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Social StudiesFirst Grade
Curriculum MapSocial Studies Curriculum Guides were prepared by Arlington, Bartlett, and Collierville teachers.
Dear Educator, This curriculum guide is an instructional tool designed to assist teachers in developing and implementing a quality Social Studies instructional program. The current standards were approved by the State Board of Education on July 26, 2013. These standards are to be implemented in the 2014-15 school year.
The first grade social studies standards can be found athttp://www.tennessee.gov/education/standards/social_studies/SS_First_Grade.pdf
These standards are divided into five content areas. • Culture• Economics• Geography• Government and Civics• History
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First Grade Tennessee’s Place in America
Course Description: First grade students will build upon knowledge of major historical events, holidays, symbols, and individuals associated with Tennessee and the United States. Students will listen to and read folktales and non-fiction texts from across the United States to gain a better understanding of the importance of these historical concepts. They will also discuss cultures and human patterns of places and regions in Tennessee. Students will demonstrate an understanding of how individuals, families, and communities live and work together in Tennessee, the United States, and around the world. An emphasis will be placed on goods and services that originate in Tennessee. Students will demonstrate an understanding of how people interact with the environment locally and globally, which will be accomplished by building on previously learned geographic skills and concepts. This will include identifying major cities and physical features in Tennessee and the rest of the United States. Students will demonstrate an understanding of how the state and federal government functions and how government affects families.
Culture 1.1 Explain with supporting details the culture of a specific place, including a student’s community and state. 1.2 Define multiculturalism as many different cultures living within a community, state, or nation. 1.3 Re-tell stories from folk tales, myths, and legends from other cultures. 1.4 Use collaborative conversations with diverse partners to discuss family customs and traditions. 1.5 Present the student’s family culture through the use of drawing, writing, and/or multimedia. 1.6 Describe the meaning of the word Tennessee and its origin coming from the Cherokee name, Tanasi. 1.7 Interpret legends, stories, and songs that contribute to the development of cultures in Tennessee, including Cherokee, Chickasaw, Shawnee, and Creek tribes.
Economics 1.8 Give examples of products (goods) that people buy and use. 1.9 Give examples of services (producers) that people provide. 1.10 Explain differences between goods and services and describe how people are consumers and producers of goods and services. 1.11 Describe goods and services that are exchanged worldwide. 1.12 Examine different types of advertisements used to sell goods and services. 1.13 With prompting and support, read informational texts about major products and industries found in Tennessee, to include mining, music, tourism, automobile manufacturing, and agriculture. 1.14 Examine and analyze economic concepts including basic needs vs. wants and the factors that could influence a person to use money or save money.
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Geography 1.15 Recognize basic map symbols, including references to land, water, cities, and roads. 1.16 Define and locate the North and South Poles and the equator. 1.17 Identify the shapes of Tennessee and the United States on maps and globes. 1.18 Use cardinal directions on maps. 1.19 Locate Washington, D.C. and Nashville on a United States map. 1.20 Distinguish the difference between a continent, mountain, river, lake, and ocean. 1.21 Describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation and recreation. 1.22 Construct a map showing the Atlantic Ocean, Pacific Ocean, Washington D.C., Memphis, Nashville, Knoxville, Chattanooga, Mississippi River, Cumberland River, Tennessee River, Great Smoky Mountains, Rocky Mountains, Center Hill Lake, Norris Lake, Reelfoot Lake, and Clingmans Dome. 1.23 Identify the three Grand Divisions of Tennessee on a map and compare and contrast each division ’s major physical features. 1.24 Summarize in their own words, that a map is a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country or world.
Government and Civics 1.25 Identify the current city/county Mayor, Governor, and President, and explain their roles in government. 1.26 Explain the importance of patriotic traditions, including the recitation of the Pledge of Allegiance, appropriate behavior during the playing of our National Anthem, and demonstrate appropriate flag etiquette. 1.27 Explain that our state’s and country’s laws are based upon the Constitution. 1.28 Give examples of a rule and a law through the use of drawings, discussions, or writings. 1.29 Describe the fundamental principles of American democracy, including respect for the rights, opinions and property of others, fair treatment for all, and respect for the rules by which they live. 1.30 Summarize that voting is a way of making choices and decisions. 1.31 With guidance and support from adults, use a variety of digital tools to produce and publish an informational text on the importance of the voting process using facts and provide a concluding statement. 1.32 Recognize that communities in Tennessee have a local government and compare/contrast this to our state and national government.
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Geography 1.15 Recognize basic map symbols, including references to land, water, cities, and roads. 1.16 Define and locate the North and South Poles and the equator. 1.17 Identify the shapes of Tennessee and the United States on maps and globes. 1.18 Use cardinal directions on maps. 1.19 Locate Washington, D.C. and Nashville on a United States map. 1.20 Distinguish the difference between a continent, mountain, river, lake, and ocean. 1.21 Describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation and recreation. 1.22 Construct a map showing the Atlantic Ocean, Pacific Ocean, Washington D.C., Memphis, Nashville, Knoxville, Chattanooga, Mississippi River, Cumberland River, Tennessee River, Great Smoky Mountains, Rocky Mountains, Center Hill Lake, Norris Lake, Reelfoot Lake, and Clingmans Dome. 1.23 Identify the three Grand Divisions of Tennessee on a map and compare and contrast each division ’s major physical features. 1.24 Summarize in their own words, that a map is a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country or world.
Government and Civics 1.25 Identify the current city/county Mayor, Governor, and President, and explain their roles in government. 1.26 Explain the importance of patriotic traditions, including the recitation of the Pledge of Allegiance, appropriate behavior during the playing of our National Anthem, and demonstrate appropriate flag etiquette. 1.27 Explain that our state’s and country’s laws are based upon the Constitution. 1.28 Give examples of a rule and a law through the use of drawings, discussions, or writings. 1.29 Describe the fundamental principles of American democracy, including respect for the rights, opinions and property of others, fair treatment for all, and respect for the rules by which they live. 1.30 Summarize that voting is a way of making choices and decisions. 1.31 With guidance and support from adults, use a variety of digital tools to produce and publish an informational text on the importance of the voting process using facts and provide a concluding statement. 1.32 Recognize that communities in Tennessee have a local government and compare/contrast this to our state and national government.
1.33 Sort rules and responsibilities that citizens follow that are specific to their state compared to national rules and responsibilities, including wearing a seat belt, wearing a bicycle helmet, texting while driving, child restraints, voting, obtaining a driver’s license at a particular age, and wearing a motorcycle helmet. 1.34 Create a visual representation, such as a graphic organizer, of Tennessee symbols, including the state tree (Tulip Poplar), flower (Iris), motto (Agriculture and Commerce), animal (raccoon), nickname (Volunteer State), flag, and one song (Tennessee Waltz, Rocky Top). Write an opinion piece explaining why you think these are/are not good choices, including supporting detail. History 1.35 Place events in students’ own lives in chronological order. 1.36 Produce complete sentences to describe people, places, things and events with relevant details that relate to time, including the past, present, and future. 1.37 Interpret information presented in picture timelines to show the sequence of events and distinguish between past, present, and future. 1.38 Compare ways individuals and groups in the local community and state lived in the past to how they live today, including forms of communication, types of clothing, types of technology, modes of transportation, types of recreation and entertainment. 1.39 Use informational text to help describe the importance of celebrating these national holidays: Martin Luther King, Jr. Day Presidents’ Day Memorial Day Independence Day Columbus Day Veterans’ Day Thanksgiving Day1.40 Differentiate between fact and fiction when sharing stories or retelling events using primary and secondary sources. 1.41 Identify holidays, historic events, symbols, and famous people from Tennessee. Students will be introduced to the lives of Tennessee leaders and their contributions. 1.42 Ask and answer questions about historical events that helped shape our Nation and explain the role Tennessee played in these events. 1.43 Through the use of drawings, discussions, or writings, express reasons the contributions made from these Tennessee leaders were important in the development of the state: Nancy Ward John Sevier Sam Houston Sam Davis Casey Jones Austin Peay Anne Dallas Dudley Cordell Hull Cornelia Fort Diane Nash
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State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
First Quarter: Weeks 1-3
1.28 Give examples of a rule and a law through the use of drawings, discussions, or writings.
Government What is the purpose of rules?
What would happen without rules and authority in the school/community?
Students will sort rules for home/community/school. (Assess)
Write and illustrate classroom rules/Constitution
Create a cause and effect scenarios of following and not following rules. (Assess)
Students will understand and communicate why we have rules.
Students will follow classroom rules and understand the logical consequences when they are broken.
Students will be able to explain that our state’s and county’s laws are based upon the Constitution
www.Econedlink.org
http://www.brainpopjr.com/socialstudies/communities/school/
Stellaluna by Janell CannonOfficer Buckle and Gloria by Peggy RathmanWe the Kids by David CatroU.S. Constitution by Norman Pearl
1.29 Describe the fundamental principles of American democracy, including respect for the rights, opinions and property of others, fair treatment for all, and respect for the rules by which they live.
1.27 Explain that our state’s and country’s laws are based upon the Constitution.
Government How can we be good citizens at home, school, and our community?
What are my responsibilities at school and home?
How can rules and responsibilities keep us safe?
Brainstorm with students ways they can be a good citizen. Have them draw and write a sentence about one of those ways. Assess
Students will compare and contrast their responsibilities at home in a Venn Diagram with pictures/words. Assess
Sort rules and responsibilities that are specific to their state compared to national rules and responsibilities including wearing a seat belt, wearing a bicycle helmet, texting while driving, child restraints, voting, obtaining a driver’s license at a particular age, and wearing a motorcycle helmet.
Students can define citizenship and responsibility.
Students can distinguish good acts of citizenship.( obeying speed limit, not littering, walking within the crosswalk.
Student will be able to differentiate between state and National rules and responsibilities.
http://library.thinkquest.org/J001709/thinkquest_values/introfolder/intropage
http://www.ehow.com/info_8096714_american-citizens-responsibilities.html
http://www.brainpopjr.com/socialstudies/citizenship/rightsandresponsibilitiesl
Citizenship by Jason SkogGood Citizenship Counts by Marie Bender AbdoBeing a Good Citizen by Mary Small
Social Studies Curriculum Map First GradeType to enter text
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State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
First Quarter: Weeks 1-31.29 Describe the fundamental principles of American democracy, including respect for the rights, opinions and property of others, fair treatment for all, and respect for the rules by which they live.
Government What is cooperation?
How can conflicts be solved fairly at home, school, and in our community?
Provide scenarios for students to role-play problem/solution using cooperation.
Help students brainstormsituations that involve conflict.
Have students draw a five frame comic strip that illustrates an everyday conflict. In the last frame, have students create a resolution to the conflict that would result in cooperation.Have students role play their comic strip to the class (assess)
Create a How to Cooperate poster
Students will be able to be able to resolve conflicts peacefully.
Students will know the steps in solving conflict:
1. Calming down (walk away, count to ten, etc)2. Explain the upset3. Discuss the resolution4. Some kind of acknowledgment (handshake for example)
Students will cooperate with each other and teachers.
The Meanest Thing to Say by Bill Cosby
The Brennan Town Musicians as told by Eugene Evans.
GaggleTubeKids rap-conflict resolution and respect
anti-bullying website:http://www.pacerkidsagainstbullying
http://www.lumpkin.k12.ga.us/~fc/images/TeacherResourcesTB/firstgrade.pdf
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State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
First Quarter: Weeks 4-71.1 Explain with supporting details the culture of a specific place, including a student’s community and state.
1.2 Define multiculturalism as many different cultures living within a community, state, or nation.
1.4 Use collaborative conversations with diverse partners to discuss family customs and traditions.
1.5 Present the student’s family culture through the use of drawing, writing, and/or multimedia.
1.35 Place events in students’ own lives in chronological order.
Culture
History
What is Culture?
What is Multiculturalism?
What are family customs and traditions?
What is a timeline in relationship to a person’s life?
What is one custom in your family?
All About Me Unit (Assess)
Share with class customs and traditions within their own family.
Design a timeline showing 5 important events in their life. (Assess)
Make and illustrate through various mediums a facial or whole body drawing (Assess)
Explain what culture and multiculturalism is.
Explain what a family custom or tradition is.
Explain how a timeline works (is drawn)--oldest to the most current.
S.S. Toolbox-Student Timeline Sheet
S.S. Toolbox-Custom and Traditions Sheet
Books: We’re Different, We’re the Same by Bobbi Jane/Mathieu Kates
The Colors of the Rainbow by Jennifer/Fabrega Moore-Mallinos
http://flavorwire.com/400364/10-great-multicultural-childrens-books
http://www.pinterest.com/search/pins/?q=multicultural%20crafts%20for%20kids&rs=ac&len=15
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State Standards & Common Core State Standards
(CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
First Quarter: Weeks 8-9
1.16 Define and locate the North and South Poles and the equator.
1.17 Identify the shapes of Tennessee and the United States on maps and globes.
1.24 Summarize in their own words, that a map is a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country or world.
Geography How are maps and globes the same?
How are maps and globes different?
Why do we need maps?
What is an atlas?
Compare and Contrast globes and maps using a Venn Diagram. (assess)
With a friend create a world map or globe and name oceans and continents (Assess)
Treasure Hunt: Students will look for treasure using a teacher made map.
Read Me on the Map by Joan Sweeney. Create your own Me on the Map Circle Flipbook.
Students will recognize that maps and globes are representations or models of specific places.
Students will locate continents and oceans on a map and globe.
Locate and name the places in school and the neighborhood.
Students will locate their home, neighborhood, and school on a map.
http://www.scholastic.com/play/prestates.htm
Beginning Maps: Models and Placeshttp://player.discoveryeducation.com/index.ctm?guidAsset1d=C4D9C2AF-6EA4-4158-AB9C-78825CA25F58&binFromSearch=1&productcode=US
Understanding and Making Maps: An Introductionhttp://player.discoveryeducation.com/index.dfm?guidAsset1d=3945CAF9-B909-490D-BD78-110EE5FC1C1D&binFromSearch=1&productcode=US
https://www.youtube.com/watch?v=gRYSSNq5GSc
1.18 Use cardinal directions on maps.
Geography How do we use cardinal directions?
How could you find a location without directions?
Create and label a compass rose (assess)
http://www.softschools.com/social_studies/geography/map_games/compass_rose/
Write N, E, S, W on the borders of paper that will go under a 100's Chart. Teacher gives directions starting with the one square. (Move three spaces south, five spaces east, etc. and class recites new number each time in tens and ones.)
Define what cardinal directions are.Locate places using cardinal directions on maps and globesListen and follow directions.
Understanding Maps: The Key to Everywherehttp://player.discoveryeducation.com/index.cfm?guidAsset1d=D90F4C51-5E61-48C6-9D4F-53139D745455&b1nFromSearch=1&productcode=US
https://www.youtube.com/watch?v=5IpdjyD_uPo
9
9
State Standards & Common Core State Standards
(CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Second Quarter: Weeks 1-2 (map skills cont.)
1.15 Recognize basic map symbols, including references to land, water, cities, and roads.
Geography What are map symbols?
How do map symbols help us locate places on a map?
What is a map legend?
Students will use map symbols to identify locations on a map. (Assess)
Design a map key for a map of your community. (Assess)
Read a legend and predict distances then measure.
Students will use map symbols and legends to identify locations and directions.Students will interpret symbols to identify locations and directions.Estimate distances such as from home to school.
Videos:Reading Rainbow: My America: A poetry Atlas of the United StatesWebsites:Discovery Education: 1) Understanding Maps: Key to Everywhere
Books: Are We There Yet?: Using Map Scales by Gonzales, Doreen Capstone
1.20 Distinguish the difference between a continent, mountain, river, lake, and ocean.
1.21 Describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation and recreation.
Geography Which 3 countries make up North America?
Which landform would you like to live in? Why is it the best?
Which landform would you least like to live in? Why?
Students will locate landforms and oceans in North America using an atlas.
Create a landform flipbook /Dinosaur Landform (assess)See Pinterest
Write an Opinion piece of why or why not you would live on/in a…(assess)
http://www.teacherspayteachers.com/Product/Landform-Quiz-397331 (Assess)
(There are many free landform worksheets/ideas on teacherspayteachers.com)
-Locate cities, states, countries, and continents on maps and globes and major bodies of water on maps and globes-Locate Washington D.C. the capital of the U.S. and Nashville the capital of TN. on a U.S. map.-Write an opinion piece that includes a topic, an opinion about the topic, 2 reasons for the opinion and a closing sentence.-Distinguish the difference between a continent, mountain, river, lake, and ocean.
Books:V is for Volunteer by Michael Shoulder and Bruce Langton Coasts by Sheila Anderson Mountains by Sheila AndersonPlains by Sheila AndersonPlateaus by Sheila AndersonValleys by Sheila AndersonThe Four Oceans by Will Mara
Websites:http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u2/
Videos: Landforms: Number Onehttp://player.discoveryeducation.com/index.cfm?guidAssetId=94AACA27-9A40-4A62-9F67-FCE38976E&b1nFromSearch=1&productcode=US
10
State Standards & Common Core State Standards
(CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Second Quarter: Weeks 1-2
1.20 Distinguish the difference between a continent, mountain, river, lake, and ocean.
1.21 Describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation and recreation.
Geography What are human features?
How can people change their geography?
What is weather?
Compare and contrast physical and human features on a map. (Assess)
Students will create and label a map using symbols to locate human and physical features (assess)
Identify and locate human features as in North Pole, South Pole, Equator, cities, buildings, farms, roads, and railroads
Create a weather map using symbols, map key, legend,
Create a Class Book My Community Book include climate, human and physical features, food clothing, shelter, transportation and recreation that features of our city.
Students can distinguish between physical and human features on a map.
Students can name human characteristics.Students will describe weather and create a weather map according to teacher rubric.
Students can describe how the location of their community, climate, physical surroundings, affect the way people live, including their food, clothing, shelter, transportation and recreation.
Videos:A First Look: Weatherhttp://player.discoveryeducation.com/index.cfm?guidAssetId=449DC89A-FE1F-4AA5-B319-4532E77D8CBA&b1nFromSearch-!&productcode=US
Websites:http://www.discoveryeducation.com/teachers/free-lesson-plans/weather-maps.cfm
http://www.sfsocialstudies.com/g2/u6/index.html
http://www.scholastic.com/kids/weather/
Books:Bartholomew and the Ooblek by Dr. SeussMy Map Book by Sara FanelliTopographic Maps by Ian F. Mahaney Rosen
11
State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Second Quarter: Weeks 3-61.36 Produce complete sentences to describe people, places, things and events with relevant details that relate to time, including the past, present, and future.1.37 Interpret information presented in picture timelines to show the sequence of events and distinguish between past, present, and future.1.38 Compare ways individuals and groups in the local community and state lived in the past to how they live today, including forms of communication, types of clothing, types of technology, modes of transportation, types of recreation and entertainment.1.39 Use informational text to help describe the importance of celebrating these national holidays
History What are the events leading to the First Thanksgiving?
What changes have occurred over the years since the First Thanksgiving?
After sequencing events in the history of our country (Thanksgiving Story), write the order of events from past to the present. (Assess)
Computer-Make a timeline of events of the Thanksgiving Story. (Assess)
https://www.youtube.com/watch?v=HZTt0TbwKBMMake a video showing changes over the years.
http://www.creativeteaching.com/descriptions/productspecs/3933.pdfMake a Venn diagram about long ago and today based off of the slide show. (Assess)
http://www.scholastic.com/scholastic_thanksgiving/feast/
http://www.timetoast.com/timelines/93569
http://www.teacherspayteachers.com/Product/The-First-Thanksgiving-Cut-a-Sentence-Freebie-416809
http://www.teacherspayteachers.com/Product/FREE-Long-Ago-and-Today-Part-2-Transportation-117608
Books:Long Ago and Today by John Serrano
Then and Now Series by Robin Nelson
12
State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Second Quarter: Weeks 7-9
1.1 Explain with supporting details the culture of a specific place, including a student’s community and state.
1.3 Retell stories from folk tales, myths, and legends from other cultures.
1.8 Give examples of products that people buy and use.
1.11 Describe goods and services that are exchanged worldwide.
Culture
Economics
What is culture?
Pick two or three countries that you can go in depth teaching about customs and traditions (tie in Christmas/Holiday traditions). This unit is not just for teaching the Christmas/Holiday traditions but to extend to products that we may receive from that country and folk tales, myths, and legends from that country.
Draw or print a map of the countries chose. Look at the size of that country compared to the U.S.Identify landforms. Identify a specific custom(s) that country is known for.
Identify through writing/powerpoint the differences in culture of various countries.
Christmas Around the World by Disney Press
Christmas Around the World by Hal Leonard Corporation
http://www.allthingschristmas.com/northpole/aroundworld.html
http://www.kids-world-travel-guide.com/christmas-around-the-world.html
http://www.pinterest.com/search/pins/?q=holidays%20around%20the%20world
13
State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Third Quarter: Week 1-2
1.26 Explain the importance of patriotic traditions, including the recitation of the Pledge of Allegiance, appropriate behavior during the playing of our National Anthem, and demonstrate appropriate flag etiquette.
Government and Civics
What does the Pledge of Allegiance mean to me?
What are symbols?
Why do we have national and state symbols?
If you could create a National or State symbol what would it be and why?
In what ways do citizens show that their state and country are important to them?
http://www.readworks.org/passages/what-does-pledge-allegiance-meanComprehension questions. (Assess)
Students design a symbol t-shirt.
http://bensguide.gpo.gov/k-2/games/interactive.html
http://www.primarygames.com/holidays/july4/games/match_up/usa_match.htm
http://www.shrineclowns.com/info_pages/skelton.aspMake a booklet with words and pictures of the meaning of the words of the Pledge of Allegiance. (2-3 people can work on one phrase, put together to make a book). (Assess)
Students will understand the meaning of the Pledge of Allegiance.
Students will recite Pledge of Allegiance and demonstrate appropriate flag etiquette.
Students will demonstrate appropriate behavior during the playing of our National Anthem.
The Flag We Love by Pam Munoz Ryan
http://www.homeofheroes.com/hallofheroes/1st_floor/flag/1bfb_disp1.html
http://www.brainpopjr.com/socialstudies/citizenship/ussymbols/
http://bensguide.gpo.gov/k-2/symbols/index.html
http://www.education.com/worksheet/article/learn-pledge-allegiance/
http://www.pbs.org/americaresponds/theamericanflag.html
http://www.readworks.org/passages/what-does-pledge-allegiance-mean 14
State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Third Quarter: Weeks 2-4
1.39 Use informational text to help describe the importance of celebrating these national holidays1.25 Identify the current city/county Mayor, Governor, and President, and explain their roles in government.
HistoryPresidents’ Day
Who is our current president of the U.S.?
What does the president do?
http://www.scholastic.com/teachers/article/seven-roles-one-presidentMake a Venn Diagram of all the roles of the President. (Assess)
Identify leader of our country.
Identify what the role of the president is.
http://www.brainpop.com/educators/community/bp-jr-topic/president/
http://www.congressforkids.net/Executivebranch_president.htm
1.39 Use informational text to help describe the importance of celebrating these national holidays
HistoryMLKing Day
How do you celebrate Dr. King’s birthday?
Why serve on Dr. King’s birthday?
Create a timeline of Dr. King’s LifeWrite an acrostic poem about Dr. KingCreate a Helping Hand PosterWhat is one thing they would like to change (ex. Homelessness, hunger…) and write a few sentences how you can make a difference.
Use informational text to help describe the importance of celebrating Dr. Martin Luther King
Martin’s Big Words by Doreen RappaportWeb:http://www.brainpop.com/socialstudies/freemovies/martinlutherkingjr/VideoOur Friend Martin
1.27 Explain that our state’s and country’s laws are based upon the Constitution.
History What is the constitution of the U.S?
Compare the constitutions of the U.S. and TN.
Identify parts of the constitution that are the same.
http://www.tnhistoryforkids.org/civics/b
15
State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Third Quarter: Weeks 2-41.29 Describe the fundamental principles of American democracy, including respect for the rights, opinions and property of others, fair treatment for all, and respect for the rules by which they live.1.30 Summarize that voting is a way of making choices and decisions.1.31 With guidance and support from adults, use a variety of digital tools to produce and publish an informational text on the importance of the voting process using facts and provide a concluding statement.
Government/Civics
What does democracy mean?
What does voting mean?
Why is it important?
(When doing graphing, explain to students how each student gets a vote. You will know that each student voted by counting the number of students and compare to the number of votes)
Mock election of students in the class running for different positions.
Graphing of students voting in the election.
Use a variety of digital tools to produce and publish an information text on the importance of the voting process using faces and provide a concluding statement.
Summarize that voting is a way of making choices and decisions.
http://www.charlotteparent.com/articlemain.php?Teach-Kids-the-Value-of-Voting-2814
http://www.congressforkids.net/Elections_electoralcollege.htm
http://www.busyteacherscafe.com/themes/election.html
http://www.houghtonmifflinbooks.com/readers_guides/christelow_vote.shtml
16
State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Third Quarter: Weeks 5-7
1.35 Place events in students’ own lives in chronological order.
1.36 Produce complete sentences to describe people, places, things and events with relevant details that relate to time, including the past, present, and future.
1.37 Interpret information presented in picture timelines to show the sequence of events and distinguish between past, present, and future.
Black History
***Other famous African Americans may be substituted for the ones listed.
Who was Rosa Parks?Why is he/she famous in Black History?
Use drawings, discussions, or writings to express why the following leaders were important in developing our state and country.
Students will be able to give you at least 3 facts about Rosa Parks.
http://mrnussbaum.com/rosa-parks/
Who was Ruby Bridges?Why is he/she famous in Black History?
Students will be able to give you at least 3 facts about Ruby Bridges.
Who was George W. Carver?Why is he/she famous in Black History?
Students will be able to give you at least 3 facts about George W. Carver.
http://www.teachercreatedmaterials.com/curriculum_files/free/activities/june2012/George_Washington_Carver_Agriculture_Pioneer.pdf
Who was Harriet Tubman?Why is he/she famous in Black History?
Students will be able to give you at least 3 facts about Harriet Tubman
http://www.ducksters.com/biography/women_leaders/harriet_tubman.phphttp://www.ducksters.com/biography/booker_t_washington.php
Who was Booker T. Washington?Why is he/she famous in Black History?
Students will be able to give you at least 3 facts about Booker T. Washington. http://
americacomesalive.com/2012/02/08/sarah-e-goode-ca-1850-1909-inventor/#.U5H_58Y99g0
Who was Sarah E. Good?Why is he/she famous in Black History?
Students will be able to give you at least 3 facts about Sarah E. Good.
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State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Third Quarter: Weeks 8-9
1.14 Examine and analyze economic concepts including basic needs vs. wants and the factors that could influence a person to use money or save money.
1.12 Examine different types of advertisements used to sell goods and services.
Economics What is the difference between a needs and wants?Why do companies advertise?
Create a Need and Wants T Chart with pictures and words.
Create an advertisement to persuade consumers via television, radio, or newspaper
Write a persuasive letter to receive a gift of a need and a want.
Analyze economic concepts such as basic needs vs. wants and the factors that could influence a person to use money or save money.Students will distinguish different types of advertisements used to sell goods and services.
Discovery Education-Videos: The Difference Between Needs and Wants
Discovery Education-How Our Economy Works: All About Earning and Spending Money
http://www.kidseconposters.com/posters/the-basics/goods-services/
http://www.pinterest.com/parisjen/teaching-goods-and-services/
https://www.youtube.com/watch?v=wy0TrDCiqLw
https://www.youtube.com/watch?v=ffwwmHmypek
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State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Fourth Quarter: Weeks 1-8 (Tennessee History, Facts, etc)
1.6 Describe the meaning of the word Tennessee and its origin coming from the Cherokee name, Tanasi.
Culture Where did the word Tennessee come from?
What significance does the word Tennessee have in relation to the Indian tribes that were here?
Poster with both Tennessee and its origin. Draw pictures of various Indian tribes from TN.
Identify how Tennessee got its name.
http://www.statesymbolsusa.org/Tennessee/TennesseeNameOrigin.html
http://www.tngenweb.org/campbell/hist-bogan/tennessee.html
1.7 Interpret legends, stories, and songs that contribute to the development of cultures in Tennessee, including Cherokee, Chickasaw, Shawnee, and Creek tribes.
Culture What is the difference between a legend, story and song?
What contributions did the Cherokee, Chickasaw, Shawnee and Creek Tribes make in TN.
Read/Listen to folktales, legends and stories about Tennessee. Record information and write about the contribution of the various Indian tribes to TN history.
Interpret legends, stories, and songs that contribute to the development of cultures in Tennessee, including Cherokee, Chickasaw, Shawnee, and Creek Tribes
http://www.americanfolklore.net/folktales/tn.html
1.32 Recognize that communities in Tennessee have a local government and compare/contrast this to our state and national government.
Economics What is a mayor? How does a mayor compare to a governor? How do small towns differ than bigger cities in their government?
Email or write a letter to your mayor asking him/her to come and visit. Write about any concerns you have for your city. Ask what his role is in the government of your city.
Recognize that communities in Tennessee have a local government and compare/contrast this to our state and national government
Look at your local city website for information.
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State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Fourth Quarter: Weeks 1-8 (Tennessee History, Facts, etc)1.17 Identify the shapes of Tennessee and the United States on maps and globes.1.22 Construct a map showing the Atlantic Ocean, Pacific Ocean, Washington D.C., Memphis, Nashville, Knoxville, Chattanooga, Mississippi River, Cumberland River, Tennessee River, Great Smoky Mountains, Rocky Mountains, Center Hill Lake, Norris Lake, Reelfoot Lake, and Clingmans Dome.
Geography Which landforms can be found in Tennessee?
Students will label a topography map of Tennessee’s three Grand Divisions. (Assess) http://video.tnhistoryforkids.org/thfk-13-trek.mov
Identify different types of landforms in TN.
Identify where the Oceans when looking at TN on a map of the US>
http://www.tnhistoryforkids.org/geography
1.34 Create a visual representation, such as a graphic organizer, of Tennessee symbols, including the state tree (Tulip Poplar), flower (Iris), motto (Agriculture and Commerce), animal (raccoon), nickname (Volunteer State), flag, and one song (Tennessee Waltz, Rocky Top). Write an opinion piece explaining why you think these are/are not good choices, including supporting detail.
Government and Civics
What is a symbol?(TIe in symbol of a map to a symbol of a state/nation)
Create a visual representation (graphic organizer, booklet) to include Tennessee symbols.
Identify TN symbols
Identify how those symbols came to be.
http://www.state.tn.us/education/websymbs.shtml
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State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Fourth Quarter: Weeks 1-8 (Tennessee History, Facts, etc)
1.23 Identify the three Grand Divisions of Tennessee on a map and compare and contrast each division’s major physical features.
Geography How is our land used in Tennessee?
What are natural resources?
What are artificial features of the earth?
Have students place magazine pictures that represent natural goods and finished products in the correct location.Research Natural Resources in Tn. and use multimedia to display your knowledge.
Students will understand how we are dependent on natural resources.Students will distinguish between natural resources and artificial features of the earth.
Web:http://www.maps.com/ref_map.aspx?pid=12745
http://www.brainpopjr.com/science/conservation/naturalresources/grownups.weml
http://tennesseegreat.weebly.com/natural-resources.html
1.13 With prompting and support, read informational texts about major products and industries found in Tennessee, to include mining, music, tourism, automobile manufacturing, and agriculture.
Economics Which major products and industries are located in our city and state?
Read informational texts about major products and industries found in Tennessee: coal mining, music, tourism, automobile manufacturing, and the farming of tobacco, soybeans, cotton, cattle, and walking horses.Create an agriculture/industry map of TN.
Students will be able to create an agricultural/industry map featuring major products and industries in TN.
Web:http://www.kidport.com/RefLib/UsaGeography/facts/Tennessee.htm
http://www.enchantedlearning.com/usa/states/tennessee/
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State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Fourth Quarter: Weeks 1-8 (Tennessee History, Facts, etc)1.41 Identify holidays, historic events, symbols, and famous people from Tennessee. Students will be introduced to the lives of Tennessee leaders and their contributions.
1.42 Ask and answer questions about historical events that helped shape our Nation and explain the role Tennessee played in these events.
1.43 Through the use of drawings, discussions, or writings, express reasons the contributions made from these Tennessee leaders were important in the development of the state
History How did the Battle of Kings Mountain during the American Revolution help shape TN and our country? What is its significance?
Research the following historical events-American Revolution (Battle of Kings Mountain)
-Civil War (last state to leave the nation and the first southern state to return)
-War of 1812 (Role of Andrew Jackson)
-World War I (Alvin York)
-Nineteenth Amendment (TN. cast the deciding vote to ratify the 19th Amendment.)
-World War II (Camp Campbell & Oak Ridge)
-Civil Rights Mvt. (Nashville Sit-ins)
Make a booklet of Tn important historical events.
Make a time line of the events upon completion of study.
Classes/Small Groups will share their knowledge of major events in our Nation and State’s history, art, drama, writing,
Differentiate between fact and fiction when sharing stories or retelling events using primary and secondary sources.
Books:Tennessee by Julie Murray Abdo & Daughters
Videos: http://video.tnhistoryforkids.org/thfk-19-alvin-york.mov
http://video.tnhistoryforkids.org/thfk-20-old_hickory.mov
How did the Civil War help shape TN and our country? What is its significance?What was the role of Andrew Jackson in the War of 1812? What is its significance?How did Alvin York and World War I help shape TN and our country? What is its significance?How did the19th Amendment help shape TN and our country? What is its significance?How did Camp Campbell & Oak Ridge during World War II help shape TN and our country? What is its significance?
How did the Civil Rights Movement in Nashville help shape TN and our country? What is its significance?
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State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Fourth Quarter: Weeks 1-8 (Tennessee History, Facts, etc)1.41 Identify holidays, historic events, symbols, and famous people from Tennessee. Students will be introduced to the lives of Tennessee leaders and their contributions.
1.42 Ask and answer questions about historical events that helped shape our Nation and explain the role Tennessee played in these events.
1.43 Through the use of drawings, discussions, or writings, express reasons the contributions made from these Tennessee leaders were important in the development of the state
History Who was Nancy Ward?Why was she famous in TN History?
Use drawings, discussions, or writings to express why the following leaders were important in developing our state and country.
Create a TN Hall of Fame
Make a slide show about each of the important people mentioned and their contribution to TN History.
Students will identify famous people of Tennessee and why they were significant in Tn history.
http://www.tnhistoryforkids.org/people/nancy_ward
Who was Sequoya?Why was she famous in Tn History?
http://www.tnhistoryforkids.org/people/sequoyah
Who was Andrew Jackson?Why was he famous in TN History?
http://www.tnhistoryforkids.org/people/andrew_jackson
Who was Sam Davis?Why was he famous in TN History?
http://www.tnhistoryforkids.org/people/sam_davis
Who was Casey Jones?Why was he famous in TN History?
http://www.tnhistoryforkids.org/people/casey_jones
Who was Austin Peay?Why was he famous in TN History?
http://www.tnhistoryforkids.org/people/austin_peay
Who was Cordell Hull?Why was he famous in TN History?
http://www.tnhistoryforkids.org/people/cordell_hull
Who was Elvis Presley?Why was he famous in TN History?
http://www.tnhistoryforkids.org/people/elvis_presley
Who was John Sevier?Why was he famous in TN History?
http://www.tnhistoryforkids.org/people/john_sevier
Who was Sam Houston?Why was he famous in TN History?
http://www.tnhistoryforkids.org/people/sam_houston
Who was James K. Polk?Why was he famous in TN History?
http://www.tnhistoryforkids.org/people/james_polk
23
State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Fourth Quarter: Weeks 1-8 (Tennessee History, Facts, etc)1.41 Identify holidays, historic events, symbols, and famous people from Tennessee. Students will be introduced to the lives of Tennessee leaders and their contributions.
1.42 Ask and answer questions about historical events that helped shape our Nation and explain the role Tennessee played in these events.
1.43 Through the use of drawings, discussions, or writings, express reasons the contributions made from these Tennessee leaders were important in the development of the state:1.25 Identify the current city/county Mayor, Governor, and President, and explain their roles in government.
History Who was Andrew Johnson?Why was he famous in TN History?
Use drawings, discussions, or writings to express why the following leaders were important in developing our state and country.Create a TN Hall of Fame
Students will identify famous people of Tennessee and their contributions.
http://www.tnhistoryforkids.org/people/andrew_johnson
Who was Alvin C. York?Why was he famous in Tn History?
http://www.tnhistoryforkids.org/people/alvin_york
Who was Anne Dudley?Why was she famous in TN History?e
http://www.tnhistoryforkids.org/people/anne_dudley
Who was Cornelia Fort?Why was she famous in TN History?
http://www.tnhistoryforkids.org/people/cornelia_fort
Who is Bill Haslam and what is his role as Governor of TN
http://www.tnhistoryforkids.org/civics/a_1 24
State Standards &
Common Core State
Standards (CCSS)
Unit Guiding Questions Assessment/Activities Expectations Instructional Resources
Fourth Quarter: Week 9
1.1 Explain with supporting details the culture of a specific place, including a student’s community and state.
1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
1.8 Give examples of products (goods) that people buy and use.
1.9 Give examples of services (producers) that people provide.
1.11 Describe goods and services that are exchanged worldwide.
Culture How is the honored country like Memphis?
How is the honored country and Memphis different?
Which products/services do we exchange with our honored country?
How are we alike and different from MM honored country?
Memphis in May Curriculum Guide
Create a book comparing Memphis to MM honored country.
Locate MM country on a map/globe. Compare and contrast culture, holidays, and national symbols. Identify exchanged goods and services.
www.memphisinmay.org
http://teacher.scholastic.com/writewit/mff/index.htm
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