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DOCUMENT RESUME
ED 090 068 SO 007 106
AUTHOR Brown, Jayne; And OthersTITLE Social Studies Outline, Suggested for Ficst, Second,
& Third Years (K-2).INSTITUTION Lincoln Public Schools, Nebr.PUB DATE 73NOTE 38p.
EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGEDESCRIPTORS Course Objectives; *Educational Objectives; Ethnic
Groups; Family (Sociological Unit); Grade 1; Grade 2;Grade 3; *Human Relations; Instructional Materials;Minority Croups; Neighborhood; Primary Grades;Program Descriptions; Self Concept; *SkillDevelopment; *Social Studies
ABSTRACTThe suggested first, second, and third-year social
studies program described in this outline provides opportunities forteachers to involve public school students in Lincoln, Nebraska, inexploring the plurality of our society, and specifically the positiveaspects, contributions, uniqueness and dignity of ethnic minoritygroups in the the United States. The outline and materials involvestudents in value clarification, explanation of feelings, conflictresolution, group experience, decision making, generalizing,hypothesizing, concept formation and application. Goal statements forthe entire K-12 social studies program are listed and terms used inthe program outline are clarified. The outline presents therationale, goals, and materials for the first three years of thesocial studies program on their respective topics of Self, Family,and Neighborhood. The knowledge, attitudinal, and skills aspects ofthe rationale, goals, and materials at each level are delineated. Thematerials sections contain simple, basic bibliographies requiringsupplementation by teachers in the areas of media, field trips, andcommunity resources. An appendix of skills applied in social studiesrelates a skill development sequence by naming skills and the levelsat which they are introduced, developed, or extended. (Azthor/KSM)
U S MINT OfEDUCATIONS, WNATIONAL INSTITUTE Of
EDUCATIONTHIS DOCUMCNT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON CR ORGANIZATION ORIGINAT ING IT POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRE
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EDUCATION POSITION OR POLICY
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Social Studies Outline for the First, Second and Third Years Lincoln Public Schools, Lincoln, Nebraska
Lincoln Public SchoolsI Instructional Services
SOCIAL STUDIES OUTLINESuggested for First, Second & Third Years
G4
O.0
MAR 7
Cr% Credit is due to the educators who served as members of the 1973 summer writing committee. Their namesO are listed below:O
Jayne Brown ArnoldJane Grub!) KahoaMarianne McCown PSABKaren Russell RandolphDr. Bill Sesow U.N.L.Dr. David Williams U.N.L.
Neal CrossConsultant in Social Studies
TABLE OF CONTENTS
Page
Introduction 1
Social Studies Goals
Clarification of Terms
Emergent Issues 3
First Year Rationale 4
First Year Goals 6
First Year Material 7
Second Year Rationale 8
Second Year Goals 10
Second Year Materials 11
Third Year Rationale 12
Third Year Goals 14
Third Year Materials 15
Appendix A 16
SOCIAL STUDIES GOkLS
soci 11, sTuDiEssuct;IsTi1) FOR 11115;1', SF(I)NI) AND THIRD YEARS (1-2)
1u In ;rutliu linei!ope for lies in )1:ffikind"
Social Studies, a broad multidisciplinary study of mankind s relationships with the socialand physical world, is playing an increasin!!ly important role in society's attempt to solveits problems. Where once. oily the pure seieni ist was rei,rarded as the savior of the %%odd.now the social scientist is tieing cailed upon to provide solutions to society's poi-ileitis.Mankind created and is dc,:ply involved in a scientific. technological world. While nn inonce thine lit cion;,1 solve :ill his ills. lie fotnid that as manycreated as were solved. A gleat number of these problems were social. Social problemsrequire social answers.As a result of this. then. a maior concern of contemporary social studies does not onlydeal with the conditions under which mankind prepares iiseit for living and functioningmeaningfully in a highly technical society, but also, and perhaps more importantly. withpreparing itself for living and functioning meaningfully in a multi-cultured, humansociety. The essence of such preparation must take as a basic tenant that social studiesshould promote understanding. acceptance. appreciation and the respect for the v.iitie endinherent worth of hying am; non-living (natural resources. etc.) elements of theThe promotion of this basic human study begins with the first year in school it shouldcontinue throughout the school years.
The suggested first, second. and third year social studies program described in this outlineis based on this human study. The goals listed, whether they be knowledge, affective, orskill focus on an- exploration of peopleregardless of (although it may not be specificallystated) race, culture, color, creed or religion. The outline clearly provides opportunitiesfor teachers to involve students in exploring the plurality of our society, and specificallystudying in a meaningful way. the positive aspects, contributions, uniqueness and dignityof ethnic minority groups in the United States. Understanding and valuing differences inpeople is an underlying feature of this outline.
The outline and the material suggested to facilitate it involve students in valueclarification. explanation of feelings, conflict resolutions, group experiences, decisionmaking exercises, generalizing, hypothesizing, concept formation and application andother activities winch attempt to lay a foundation tor faith in people. The justificationfor this type of a program and materials over others available lies in the statement at thebeginning of this introduction. Students must be helped to firmly believe that the ''l lopeof Mankind Lies in Mankind."
The following statements are goals for the social studies program -the first year throughthe thirteenth (K-12). The program listed herein will help to facilitate these goals.
MAKE DECISIONS BY THINKING CRITICALLY AND RATIONALLY
The processes of decisionmaking and the skills of critical thinking arc learned behaviors.If we look at today's world and at the prospects for a more complex and rapici' ehan,.!ingworld in the future, this goal becomes tremendously important. Education and the socialstudies must attempt to produce rational-thinking decision-makers who see the functionalaspect of these behaviors. This goal reflects the responsibility of each social studiesteacher to make a concentrated effort to build student proficiency in using theseprocesses and skills.
APPROACII AN UNDERSTANDING OF HUMAN SOCIETIES BFFOCUSING ON .11/1JOR SOCIAL STUDIES CONCEPTS
The focus of this goal is mankind.
It is an important charge of every social studies student to search for the causes of human
s(u t1 ,:cienias 11:1-t- ;tto.Inp1t.(1 to multi-stand ,t'..itIlortti ard his bcr tor 1Jv1111l 1.111L' 1,1a,;iV1 .11110111a S of data Whit+ 1111.1 haVC orized into
BE A LIE1-,-1_,ONG LEARNER
Ichicic: this students must be equipped pith the net ,.;are attitudes am -.mug
FUNCTION EFFECTIVELY AS A CITIZEN IN A SOCIETY
The school system, as one of the major socializing institutions in our society, L.s _:eatresponsibility in shaping the cltild's frame of reference with r. lad to citizenship. I: k theintent of this ',oat that the :,:hools. workini: with other irk-.tations, strive to r.citizen who is willing and :Wit: to work through the demos.tatic process to ad.: ve thegoals that are desirable for our society.
This goal has been written to include three aspects of citizenship: (1) knowled,c of. (2)attitudes ,lbout. niul (3) commi:,,cnt to :1T1 efec;:,: citi7en. it wo,,k1 t.c.ry
difficult to de the id,as ..urrounduig -.citizen ;id rutinvolve all three of the above areas.
It should also be stated that other things are needed for effective citizenship also. Manyfactors interacting simultaneously tend to produce constructive citizens. For example. theother four goals stated in this listing as well as the major concerns of the othercurriculum ateas play a very important role in developing citizens.
INTERACT SUCCESSFULLY WITH OTHER PEOPLE
Many of the problems we face as a society stem from our feelings about ourselves and ourinability to interact with other people. School shout ' be a place where students canexperience, and gain confidence in this important area. If people as a whole cannotinteract or communicate effectively, the result could be fatal to a democratic society.Social studies teachers should structure learning activities which use social studies corithtto develop these kinds of skills.
A ramification of this goal involves the values of students and society. It should beemphasized that the intent here is to encourage and guide the student to examine his ownvalue system and the values of others in a rational manner.
In this examination, it should be the goal of the teacher to help the student removeethnocentrism from his/her frame of reference and to guide the student toward theposition of being able to reject/disagree with another person's ideas, without rejectir.g theperson.
CLARIFICATION OF TERN'S
1. CURRICULUM OUTLINE This publication is a curriculum outline and is not tobe confused with a curriculum guide. An outline gives general direct: 1a -inthis case, for the first three )..ears of the social studies program. A guide ,,,icesspecific day by day directions for example as in the teachers gui,ic of :tparticular book.
The scope and sequence of a proi.tram is importar.t to identify so as tological progression in all are.isknowledge, skills and attitudes,' :and
values and to eliminate gross repetiiiini for the c:tldren.
I.FAcH R s.1!:.,vITGIES In order hir children to rainy ot the ge hstedherein. the teaelicr v ill %katit to utilize certarr teachin,.1 strategics. t ..
strategies consist of the planning and inipienn.:n:..t.iin tr., .1 particular..,of learning activities to 14..411 a pial. I I ak.1 Teaching St; aes,
EMERGENT ISSUES
IN SOCIAL STUDIES
BASICS. McREL and other inservice programs will help the teacher gainexpertise in working with teacher strategies.
3. GENERALIZATIONS Generalizations are those major ideas about people andtheir ei..ironment which interrelates experiences, facts, and concepts. Theknowledge goals listed herein are stated as generalizations.
4. CONCEPT From contemporary educational writings, a concept is defined as aone word or short phrase description of a class or group of data.
5. SIMILARITIES AND DIFFERENCES Social studies has always been abOut thebusiness of exploring similarities and differences, but unfortunately,differences have been stressed more than similarities. This results in increasedethnocentrism. In working with these two concepts. it is hoped that theteacher would discuss them as "similarities and reasons for differences,"and give equal weight to both.
6. SOCIAL SCIENCE DISCIPLINES The knowledge goals listed in tnis Outline aredrawn from the disciplines of the Social Sciences. They are History.Geography, Economics, Social Psychology. Political Science, Anthropologyand Sociology.
7. CULTURAL AWARENESS This outline does not present a stereotype of Self,Family or Neighborhood. It is important for teachers to present a variety ofcultural and ethnic group life styles when dealing with the suggested topics inthis outline. Children must be helped to see that this nation and world arepluralistic and that pluralism is valid, and, in fact. desirable.
8. SPECIAL DAYS, WEEKS, EVENT The special days, weeks and events of variouscultural groups in the U.S. should be an integral part of the ongoing classactivities throughout the scho?l year.
i
The program suggested herein provides a equate depth and breadth for a comprehensivesocial studies program. However, it is real..ed that individual teachers will have a desire toemphasize emergent issues in education and our society. Therefore, it is suggested thatissues such as those listed below be emphasized throughout the program by developingand implementing inquiry units. Some contemporary emergent issues include:
I. CAREER A1VARENESS An ex tnation of people and their enjoyment andselection of careers.
2. CITIZENSHIP AWARENESS The questioning and exploration of what goodcitizenship is in our society as well as other societies.
3. ECOLOGY AWARENESS An examination of man's use, abuse and reservationof his physical and social environment.
4. CULTURAL AWARENESS Exploring the culture, history and contributions ofthe ethnic minority groups in the United States.
5. VALUE AWARENESS An examination of people and the values they hold.Through value clarification techniques, explore the values held by self as wellas the values of others.
3
RATIONALE
KNOWLEDGE
ATTITUDES, FEELINGSAND VALUES
SKILLS
Lincoln Public SchoolsInstructional ServicesSOCIAL STUDIES
Suggested for First Year (Kindergarten)TOPIC "SELF"
The first year of social studies instruction introduces the child to all program componentsof the K-12 social studies program. Many of the basic understandings that will be builtupon as the child progresses through school begins in the first year. The topic is "Self"and using this topic as a tool, knowledge, skills and attitudes, feelings, and values a::developed.
Nurturing the development of a positive self concept is the prime purpose for introrkcingthe social studies program to the child with the topic of "Self." In doing so, the child ishelped to expand his views of and his relations with other individuals. Lessening of theego and ethnocentric frames of reference, a goal for all education, would begin with sucha study.
In this first year, the child is introduced to a concept in each of the seven social studiesdisciplines and asked to consider it with respect to him/herself (the Individual), comparedto other people (Similarities and Diffe-ences), and what effect people have on otherpeople (Interdependence). The concepts for the first year are as follows:
Discipline
Concept
Pol. Science Sociology Economics IGeography History Anthro-pology
SocialPsychology
RightsResponsi-bilities
LearningConsumerProducerGoodsServices
LocationPhysicalfeatures
Change Characteris-tics
Emotions
The concepts listed above were chosen for their contemporary significance and socialUtility.
From an early age, children should be helped to explore and clarify their attitudes, valuesand feelings toward themselves and society of which they are a part. This is a veryimportant area of a child'.; life experience since the values held will determine howknowledge is used. Hopefully, by using various affective processes, the child will behelped to deal responsibly and rationally with human problems. Several inserviceprograms offered by the system at this time will help the teacher gain expertise in valueclarification, exploration of feelings, and conflict resolution.
In the early years of school, children should be introduced to and helped to apply thoseskills which are utilized in social studies instruction. Application of skills is the key phrasewhen referring to social studies skills, since most of the skills that are used in socialstudies are introduced in other areas.
Appendix A on page 16 of this outline, entitled "Skills Applied in Social Studies."suggests when skills should be introduced, developed systematically and reraughtmaintained and extended. This should serve the teacher as a tentative guideline to yearplacement of skills instruction. It, of course, can not be interpreted exactly as written,since different children bring different abilities to the classroom.
In reading the skill goals listed on page 6 for Year One or the chart in Appendix A theteacher's attention is called to the Thinking Skills. Social studies is one area wherechildren can be helped to use and develop the thinking skills necessary for tTi.1., area ofinstruction. The teacher can gain expertise in helping children develop thinking abilitiesby participating in any of the following inservice programs Basic. Taba. AteRE1..
SUGGESTED FIRST YEAR GOALS FOLLOW ON THE NEXT TWO PAGES.
4
KNOWLEDGE GOALS
ATTITUDES, FEELINGS
AND VALUES GOALS
1. KNOW THAT PF.OPLF. ARE INDIVIDUALS.
Sub Goals
Understand that:
PS A. People have rights and responsibilities.S B. People have the ability to learn.E C. People are consumers and contributors to goods and services produced.G D. People have an environment that has location and physical features.H E. People are continually changing in a constantly changing environment.A F. People have unique characteristics.SP G. People have emotional wants and needs.
2. KNOW THAT PEOPLE ARE SIMILAR AND DIFFERENT.
Sub Goals
Understand that:
PS A. the rights and responsibilities of one person are similar to and different fromthe rights and responsibilities of another person for various reasons.
S B. what one person learns is similar to and different from what others learn.E C. what one person is able to produce and consume is similar to and different
from what other people are able to produce and consume.G D. the physical features and location of one person's environment is similar to
and different from another person's environmental location and physicalfeatures.
H E. the effects of change on ono person are similar to and different from theeffects of change on others. ;
A F. the characteristics of one person are similar to and different from thecharacteristics of others.
SP G. the emotional needs and wa is of one person are similar to and differentfrom the emotional needs an ;wants of others.
3. KNOW THAT PEOPLE ARE INTERDEPENDENT.
Sub Goals
Understand that:
PS A. the rights and responsibtlitiei of one person affect and are affected by therights and responsibilities of another person.
S B. what one person learns affects and is affected by what other people learn.E C. what one person consumes and produces affects and is affected by what other
people produce and consume.G D. one part of the environment affects and is affected by other parts of the
environment.H E. change affects and is affected by other changes.A F. diversity in people separates and unites.SP G. the emotional needs of one person affect and are affected by the emotional
needs et others.
1. EXPLORE FEELINGS OF SELF AND OTHERS.
Sub Goals
a. Identify how individuals feel when placed in different emotional situations.
5
SKILL GOALS*
b. Infer personal and others' feelings in similar situations.c. Generalize about feelings of people in general.
2. MAKE DECISIONS ABOUT INTERPERSONAL PROBLEMS.
Sub Goals
a. Consider problem situation involving interpersonal conflict.b. Analyze what protagonists should do.c. Compare similar situations in individual lives.d. Evaluate whether what was done in each situation was "good- or"bad" and
why.
3. ANALYZE VALUES
Sub Goals
a. Recall certain behaviorsb. Infer values involved.c. Explain how those values differ (if at all) from the values of other people in
analogous situations.
(Skills shared with other disciplines)
1. Locate information.2. Organize information.3. Evaluate information.4. Acquire information through reading.5. Acquire information through listening and observing.6. Communicate orally and in writing.7. Interpret pictures, charts, graphs and tables.8. Work with others. (Note Appendix B.)
(Skills which are a major responsibility of social studies)
1. Read social studies material.2. Apply decision making skills to social issues.
3. Understand time and chronology4. Interpret maps and globes.5. Apply thinking skills
*A complete listing of these skills showing detailed description and year placement ofeach skill can be found in Appendix A. Not all of the above skills will be applied during
the first year.
6
KNOWLEDGE
SKILLS
ATTITUDES, FEELINGSAND VALUES
MEDIA
FIELD TRIPS
COMMUNITY RESOURCES
SUGGESTEn MATERIALSFIRST YEAR (KINDERGARTEN)
"SELF"
The following materials are a beginning bibliography for year one. A bibliography mustcontinually grow. Materials will be added periodically. Check with the social studiesconsultant for the most recent list.
Discussion Pictures for Beginning Social Studies, Harper Row
Schools, Families and Neighborhoods, Field Educational Publications
Beginning U.S. Map
Beginning World Map
Beginning Globe
VacuPress maps and models-PSAB
DISCUSSION PICTURES For Beginning Social Studies, Harper Row
People in Action - Study Prints, Hol
Appropriate films from PSAB film gbrary
Appropriate film strips
Appropriate kits 4
Schools are asked to fill in those community resources which would be helpful incarrying out the First Year Program.
7
4
RATIONALE
KNOWLEDGE
ATTITUDES, FEELINGSAND VALUES
SKILLS
Lincoln Public SchoolsInstructional Services
SOCIAL STUDIESSuggested for Second Year (First Grade)
TOPIC "FAMILY"
The Second Yetr of social studies instruction continues what was introduced in the Fir .;tYear and introduces some new items in the and knowledge areas. Closecommunication between the First and Second Year teachers is paramount since theprogram listed for these Years interrelates closely. The topic is "Family" and using thistopic as a tool, knowledge, skills and attitudes, feelings and values are developed.
The Family, an institution of all mankind, is studied in the early years of a child':,education to provide an expanded frame of reference regarding the social, political, andeconomic aspects of it. Different family forms and the roles family members assume areall considered to show the uniqueness of Families.
The students are introdrced to a concept in each of the social studies disciplines andasked to consider h respect to him/herself (the Individual), compared to otherpeople (Similarities Differences),. and what effect people have on other people(Interdependence). The concepts for the Second year are as follows:
Discipline
Concept
PoliticalScience
Sociology Economics Geography History Anthro-pology
!SocialPsychology
Authority MembershipRole
WantsNeeds
LandUse
Tradi-tionsEvents
Way ofLife
Adjust-meats
The concepts suggested for the second year were chosen for their contemporary signifi-cance and social utility.
From an early age, children should be helped to explore and clarify their attitudes, valuesand feelings toward themselves and society of which they are a part. This is a veryimportant .area of a child's life experience since the values held will determine howknowledge is used. Hopefully, by using various affective processes, the child will behelped to deal responsibly and rationally with human problems. Several inserviceprograms offered by the system at this time will help the teacher gain expertise in valueclarificatiOn, exploration of feelings, and conflict resolution.
In the early years of school, children should be introduced to and helped to apply thoseskills which are utilized in social studies instruction. Application of skills is the key phrasewhen referring to social studies skills, since most of the skills that are used in socialstudies are introduced in other areas.
Appendix A on page 16 of this outline, entitled "Skills Applied in Social Studies,"suggests when skills should be introduced, developed systematically and retatight,maintained and extenued. This should serve the teacher as a tentative guideline to yearplacement of skills instruction. It, of course, can not be interpreted exactly as written,since different children bring different abilities to the classroom.
In reading the skill goals listed on page 10 for Year Two or the chart in Appendix A theteacher's attention is called to the Thinking Skills. Social studies is one area wherechildren can be helped to use and develop the thinking skills necessary for every area ofinstruction. The teacher can gain expertise in helping children develop thinking abilitiesby participating in any of the following inservice programs - Basic. TabavicREL.
SUGGESTED SECOND YEAR GOALS FOLLOW ON THE NEXT TWO PAGES.
8
KNOWLEDGE GOALS
ATTITUDES, FEELINGSAND VALUES GOALS
1. KNOW THAT FAMILIES ARE INDIVIDUALISTIC.
Sub Goals
Understand that:
PS A. there is a hierarchy of authority in the family.S B. each family has members and each member has roles.E C. each family has economic wants and needs.
each family has a defined amount of land to use.H E. each family has traditions and events important to it.A F. each family has an established way of life /living.SP G. each member of the family must male personal adjustments for the
continued welfare of the family.
2. KNOW THAT FAMILIES ARE SIMILAR AND DIFFERENT.
Sub Goals
Understand that:
A. the hierarchy of authority one family establishes is similar to and differentfrom the hierarchy other families establish.
B. membership and role assumption of one family is similar to and differentfrom the membership and role assumption of other families.
C. the economic wants and needs of one family are similar to and different fromthe economic wants and needs of other families.
D. the land one family uses is similar to and different from the land otherfamilies use.
E. the traditions and events important to one family are similar tc and differentfrom the traditions and events important to other families.
F. the way of life/living of one family is similar to and different from the way oflife/living of other families.
G. the personal adjustments members of one family make for the good of thefamily are similar to and different from the personal adjustments other familymembers make.
3. KNOW THAT FAMILIES ARE INTERDEPENDENT.
Sub Goals
Understand that:
A. families affect and are affected by the authority relationship that existsbetween the home and outside the home.
B. the membership and role assumption of one family affects and is affected bythe membership and role assumption of other families.
C. the economic wants and needs of one family affects and is affected by theeconomic wants and needs of other families.
D. the land one family uses affects and is affected by the land other families use.E. the traditions and events important to one family affect and are affected by
the traditions and events important to other families.F. the way of life of one family affects and is affected by the way of lite of
other families.G. the personal adjustments made by one set of family members affects and is
affected by the personal adjustments made by other family members.
1. EXPLORE FEELINGS OF SELF AND OTHERS.
9
SKILL GOALS*
Sub Goals
a. Idenzifv how indi% iduals feel when placed in rLrferent emotional sze..i:vms.b. Infer personal and others' feelings in similar situations.c. Generalize about feelings of people in general.
MAKE DECISIONS ABOUT INTERPERSONAL PROI3LEMS.
Sub Goals
a. Consider problem situation involx ine interpersonal conflict.b. Analyze what protagonists should do.c. Compare similar situations in individual lives.d. Evaluate whether what was done in each situation was "good" or "tia2.- and
why.
3. ANALYZE VALUES
Sub Goals
a. Recall certain behaviors.b. Infer values involved.c. Explain how those values differ (if at all) from the values of other people in
analogous situations.
(Skills shared with other disciplines)
1. Locate information.2. Organize information.3. Evaluate information.4. Acquire information through reading.5. Acquire information through listening and observing6. Communicate orally and in writing.7. Iraerpret pictures, charts, graphs and tables.8. Work with others. (Note Appendix B.)
(Skills which arc a major responsibility of social studies)
1. Read social studies material.2. Apply decision making skills to social issues.3. Understand time and chronology.4. Interpret ni ips and globes.5. Apply thin ing skills.
SA complete listing of these skills showing detailed description and year placernont ofeach skill can be found in Appendix A. Not all of the above skills would he appl.c.a ,i ring
the Second Year.
10
KNOWLEDGE
SKILLS
ATTITUDES, FEELINGSAND VALUES
MEDIA
FIELD TRIPS
COMMUNITY RESOURCES
SUGGESTED MATERIALSSECOND YEAR IHRST GRADE)
"FAMILY"
The following materials arc a beginning bibliography for year two. A biblioi.:raphy r.:ustcontinuall% pow. Materials sill lie added periodically. Check ith the si,,aalconsultant for ih most recent lt.t.
Discussion Pictures for Beginning Social Stuoies, I carper Row
People in Families, Addison-Wesley
Schools, Families and Neighborhoods, Field Educational Publications
IlLginning U.S. Map
Beginning World Map
Beginning Globe
N'lauPre.s nups and r.:,,.1( NB
Peop!e in Families, Addison-Wesley has a strong affective component.
Myself, Speck-Vaughn Co.
I Am Ask and Act, American Book Co.
People In Action - Study Prints, Holt
Films PSAB
Kits
Sound Filmstrips
Etc.
Schools ale asked to fill in those community resources whe,ki would be helpful incarrying out the Second Year Program.
11
TRUID YEAR (SECOND GRADE)
GOALS AND MATERIALS
RATIONALE
KNOWLEDGE
ATTITUDES, FEELINGSAND VALUES
SKILLS
Lincoln Public SchoolsI rs1ritrtiirutil .. ie.ti
SOCIAL STUI)ILSSuggested for Third Year t econtl Gr.idet
TOPIC EIGillOld MOW
The social studies program for Year three continues the program eomponents from earsone and two and adds new collo:tit and some new siolis work. as 11Ith thefirst two years. close communication between and among teacncrs ct Years One, t 0. andthree, is very important. The success of the program for the students relies heacils on th:scommunication.
The topic for year three is Neighborhood, and using this topic as a tool, knowledge. skillsand attitudes. feelings and values are developed and explored.
The neighborhood is an important element of society and an integral part of a youngchild's environment because of its immediacy. A study of the cxr,ndinz functions or theueibitbuthuud \slit ocip the child understand what is not obvious tL, nun her.
The influences of the neighborhood on the child arc considered since it helps to shapeher/his frame of reference.
The students are introduced to a concept in each of the social studies disciplines andasked to consider it with respect to him/herself (the Individual), compared to otherpeople (Similarities and Differences) and what effect people have on other people(Interdependence). The concepts for the Third Year are as follows:
Discipline
Concept
PoliticalScience
Sociology Economics
.Geography History Anthro
polo'sSocialPsychology
DecisionMaking(Govern-ment
Groups ExchangeDistribu-tion
1
Population History
...
,
CulturalValues
i
Tone
The concepts suggested for the third year were chosen lo their contemrorary significanceand social utility.
From et:"!1' Alt children should be helped to explore and clarify their attitudes, valuesand feelings toward themselves and society of which they are a part. This is a veryimportant area of a child's life experience since the values held will determine howknowledge is used. liopefullv , by using various affective processes, the child will behelped to deal responsibly and rationally with human problems. Several insert iceprograms offered by the system at this time will help the teacher gain expertise in valueclarification, exploration of fe;:iings, and conflict resolution.
In the early years of school, children should be introduced to and helped to apply thoseskills which are utilised in social studies instruction. Application of skills is the key phrasewhen referring to social studies skills, since most of the skills that are used in socialstudies are introduced in other areas.
Apioendin A on page 16 of this outline. entitled "Skills Arnhed m Social Studies,"suggests when skills should be introduced. desclopcd t:L.ols and rtaul.ht,maintained and extended. This should serve the teacher as A it c guideline to scarplacement of skills instruction It. of course. can not bt interpreted es ictls n mien.su sec dInercrit t dit: rent .0):11:zus to the
In reading the skill goals listed on page 14 for Year 1 Ince or the ;1.art to Appendix A theteacher's attention is called to the flunking Skid, Social ,;u.' es is oke rerechildren can he helped to use and des clop the thmicin.! skulk n., ...Ars tot it ! of
12
KNOWLLDGE GOALS
OVA mete''. tc..o..her can evrerns children titIL:LT think tiesIii p.irticipittill..; in aro of - li 1.1.. I Alia, %it 1..
SUGGI Si 1 D TAR GOALS FOI_LOW ON "MIL NEXT TWO PAGES.
1. KNOW TI1.11 Ni ICIII;01;11001)S .\Rr. INDIVIDUALISTIC.
Sub Gnats
Understand that,
PS A. indoiduals have a oiee in the deeisiuu waking processes that a:;,-,t theneyhborhood.
S B. neighooclo;ods arc 'made up of various gron pc.E C. nch2t:liorhoo,:s hac ways of excitattgmg and distribotiag goods and st es.
C D. neighborhoods have a pnpWaticw.II E. neighborhoods have a history.A F. neighborhoods have cultii-.al values.SP G. the feelings and ernwions of the people in the neighborhood drteri,ule the
toile- tut
2. KNOW THAT NEIGHBORHOODS SIMILAR AND DIFFERENT.
Sub Goal.
Understand that.
A. neighborhoods are similar to and different from other neighborhoods in usingthe decision making processes that affect their neighborhood.
B. the groups in one neighborhood are similar to and different from the groupsin other neighborhoods.
C. the exchange and distribution of goods and services in one neighborhood aresimilar to and different from the exchange and distribution of goods andservices of other r. ighborhoods.
D. the population of one neighborhood is similar to and different from thepopulation of other nelghborhoods.
E. the history of one neighborhood is similar to and different from the historyof other neighborhoods.
F. eic cultural values of one neighborhood are similar to and different from thecultural values of other neighborhoods.
G the tone of one neighborhood i similar to and different from the tone ofother neighborhoods.
3. KNOW THAT NEIGHBORHOODS ARE INTERDEPENDENT.
Sub Goals
Understand that
A. the decisions made lo one neighborhood affect and are affected to thedecision. made by other ne irhbozhoods.
B. the groups in one neighborhood at feet and arc att, cted sir the groups in other
C. the e.,h and disilibution of goods and .ery ices in one no.:111 rnoodaffects and is at iccted to the ...1.inge and du.:,16l11 lt 1' I 'd _IA ;CL
in othei neighborhood..D. the population of one neighborhood affects and is affected lo the roo
of am n hei eci:olhoriloodE. the Itni.,rc ot ;.oiliornood ailLitS and is alit-kick' 1,1 the Hi
ot her I'll*.liu.1174.4.d.F. t ht k uhut.ti a kw. o1 OM .111t ,t id Jill l( and arc afte.i...1 i.s the
CIA tit ti %.1i111.:% Of other nelehi.,1
I!
ATTITUDES, FEELINGSAND VALUES GOALS
SKILL GOALS*
G. the tone 01 one neighborhood .itteets .ired is ati.ected by the tone of it c
1. f.XPLORE FEL LINGS OF SELF AND OTHERS.
Sub Goals
a. :dentifv how individuals Le! wh,..ri placed in different rmotiona; situate as.b. Inf r r..i.son...1 and others feclin.:. in moiler situat!ons.c. Gererali/e about feelings of people i.. general.
2. MAKE DECISIONS ABOUT INTERPERSONAL PROBLEMS.
Sub Goals
a. Consider problem situation involving interpersonal conflict.h. Anal% ze what protagonists should do.
Compa le similar situations in individual li es.
d. Evaluate whether what seas done in each situation was "good" or "bad" andwhy.
3. ANALYZE VALUES.
Sub Goals
a. Recall certain behaviors.b. Infer values involved.c. Explain how those values differ (if at all) from the values of other people in
analogous situations.
(Skills shared with other disciplines)
I. Locate information.2. Organize information.3. Evaluate information.4 Acquire information through reading.5. Acquire information through listening and observing.6. Communicate 07111Y and in writing.7. Interpret pictures. charts, graphs and tables.B. Work with others. (Note Appendix B.)
(Skills which are a major responsibility of social studies)
Read social studies material.2. Appl; decision making skills to social issues.3. Understand time and chronology.4. Interpret maps and globes.5. Apply thinking skills.
A complete listing of those skills showing detailed description am; year pl.:cerncnt ofeach skill can be iouiid in Appendix A. Not all of the abuse skills would be Jpil,cdthe third year.
14
KNOWLEDGE
SKILLS
ATTITUDES, FEELINGSAND VALUES
MEDIA
FIELD TRIPS
SUGGESTED MATERIALS
TIIRD YEAR NEIGHBORHOOD
The lontwioi li:Jtcriais :Ire a be..iptiine bildioi.tianhy for car three. .\ biblio r iph\ mostcontirmally Crow. Matcrtak Null be added periodicallv Check v :th the sot Li: 7-111Mesconsultant for the most recent list.
Pi.ture f t ISet2;nning Social Studies, I Lirper Row
School, Families, Neighborhoods, Field Educational Publications
People In Neighborhoods. Addison-Wesiey
I3r,t1pn!,,! U.S. %lap
Beginning World Map
Beginning Globe
V3 CUPretS maps and mo,lel.,-PSAB
People in Neighborhoods, Addison-Wesley has a strong affective component.
Myself and Others, Speck- Vaughn
I Build, Belong and Believe. American Book Co.
I Can, Compete and Care, American Book Co.
Films
Kits
Sound Filmstrips
COMMUNITY RESOURCES Schools are asked to fill in those community; resources which would be helpful incarrying out the Third cat Program.
15
APPENDIX A
SKILLS APPLIED IN SOCIAL STUDIES
Skil
IA
PPL
IFD
I\ S
OC
IAL
ST
UD
IFS
.i'k
.14
) ,%
11.1
1)-.
0..1
11.(
Yc.
II
((E
P, e
.Irl
y pr
imar
y; L
P, la
te p
rim
ary:
El,
earl
y in
term
edia
te;
I .I
,ite
inte
iined
iate
; J, j
unio
r hi
gh s
choo
l; S,
sen
ior
high
sch
ool)
PAR
T O
NE
: 'ki
lls w
hich
arc
a d
efin
ite b
ut s
hare
d re
spon
sibi
lity
of th
e so
cial
stud
ies
Intr
oduc
e, th
roug
hpl
anne
d re
adin
ess
expe
rien
ces
Dev
elop
syst
emat
ical
ly
Ret
ract
',
and
exte
nd
II
tli,1
A
1.t
title
c b
ooks
as
m!,
IC to
con
tent
sE
PL
P-L
Iis
2.I.
tahl
ff
cont
ents
LP
El-
JS
3..1
:tAct
.L
PE
l--J.
s_
4.T
xE
lL
I-J
S-
5.1
e A
nti
(Lite
LI-
JS
-
u.I
,!I
map
lvts
, illu
,trat
ion
lists
El
I I
JS
7.lic
twee
n s.
i y I
Kio
ks a
nd f
a, tu
al,b
ooks
LP-
EI
LI
JS
R.
C'
.`cf
' a I
nok
r,p
oroi
isr
for
the
purp
ose
LP
EI
LI-
J
B.
Fir.
I,n
u e
n(1,
.dia
s an
d ot
her
refe
renc
e bo
oks
1.I
';rir
. -tr
: mon
i:n
ency
clop
edia
by
usin
g ke
y w
ords
,rs
on
volu
me,
iix,
and
cro
ss r
efer
ence
sE
lL
I- J
S
2.re
fere
nce
wor
ks, -
,-h
as W
orld
Alm
anac
, atla
ses,
Who
's W
ho,
2!es
r,r,
,.'s
1 ca
rnal
_E
LL
I -J
s-
C;
fru:
:1: u
se o
f C
.,ct
iona
rya
list o
f w
ds a
ccor
ding
to th
e fi
rst l
ette
r; a
ccor
ding
to th
e se
cond
Ind
ti :r
d le
tters
LP
El -
JS--
----
-2.
1w
ords
_-
-E
IL
I-J_
___
3.I
cot-
. ect
pro
nur.
..atio
n of
a w
ord
EI
LI-
JS
4.I.
:ide
rvan
d sy
llabi
cat,o
nE
lL
I-J
Soci
al S
it m
il,\k
ills
: A G
uide
toA
naly
sis
and
Yea
r Pi
aci i
nent
--C
ontin
ued
(Cod
e: I
T, e
arly
pri
mar
y; L
P, la
te p
rim
ary;
El,
earl
y in
term
edia
te;
LI,
late
inte
rmed
iate
; J, j
unio
r hi
gh s
choo
l; S,
sen
ior
high
sch
ool)
l' ou
rO
raSk
ills
wh;
e11
are
a de
fini
te b
ut s
hare
d re
spon
sibi
lity
of th
e so
cial
stu
dies
Con
tinue
d
Skill
Intr
odoc
e, th
roug
hpl
anne
dre
adin
ess
expe
rienc
esD
evel
opsy
stem
atic
ally
ketc
ach,
mai
ntai
n,an
d ex
tend
Loc
ate:
C.
'Mak
e cf
li(ie
nt u
se o
f th
e di
ctio
nary
Con
.
5.C
hoos
:th
e ap
prop
riat
e m
eani
ng o
f th
e w
ord
for
the
cont
ext
in w
hich
it i.
use
d_E
lLI
-J
D.
Kea
d ne
e.sp
aper
s, m
agaz
:ncs
, And
pam
phle
ts w
ith d
iscr
imin
atio
n
1.R
eeo:
!niz
r th
ese
mat
eria
lsso
urce
s of
info
rmat
ion
abou
t man
yto
p.e.
;, es
peci
ally
cur
ren!
aff
airs
LP
EI-
LIJ-
-S_
_ _
2.Se
tter
impo
rtin
t new
site
tE
lLI
___
-s__
3S,
11 c
cfr
om tl
icse
sou
rces
mat
eria
l tha
t is
pert
inen
t to
clas
s.1
, ti :
Mrs
_E
lLI
-Js_
4.L
e;ir
ii th
e or
g:in
izat
ion
of a
new
spap
er a
nd h
ow to
use
the
inde
xL
IJ
S
5.L
ew it
;ibo
tit th
e se
ctio
ns o
f th
e ne
wsp
aper
EL
LI__
_ _
G.
IZr
Iliz
e th
e di
ffer
ence
s in
pur
pose
and
cov
erag
e of
dif
fere
ntaz
incs
, p,p
ers,
and
pam
phle
tsL
IJ-
SS
/10%
%!
he'
to f
ind
mat
eria
l in
a lib
rary
, bot
h sc
hool
and
pub
lic
I.L
ocat
. app
ropr
iate
boo
ks_E
lLI
-JS
2.U
se a
boo
k ca
rd_
El
LI3.
Ur.
, Cl c
ard
cata
logu
e to
!ar
n th
ata.
A h
ook
is li
sted
in th
ly.7
way
sby
subj
ect,
by a
utho
r, a
ndby
title
El
LI-J
S-b.
All
card
s ar
c ar
rang
ed a
lpha
betic
ally
El
LI-J
S
_ 2.
c.C
. Ids
hay
. cal
l num
!. -
s in
upp
er le
ft-h
and
corn
erw
hich
indi
cate
the
loca
tion
.)n
the
shel
fd.
Som
e au
thor
car
ds g
im
ore
info
rmat
ion
than
the
title
crsu
bjcc
t car
de.
Info
rmat
ion
such
as
prl:I
ishe
r, d
ate
of p
ublic
atio
n,nu
mbe
r-)
f pa
ge:;
and
of il
ium
: atio
ns, a
nd u
sual
ly s
ome
anno
tatio
n:+
ie
1.Il
e D
ewey
Dec
imal
S\ s
tem
is a
key
to f
indi
ng 0
00ks
_
4.U
s,R
eade
i.s. G
uide
toio
dkal
Lite
ratu
re a
nd o
ther
inde
xes_
_
EI
EI_ El.
J J
(l;.t
her
f: is
fro
m f
ield
trip
; ie'
d in
terv
iew
s
1.Id
en:if
y th
e pu
rpos
e of
the
fiel
d tr
ip o
r in
terv
iew
EP_
2.Pl
an p
roce
dure
s, r
ules
of
I. h
avio
r, q
uest
ions
to b
eas
ked,
thin
gsto
look
for
EP
3. T
ake
iner
eze;
itiql
y gr
eate
r in
itiat
ive
in th
eac
tual
con
duct
of
the
trip
or
inte
rvie
wE
P
4.E
s..1
1:i..
te th
e pl
anni
ng a
ne e
xecu
tion
of th
e fi
eld
trip
or
inte
r-
view
.E
P
5.ri
nd .!
ccep
tahl
e w
ar to
or,
cn
and
clos
e an
inte
rvie
wL
P
G.
livrt
.s a
pprc
ciat
i;.,n
for
,-,)
urtc
sies
ext
ende
d du
ring
the
fiel
dtr
ip o
r in
terv
iew
_E
P
7.R
ccor
.1, s
tinun
.triz
e, a
nd e
..-al
uate
info
rmat
ion
gain
edE
P
G.
he s
elec
tive
in u
sing
aud
iovi
su d
mat
eria
lsE
P-L
I
(See
Acq
uiri
ng in
form
atio
thro
ugh
liste
ning
and
obs
ervi
ng;
and
Irte
rpre
ting
pict
ures
, cha
rts,
gra
phs,
tabl
es; P
art
One
,V
, VII
.)
II.
Use
map
; and
glo
bes
in d
evel
,,pin
g ge
ogra
phic
ski
lls(S
ee I
nter
pret
ing
map
s an
d gl
obes
, Par
t Tw
o, S
ectio
nII
I.)
II.
0:ga
ilite
A.
N:a
ke a
n ou
tline
of
topi
cs to
be
inve
stig
ated
and
see
k m
ater
iala
bout
ei:c
h m
aj-D
r po
int,
usin
g m
ore
than
one
sou
rce
LP EI
LI-
J
LI-
J___
_ _
_ _
LI-
JS S L
P-J
LP
-J
LP-
J
LP-
JE
I-J
LP-
JL
P -S
J EI-
J
LI-
S
S
_ _
__S
___
____
_s S S_ S S _s S_ S S- S S_ S
3.
Soci
al S
tudi
o; S
kills
: A G
uide
to A
naly
sis
and
Yea
r Pl
acem
entC
ontin
ued
: EP,
ear
ly p
rim
ary:
LP,
late
pri
mar
y; E
l, ea
rly
inte
rmed
iate
;L
I, 1
::te
inte
rmed
iate
; J, j
unio
rhi
gh s
choo
l; S,
sen
ior
high
sch
ool)
PAR
T O
NE
: Ski
lls c
hich
are
a de
fini
te b
ut s
hare
d re
spon
sibi
lity
of th
eso
cial
stu
dies
Con
tinue
d
II.
(3t'a
int O
f m
ai io
n -
B.
Se ly
ct th
e m
ain
C.
Com
p.,s
e a
title
1).
Sele
ct a
nsw
ers
E.
T:tk
e no
tes,
in.
C1,
tiiy
Occ
urca
w !
,ori
es_
C;.
Arr
an.;t
. eve
nts
Mai
ze ,i
mpl
eoe
I.W
rit^
a s
umm
a
J.M
ake
a si
mpl
e
K. M
ake
a
III.
Eva
luat
e in
l,nm
atio
n
A.
Dis
tiric
itish
bet
R.
Dis
till,.
.;uis
h be
t
C. C
omr
are
info
rso
u.-c
es to
re
Intr
oduc
e, th
roug
hR
etea
ch,
Sl:il
lpl
anne
d re
adin
ess
Dev
elop
mai
ntai
n,ex
peri
ence
ssy
stem
atic
ally
and
exte
nd
.. C
on.
idea
and
slip
port
ing
fact
s.E
lL
I-S
_Sfo
r a
stor
y. p
ictu
re, g
raph
,m
ap, o
r ch
art
EP
LP
-LI
J- S
to q
uest
ion,
; fro
m m
ater
ial h
eard
, vie
wed
,or
rea
dE
PL
P-J
Ski
ng a
rec
d. d
of
the
sour
ce b
y au
thor
, titl
e, p
age.
LI
J-S
S_'s
,fa
cts,
al:c
i eve
nts
unde
r m
ain
head
ings
or in
LP
EI-
JS
, fac
ts, a
nd I
deas
in s
eque
nce
EP
LP-
J ___
____
_ _
_ __
S__
_
alin
es o
f m
ater
ial r
ead,
usi
ngco
rrec
t out
line
form
_L
IJ-
SS
ry o
f m
ain
poin
ts e
ncou
nter
ed in
mat
eria
lE
IL
I-S
_Sta
ble
of c
ol-.
tent
sL
PE
I-J
_S_
raph
y_L
IJ
_S
wec
n fa
ct a
nd f
ictio
nE
PL
P-J
Sw
eal f
act .
:.id
opin
ion
_LI
J-S
S_
mat
ion
abou
t a to
pic
draw
n fr
omtw
o or
mor
e:o
gniz
e ag
reem
ent o
r co
ntra
dict
ion
LP
EI-
JS
D.
Con
side
r w
hich
sou
rce
of in
form
atio
n is
mor
e ac
cept
able
, and
why
_
E.
Exa
min
e re
ason
s fo
r co
ntra
dict
ions
, or
seem
ing
cont
radi
ctio
ns, i
nev
iden
ce
F.E
xam
ine
mat
eria
l for
con
sist
ency
, rea
sona
blen
ess,
and
fre
edom
from
bia
s
G.
Rec
ogni
ze p
ropa
gand
a an
d its
pur
pose
s in
a g
iven
con
text
LP
J J J
EI-
S___
J-S
J-S
J-S
_s
11.
Dr
AW
infe
renc
es a
nd m
ake
gene
raliz
atio
ns f
rom
evi
denc
eE
PL
P-S
J-S
I.R
each
tent
ativ
e co
nclu
sion
sE
PL
P-S
J-S
IV.
Acq
uire
info
rmat
ion
thro
ugh
read
ing
A.
Skim
to f
ind
a pa
rtic
ular
wor
d, g
et a
gen
eral
impr
essi
on, o
r lo
cate
spec
ific
info
rmat
ion
LI
J -S
__s
_
B.
Rea
d to
fin
d an
swer
s to
que
stio
nsE
PL
P-J
S
C.
Mak
e us
e of
hea
ding
s, to
pic
sent
ence
s, a
nd s
umm
ary
sent
ence
s to
sele
ct m
ain
idea
s an
d di
ffer
entia
te b
etw
een
mai
n an
d su
bord
inat
eid
eas.
_E
lL
I-J
_s.
1).
Sele
ct th
e st
atem
ents
that
are
per
tinen
t to
the
topi
c be
ing
stud
ied_
LP
_EI-
J_s
E.
Mak
e us
e of
ital
ics,
mar
gina
l not
es, a
nd f
ootn
otes
to d
isco
ver
enip
h.1:
-.is
by
auth
or_
_ _
_L
IJ-
SC
omei
ol!s
ly e
valu
ate
wha
t is
read
, usi
ng th
e ap
proa
ches
sug
gest
edin
Sec
tion
III
abov
eL
Ij-
S
V.
Acq
uire
info
rmat
ion
thro
ugh
liste
ning
and
obs
ervi
ng
A.
Lis
ten
and
obse
rve
with
a p
urpo
seE
P_L
P -J
S
B.
Lis
ten
at te
ntiv
ely
whe
n ot
hers
arc
spe
akin
gE
PL
P-J
C.
Iden
tify
a se
quen
ce o
f id
eas
and
sele
ct th
ose
that
are
mos
t im
port
ant..
LP
EIJ
pi S
1).
Rel
ate,
com
pare
, and
eva
luat
e in
form
atio
n ga
ined
thro
ugh
liste
ning
and
obse
rvin
g w
ith th
at g
aine
d fr
om o
ther
sou
rces
of
info
rmat
ion_
LP-
El
LI-
J__
_ _
5.
Soc
ial S
tudi
es S
kills
: A G
uide
to A
naly
sis
and
Yea
r P
lace
men
tCon
tinue
d
(Cod
e: E
P, e
arly
prim
ary;
LP
, lat
e pr
imar
y; E
l, ea
rly in
term
edia
te;
LI, l
ate
inte
rmed
iate
; J, j
unio
r hi
gh s
choo
l; S
, sen
ior
high
sch
ool)
PA
RT
ON
E: S
kills
whi
ch a
re a
def
inite
but
sha
red
resp
onsi
bilit
y of
the
soci
al s
tudi
esC
ontin
ued
Ski
llIn
trod
uce,
thro
ugh
plan
ned
read
ines
sex
perie
nces
Dev
elop
syst
emat
ical
ly
Rct
cach
,m
aint
ain,
and
exte
nd
V.
Acq
uire
info
rmat
ion
thro
ugh
liste
ning
and
obs
ervi
ngC
on.
E.
Adj
ust t
o a
spea
ker's
voi
ce a
nd d
eliv
ery
and
to th
e ph
ysic
al c
ondi
-tio
ns o
f the
situ
atio
n_LP
EI-
JS
_
F.
Res
erve
judg
men
t unt
il th
e sp
eake
r's e
ntire
pre
sent
atio
n ha
s be
enhe
ard
JJ-
S.S
__
G.
lake
not
.s w
hile
con
tinui
ng to
list
en a
nd to
obs
erve
JJ-
SS
_
II.A
nalv
ie ''
ideo
and
aud
io p
rese
ntat
ions
, e.g
., fil
ms,
pic
ture
s, m
odel
s,ex
hibi
ts, a
nd o
ther
gra
phic
mat
eria
ls c
once
rned
with
soc
ial
stud
ies
topi
csJ
-_
_J-S
S_
VI.
Com
mun
icat
e or
ally
and
in w
ritin
g
A.
Spe
ak w
ith a
ccur
acy
and
poke
1.D
evel
op a
n ad
equa
te v
ocab
ular
y_E
PLP
- j
S_
2. C
hoos
e th
e ap
prop
riate
wor
dE
PLP
-JS
_3.
Pro
noun
ce w
ords
cor
rect
ly a
nd e
nunc
iate
cle
arly
EP
LP-J
__S
____
___
4.T
alk
in s
ente
nces
EP
LP-J
_S5.
Pre
pilre
and
use
not
es in
pre
sent
ing
an o
ral r
epor
t, gi
ving
cre
dit
whe
n m
ater
ial i
s qu
oted
El
LI-S
__S
____
___
6. K
eep
to th
e po
int i
n al
l situ
atio
ns in
volv
ing
oral
exp
ress
ion
El'
LP-J
S7
.D
evel
op s
elf-
conf
iden
ceE
PLP
- .1_S
6,
_41
12.4
.11L
aL4
411.
8.l.x
chan
ge id
eas
thro
ugh
disc
ussi
on, e
ither
as
lead
er o
rpa
rtic
ipan
t9.
Res
pect
lim
itatio
ns o
f tim
e an
d th
e rig
ht o
f oth
ers
to b
e he
ard_
B.
Writ
e w
ith c
larit
y an
d ex
actn
ess
1.C
olle
ct, e
valu
ate,
and
org
aniz
e in
form
atio
n ar
ound
a c
lear
lyde
fined
topi
c (s
ee S
ectio
ns I-
V a
bove
)2.
Writ
e in
depe
nden
tly, a
void
ing
copy
ing
from
ref
eren
ces_
_ _
_
3.G
ive
cred
it fo
r qu
oted
mat
eria
l _4.
Use
sta
ndar
d E
nglis
h5.
Incl
ude
a bi
blio
grap
hy to
sho
w s
ourc
e of
info
rmat
ion
6,In
clud
e fo
otno
tes
%%
lieu
nece
ssar
y7.
App
ly th
e sk
ills
bein
g de
velo
ped
in p
rintin
g, w
ritin
g, s
pelli
ng,
punc
tuat
ing,
cap
italiz
ing,
and
arr
angi
ng w
ritte
n w
ork
8.P
roof
read
and
rev
ise
VII.
Inte
rpre
t pi:t
ures
, cha
rts,
gra
phs,
tabl
es
A.
Inte
rpre
t pic
toria
l mat
eria
ls
1.R
ecog
nize
thes
e m
ater
ials
as
sour
ces
of in
form
atio
n2.
Dis
tingu
ish
betw
een
type
s of
pic
toria
l mat
eria
l, re
cogn
ize
the
adva
ntag
es o
f eac
h, a
nd r
ecog
nize
the
need
for
obje
ctiv
ity in
inte
rpre
tatio
n3.
Not
e an
d de
sei
the
cont
ent o
f the
mat
eria
l, bo
th g
ener
al a
ndsp
ecifi
c4.
Inte
rpre
t by
appl
ying
rel
ated
info
rmat
ion,
and
use
the
mat
eria
las
one
bas
is fo
r dr
awin
g co
nclu
sion
s_
--
B.
Inte
l pre
t car
toon
:,
1.R
ecog
nize
thes
e m
ater
ials
as
expr
essi
ng a
poi
nt o
f vie
w a
ndin
terp
ret t
he v
iew
exp
ress
ed2.
Not
e an
d in
terp
ret t
he c
omm
on s
ymbo
ls. u
sed
in c
arto
ons
C.
Stu
dy c
hart
s
1.U
nder
stan
d th
e st
eps
in d
evel
opm
ent i
ndic
ated
EP
._
. EP
_ _
_LP
__
__
_ _
LI. _
_.E
P_
__
El
EP
EP
_
LI
_LP
-JLP
-J_
_ _
J-S
_J
-S -SS
SS S
_
S
J
J-S
LP J
_
_1,
1 J
.
LP-L
I__
I ,P
JS JS .1-s
_
S s S S IS-
._
S S S S
7.
Soc
ial S
tudi
es S
kills
: A G
uide
to A
naly
sis
and
Yea
! Pla
cem
ent
Con
tinue
d(C
ode.
EP
, ear
ly p
rimar
y; L
P, l
ate
prim
ary;
El,
early
inte
rmed
iate
;LI
, lat
e in
term
edia
te; J
, jun
ior
high
sch
ool;
S, s
enio
r hi
gh s
choo
l)
PA
RT
()N
IS
kills
whi
ch a
re a
def
inite
but
sha
red
resp
onsi
bilit
y of
the
soci
al s
tudi
esC
ontin
ued
Ski
.'In
trod
uce,
thro
ugh
*arm
ed r
eadi
ness
expe
rienc
esD
evel
opsy
stem
atic
ally
Ret
each
,m
aint
ain,
and
exte
nd
VII.
Inte
rpre
t pic
ture
s. c
hart
s. g
raph
s, ta
bles
Con
.
C.
Stu
dy <
har
tsC
on.
2.T
i arc
the
step
s ir.
t!'!c
pro
s es
s sh
own_
LIJ
S_S
3. C
ompa
re s
ires
and
quan
titie
sLI
_J-
-S.S
_.
_
4.A
naly
ze th
e or
gani
zatio
n or
str
uctu
re_
_LI
J-S
S.
5.Ir
lrntif
y el
emen
ts o
f ch.
mi,c
_.
LI,J
-S
S._
.
D.
Stu
dy g
raph
s an
d ta
bles
1.U
nder
stan
d th
e si
gnifi
canc
e of
the
title
El
LI--
J_S
.
2.D
eter
min
e th
e ba
sis
on w
hich
the
grap
h or
tabl
e is
bui
lt an
d th
eun
its o
f mea
sure
invo
lved
El_
1.1-
JS
..
3.In
terp
ret t
he r
elat
ions
hips
sho
wn_
Ell_
LI-J
S
4. D
raw
infe
renc
es b
ased
on
the
data
El
LI -
JS
__
E.
Con
stru
ct s
impl
e gr
aphs
, cha
rts,
tabl
es, a
nd o
ther
pic
toria
l ma-
teria
ls (
incl
udin
g ca
rtoo
ns)
El
LI ,J
S
F.
Rel
ate
info
rmat
ion
deriv
ed fr
om p
ictu
res,
cha
rts,
gra
phs,
and
t sbl
ys w
ith th
at g
aine
d fr
om o
ther
sou
rces
LIj
S
VIII
.W
ork
with
oill
;rs
A.
Res
pect
the
right
s an
d op
inio
ns o
f oth
ers-
EP
LP-S
__
__
R.
Und
er s
tand
the
need
far
rule
s an
d th
e ne
cess
ity fo
r ob
serv
ing
them
_E
PLP
-S_
S
8.
C.
Tak
e pa
rt in
mak
ing
the
rule
s ne
eded
by
the
grou
pE
PLP
-S
13.
Acc
ept t
he r
ole
of le
ader
or
follo
wer
, as
the
situ
atio
n re
quire
sE
PLP
-Ss-
E.
Pro
fit fr
om c
ritic
ism
and
sug
gest
ions
EP
LP-S
_s_
F.
Dis
tingu
ish
betw
een
wor
k th
at c
an b
e do
ne m
ost e
ffici
ently
by
indi
-vi
dual
s an
d th
at w
hich
cal
ls fo
r gr
oup
effo
rtE
PI P
-S
G.
Use
the
rule
s of
par
liam
enta
ry p
roce
dure
whe
n ne
eded
LIJ
_s_
PA
RT
Tw
o: S
kills
whi
ch a
re a
maj
or r
espo
nsib
ility
of t
he s
ocia
lst
udie
s
Ski
llIn
trod
uce,
thro
ugh
plan
ned
read
in,.s
sex
perie
nces
D'v
elop
syst
emat
ical
iy
Ret
each
,m
aint
ain,
acid
ext
end
I. II.
Rea
d so
cial
stu
dies
mat
eria
ls
A.
Und
erst
and
an in
crea
sing
num
ber
of s
ocia
l stu
dies
term
s
B.
Lear
n ab
brev
iatio
ns c
omm
only
use
d in
soc
ial s
tudi
es m
ater
ials
App
ly d
ecis
ion-
nuki
ng s
kills
to s
ocia
l iss
ues
A.
Rec
ogni
ze th
at a
pro
blem
exi
sts
B.
Def
ine
the
prob
lem
for
stud
y
C.
Rev
iew
kno
wn
info
rmat
ion
abou
t the
pro
blem
D.
Pla
n ho
w to
stu
dy th
e pr
oble
m
E.
Loca
te, g
athe
r, a
nd o
rgan
ize
info
rmat
ion
(For
det
aile
d an
alys
is, s
ee P
art O
ne, S
ectio
n I.)
F.
Inte
rpre
t and
eva
luat
e in
form
atio
n(F
or d
etai
led
anal
ysis
, see
Par
t One
, Sec
tion
III.)
G.
Sum
mar
ize
and
draw
tent
ativ
e co
nclu
sion
s
EP
El_
EP
EP
_
EP
EP
_
EP
EP
EP
LP-S
LI -
J
LP-J
.__
.
LP -
J_..
LP-J
_ _
_ .
I.P-J
_
LP-J
LP -
-J
LP-I
S S _S ,S _S.
S _S
S
_.
Soc
ial S
tudi
o. S
kills
: A G
uide
toA
naly
sis
and
Yea
r P
lace
men
t ---
Con
tinue
d
(('t
.le:
carly
prim
ary;
I.P
, lat
e pr
ima'
v;
El,
early
int -
rmed
iate
lLl
. !at
e in
term
edia
te; J
, jun
ior
high
sch
ool;
S, s
enio
r hi
gh s
choo
l)-
PA
RT
Tw
o S
kil s
whi
ch a
re a
maj
orre
spon
sibi
lity
of th
e so
cial
stu
dies
--C
onitr
imed
'-kill
II.A
pply
dec
isio
n-m
akin
g sk
ills
to s
ocia
l iss
ues-
-Con
.
Intr
oduc
e, th
roug
hke
tele
h,pl
anne
d re
adin
ess
Dev
elop
mai
ntai
n,e-
perie
nces
syst
emat
ical
lyan
d ex
tent
!
11R
I Cl)t
:n17
r th
e ne
rd to
cli.
inge
con
clus
ions
whe
n ne
w in
form
atio
n
%%
art:1
W';
1.Iti
.( ',
but-
liar
:II f'
.1%
for
furt
her
stud
y__
_
Ut p
robl
em-s
olvi
ng te
chni
ques
in m
eetin
g pe
rson
al a
nd s
ocie
tal
pihI
CIH
S
III.
Inte
rpre
t map
s an
d gl
obes
A.
Orie
nt th
e m
ein
and
note
dire
ctio
ns
1.t s
e ca
rdin
al d
irect
ion\
in c
lass
room
and
neig
hbor
hGod
_
2.1
inte
rtili
kite
film
lion
s, a
s so
uthe
ast,
nort
hwes
t__
__
_
lse
card
inal
clit
ectlo
w, a
rid in
term
edia
tedi
rect
ions
in w
orki
ng
kith
tn.tp
s._
_
4.I
n I.t
tivr
term
s c
floc
atio
n an
d di
rect
ion,
as
near
, far
, abo
ve,
lip, d
own
5.U
nder
stan
d th
at n
orth
is to
war
d th
e N
orth
Pol
e an
d so
uth
tow
ard
the
Sou
th P
ole
on a
ny m
ap p
roje
ctio
n
G.
Und
erst
and
the
use
of th
e co
mpa
ss fo
r di
rect
ion.
_
7.L'
se th
e no
rth
arro
w o
n th
e m
ap _
8.O
rient
des
k ou
tline
, tex
tboo
k, a
nd a
tlas
map
sco
rrec
tly to
the
nort
h
__F
,P.
.E
P
_EP
-LP
_.
I.P_
__
_E
l
_El
_
EP LP
-El.
__
EI
El
LP J
LP-
J
El J
.
El J
_1.
1 J
L1
-.J_
I.P.
J
S
1.1
JS
1.1
JL
1-J
_L1
-J-
10.
9. U
se p
aral
lels
and
mer
idia
ns in
det
erm
inin
g di
rect
ion
10. U
s di
ffere
nt m
ap p
roje
ctio
ns to
lear
n ho
w th
e pa
ttern
of
met
Ala
n: a
nd th
at o
f par
alle
ls d
iffer
11.
Con
stru
ct s
impl
e m
aps
whi
ch a
re p
rope
rly ,,
rient
ed a
s to
dire
ctio
n
1.ti
Ate
plie
rs o
n m
aps
and
glob
es
1.R
ectii
;iliz
e th
e ho
me
city
and
sta
te o
n a
map
of t
he U
nite
dS
tate
s an
d on
a g
lobe
2.R
ecog
nize
land
and
wat
er m
asse
s on
a g
lobe
and
on
a va
riety
of m
aps
phys
ical
-pol
itica
l, ch
alkb
oard
, wea
ther
, etc
3.Id
entif
y on
a g
lobe
and
on
a m
ap o
f the
wor
ld, t
he e
quat
or,
trop
ics,
circ
les,
con
tinen
ts, o
cean
s, la
rge
isla
nds_
_
4.U
se a
hig
hway
map
for
loca
ting
plac
es b
y nu
mbe
r-an
d-ke
ysy
stem
; pla
n a
trip
usi
ng d
ista
nce,
dire
ctio
n, a
nd lo
catio
ns...
_
5.R
elat
e lo
w la
titud
es to
the
equa
tor
and
high
latit
udes
to th
epo
lar
area
s6.
Inte
rpre
t abb
revi
atio
ns c
omm
only
foun
d on
map
s7.
Use
map
voc
abul
ary
and
key
accu
rate
ly8.
Use
long
itude
and
latit
ude
in lo
catin
g pl
aces
on
wal
l map
s9.
Use
an
atla
s to
loca
te p
lace
s10
.Id
entif
y 'h
e tim
e zo
nes
of th
e U
nite
d S
tate
s an
d re
late
them
tolo
ngitu
de11
.U
nder
stan
d th
e re
ason
for
the
Inte
rnat
iona
l Dat
e Li
ne, a
ndco
mpu
te ti
me
prob
lem
s of
inte
rnat
iona
l tra
vel
12.
Con
sult
two
or m
ole
map
s to
gat
her
info
rmat
ion
abou
t the
sam
e ar
ea13
.R
ecog
nizt
loca
tion
of m
ajor
citi
es o
f the
wor
ld w
ith r
espe
ct to
thei
r ph
ysic
al s
ettin
g14
. Tra
ce r
oute
s of
trav
el b
y di
ffere
nt m
eans
of t
rans
port
atio
n15
.D
evel
op a
vis
ual i
mag
e of
maj
or c
ount
ries,
land
form
s, a
ndot
her
map
pat
tern
s st
udie
d16
. Rea
d m
aps
of v
ario
us ty
pes
whi
ch s
how
ele
vatio
n
El_
El_
_
El
El
El
El
LI
LI El
El
El._
_
_E
l
El
El
1.1
J.
..J.
1.1-
J
S...
.
.5...
S S 5
J J
__LI
J._
LI -
J_
1.1
-J.
1.I
-J
Ber
nal S
tudi
es S
kills
. A G
uide
to A
n.ily
sfs
and
Yea
rP
lace
men
tC
'ont
inut
sl
(('tc
k: L
P, e
arly
prim
ory;
LP
, lat
e pr
imar
y; L
I ral
lyin
ter
med
iate
;LI
, lat
e in
term
edia
te; .
1, ju
nior
hig
h sc
hool
, S,
seni
or h
igh
scho
ol)
Pst
s-r
Tw
o: S
kills
whi
ch a
re a
maj
or r
espo
nsib
ility
of t
heso
cial
stu
dies
Cor
ritqu
ed
Intr
oduc
e, th
roug
hR
etca
ch,
Ski
llpl
anne
d re
adin
ess
Dev
elop
mai
ntai
n,ex
perie
nces
syst
emat
ical
lyan
d ex
tend
Inte
rnie
t
It.1.
(Kal
y
1 7
1 N
.
C.
I.-se
2
man
s an
d !J
obe,
:C
on.
plai
ts, e
tt.-C
am
t' ru
b ts
tanl
II, c
igni
fican
cr o
f rel
ativ
elo
catio
n as
it h
as a
ffect
ed
Lear
n to
tit.r
k, s
ampl
c sk
etch
map
s to
sho
wlo
catio
n
se a
l- an
d co
mpu
te d
ista
ni.c
sI:,
sm
all o
birt
s to
rep
rese
nt la
rge
ones
, as
aph
otog
raph
cor
n-
pale
d to
site
.
NI '
Le `
tithe
, lay
144
.-4
ale
map
s of
a fa
mili
ar a
rea,
such
as
clas
s-
loom
, tie
iglil
,orh
ood
Cr
row
an. .
0 he
al le
ntih
of a
I,Ie
trk
or a
mile
with
that
sho
wn
on
1.1
_I.P
._
1.P
-
.1
_ _1.
1 J
1l' I.P
J
S -S S
.1I.t
t tr
st A
I, m
apII
1.1-
Jti
4IN
tel m
ini-
e on
111.
11)
1w u
sing
a s
tale
of
milt
s_1.
1 J
ti
iii.ip
s O
fsi
., of
the
sant
e ar
ea1.
1 J.
Com
o,ire
map
s of
diff
riot a
tras
to n
ote
that
asm
alle
r sc
ale
1111
1 be
tisr
i to
map
Lug
er a
reas
.__
__
._
..E
I_s_
K.
('i,m
intte
dis
tanc
e bl
iss
ern
two
poin
ts o
n ne
aps
of d
iffer
ent s
cale
_
Est
imat
e di
stan
ces
on a
gIo
l K.,
usin
g la
titud
e: e
stim
ate
air
bv u
sing
a to
pe o
r a
strin
g to
mea
sure
gre
atci
rcle
-Fl-,
S.
____
__
1.1_
S
1.11
11.1
1.11
1ii A
nd 1
1M11
1.11
)1/
44 a
le r
xpri.
.%E
d as
repr
esen
tativ
e
1101
/.1
11.1
iirnt
%4
or b
ar s
cale
I.1_
J.S
.
If)1)
, %cl
op th
e ha
bit o
f che
f kin
g th
e sc
ale
onal
l map
s us
ed_
I/.
D.
Into
t pi
et
map
sym
bols
and
yon
ializ
e w
hat t
hey
repr
esen
t
1.I:m
t-st
and
that
rea
l obj
ects
can
be r
epre
sent
ed b
y pi
ctur
esor
sym
bols
on
a m
ap2.
Leal
nus
e I e
nds
on d
iffer
ent k
inds
of
map
s3.
r tn
tik tl
w s
ymbo
ls u
sed
fixw
ater
feat
ures
to le
arn
the
sour
ce,
mon
th. d
irect
ion
of fl
ow, d
epth
s, a
ndoc
ean
curr
ents
4.S
tudy
col
or c
onto
ur a
nd v
isua
l rel
ief
map
s an
d vi
sual
ize
the
nano
e o
f the
are
as s
how
n5.
Inte
rpre
t the
ele
vatio
n of
the
land
from
the
flow
of
riven
6.In
terp
ret d
ors,
line
s, c
olor
s, a
nd o
ther
sym
bols
use
d in
addi
tion
to p
icto
rial s
ymbo
ls_
7.1:
sc a
ll pa
rts
of a
wor
ld a
tl,is
L.C
on p
ai tn
aps
and
draw
. Int
elcr
ier
s
Rea
d in
to a
map
the
rela
tirci
ship
s su
gges
ted
by th
e da
ta s
how
n,as
de-
fact
ors
whi
t h d
eter
min
e th
e lo
catio
n of
citi
es2.
(tw
o m
aps
of th
e s
ime
area
, com
bine
the
data
sho
wn
on th
em, a
nd d
raw
con
clus
ions
bas
edon
the
data
3.R
et-u
1411
1:.c
that
them
e ar
e ot
.inv
kind
s of
map
s fo
r m
any
uses
,an
d le
arn
to r
hou
se th
e h
stm
ap fo
r th
e pu
rpos
e at
han
d4.
Und
erst
and
the
diffe
renc
es in
diff
eren
tm
ap p
roje
ctio
ns a
ndre
torn
ip-
the
dist
ortio
ns in
volv
ed in
any
repr
esen
tatio
n of
the
eart
h ot
her
than
the
glob
e5.
1..s
e m
aps
and
the
glob
e to
expl
ain
the
geog
raph
ic s
ettin
g of
la.:t
otic
al a
nd c
urre
nt e
vent
s6.
sarie
ts o
f spe
cial
-poi
tune
Map
% a
nd d
raw
infe
renc
es o
nIle
x h
Isis
a (
1.1t
a ob
tain
ed (
torn
them
and
from
oth
erso
urce
s7.
Info
, n ,i
n's
activ
ities
or
was
of l
ivin
g fr
om p
hysi
cal d
etai
l and
IV.
1 %
iirle
tst.,
ird to
ne fo
ilch
rono
logy
.N.
1h c
h)i)
..11
undr
t.t.m
duaq
of t
ivtim
e sy
stem
and
the
cale
ndar
I.1.
c.ni
i to
tell
tune
by
the
cloc
k2.
Use
nam
es o
f the
day
s of
the
wee
k in
orde
r
I
EP
El_
El
LI _LI.
El
J El
El
El
_El
....
1
EP
LPE
P_L
P_
__
ti .5 S.
S ti ti 5 ti I.1 _LI_
_-
13.
Soc
ial S
tudi
es S
kills
: A G
uide
to A
naly
sis
and
Yea
rP
lace
men
t-C
ontin
ued
(Cod
e: E
P, e
arly
prim
ary;
LP
, lat
e pr
imar
y;E
l, ea
rly in
term
edia
te;
LI, l
ate
inte
rmed
iate
; Jr,
juni
or h
igh
scho
ol;
S, s
enio
r hi
gh s
choo
l)
P A
RT
Tw
o: S
kills
whi
ch a
re a
maj
or r
espo
nsib
ility
of th
e so
cial
stu
dies
Con
tinue
d
Ski
llIn
trod
uce,
thro
ugh
plan
ned
read
ines
sex
perie
nces
Ket
each
,D
evel
opm
aint
ain,
syst
emat
ical
lyan
d ex
tend
IV.
Und
erst
and
time
and
chro
nolo
gyO
w.
I ),-
velo
li an
lind
erst
:111
11in
g of
t he
tim
e sy
stem
and
the
cale
ndar
--C
on.
3.U
se n
ames
of t
he m
onth
s in
seq
uenc
e _
_ _
_ _
_ _
._
_ _
_
4.U
M' C
alen
dal t
o fin
d da
teso
f spe
cial
eve
nts
and
tode
term
ine
1(11
;th o
f tim
e be
twee
n im
port
ant d
ates
Ass
ot la
te s
easo
ns w
ith p
al ti
cula
r m
onth
s in
bon
. nor
ther
nan
d
.olit
hrn
hem
isph
eres
nder
stan
d th
e re
latio
n be
twee
n ro
tatio
n of
the
eart
han
d da
y
and
nigh
t_
Und
erst
and
the
syst
em o
f tim
e zo
nes
as r
elat
ed to
the
rota
tion
of th
e e
a r
t h-
.-
._
__
.U
ndt.r
stan
d th
e re
latio
n I w
twee
n th
e ea
rth'
s re
volu
tion
arou
ndth
e su
n an
d a
cale
ndar
yea
rA
u (1
1111
l11.
1t s
ome
spec
ifii d
ate-
even
ts a
s po
ints
of
orie
ntat
ion
in ti
me
1. C
omo
ehen
d th
e C
hris
:ian
syst
em o
f chr
onol
ogy-
-a.
c.an
d A
,D.
11.
lse
the
voca
bula
ry o
f def
inite
and
inde
finite
tim
eex
pres
sion
s
a.t '
se s
ucli
defin
ite ti
me
conc
epts
as
seco
nd, m
inut
e,ye
ster
day,
deca
de, c
entu
ryb.
l'se
such
inde
finite
tim
e co
ncep
ts a
s pa
st, f
utur
e, lo
ng a
go,
befo
re, a
fter,
mea
nwhi
le
12.
Acq
uire
a s
ense
of p
rehi
stor
ic a
nd g
eolo
gica
l tim
eI.e
arn
to tr
ansl
ate
date
s in
to c
entu
ries_
EP
EP EP
LP LP LP EL
El
EI EP
J El
LP LP-L
I_
LP L
I_
_
.1,
1-S -J_
1,1-I
LP-J
LI-J
_
16.
I1.
I "te
clo
p11
1141
,1..t
.,,,,h
ugre
f ren
t% a
s pa
rt o
f a c
hron
olog
ical
serie
s of
eve
nts
and
an u
ndet
tand
ing
of th
e di
ffere
nces
in d
ura-
atio
n of
var
ious
per
iods
of t
ime
Ich
i ono
logy
in p
erso
nal e
xper
ienc
es,
1.
Rrt
I'1
Ill /I
" ,r
etur
n c
v an
das
the
scho
ol d
ay. w
eekl
y .c
liedu
le, e
tc2.
Leal
n to
arr
anee
per
sona
l exp
erie
nces
in o
rder
_3.
Com
preh
end
sequ
ence
and
ord
er a
s ex
pres
ssed
in fi
rst,
seco
nd,
third
. etc
4,Le
a, n
to th
ink
of th
e se
para
tion
of a
n ev
ent f
rom
the
pres
ent
in a
t ith
nuet
ir.rl
term
s_.
5.Le
al n
to fi
gure
the
leng
th o
f tim
e be
twee
n tw
o gi
ven
date
s_ _
_ _
_C
.Li
nde'
sta
nd d
iffer
ence
s in
dur
atio
n of
var
ious
his
toric
al p
erio
ds7
Und
et.a
and
and
mak
e si
mpl
e tim
e lin
esM
.U
se a
few
clu
ster
ela
te -
r yr
rits
to e
stab
lish
time
rela
tions
hips
anuu
rc h
istit
i ic
even
ts.
9.Le
ann
to r
elat
e th
e pa
st to
the
pres
ent i
n th
e st
udy
of c
hang
ean
d co
ntin
uity
in h
uman
affa
irs10
.Le
arn
to fo
rmul
ate
Gen
eral
isat
ions
and
con
clus
ions
abo
ut ti
me
in s
tudy
ing
the
deve
lopm
ent o
f hum
an a
ffairs
_
1.P
EP
EP
_
El
____
_
El
.E1 El
El
J
El L
I -..
LI' 1
.1
__L
P 1
.1_
.
LI S
LI S
J-S
V.
App
ly th
inki
ng s
kills
1.O
bser
ve n
otic
e on
e or
mor
e at
trib
utes
of o
bjec
ts, p
ictu
res,
etc
.2.
Rec
all s
peci
fic d
ata
fron
t som
ethi
ng o
bser
ved
or e
xper
ienc
ed p
revi
ousl
y3.
No;
ice
di t
:nes
, ide
ntify
one
or
mor
e di
ffere
nces
in a
ttrib
ute3
of t
wo
orm
ore
cbje
cts.
pic
ture
s. e
vent
s, e
tc.
4.N
ot ic
e si
mila
i it i
cs, i
dent
ify o
ne o
r m
ore
sim
ilar
attr
ibut
es o
f tw
o or
mor
eob
ject
s. p
ictu
res.
eve
n: s
, etc
.5.
Ord
er o
bjec
ts o
r ev
ents
acc
ordi
ng to
giv
en a
ttrib
utes
or
crite
ria, e
.g.,
'Whi
chof
thes
e is
111
,7 b
igge
st'?
" "W
hich
is s
mal
lest
?" "
Whi
ch a
re m
iddl
e-si
zed?
" et
c. -
6.C
roup
,Fit
t get
her
sev
eral
obj
ects
, pic
ture
s, e
tc.,
base
d on
one
or
mor
eco
mm
on a
ttrib
utes
or
othe
r re
latio
n..h
ips
7.La
bel,
give
a n
ame
to a
n ite
m o
r a
rc'a
tions
hip
amon
g a
grou
p of
item
s8.
Ca.
sify
, inc
lude
item
s in
a g
iven
cla
,,, i.
e. w
ith o
ther
s ca
lled
by th
e sa
me
m*
9.le
st c
once
pts,
diff
eren
tiate
bet
wee
n cr
itica
l and
opt
iona
l attr
ibut
es, e
.g.
"If t
his
oran
ge w
ere
peel
ed, w
ould
it s
till b
e an
ora
nge?
"
4 S S
EP
LP-1
EiP
LP 1
S
EP
LP -
1S
EP
LP 1
S
EP
LPS
EP
LPS
EP
LP -
1S
EP
LP 1
S
EP
LP-1
S
15.
10.
Infe
r ca
uses
, mak
e in
fere
nces
abo
ut h
ow o
ne o
r m
ore
thin
gs c
ause
d so
met
hing
else
II
.hi
re' e
ffect
s, m
ake
infe
renc
es a
bout
the
varie
ty o
f effe
cts
of o
ne th
ing
onot
her
tbnr
.12
.In
fer
fecl
in:r
.s, m
ake
infe
renc
es a
bout
how
peo
ple
feel
in p
artic
ular
situ
atio
ns -
13.
Con
clud
e ab
out i
tem
s or
situ
atio
ns N
osed
on
obse
rvat
ions
and
infe
renc
es
14.
Gen
eral
ite, e
xten
d co
nclu
sion
s ab
out k
now
n si
tuat
ions
to o
ther
s lik
e it
15.
Oire
slor
ring,
ask
per
tinen
t que
stio
ns a
bout
a n
ew s
ituat
ion
base
d on
know
ledg
e ()
I' si
mila
r si
tuat
ions
.A
ro ic
ipar
e, p
i edi
ct p
ossi
ble
cons
eque
nces
of a
new
or
chan
ged
situ
atio
n
base
d on
kno
wle
dge
of s
imila
r si
tuat
ions
17.
Mak
e ch
oice
s ba
sed
on g
iven
crit
eria
, for
exa
mpl
e, "
Whi
ch o
f the
follo
win
g w
ould
be
the
best
item
of c
loth
ing
te w
ear
on a
col
d da
y?"
.P
EP E
P
EP
EP
EP
EP
I P I P J
LP -
1LP
-.1
LP-1
LP-1
LP-1
LPI
S S S S S S S S
Ada
pted
from
the
Nat
iona
l Cou
ncil
for
the
Soc
ial S
tudi
es T
hirt
y-S
econ
d Y
earb
ook
16