS-EP-2.3.2 Students will identify appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). I can describe and give examples of conflict resolution strategies. POS SS-P-CS-S-2 Students will investigate social institutions (e.g., schools) in the community POS SS-P-CS-S-3 Students will describe interactions (e.g., compromise, cooperation, conflict, competition) that occur between individuals/groups POS SS-P-CS-S-4 Students will describe and give examples of conflicts and conflict resolution strategies Economy Religion Family Government School Competition Conflict Compromise Cooperation POS SS-P-CS-U-3 Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition). 4.1 Core for Assessment Page 5 of 16
SS-EP-2.1.2 Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures. I can explain the importance of understanding other cultures. POS 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. I can explain why it is important to interact effectively with diverse ethic and cultural groups in our world. POS SS-P-CS-S-1 Students will develop an understanding of the nature of culture: a) explore and describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) b) investigate diverse cultures using print and non-print sources (e.g., stories, books, interviews, observations) POS SS-P-CS-S-3 Students will describe interactions (e.g., compromise, cooperation, conflict, competition) that occur between individuals/groups POS SS-P-CS-S-4 Students will describe and give examples of conflicts and conflict resolution strategies 4.1 Core for Assessment Page 6 of 16
Big Idea: Economics Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others and the nation as a whole. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments. Academic Expectations 2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living. SS-EP-3.1.1 POS SS-P-E-S-1 Goods Students will define basic economic terms related Students will develop an Services to scarcity (e.g., opportunity cost, wants and needs, understanding of the nature of Income limited productive resources-natural, human, limited resources and scarcity: Taxes capital) and explain that scarcity requires people to a) investigate and give examples of Economics make economic choices and incur opportunity resources Opportunity costs. DOK 2 b) explain why people cannot have Costs I can define economics terms related to scarcity. all the goods and services they Resources I can explain why people have to make economic want choices and cannot have all the goods and services they want. POS 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 scarcity economic choices and decisions must be made. I can tell you, and I understand all about the basic economic problem confronting individuals, groups and my community. POS SS-P-E-U-2 Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the community today. I can explain economic concepts and how they impact individuals, groups and business. 4.1 Core for Assessment Page 7 of 16
SS-EP-3.2.1 Students will identify and give examples of economic institutions (banks) and explain how they help people deal with the problem of scarcity (e.g., loan money, save money) in today s market economy. I can identify and give examples of economic institutions. I can explain how these economic institutions help people deal with scarcity. POS 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. I can explain how economic institutions help accomplish common goals. SS-EP-3.3.1 Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). DOK 2 I can define economic terms related to markets. SS-EP-3.3.2 Students will explain different ways that people acquire goods and services (by trading/bartering goods and services for other goods and services or by using money). I can explain different ways people acquire goods and services. POS SS-P-E-S-2 Students will investigate banks in the community and explain how they help people (e.g., loan money, save money) POS SS-P-E-S-3 Students will compare ways people in the past/present acquired what they needed, using basic economic terms related to markets (e.g., goods, services, profit, consumer, producer, supply, demand, buyers, sellers, barter) POS SS-P-E-S-4 Students will describe and give examples of production, distribution and consumption of goods and services in the community Banks Money Goods Services Barter Profit Producing Selling Buying Markets 4.1 Core for Assessment Page 8 of 16
SS-EP-3.4.1 Students will define basic economic terms related to production, distribution and consumption (e.g., goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (e.g., by price, first-come-first-served, sharing equally). DOK 2 I can define economic terms related to production, distribution and consumption. I can describe ways goods and services are distributed. Program of Studies POS SS-P-E-U-4 Students will understand that markets enable buyers and sellers to exchange goods and services. I can tell you and I understand about markets and how they enable buyers and sellers to exchange goods and services. POS SS-P-E-U-5 Students will understand that production, distribution and consumption of goods and services in the community have changed over time. I can tell and I understand how production, distribution and consumption of goods and services have changed over time in my community. 4.1 Core for Assessment Page 9 of 16
SS-EP-3.4.2 Students will describe how new knowledge, technology/tools, and specialization increases productivity in our community, state, nation and world. I can describe how new knowledge, technology and specialization increases productivity in my community, state, nations, world. POS SS-P-E-S-4 Students will describe and give examples of production, distribution and consumption of goods and services in the community Compare/ contrast Production Distribution Consumption Consumer Specialization Workers SS-EP-3.4.3 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. I can define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services. POS 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 (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services. I can tell you and I understand how individuals, groups and businesses demonstrate interdependence as they make economic decisions about the use of resources in the production, distribution, and consumption of goods and services. 4.1 Core for Assessment Page 10 of 16
Big Idea: Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. Academic Expectations 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. SS-EP-4.1.1 Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community. I can use geographic tools to locate and describe places at home, school and my community. SS-EP-4.1.2 Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earth s surface and use relative location. I can use geographic tools to identify major landforms. I can use geographic tools to identify bodies of water and natural resources on Earth. SS-EP-4.1.3 Students will describe how different factors (e.g. rivers, mountains) influence where human activities are located in the community I can describe how different factors influence where human activities are located in my community. POS SS-P-G-S-1 Students will develop an understanding of patterns on the Earth s surface using a variety of geographic tools (e.g., maps, globes, charts, graphs): a) locate and describe familiar places at school and the community b) create maps that identify the relative location of familiar places and objects (e.g., school, neighborhood) c) identify major landforms (e.g., continents, mountain ranges) and major bodies of water (e.g., oceans, rivers) Map Legend Key Symbols Absolute Location Urban Rural Suburban Relative Directions Landforms Mountains Hills Plateaus Valley Peninsula Island Plains Desert Mesa Continent Ocean Natural resources 4.1 Core for Assessment Page 11 of 16
SS-EP-4.2.1 Students will describe places on Earth s surface by their physical characteristics (e.g., climate, landforms, bodies of water). I can describe places on Earth by their physical characteristics. POS SS-P-G-U-1 Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help to locate places, recognize patterns and identify geographic features. I can tell you and I understand how geographic tools help to locate places, patterns and geographic features. SS-EP-4.3.1 Students will describe patterns of human settlement in places and regions on the Earth s surface. I can identify and explain patterns of human settlement in different places on Earth. SS-EP-4.3.2 Students will describe how technology helps us move, settle and interact in the modern world. I can describe how technology helps people move, settle, and interact in the world. POS 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. I can explain how patterns emerge as humans move, settle and interact on Earth s surface. I can tell you how these patterns can be identified when examining the location of physical and human characteristics. I can tell you how these patterns are arranged and why they are in a particular location. POS SS-P-G-S-2 Students will investigate the Earth s surface using print and non-print sources (e.g., books, magazines, films, Internet, geographic tools): a) locate and describe places (e.g., local environments, different habitats) using their physical characteristics (e.g., landforms, bodies of water) b) identify and explain patterns of human settlement in different places I can use print and nonprint sources to help me investigate the Earth s surface. Movement Settlement Explorers Settlers Native Americans Colonists Inventions Transportation Automobile Telephone Airplanes 4.1 Core for Assessment Page 12 of 16
SS-EP-4.4.1 Students will describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing). DOK 1 I can compare ways people and animals modify their physical environment to meet their needs. POS SS-P-G-S-3 Students will compare ways people and animals modify the physical environment to meet their basic needs (e.g., clearing land to build homes versus building nests and burrows as shelters). Food Farming Shelter Houses Apartments Clothing SS-EP-4.4.2 Students will describe how the physical environment can both promote and restrict human activities. I can describe how the environment can promote and restrict human activity. POS 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. POS SS-P-G-S-4 Students will recognize how technology helps people move, settle, and interact in the world 4.1 Core for Assessment Page 13 of 16
Big Idea: Historical Perspective History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States, and the World. Academic Expectations 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. SS-EP-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past. I can use primary and secondary sources to interpret the past. SS-EP-5.2.1 Students will identify significant patriotic and historical songs, symbols, monuments/landmarks (e.g., The Star-Spangled Banner, the Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veteran s Day, Martin Luther King s birthday, Fourth of July) and explain their historical significance. DOK 2 I can identify and tell you the importance of patriotic and historical songs, symbols, monuments and landmarks. I can identify patriotic holidays and explain their importance. POS 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 (e.g., primary and secondary sources) are needed to understand historical events. I can use a variety of tools to help me understand historical events. POS SS-P-HP-1 Students will develop an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps): a) examine the past (of selves and the community) POS SS-P-HP-2 Students will use print and nonprint sources (e.g., stories, folktales, legends, films, magazines, Internet, oral history): a) investigate and give examples of factual and fictional accounts of historical events POS SS-P-HP-3 Students will investigate the significance of patriotic symbols, patriotic songs, patriotic holidays and landmarks (e.g., the flag of the United States, the song My Country Tis of Thee, the Fourth of July, Veterans Day, the Statue of Liberty) Diaries Journals Books Artifacts Timelines Symbols American flag My Country Tis of Thee Fourth of July Veteran s Day Statue of Liberty 4.1 Core for Assessment Page 14 of 16
SS-EP-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past. I can use primary and secondary sources to help me interpret the past. SS-EP-5.2.3 Students will describe change over time in communication, technology, transportation and education in the community. I can describe change over time in communication, technology, transportation, and education. POS 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. I can tell you that history is a series of events shaped by cause-effect relationships, tying the past to the present POS SS-P-HP-1 Students will develop an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps): a) distinguish among past, present and future people, places, events POS SS-P-HP-2 Students will use print and nonprint sources (e.g., stories, folktales, legends, films, magazines, Internet, oral history): a) explore and give examples of change over time (e.g., transportation, clothing, communication, technology, occupations) I can use print and nonprint sources to help me develop examples of change over time Diaries Journals Books Artifacts Timelines Telegraph Telephone Buggy Automobile Airplane 4.1 Core for Assessment Page 15 of 16
SS-EP-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past. I can use a variety of primary and secondary sources to help me interpret the past. SS-EP-5.2.2 Students will identify and compare the early cultures of diverse groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern Woodlands) and explain why they settled in what is now the United States. DOK 2 I can identify and compare the early culture of diverse groups of Native Americans. I can explain why the Native Americans settled in what is now the U.S. POS SS-P-HP-1 Students will develop an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps): a) explain why people move and settle in different places; explore the contributions of diverse groups I can explain why people move and settle in different places. I can explain contributions of diverse groups. POS SS-P-HP-U-3 Students will understand that history has been impacted by significant individuals and groups. I can tell and I understand how history has been impacted by important individuals and groups. POS SS-P-HP-2 Students will use print and nonprint sources (e.g., stories, folktales, legends, films, magazines, Internet, oral history): explore and give examples of change over time (e.g., transportation, clothing, communication, technology, occupations) I can use print and non print sources to help me develop examples of change over time. 4.1 Core for Assessment Page 16 of 16