illinois learning standards for social science … correlation of pearson myworld social studies to...

A Correlation of

Pearson myWorld Social Studies

To the

Illinois Learning Standards for

Social Science 2016

Grades K - 5

A Correlation of Pearson myWorld Social Studies to the

Illinois Learning Standards for Social Science, Grades K-5

2

SE = Student Edition TG = Teacher’s Guide

Introduction

This document demonstrates how myWorld Social Studies meets the Illinois Learning

Standards for Social Science, Grades K – 5. Correlation page references are to the

Kindergarten Flip Chart, Student Edition, and Teacher’s Guide. Alignments are cited at the

page level.

Everyone has a story. What’s yours?

myWorld Social Studies™ utilizes storytelling to bring social studies content to life. Exclusive

interactive digital solution makes social studies personal for every student in a way that’s

easier for the instructor. With myWorld Social Studies, you can get to the heart of social

studies in the time you have.

Reinforce literacy instruction Every minute spent teaching social studies also reinforces

reading and writing instruction.

Reduce prep time Ready-made digital presentations, quick-start Teacher Guide, and easy-to-

use online resources reduce time.

Keep it current Teach to the moment using Pearson’s exclusive myStory Book Current Events

prompts.

Prepare students for the next level Embedded interactive skills instruction prepares

students for lifelong learning.

Interactive Student Text

Interactive Student Worktexts promote active learning and support students who are learning

to read in the content areas. Standards-based content is presented in an interactive format

that promotes active reading strategies.

Student Materials

Kindergarten Flip Book

Student Edition

Student Atlas

Leveled Readers

Student Edition DVD-ROM

Teacher Materials

Teacher Guide

Accelerating Progress for English Language Learner’s Teacher Guide Activity Kit

Activity Kit, Hands-on activities for each chapter designed by Colonial Williamsburg

myStory Video DVD-ROM, engaging videos that explore the Big Question

ExamView® DVD-ROM, ready-made chapter tests and quizzes

Teacher Resource Library DVD-ROM, One stop resources for lesson plans,

high-stakes assessment support, and more



3


Table of Contents

Kindergarten ............................................................................................................................ 4

Grade 1 .................................................................................................................................... 10

Grade 2 .................................................................................................................................... 16

Grade 3 .................................................................................................................................... 23

Grade 4 .................................................................................................................................... 33

Grade 5 .................................................................................................................................... 44

Copyright ©2016 Pearson Education, Inc. or its affiliate(s). All rights reserved



4


Illinois Learning Standards for Social Science

Kindergarten

myWorld Social Studies

Here We Are

Kindergarten

Inquiry Skills

Developing Questions and Planning Inquiries

Constructing Essential Questions

SS.IS.1.K-2. Create questions to help guide

inquiry about a topic with guidance from adults

and/or peers.

FC: myStory Spark, 5, 30, 51, 78, 101; myStory

Book, 26, 49, 76, 99, 128; How Can We Learn

About History? 114–115; Use Illustrations, 116–

117

SE: myStory Spark, 2, 28, 50, 78, 101; myStory

Book, 25, 47, 75, 99, 128; How Can We Learn

About History? 114–115, Use Illustrations, 116–

117

TG: Active Reading & Lesson Summary pages 2–

3, 25–26, 28–29, 47–48, 50–51, 72, 74–75, 78–79,

99–100, 102–103, 115–118, 129–130

Pearson Online Digital Resources: 21st Century

Learning: Analyze Images; Generate New Ideas

*FC = Flip Chart

Determining Helpful Sources

SS.IS.2.K-2. Explore facts from various sources

that can be used to answer the developed

questions.

FC: myStory Book, 26, 49, 76, 99, 128; How Can

We Learn About History? 114–115; Use

Illustrations, 116–117

SE: myStory Book, 25, 47, 75, 99, 128; How Can

We Learn About History? 114–115, Use

Illustrations, 116–117

TG: Active Reading & Lesson Summary pages

25–26, 47–48, 74–75, 99–100, 115, 116, 117,

118, 129–130


Learning: Distinguish Fact and Opinion; Identify

Bias; Conduct Research; Use Primary and

Secondary Sources; Analyze Images; Use the

Internet Safely



5



Kindergarten


Here We Are

Evaluating Sources and Using Evidence

Gathering and Evaluating Sources

SS.IS.3.K-2. Gather information from one or

two sources with guidance and support from

adults and/or peers.

FC: What Is a Timeline? 112–113; How Can We

Learn About History? 114–115; Use Illustrations,

116–117

SE: What Is a Timeline? 112–113; How Can We

Learn About History? 114–115, Use Illustrations,

116–117

TG: Active Reading & Lesson Summary, 113,

114, 115, 116, 117, 118


Learning: Conduct Research; Use Primary and

Secondary Sources; Analyze Images; Interpret

Timelines; Sequence; Use the Internet Safely

*FC = Flip Chart

Developing Claims and Using Evidence

SS.IS.4.K-2. Evaluate a source by distinguishing

between fact and opinion.

For supporting material please see:

FC: Distinguish Fact From Fiction, 97–98

SE: Distinguish Fact From Fiction, 97–98

TG: Active Reading & Lesson Summary, 97–98




Secondary Sources; Use the Internet Safely



6



Kindergarten


Here We Are

Communicating Conclusions and Taking Informed Action

Communicating Conclusions

SS.IS.5.K-2. Ask and answer questions about

arguments and explanations.

FC: myStory Spark, 5, 30, 51, 78, 101; myStory

Book, 26, 49, 76, 99, 128

SE: myStory Spark, 2, 28, 50, 78, 101; myStory

Book, 25, 47, 75, 99, 128


3, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 25–26, 28–

29, 32, 34, 36, 38, 40, 42, 44, 46, 47–48, 50–51,

54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74–75, 78–

79, 82, 84, 86, 88, 90, 92, 94, 96, 98, 99–100,

102–103, 106, 108, 110, 112, 114, 116, 118, 120,

122, 124, 126, 128, 129–130


Learning: Analyze Images; Compare Viewpoints;

Draw Conclusions; Identify Bias; Make

Decisions; Resolve Conflict; Solve Problems;

Work in Cooperative Teams

*FC = Flip Chart

Taking Informed Action

SS.IS.6.K-2. Use listening, consensus-building,

and voting procedures to decide on and take

action in their classrooms.

FC: What Makes a Good Citizen? 8–9; How Do

We Get Along with Others? 12–13; Collaboration

and Creativity: Problem Solving, 22–23; myStory

Book, 28

SE: What Makes a Good Citizen? 5–6; How Do

We Get Along with Others? 9–10; Collaboration

and Creativity: Problem Solving, 19–20; myStory

Book, 28, 25


6, 9–10, 19–20, 25–26


Learning: Work in Cooperative Teams; Make

Decisions; Resolve Conflict; Solve Problems



7



Kindergarten


Here We Are

Civic Standards

Civic and Political Institutions

SS.CV.1.K. Describe roles and responsibilities of

people in authority.

FC: Who Are Our Leaders? 18–19

SE: Who Are Our Leaders? 15–16


15–16


Learning: Identify Main Idea and Details

*FC = Flip Chart

Processes, Rules, and Laws

SS.CV. 2.K. Explain the need for and purposes

of rules in various settings, inside and outside

of the school.

FC: What Rules Do We Follow? 16–17

SE: What Rules Do We Follow? 13–14


13–14


Learning: Draw Conclusions



8



Kindergarten


Here We Are

Geography Standards

Human-Environment Interaction: Place, regions, and culture

SS.G.1.K. Explain how weather, climate, and

other environmental characteristics affect

people’s lives.

FC: What Is the Weather Like? 70–71; What Are

the Seasons? 72–73

SW: What Is the Weather Like? 69–70; What Are

the Seasons? 71–72


69–70, 71–72


Learning: Analyze Cause and Effect; Classify and

Categorize

Human Population: Spatial patterns and movements

SS.G.2.K. Identify and explain how people and

goods move from place to place.

FC: For supporting material please see: How

Have Communities Changed? 124; myStory

Book, 128

SE: For related material see: How Have

Communities Changed? 125; myStory Book, 128


126, 129–130


Learning: Identify Main Idea and Details;

Sequence; Analyze Images

*FC = Flip Chart



9



Kindergarten


Here We Are

Economics and Financial Literacy Standards

Economic Decision Making

SS.EC.1.K. Explain choices are made because of

scarcity (i.e., because we cannot have

everything that we want).

FC: Why Do We Make Choices? 45–46

SE: Why Do We Make Choices? 43–44


43–44


Learning: Analyze Cause and Effect; Make

Decisions; Solve Problems

History Standards

Change, Continuity, and Context

SS.H.1.K. Compare life in the past to life today. FC: How Have Families Changed? 120–121; How

Has School Changed? 122–123; How Have

Communities Changed? 124–125; How Has

Technology Changed? 126–127

SE: How Have Families Changed? 121–122; How

Has School Changed? 123–124; How Have

Communities Changed? 125–126; How Has

Technology Changed? 127–128


121–122, 123–124, 127–128


Learning: Compare and Contrast; Sequence;

Analyze Images

*FC = Flip Chart

Perspectives

SS.H.2.K. Examine the significance of our

national holidays and the heroism and

achievements of the people associated with

them.

FC: What are National Holidays? 91–92; myStory

Book, 99

SE: What are National Holidays? 91–92; myStory

Book, 99


91–92, 99–100



Leveled Readers: George Washington; George

Washington, Our First President



10



Grade 1


Making Our Way

Grade 1

Inquiry Skills





and/or peers.

SE: How We Learn About History, 170–172; Got

It? 173

TG: Using Sources: Make Connections, 133;

Differentiated Instruction: L4 Challenge, 36, 62,

136; All Levels, 133



Generate New Ideas




questions.

SE: Media and Technology: Using Graphic

Sources, 148-149; Review and Assessment, 151;

How We Learn About History, 170–173; Review

and Assessment, 42–44, 78–80, 114–116, 150–

152, 186–188; myStory Book, 45, 81, 117,

153,189

TG: Active Reading & Lesson Summary pages,

112, 113, 115, 131, 132, 133, 144, 145;

Differentiated Instruction: L4 Challenge, 136; All

Levels, 133


Learning: Distinguish Fact and Opinion;

Conduct Research; Use Primary and Secondary

Sources; Analyze Images; Use the Internet

Safely



11



Grade 1


Making Our Way



SS.IS.3.K-2. Gather information from one or

two sources with guidance and support from

adults and/or peers.

SE: Media and Technology: Using Graphic

Sources, 148-149; Review and Assessment, 151;

How We Learn About History, 170–173; Review

and Assessment, 187-188


112, 113, 115, 131, 132, 133, 144, 145




Internet Safely




SE: Reading Skills: Fact and Opinion, 2–3; Fact

and Opinion, 36–37, 43


22–23, 28







12



Grade 1


Making Our Way





SE: Review and Assessment, 42–45, 78–81, 114–

117, 150–153, 186–189; Got It?, 17, 21, 27, 31,

35, 41, 53, 57, 61, 67, 71, 77, 89, 93, 99, 103, 107,

113, 125, 129, 133, 139, 143, 147, 161, 167, 173,

177, 181, 185


7, 8–10, 11–12, 13–15, 16–18, 19–21, 22–23, 24–

26, 27–29, 34–36, 37–39, 40–42, 43–44, 45–47,

48–50, 51–52, 53–55, 56–58, 63–65, 66–68, 69–

70, 71–73, 74–76, 77–79, 80–81, 82–84, 85–87,

92–94, 95–97, 98–100, 101–102, 103–105, 106–

108, 109–111, 112–113, 114–116, 121–123, 124–

125, 126–128, 129–130, 131–133, 134–136, 137–

139, 140–142, 143–145


Learning: Analyze Images; Compare Viewpoints;

Draw Conclusions; Identify Bias; Make

Decisions; Resolve Conflict; Solve Problems;

Work in Cooperative Teams


SS.IS.6.K-2. Use listening, consensus-building,


action in their classrooms.

SE: Collaboration and Creativity: Conflict and

Cooperation, 22–23; Voting, 25; myStory Book:

How People Do Best Cooperate? 45


11, 12, 29


Learning: Work in Cooperative Teams; Make

Decisions; Resolve Conflict; Solve Problems



13



Grade 1


Making Our Way

Civic Standards


SS.CV.1.1. Explain how all people, not just

official leaders, play important roles in a

community.

SE: I Am a Good Citizen, 14–17; My

Responsibilities, 20–21; My Leaders, 28–31; My

Government, 32–35

TG: Active Reading & Lesson Summary, 5–7, 10,

16–18, 19–21


Learning: Identify Main Idea and Details; Work

in Cooperative Teams; Leveled Readers: Marian

Wright Edelman: Helping Children and Families;

Marian Wright Edelman: A Voice for Children


SS.CV.2.1. Identify and explain how rules

function in various settings, inside and outside

of the school.

SE: I Follow Rules, 24–27, 42


13–15, 28


Learning: Identify Main Idea and Details; Draw

Conclusions

Geography Standards

Geographic Representations: Spatial Views of the World

SS.G.1.1. Construct and interpret maps and

other representations to navigate a familiar

place.

SE: Directions on a Map, 88; Maps and Globes,

90–93; Parts of a Map, 94–95; Review and

Assessment, 114; Draw a Map of a Place You

Know Well, 117: Maps: The World, 100, 115;

North America, 102

TG: Active Reading & Lesson Summary, 65, 66,

67, 68, 69, 70, 87


Learning: Analyze Images; Interpret Physical

Maps



14



Grade 1


Making Our Way



SS.EC.1.1. Explain and give examples of when

choices are made that something else is given

up.

SE: Why We Make Choices, 54–57, 78


37–39, 57


Learning: Make Decisions; Cause and Effect;

Draw Conclusions; Summarize

SS.EC.2.1. Describe the skills and knowledge

required to produce certain goods and services.

SE: Goods and Services, 58–61; Producers and

Consumers, 65; Got it? 67


40–42, 46, 47



Analyze Cause and Effect

Financial Literacy

SS.EC.FL.1.1. Explain how people earn pay or

income in exchange for work.

SE: Jobs People Do, 74–77; Review and

Assessment, 80; myStory Book, 81


53–55, 58



Analyze Cause and Effect; Summarize



15



Grade 1


Making Our Way

History Standards


SS.H.1.1. Create a chronological sequence of

multiple events.

SE: Reading Skills: Sequence, 7; Measuring

Time, 158–161; Sequence, 162–163; Talking

About Time, 164–167; Timelines, 168–169

TG: Active Reading & Lesson Summary, 121–

123, 124–125, 126–128, 129–130


Learning: Interpret Timelines; Sequence

SS.H.2.1. Describe individuals and groups who

have shaped a significant historical change.

SE: Our Nation’s Heroes, 136–137; American

Heroes, 174–177


103–104, 134–136


Learning: Interpret Timelines; Sequence;

Leveled Readers: Marian Wright Edelman:

Helping Children and Families; Marian Wright

Edelman: A Voice for Children

Perspectives

SS.H.3.1. Compare perspectives of people in

the past to those of people in the present.

SE: Schools Then and Now, 165; Communities

Then and Now, 166; Life Then and Now, 178–

181; Technology Then and Now, 182–185;

Review and Assessment, 188; My Story Book,

189


127, 128, 137–139, 140–142, 145


Learning: Compare Viewpoints; Interpret

Timelines; Sequence



16



Grade 2


We Do Our Part

Grade 2

Inquiry Skills





and/or peers.

SE: myStory Spark: Big Question, 10, 46, 82, 126,

158; myStory Book, 45, 81, 125, 157, 197; Review

and Assessment, 42–44, 78–80, 122–124, 154–

156, 194–196

TG: Active Reading & Lesson Summary pages, 3,

27–29, 32, 56–58, 61, 91–93, 96, 117–119, 122,

149–151


Learning: Analyze Cause and Effect; Generate

New Ideas




questions.


158; Reading a Timeline, 166–167; Learning About

the Past (using sources), 168–171; Review and

Assessment, 42–45, 78–81, 122–125, 154–157,

194–197

TG: Active Reading & Lesson Summary, 3, 27–29,

32, 56–58, 61, 91–93, 96, 117–119, 122, 127–128,

129–131, 149–151




Secondary Sources; Interpret Timelines;

Sequence; Analyze Images; Use the Internet

Safely



17



Grade 2


We Do Our Part



SS.IS.3.K-2. Gather information from one or two

sources with guidance and support from adults

and/or peers.

SE: Reading a Timeline, 166–167; Learning About


Assessment, 42–45, 78–81, 122–125, 154–157,

194–197

TG: Active Reading & Lesson Summary, 27–29,

56–58, 91–93, 117–119, 127–128, 129–131, 149–

151



Secondary Sources; Analyze Images; Interpret

Timelines; Use the Internet Safely




SE: Reading Skills: Fact and Opinion, 6–7, 188–

189, 196


144–145, 151







18



Grade 2


We Do Our Part






158; Review and Assessment, 42–45, 78–81, 122–

125, 154–157, 194–197; Draw Conclusions, 28–29


5–7, 8–12, 13–15, 16–17, 18–20, 21–23, 24–26, 27–

29, 32, 34–36, 37–39, 40–42, 45–47, 50–52, 53–55,

56–58, 56–58, 61, 63–65, 66–68, 69–70, 71–71–73,

74–76, 77–79, 80–82, 85–87, 88–90, 91–93, 98–

100, 101–103, 106–108, 109–11, 112–114, 117–

119, 124–126, 129–131, 132134, 135137, 138140,

141–144, 146–148, 149–151


Learning: Work in Cooperative Teams; Compare

Viewpoints; Identify Bias; Draw Conclusions;

Make Decisions; Resolve Conflict; Generate New

Ideas; Solve Problems


SS.IS.6.K-2. Use listening, consensus-building, and

voting procedures to decide on and take action in

their classrooms.

SE: We Are Good Citizens, 14–17; Collaboration

and Creativity: Taking Action, 18–19; Vote, 21, 34,

35, 36

TG: Active Reading & Lesson Summary pages, 5–

7, 8–9



Viewpoints; Resolve Conflict; Solve Problems;

Make Decisions



19



Grade 2


We Do Our Part

Civic Standards


SS.CV. 1.2. Explain what governments are and

some of their functions

SE: Our Government, 30–33; myStory Book, 45


20, 29



Conclusions


SS.CV.2.2. Describe how communities work to

accomplish common tasks, establish

responsibilities, and fulfill roles of authority.

SE: We Are Good Citizens, 14–17; Collaboration

and Creativity: Taking Action, 18–19; Our Rights

as Citizens, 20–23; We Follow Rules and Laws, 24–

27; Our Government, 30–33; Our Leaders, 34–37;

Review and Assessment, 42–45


7, 8–9, 10–12, 13–15, 18–20, 21–23, 27–29



Viewpoints; Identify Bias; Draw Conclusions;

Make Decisions; Resolve Conflict; Solve Problems;

Identify Main Idea and Details



20



Grade 2


We Do Our Part

Geography Standards


SS.G.1.2. Construct and interpret maps and other

graphic representations of both familiar and

unfamiliar places.

SE: United States Capitals, 36; Maps Show

Locations, 88; All About Maps, 90–93; Using a

Map Scale, 94–95; The World, 99; The United

States (Physical), 102; Political Maps, 103; United

States Climate Regions, 106; The Southeast,

Natural Resources, 116; Tennessee Road Map,

119; Three Native American Groups, 133; Going

West, 181; Atlas, R1–R5

TG: Active Reading & Lesson Summary pages 23,

65, 66, 67, 68, 69, 70, 76, 79, 87, 89, 139; Analyze

Maps, 52, 65, 73, 113, 133; Map Work, 73


Learning: Interpret Physical Maps; Analyze

Images

Human-Environment Interaction: Place, regions and culture

SS.G.2.2. Identify some cultural and

environmental characteristics of your community

and compare to other places.

SE: Our Environment, 108111; Culture Is Our Way

of Life, 130–133, Cultures in Our Country, 134–

137; What We Celebrate, 140–143


98–100, 101–103, 106–108


Learning: Compare and Contrast; Compare

Viewpoints; Identify Main Idea and Details;

Generalize; Analyze Images; Interpret Physical

Maps; Interpret Cultural Data on Maps

Human Population: Spatial patterns and movements

SS.G.3.2. Explain how people in your community

use local and distant environments to meet their

daily needs.

SE: Trading for Goods and Services, 70–73


51; Differentiated Instruction (all levels), 52



Conclusions; Interpret Economic Data on Maps



21



Grade 2


We Do Our Part



SS.EC.1.2. Demonstrate how our choices can

affect ourselves and others in positive and

negative ways.

SE: Making Choices, 51; Families Make Choices,

52; Communities Make Choices, 53; Making Good

Choices, 54–57; Making Choices About Money,

74–77; Review and Assessment, 80


39, 53–55, 58



Compare Viewpoints; Identify Bias; Make

Decisions; Solve Problems

SS.EC.2.2. Explain the role of money in making

exchange easier.

SE: Trading Goods, 70


51



Exchange and Markets

SS.EC.2.2. Compare the goods and services that

people in the local community produce and those

that are produced in other communities.

SE: Producing and Consuming Goods, 58–61;

Reading a Flow Chart, 62–63; Trading for Goods

and Services, 70–73


42, 43–44, 50–52


Learning: Compare and Contrast; Compare

Viewpoints; Interpret Economic Data on Maps

Financial Literacy

SS.EC.FL.1.2. Explain that money can be saved or

spent on goods and services.

SE: Making Good Choices, 54–57; Making Choices

About Money, 74–77; Review and Assessment, 80


39, 53–55, 58


Learning: Make Decisions; Solve Problems



22



Grade 2


We Do Our Part

History Standards


SS.H.1.2. Summarize changes that have occurred

in the local community over time.

SE: Life Then and Now, 162–165; Technology

Then and Now, 184–187; myStory Book, 197


124–126, 141–143, 151


Learning: Summarize; Interpret Timelines;

Sequence

Perspectives

SS.H.2.2. Compare individuals and groups who

have shaped a significant historical change.

SE: Communities Change, 164–165; The First

Americans, 172–175; America's Early Settlers,

176–179; A Growing Nation, 180–183; Technology

Then and Now, 184–187; American Heroes, 190–

193; Review and Assessment, 194–197


126, 129–131, 132–134, 135–137, 138–140, 141–

143, 146–148, 149–151



Compare Viewpoints; Compare and Contrast;

Interpret Cultural Data on Maps

Historical Sources and Evidence

SS.H.3.3. Explain how different kinds of historical

sources (such as written documents, objects,

artistic works, and oral accounts) can be used to

study the past.

SE: Reading a Timeline, 166–167; Learning About


Assessment, 194


127–128, 129–131, 150



Secondary Sources; Classify and Categorize;

Interpret Timelines; Sequence; Analyze Images;

Use the Internet Safely



23



Grade 3


We Are Connected

Grade 3

Inquiry Skills



SS.IS.1.3-5. Develop essential questions and

explain the importance of the questions to self

and others.

SE: Got It? 21, 29, 37, 51, 57, 59, 65, 73, 87, 95,

103, 109, 115, 121, 135, 143, 149, 165, 173, 181,

195, 203, 209, 217, 231, 239, 245, 251, 259, 273,

281, 287, 293; Review and Assessment, 38–40,

74–76, 122–124, 152–154, 182–184, 218–220,

260–262, 296–299


7, 8, 12, 14, 18, 20, 26, 29, 31, 46, 53, 63, 68, 76,

77, 88, 92, 97, 99, 101, 111, 115, 122, 128, 161,

165, 175, 176, 178, 185; Ask Questions, 155,

203, 205, 210



New Ideas

Constructing Supporting Questions

SS.IS.2.3-5. Create supporting questions to help

answer essential questions in an inquiry.

SE: Got It? 21, 29, 37, 51, 57, 59, 65, 73, 87, 95,

103, 109, 115, 121, 135, 143, 149, 165, 173, 181,

195, 203, 209, 217, 231, 239, 245, 251, 259, 273,


74–76, 122–124, 152–154, 182–184, 218–220,

260–262, 296–299

TG: Ask Questions, 155, 203, 205, 210; also see:

Check Comprehension, 6, 7, 8, 12, 14, 18, 20, 26,

29, 31, 46, 53, 63, 68, 76, 77, 88, 92, 97, 99, 101,

111, 115, 122, 128, 161, 165, 175, 176, 178, 185


Learning: Generate New Ideas; Analyze Cause

and Effect



24



Grade 3


We Are Connected


SS.IS.3.3-5. Determine sources representing

multiple points of view that will assist in

answering essential questions.

SE: Critical Thinking: Comparing Viewpoints,

150–151; Primary and Secondary Sources, 196–

197; Reading Skills: Fact and Opinion, 174–175

TG: Author’s Purpose, 88, 134, 143, 210; Fact

and Opinion, 72, 76, 111, 115, 120



Secondary Sources; Distinguish Fact and

Opinion; Compare Viewpoints; Identify Bias;

Analyze Images; Use the Internet Safely



25



Grade 3


We Are Connected



SS.IS.4.3-5. Gather relevant information and

distinguish among fact and opinion to

determine credibility of multiple sources.



197; Reading Skills: Fact and Opinion, 174–175;

myStory Book, 41, 77, 125, 155, 185, 221, 263


104–105, 123–124, 140–141







SS.IS.5.3-5. Develop claims using evidence from

multiple sources to answer essential questions.



197; Reading Skills: Fact and Opinion, 174–175;

myStory Spark, 12, 126, 222; Keys to Good

Writing, 9; Writing Traits, 10

TG: Author’s Purpose, 88, 134, 143, 210; Fact

and Opinion, 72, 76, 111, 115, 120;

Differentiated Instruction: Persuasive Letter,

124








26



Grade 3


We Are Connected



SS.IS.6.3-5. Construct and critique arguments

and explanations using reasoning, examples,

and details from multiple sources.

SE: Got It? 21, 29, 37, 51, 57, 59, 65, 73, 87, 95,

103, 109, 115, 121, 135, 143, 149, 165, 173, 181,

195, 203, 209, 217, 231, 239, 245, 251, 259, 273,


74–76, 122–124, 152–154, 182–184, 218–220,

260–262, 296–299


7, 8, 12, 14, 18, 20, 26, 29, 31, 46, 53, 63, 68, 76,

77, 88, 92, 97, 99, 101, 111, 115, 122, 128, 161,

165, 175, 176, 178, 185





Analyze Images; Interpret Physical Maps; Use

the Internet Safely

Critiquing Conclusions

SS.IS.7.3-5. Identify a range of local problems

and some ways in which people are trying to

address these problems.

SE: MyStory Spark: How Can I Participate? 156;

Volunteering: Mentor, Tutor, Friend, 157–159;

Good Citizens, Good Deeds, 160–165;

Collaboration and Creativity: Conflict and

Cooperation, 166–167; myStory Book, 185


110–112, 113–116, 117–118, 131




Make Decisions; Draw Conclusions



27



Grade 3


We Are Connected


SS.IS.8.3.3-5. Use listening, consensus-building,


action in their classroom and school.

SE: Our Rules and Laws, 164–165; Collaboration

and Creativity: Conflict and Cooperation, 166–

167


116, 117, 118




Make Decisions; Identify Main Idea and Details

Civic Standards


SS.CV.1.3. Describe ways in which interactions

among families, workplaces, voluntary

organizations, and government benefit

communities.

SE: How Can I Participate? 156, 185;

Volunteering, 157–159; Good Citizens, Good

Deeds, 160–165; Taking Action for Our Rights,

168–173; Taking Action for a Cause, 176–181;

myStory Book, 185


110–112, 113–116, 119–122, 125–128, 131




Make Decisions; Generalize

SS.CV.2.3. Explain how groups of people make

rules to create responsibilities and protect

freedoms.

SE: Why We Need Government, 130–131; The

Legislative Branch, 138–139; Our Rules and

Laws, 164–165


91, 97, 116


Learning: Work in Cooperative Teams; Analyze

Cause and Effect; Compare Viewpoints; Resolve

Conflict; Solve Problems; Make Decisions;

Summarize



28



Grade 3


We Are Connected

Participation and Deliberation: Applying Civic Virtues and Democratic Principles

SS.CV.3.3. Compare procedures for making

decisions in the classroom, school, and

community.

SE: Our Rules and Laws, 164–165; Collaboration

and Creativity: Conflict and Cooperation, 166–

167


116, 117, 118


Learning: Compare and Contrast; Work in

Cooperative Teams; Compare Viewpoints;

Resolve Conflict; Solve Problems; Make

Decisions


SS.CV.4.3. Describe how people have tried to

improve their communities over time.

SE: How Can I Participate? 156, 185;

Volunteering, 157–159; Good Citizens, Good

Deeds, 160–165; Taking Action for Our Rights,

168–173; Taking Action for a Cause, 176–181


110–112, 113–116, 119–122, 125–128, 131


Learning: Work in Cooperative Teams; Solve

Problems; Make Decisions; Interpret Timelines;

Draw Conclusions; Summarize; Leveled

Readers: Thomas Jefferson; Thomas Jefferson: Our

Third President; Thomas Jefferson: Writer, Leader,

President; Jane Addams; Jane Addams: Helping

Neighbors in Need; Jane Addams: Social Reformer



29



Grade 3


We Are Connected

Geography Standards


SS.G.1.3. Locate major landforms and bodies of

water on a map or other representation.

SE: Maps: The World, 26; The United States, 27;

Land and Water, 46–51


28–31


Learning: Interpret Physical Maps; Use Latitude

and Longitude; Analyze Images


SS.G.2.3. Compare how people modify and

adapt to the environment and culture in our

community to other places.

SE: Using Earth’s Resources, 60–65; Interacting

With the Environment, 68–73; Review and

Assessment, 74–75; How Do We Interact with

Our Planet? 77


38–41, 44–47, 49, 50


Learning: Compare and Contrast; Interpret

Physical Maps; Interpret Graphs; Analyze

Images

Global Interconnections: Changing spatial patterns

SS.G.3.3. Show how the consumption of

products connects people to distant places.

SE: Exchanging Goods and Services, 240–245


173–176


Learning: Analyze Images; Identify Main Idea

and Details



30



Grade 3


We Are Connected



SS.EC.1.3. Compare the goods and services that

people in the local community produce and

those that are produced in other communities.

SE: Exchanging Goods and Services, 240–245


173–176



Analyze Cause and Effect


SS.EC.2.3 Generate examples of the goods and

services that governments provide.

SE: Levels of Government, 144–149


100–103



Summarize

Financial Literacy

SS.EC.FL.1.3. Describe the role of banks and

other financial institutions in an economy.

SE: Spending and Saving, 246–251


177–180



Summarize

SS.EC.FL.2.3. Explain that when people borrow,

they receive something of value now and agree

to repay the lender over time.

SE: Borrowing Money, 249

TG: Active Reading & Lesson Summary page,

179





31



Grade 3


We Are Connected

History Standards


SS.H.1.3. Create and use a chronological

sequence of events.

SE: Sequence, 88–89; Graph Skills: Timelines,

96-97; Review and Assessment, 124


65–66, 85; Sequence, 63, 69, 73, 78, 81


Learning: Interpret Timelines; Sequence

Perspectives

SS.H.2.3. Describe how significant people,

events, and developments have shaped their

own community and region.

SE: America’s First Peoples, 82–87; Early

Explorers, 90–95; Early Spanish Communities,

98–103; Early French Communities, 104–109;

Early English Communities, 110–115; New Ways

to Travel, 190–195; A New Home in America,

198–203; New Ways to Communicate, 204–209;

New Ideas, 212–217


61–64, 67–70, 71–74, 75–78, 136–139, 142–145,

146–149, 152–155


Learning: Sequence; Draw Conclusions; Analyze

Cause and Effect; Summarize; Distinguish Fact

and Opinion; Interpret Cultural Data on Maps;

Leveled Readers: Thomas Jefferson; Thomas

Jefferson: Our Third President; Thomas Jefferson:

Writer, Leader, President; Sequoyah; Sequoyah

and the Cherokee Language; Sequoyah: Inventor

of the Cherokee Alphabet; Jane Addams; Jane

Addams: Helping Neighbors in Need; Jane Addams:

Social Reformer; Rachel Carson; Rachel Carson:

Friend of Land and Sea; Rachel Carson: Protecting

the Natural World; Thurgood Marshall; Justice

Marshall: Fighter for Equality; Thurgood Marshall:

The Struggle for Legal Equality



32



Grade 3


We Are Connected


SS.H.3.3. Identify artifacts and documents as

either primary or secondary sources of

historical data from which historical accounts

are constructed.

SE: Primary and Secondary Sources, 196–197

TG: Active Reading & Lesson Summary, 140–

141




Internet Safely



33



Grade 4


Regions of Our Country

Grade 4

Inquiry Skills





and others.

SE: myStory Spark, (1 facing), 34, 74, 102, 136,

176, 216, 250, 290; Big Question activity, 32, 72,

100, 134, 214, 248, 288, 328; myStory Book (Big

Question), 33, 73, 101, 135, 215, 249, 289, 329

TG: Big Question, 25, 54, 75, 100, 129, 158, 183,

212, 241; Formulate Questions, 78, 88, 132


Learning: Analyze Cause and Effect; Identify

Main Idea and Details; Generate New Ideas




SE: Got It? (Wait! I Have a Question About), 9,

15, 23, 29, 43, 51, 57, 63, 69, 83, 91, 97, 111, 119,

125, 131, 145, 151, 157, 163, 171, 185, 193, 199,

205, 211, 225, 233, 239, 245, 259, 267, 273, 279,

285, 299, 305, 313, 319, 325; myStory Book (Big

Question), 33, 73, 101, 135, 215, 249, 289, 329

TG: Big Question, 25, 54, 75, 100, 129, 158, 183,

212, 241; Formulate Questions, 78, 88, 132



and Effect





SE: Critical Thinking: Identify Primary and

Secondary Sources, 84–85; Media and

Technology: Search for Information on the

Internet, 260–261


63–64, 192–193



Secondary Sources; Evaluate Media Content;

Distinguish Fact and Opinion; Compare

Viewpoints; Identify Bias; Analyze Images; Use

the Internet Safely



34



Grade 4








SE: Fact and Opinion, SSH5, 185, 192, 195, 202,

207, 211, 214, 259; Critical Thinking: Identify

Primary and Secondary Sources, 84–85; Media

and Technology: Search for Information on the

Internet, 260–261


64–65, 192–193; Determine Author’s Purpose,

136






the Internet Safely




SE: Writing Process, SSH8; myStory Spark,

myStory Book: Persuasive (Something You

Want to Change), 73; Advertisement, 215


54, 158





Analyze Images; Use the Internet Safely; Draw

Conclusions



35



Grade 4








SE: Writing Process, SSH8; myStory Spark,

myStory Book: Persuasive (Something You

Want To Change), 73; Advertisement, 215; also

see: Critical Thinking: Identify Primary and



Internet, 260–261


54, 158






the Internet Safely





SE: myStory Book: Persuasive (Something You

Want To Change), 73; Citizenship To-Do List

(Improve Your Community and School), 94; Civil

responsibilities, 95; also see: Collaboration and

Creativity: Work in Teams, 166–167


54, 71, 124



Viewpoints; Identify Bias; Resolve Conflict; Solve

Problems; Make Decisions



36



Grade 4







Many opportunities exist in Pearson myWorld

Social Studies for academic discussion in

individual, small group, and whole class

settings. These discussion activities allow

students to explain their own ideas and

understand the ideas of others.

SE: Collaboration and Creativity: Work in

Teams, 166–167

TG: Active Reading & Lesson Summary page

124; Big Question, 25, 54, 75, 100, 129, 158, 183,

212, 241; Differentiated Instruction: Discussion

(examples), 22, 20, 39, 51, 58, 62, 68, 72, 79, 83,

93, 120, 126, 162, 176, 191, 205







37



Grade 4



Civic Standards


SS.CV.1.4. Distinguish the responsibilities and

powers of government officials at the local,

state, and national levels.

SE: Principles of Our Government, 78–83; How

Our Government Works, 86–91


60–62, 65–68



Classify and Categorize; Summarize

SS.CV.2.4. Explain how a democracy relies on

people’s responsible participation, and draw

implications for how individuals should

participate.

SE: Our Rights and Responsibilities, 92–97; also

see: Thurgood Marshall: Law and Justice, 75–77;

Collaboration and Creativity: Work in Teams,

166–167


70–72, 124




Problems; Make Decisions; Draw Conclusions;

Identify Main Idea and Details; Generalize;

Interpret Timelines; Sequence; Classify and

Categorize; Leveled Readers: Abigail Adams: First

Lady; Abigail Adams: From the Revolution to the

White House; Abigail Adams: Advocate for Women;

James Madison: America’s Fourth President; James

Madison: Founder and President; James Madison:

Father of the Constitution; Mary McLeod Bethune

Fights for Justice; Mary McLeod Bethune Works for

Civil Rights; Mary McLeod Bethune’s Many

Achievements; President Theodore Roosevelt;

Theodore Roosevelt: Progressive President;

Theodore Roosevelt: President and

Conservationist; Martin Luther King: A Brave

Leader; Martin Luther King: Courageous Civil

Rights Leader; Martin Luther King and the Struggle

for Civil Rights



38



Grade 4



Participation and Deliberation: Applying Civic Virtues and Democratic Principles

SS.CV.3.4. Identify core civic virtues (such as

honesty, mutual respect, cooperation, and

attentiveness to multiple perspectives) and

democratic principles (such as equality,

freedom, liberty, respect for individual rights)

that guide our state and nation.

SE: Our Founding Principles, 81; The Bill of

Rights, 83; Our Responsibilities, 94–95; National

Pride, 96–97; also see: Collaboration and

Creativity: Work in Teams, 166–167


70–72, 124




Make Decisions; Classify and Categorize


SS.CV.4.4. Explain how rules and laws change

society and how people change rules and laws

in Illinois.

SE: Making of Laws, 86, 88; also see: Thurgood

Marshall: Law and Justice, 75–77; Purpose of

Laws, 79; Enforcement of Laws, 90; Equal

Protection Under the Law, 93; Laws, Citizens'

Rights and Responsibilities, 94, 95


57–58, 66–67, 70–72


Learning: Analyze Cause and Effect; Draw

Conclusions; Identify Main Idea and Details;

Generalize; Interpret Timelines; Sequence;

Classify and Categorize; Leveled Readers:

Abigail Adams: First Lady; Abigail Adams: From the

Revolution to the White House; Abigail Adams:

Advocate for Women; James Madison: America’s

Fourth President; James Madison: Founder and

President; James Madison: Father of the

Constitution; Mary McLeod Bethune Fights for

Justice; Mary McLeod Bethune Works for Civil

Rights; Mary McLeod Bethune’s Many

Achievements; President Theodore Roosevelt;

Theodore Roosevelt: Progressive President;

Theodore Roosevelt: President and

Conservationist; Martin Luther King: A Brave

Leader; Martin Luther King: Courageous Civil

Rights Leader; Martin Luther King and the Struggle

for Civil Rights



39



Grade 4



Geography Standards

Geographic Representations Human-Environment Interaction

SS.G.1.4. Construct and interpret maps of

Illinois and the United States using various

medial

SE: Maps: The Midwest: Land Use, 231; Native

Americans of the Midwest, 235; also see: Maps

Show Direction SSH 14; Maps Show Distance,

SSH 15; Political Maps, SSH 16; Physical Maps,

SSH 17; Elevation Maps, SSH 18; Maps Show

Events, SSH 21; Map Skills: Read Inset Maps,

16–17; Use a Road Map and Scale, 186–187


SSH 4, SSH 5, SSH 6, SSH 7, 13, 14, 138, 139


Learning: Conduct Research; Interpret Physical

Maps; Use Latitude and Longitude; Analyze

Images; Evaluate Media Content; Interpret

Cultural Data on Maps; Interpret Economic

Data on Maps; Use the Internet Safely


SS.G.2.4. Analyze how the cultural and

environmental characteristics of places in

Illinois change over time.

SE: The United States Becomes a World Power,

58–63; The United States Since World War II,

64–69; Settling the Midwest, 234–239; The

Midwest on the Move, 240–244


44–47, 48–51, 173–176, 177–180


Learning: Analyze Cause and Effect; Interpret

Timelines; Analyze Images; Interpret Physical

Maps; Use Latitude and Longitude; Interpret

Cultural Data on Maps; Interpret Graphs



40



Grade 4



Human Population

SS.G.3.4. Describe some of the current

movements of goods, people, jobs, or

information to, from, or within Illinois, and

explain reasons for the movements.

SE: Resources and Farming, 228–233; The

Midwest on the Move, 240–244


169–172, 177–180


Learning: Analyze Cause and Effect; Generalize;

Analyze Images; Evaluate Media Content;

Interpret Graphs; Interpret Cultural Data on

Maps; Interpret Economic Data on Maps;

Interpret Physical Maps; Use Latitude and

Longitude



SS.EC.1.4. Explain how profits reward and

influence sellers.

SE: Bill Gates: Filling a Need, 103–105; Making

Choices (Producers and Consumers), 106–107;

Parts of the Economy, 109; The Government as

Consumer, 110–111; Prices and Inflation, 115;

Businesses and Markets, 116; Supply and

Demand, 118–119; myStory Ideas (Develop a

Product), 119


78, 79, 80–82, 86–89


Learning: Analyze Cause and Effect; Analyze

Images; Interpret Graphs; Summarize; Leveled

Readers: Cornelius Vanderbilt, Builder of

Railroads; The Business Empire of Cornelius

Vanderbilt; Cornelius Vanderbilt: American

Entrepreneur



41



Grade 4




SS.EC.2.4. Describe how goods and services are

produced using human, natural, and capital

resources (e.g., tools and machines).

SE: Regions and Resources, 18–23; People

Change the Land, 26–27; Saving Resources with

Technology, 28–29; Agriculture in the

Northeast, 149; Centers of Population and

Commerce, 168–169; A Land of Many

Resources, 194–199; Resources and Farming,

228–233; Life in a Dry Land, 280–285; Western

Resources, 308–313


15–18, 21, 22, 111, 125, 144–147, 169–172, 206–

209, 227–230


Learning: Analyze Cause and Effect; Main Idea

and Details; Analyze Images; Interpret Graphs;

Interpret Economic Data on Maps; Summarize;

Leveled Readers: Cornelius Vanderbilt, Builder of

Railroads; The Business Empire of Cornelius

Vanderbilt; Cornelius Vanderbilt: American

Entrepreneur

Financial Literacy

SS.EC.FL.1.4. Analyze how spending choices are

influenced by price as well as many other

factors (e.g., advertising, peer pressure,

options).

SE: Making Choices (Producers and

Consumers), 106–107; Parts of the Economy,

109; The Government as Consumer, 110–111;

Prices and Inflation, 115; Businesses and

Markets, 116; Supply and Demand, 118–119;

myStory Ideas (Develop a Product), 119; The

Things We Want, 121; Making Choices, 122



Learning: Analyze Cause and Effect; Classify and

Categorize; Identify Main Idea and Details;

Make Decisions



42



Grade 4



SS.EC.FL.2.4. Explain that income can be saved,

spent on goods and services, or used to pay

taxes.

SE: People and the Economy, 120–125


90–93



Main Idea and Details; Make Decisions;

Summarize

History Standards

Perspectives

SS.H.1.4. Explain connections among historical

contexts and why individuals and groups

differed in their perspectives during the same

historical period.

SE: Critical Thinking: Identify Primary and



Internet, 260–261

TG: Determine Author’s Purpose, 136; Active

Reading & Lesson Summary, 63–64, 192–193


Learning: Compare Viewpoints; Identify Bias;

Summarize; Conduct Research; Evaluate Media

Content; Use Primary and Secondary Sources;



SS.H.2.4. Using artifacts and primary sources,

investigate how individuals contributed to the

founding and development of Illinois.

SE: Native Americans of the Midwest, 234; The

Fur Trade, 235; Farmers Settle the Land, 236;

Immigrants Come to the Midwest, 237; Farming

Changes, 237; Midwestern Cities, 238; also see:

Critical Thinking: Identify Primary and

Secondary Sources, 84–85


173–176


Learning: Conduct Research; Evaluate Media

Content; Use Primary and Secondary Sources;

Analyze Images; Use the Internet Safely;

Leveled Readers: The Business Empire of

Cornelius Vanderbilt



43



Grade 4



Causation and Argumentation

SS.H.3.4. Explain probable causes and effects of

events and developments in Illinois history.

SE: For supporting material please see: Cause

and Effect, SSH2, 7, 9, 15, 27, 29, 32, 48, 53, 56,

58, 63, 131, 148, 161, 163, 171, 174, 191, 203,

220, 241, 257, 270, 283, 288, 297, 305

TG: Recognize/Identify Cause and Effect, 6, 10,

11, 17, 20, 21, 28, 31, 32, 37, 38, 41, 42, 45, 47,

50, 60, 62, 67, 68, 78, 81, 88, 89, 91, 92, 93, 95,

97, 107, 108, 114, 116, 119, 120, 135, 137, 141,

142, 143, 145, 150, 151, 165, 172, 174, 175, 176,

179, 186, 190, 195, 196, 197, 200, 204, 207, 209,

219, 220, 223, 224, 233, 236, 238


Learning: Analyze Cause and Effect; Summarize



44



Grade 5


Building Our Country

The Growth of Our Country

Grade 5

Inquiry Skills





and others.


SE: myStory Spark, SSH36, 30, 62, 100, 140, 184,

222, 262; Big Question activity, 28, 60, 98, 138,

182, 220, 260, 300; myStory Book (Big

Question), 29, 61, 99, 139, 183, 221, 261, 301

TG: myStory Spark, 3, 25, 48, 75, 103, 134, 161,

190; Big Question Activity & myStory Book, 22,

45, 72, 100, 131, 158, 187, 215


SE: myStory Spark, 302, 348, 384, 416, 446, 486,

532, 570, 604; Big Question Activity, 346, 382,

414, 444, 484, 530, 568, 602, 632; myStory Book

(Big Question), 347, 383, 415, 445, 485, 531,

569, 603, 633

TG: myStory Spark, 218, 250, 276, 299, 321, 349,

381, 408, 432; Big Question Activity & myStory

Book, 247, 273, 296, 318, 346, 378, 405, 429,

451



New Ideas



45



Grade 5









17, 25, 41, 51, 57, 71, 79, 87, 95, 111, 119, 127,

135, 149, 159, 165, 173, 179, 193, 203, 209, 217,

231, 239, 245, 251, 257, 273, 283, 291, 297;

myStory Book (Big Question), 29, 61, 99, 139,

183, 221, 261, 301

TG: Big Question Activity, 22, 45, 72, 100, 131,

158, 187, 215



321, 329, 337, 343, 357, 365, 373, 379, 395, 403,

411, 427, 435, 441, 457, 465, 473, 481, 497, 505,

513, 519, 527, 543, 551, 557, 565, 581, 591, 599,

613, 621, 629; myStory Book (Big Question),

347, 383, 415, 445, 485, 531, 569, 603, 633

TG: Big Question Activity, 247, 273, 296, 318,

346, 378, 405, 429, 451



and Effect



46



Grade 5









SE: Critical Thinking: Compare Viewpoints, 128–

129; Use Primary Sources, 150–151; Media and


Internet, 194–195; Evaluate Web Sites, 232–233

TG: Analyze Primary Sources, 35, R2, R3, R5, R9,

R11; Differentiated Instruction, 93, 110, 141,

168, 350, 439


SE: Media and Technology: Analyze Historical

Photos, 498–499; Analyze Media Content, 614–

615

TG: Differentiated Instruction, 350, 439; Use

Images, Pictures and Photographs, 270, 277,

280, 310, 342, 357, 369, 424, 439, 447; Analyze a

Cartoon, 389




Opinion; Evaluate Media Content; Compare


the Internet Safely



47



Grade 5










SE: Fact and Opinion, SSH6, 268, 283, 289, 297,

300; Critical Thinking: Compare Viewpoints,

128–129; Use Primary Sources, 150–151; Media

and Technology: Search for Information on the




168, 350, 439


SE: Critical Thinking: Recognize Bias, 544–545;

Fact and Opinion, 547, 557, 562; Media and

Technology: Analyze Historical Photos, 498–499;

Analyze Media Content, 614–615

TG: Differentiated Instruction, 350, 439





Analyze Images; Evaluate Media Content; Use

the Internet Safely



48



Grade 5








SE: Letter to Editor, 261; Costs and Benefits,

301; also see: Writing Process, SSH8

TG: Differentiated Instruction: Persuasive

Speech: L4 Challenge, 26; L3 On-Level, 38; L4

Challenge, 144; Persuasive Pamphlet: L3 On-

Level, 56; Persuasive Letter: L2 Extra Support,

93; L4 Challenge, 135; Persuasive Idea: L4

Challenge, 155; Plea to Congress: L3 On-Level,

179


SE: myStoryBook: Opinion Piece, 445, 531; also

see: myStory Ideas: Opinion, 403, 411, 427, 613,

621, 629; Reasons, 519, 527; Political Cartoon,

565; Writing Process, SSH8

TG: Differentiated Instruction: Write and Deliver

Speech: L4 Challenge, 239; Write Persuasive

Letter: L4 Challenge, 264; Write a slogan: L1

Special Needs, 350; Prepare Persuasive Speech:

L4 Challenge, 389; Create an Advertisement: L3

On-Level, 447






the Internet Safely



49



Grade 5










SE: Letter to editor, 261; Costs and benefits,

301; Critical Thinking: Compare Viewpoints,

128–129; Use Primary Sources, 150–151

TG: Differentiated Instruction: Persuasive

speech: L4 Challenge, 26; L3 On-Level, 38; L4

Challenge, 144; Persuasive Pamphlet: L3 On-

Level, 56; Persuasive Letter: L2 Extra Support,

93; L4 Challenge, 135; Persuasive Idea: L4

Challenge, 155; Plea to Congress: L3 On-Level,

179


SE: myStoryBook: Opinion Piece, 445, 531;

myStory Ideas: Opinion, 403, 411, 427, 613, 621,

629; Reasons, 519, 527; Political Cartoon, 565;

also see: Media and Technology: Analyze

Historical Photos, 498–499; Analyze Media

Content, 614–615

TG: Differentiated Instruction: Write and Deliver

Speech: L4 Challenge, 239; Write Persuasive

Letter: L4 Challenge, 264; Write a slogan: L1

Special Needs, 350; Prepare Persuasive Speech:

L4 Challenge, 389; Create an Advertisement: L3

On-Level, 447





Analyze Images; Use the Internet Safely; Draw

Conclusions



50



Grade 5









SE: Participating in Our Government: Being a

Good Citizen, SSH 34; How We Participate in

Government, SSH 35; Collaboration and

Creativity: Work in Teams, 10-11; Critical

Thinking: Make Decisions, 88-89


SSH 16; Differentiated Instruction, 10, 65


SE: Critical Thinking: Solve Problems, 428–429;

Collaboration and Creativity: Generate New

Ideas, 474–475; Collaboration and Creativity:

Make a Difference, 582–583; myStory Spark:

What Goals Should We Set for Our Nation? 604,

633; also see: Participating in Our Government:

Being a Good Citizen, SSH 34; How We

Participate in Government, SSH 35


SSH 16, 432, 451; Differentiated Instruction,

307, 339, 416




Problems; Make Decisions; Generate New Ideas



51



Grade 5









SE: Collaboration and Creativity: Work in

Teams, 10-11; Critical Thinking: Make Decisions,

88-89

TG: Differentiated Instruction, 10, 65


SE: Critical Thinking: Solve Problems, 428–429;

Collaboration and Creativity: Generate New

Ideas, 474–475; Collaboration and Creativity:

Make a Difference, 582–583

TG: Differentiated Instruction, 307, 339, 416







52



Grade 5




Civic Standards


SS.CV.1.5. Distinguish the responsibilities and

powers of government officials at various levels

and branches of government and in different

times and places.


SE: Participating in Our Government: Federal,

State, and Local Government, SSH 30;

Government in Action, SSH 32; House of

Burgesses, 78, 100, 120; Mayflower Compact,

81; Town Meetings, 81, 106; Articles of

Confederation, 188-193; A New Plan for

Government, 200; Powers of Government, 202;

United States Constitution, R4–R14


SSH 14, 58, 60, 75, 79, 136, 137, 138, 139, 143,

144, 145, 146



Main Idea and Details; Interpret Graphs;

Interpret Physical Maps; Summarize; Leveled

Readers: Alexander Hamilton: Government

Leader; Alexander Hamilton, Soldier and

Statesman; Alexander Hamilton and the Founding

of the Federal Government



53



Grade 5




SS.CV.2.5. Examine the origins and purposes of

rules, laws, and key U.S. constitutional

provisions.


SE: Key Concepts of the Constitution, 210–217;

also see: The U.S. Constitution, SSH 28–SSH 29;

Creating the Constitution, 196–203; The Bill of

Rights, 204–209; The Declaration of

Independence, R1–R3; United States

Constitution, R4–R14


SSH 13, 116–119, 130, 142–146, 147–150, 151–

155, R1–R2, R3–R14


Learning: Analyze Cause and Effect; Conduct

Research; Use Primary and Secondary Sources;

Compare Viewpoints; Identify Bias; Analyze

Images; Use the Internet Safely; Summarize;

Generalize; Leveled Readers: Alexander

Hamilton: Government Leader; Alexander

Hamilton, Soldier and Statesman; Alexander

Hamilton and the Founding of the Federal

Government; Elizabeth Cady Stanton and the Fight

for Women’s Rights; Elizabeth Cady Stanton:

Founder of the Women’s Rights Movement; More

Than the Right to Vote: The Story of Elizabeth Cady

Stanton



54



Grade 5




SS.CV.3.5. Compare the origins, functions, and

structure of different systems of government.


SE: House of Burgesses, 78, 100, 120;

Mayflower Compact, 81; Town Meetings, 81,

106; Articles of Confederation, 188-193; A New

Plan for Government, 200; Powers of

Government, 202; United States Constitution,

R4–R14


58, 60, 75, 79, 136, 137, 138, 139, 143, 144, 145,

146


SE: Dictators Rise in Europe, 490–491; Ronald

Reagan and the Berlin Wall, 533–535;

Communism and Capitalism, 540–541; Reagan

and Gorbachev, 562; The End of Communism

and the Cold War, 564; myStory Book: What are

the Responsibilities of Power?, 569


352, 381, 386, 401, 402, 405





Analyze Images; Use the Internet Safely;

Compare and Contrast; Analyze Cause and

Effect



55



Grade 5





SS.CV.4.5. Explain how policies are developed

to address public problems.




Government in Action, SSH 32; Key Concepts of

the Constitution, 210–217; Tariffs, 229


SSH 14, 165


SE: Reconstruction, 338–343; Roosevelt Takes

Action, 424; The New Deal, 476–480; The G.I. Bill

of Rights, 576; Affirmative Action, 595; myStory

Spark: What Goals Should We Set For Our

Nation?, 604, 633; myStory Ideas: Advise The

President, 613, 621, 629


242, 243, 244, 304, 341, 342, 343, 412, 424, 432,

437, 448



Main Idea and Details; Summarize; Compare

Viewpoints; Identify Bias; Make Decisions;

Resolve Conflict; Solve Problems; Generate New

Ideas; Interpret Physical Maps; Interpret Graphs



56



Grade 5




Geography Standards


SS.G.1.5. Investigate how the cultural and

environmental characteristics of places within

the United States change over time.


SE: Physical Maps, SSH 14; Regions, SSH 16;

myStory Book: How Does the Environment

Shape How We Live?, 29; Adapting to Different

Places, 12–17; The Columbian Exchange, 52-57;

Jefferson and the Louisiana Purchase, 234-239;

Native Americans and the Trail of Tears, 246-

251; Inventions, Roads, and Railroads, 266–273;

Trails to the West, 284-291; The California Gold

Rush, 292-297


SSH 4, SSH 5, 12, 13, 14, 40, 41, 42, 170, 171,

172, 178, 179, 180, 193, 194, 195, 205, 206, 207,

210, 211, 212


SE: Physical Maps, SSH 14; Regions, SSH 16;

Railroads, Miners, and Ranchers, 352–357;

Sodbusters and Homesteaders; Inventors and

Inventions, 360–365; Trouble for Farmers, 466;

More Supply, Less Demand, 467; Problems on

the Great Plains, 472–473


SSH 4, SSH 5, 253, 254, 255, 259, 260, 261, 334,

337


Learning: Analyze Cause and Effect; Compare

and Contrast; Interpret Timelines; Conduct

Research; Use Primary and Secondary Sources;

Interpret Physical Maps; Analyze Images;

Evaluate Media Content; Interpret Cultural Data

on Maps; Interpret Economic Data on Maps;




57



Grade 5




Human Population

SS.G.2.5. Describe how humans have utilized

natural resources in the United States


SE: Adapting to Different Places, 12–17;

Geography of the English Colonies, 104–105;

Colonies and Resources, 112–113; Inventions,

Roads, and Railroads, 266–273; Trails to the

West, 284-291; The California Gold Rush, 292-

297

TG: Active Reading & Lesson Summary pages 5,

12, 13, 14, 51, 61, 67, 78, 82–83


SE: Railroads, Miners, and Ranchers, 352–357;


Inventions, 360–365; Trouble for Farmers, 466;

More Supply, Less Demand, 467; Problems on

the Great Plains, 472–473


SSH 4, SSH 5, 253, 254, 255, 259, 260, 261, 334,

337


Learning: Compare and Contrast; Summarize;

Analyze Cause and Effect; Conduct Research;

Use Primary and Secondary Sources; Interpret

Economic Data on Maps; Interpret Physical

Maps; Analyze Images; Evaluate Media Content;




58



Grade 5




SS.G.3.5. Analyze the effects of specific

catastrophic and environmental events as well

as technological developments that have

impacted our nation and compare to other

places.


SE: Technology Shapes Exploration, 34–41;

Inventions, Roads, and Railroads, 266–273;

Trails to the West, 284-291


28, 29, 30, 31, 193, 194, 195, 196, 205, 206, 207,

208


SE: Railroads, Miners, and Ranchers, 352–357;


Inventions, 360–365; Problems on the Great

Plains, 472–473


253, 254, 255, 259, 260, 261, 337


Learning: Conduct Research; Interpret

Economic Data on Maps; Interpret Physical

Maps; Use Primary and Secondary Sources;

Analyze Images; Evaluate Media Content; Use

the Internet Safely; Analyze Cause and Effect;

Compare and Contrast; Summarize



59



Grade 5




Global Interconnections

SS.G.4.5. Compare the environmental

characteristics of the United States to other

world regions.


SE: For supporting material please see: Physical

Maps, SSH14; Topographic Maps, SSH15;

Regions, SSH16; Maps, 5, 34, 40, 48, 66, 70, 130,

160, 169, 170, 175, 192, 238, 247, 249, 270, 277,

282, 290

TG: Maps, SSH2, SSH3, SSH4, SSH5, 6, 12, 28, 37,

41, 51, 83, 84, 95, 115, 123, 172, 178, 203, 208


SE: For supporting material please see: Physical

Maps, SSH14; Topographic Maps, SSH15;

Regions, SSH16; Maps, 306, 309, 333, 352, 354,

357, 364, 369, 405, 478, 492–493, 526, 541, 542,

553, 561, 564, 608, 610, 618

TG: Maps, SSH2, SSH3, SSH4, SSH5, 221, 222,

238, 253, 254, 255, 261, 264, 290, 342, 353, 375,

386, 387, 395, 400, 402, 435, 436, 442


Learning: Conduct Research; Interpret Physical

Maps; Use Latitude and Longitude; Interpret

Economic Data on Maps; Use Primary and


Internet Safely; Compare and Contrast; Identify

Main Idea and Details



60



Grade 5






SS.EC.1.5. Analyze why and how individuals,

businesses, and nations around the world

specialize and trade.


SE: The Economy Today, SSH 25; Technology

and Specialization, SSH 27; Mound Builders

(trade), 8; Native American, 15; Slave Trade, 39,

53, 120–121; Columbian Exchange and Trade,

52, 54–55; Fur Trade, 90, 286; Triangular Trade,

115; French Traders and Settlers, 90–91;

Colonies and Resources, 112–113; Tariffs, 147,

229


SSH 10, SSH 11, 30, 39, 40, 41, 42, 67, 82–83, 88,

107, 165


SE: The Economy Today, SSH 25; Technology

and Specialization, SSH 27; Cowboys and

Ranchers, 355; The Impact of Railroads, 356–

357; Becoming and Economic Power, 374;

United States Trades Around the World, 375;

The United States and the Global Economy,

624–625


SSH 10, SSH 11, 254, 255, 268, 446


Learning: Conduct Research; Interpret

Economic Data on Maps; Interpret Graphs;

Analyze Images; Analyze Cause and Effect; Use

the Internet Safely



61



Grade 5




National and Global Economy

SS.EC.2.5. Discover how positive incentives

(e.g., sale prices and earning money) and

negative incentives


SE: For supporting material please see: Our

Market Economy: The Marketplace, SSH 22;

Competition and Opportunity Costs, SSH 23;

Tariffs, 147, 229; Profit, 266


SSH 9, 107, 165


SE: For related material see: Our Market

Economy: The Marketplace, SSH 22;

Competition and Opportunity Costs, SSH 23;

Gold Rush, 355; Inventions and Businesses,

400; myStory Book: What Are the Costs and

Benefits of Growth?, 415; Trusts, 421; The Great

Depression, 466–473


SSH 9, 254, 302, 334, 335, 336, 337



Main Idea and Details; Compare and Contrast;

Conduct Research; Analyze Images; Evaluate

Media Content; Use the Internet Safely



62



Grade 5




SS.EC.3.5. Determine the ways in which the

government pays for the goods and services it

provides.




Government in Action, SSH 32; Key Concepts of

the Constitution, 210–217; Building a Strong

Economy, 229


SSH 14, 165




Government in Action, SSH 32; The New Deal,

476–480


SSH 14, 341, 342, 343


Learning: Conduct Research; Analyze Cause and

Effect; Identify Main Idea and Details; Evaluate

Media Content; Analyze Images; Summarize;


Financial Literacy

SS.EC.FL.1.5. Explain that interest is the price

the borrower pays for using someone else’s

money.


SE: Banks SSH 24


SSH 10


SE: Banks SSH 24; Buying on Credit, 468


SSH 10, 335


Learning: Analyze Cause and Effect; Analyze

Images



63



Grade 5




History Standards


SS.H.1.5. Create and use a chronological

sequence of related events to compare

developments that happened at the same time.


SE: Graph Skills: Use Timelines, 42-43; Graph

Skills: Use Timelines, 42-43; Complete the

Timeline, 73, 109, 206, 296; also see: Cause and

Effect, SSH4, 51, 53, 79, 95, 145, 148, 149, 157,

173, 176, 181, 273, 276; Sequence, SSH7, 239

TG: Differentiated Instruction: Timeline, 33,

Sequence Chart, 96; Differentiated Instruction:

Cause-and-Effect Chart, 122,

128; also see: Recognize/

Identify Cause and Effect, SSH8, SSH9, SSH10, 3,

53, 18, 25, 28, 30, 36, 37, 41, 51, 52, 55, 56, 57,

58, 62, 63, 69, 78, 79, 83, 85, 86, 90, 91, 106, 107,

108, 112, 114, 115, 117, 121, 123, 128, 138, 154,

161, 165, 170, 176, 178, 179, 190, 194, 196, 201,

202, 203, 206, 207, 211, 212, R4, R11


SE: Sequence Chart, 311, 317, 343; Cause and

Effect, 313, 357, 373, 379, 427, 435, 451, 457,

465, 467, 470, 481, 505, 527; Sequence, 317,

311, 329, 343, 497, 505, 513, 523, 537, 543, 591

TG: Differentiated Instruction: Sequence

Activity, 223, Write and Illustrate Storyboard

(historical), 335, Create Sequence Chart, 392;

Recognize/Identify Cause and Effect, SSH7,

SSH8, SSH9, 243, 244, 254, 260, 265, 266, 269,

282, 286, 287, 292, 302, 304, 311, 315, 321, 325,

326, 327, 332, 335, 336, 337, 342, 352, 353, 354,

355, 364, 366, 372, 373, 375, 411, 412, 414, 423,

424, 425, 432, 437, 441, 445, 446, 448



Analyze Cause and Effect; Compare and

Contrast



64



Grade 5





SS.H.2.5. Use information about a historical

source—including the maker, date, place of

origin, intended audience, and purpose—to

judge the extent to which the source is useful

for studying a particular topic.


SE: Critical Thinking: Compare Viewpoints, 128–

129; Use Primary Sources, 150–151; Media and





168, 350, 439


SE: Media and Technology: Analyze Historical

Photos, 498–499; Analyze Media Content, 614–

615

TG: Differentiated Instruction, 350, 439; Use

Images, Pictures and Photographs, 270, 277,

280, 310, 342, 357, 369, 424, 439, 447; Analyze a

cartoon, 389



Secondary Sources; Analyze Images; Compare

Viewpoints; Identify Bias; Evaluate Media

Content; Use the Internet Safely



65



Grade 5




Causation and Argumentation

SS.H.3.5. Explain probable causes and effects of

events and developments in U.S. history.


SE: Cause and Effect, SSH4, 51, 53, 79, 95, 145,

148, 149, 157, 173, 176, 181, 273, 276;

Sequence, SSH7, 239

TG: Recognize/Identify Cause and Effect, SSH8,

SSH9, SSH10, 3, 53, 18, 25, 28, 30, 36, 37, 41, 51,

52, 55, 56, 57, 58, 62, 63, 69, 78, 79, 83, 85, 86,

90, 91, 106, 107, 108, 112, 114, 115, 117, 121,

123, 128, 138, 154, 161, 165, 170, 176, 178, 179,

190, 194, 196, 201, 202, 203, 206, 207, 211, 212,

R4, R11


SE: Cause and Effect, 313, 357, 373, 379, 427,

435, 451, 457, 465, 467, 470, 481, 505, 527

TG: Recognize/Identify Cause and Effect, SSH7,

SSH8, SSH9, 243, 244, 254, 260, 265, 266, 269,

282, 286, 287, 292, 302, 304, 311, 315, 321, 325,

326, 327, 332, 335, 336, 337, 342, 352, 353, 354,

355, 364, 366, 372, 373, 375, 411, 412, 414, 423,

424, 425, 432, 437, 441, 445, 446, 448


Learning: Analyze Cause and Effect; Sequence;

Interpret Timelines

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