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Social StudiesCurriculum

2/1/2015

“Go into all the world andmake disciples”

St. Paul Lutheran ChurchStevens Point, WI

ST. PAUL LUTHERAN

PRE-KINDERGARTEN

SOCIAL STUDIES AND FINE MOTOR DEVELOPMENT

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TIME ALLOTMENT/CALENDAR:Integrated Class Times

LEARNER OUTCOMES:By the end of Pre-Kindergarten each student will:

1. String beads.

2. Work 7 piece puzzles.

3. Copy simple shapes – cross, circle, square, rectangle, and triangle.

4. Hold scissors correctly.

5. Cut simple shapes.

6. Hold pencil and crayon correctly.

7. Form with clay and play dough.

8. Verbally know first and last name.

9. Recognize printed first name.

10. Name letters of first name.

11. Listen to stories read or told.

12. Tell a story about their work.

13. Speak understandably.

14. Count to 20 serially.

15. Name numbers 1-20.

16. Recognize the four basic shapes – Circle, Square, Triangle, and Rectangle.

17. Name the following colors – Red, Blue, Yellow, Green, Purple, Pink, Black, Brown, and White.

18. Identify body parts – Knee, Elbow, Wrist, Ankle, Shoulders, Hips, and Tongue.

19. Sing the alphabet song correctly.

20. Know rhyming words.

21.Demonstrate classification skills.

ST. PAUL LUTHERAN

PRE-KINDERGARTENSOCIAL STUDIES AND FINE MOTOR DEVELOPMENT

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LEARNER OUTCOMES: (continued)22. Begin to name letters of the alphabet.

23. Distinguish between water and land.

24. Understand that rules are made to help them get along with others and to stay safe.

25. Read and use a simple calendar.

26. Select appropriate clothing and dress ‘weather bear’.

27. Add number to class calendar.

28. Know names of classmates.

29. Discuss daily weather conditions and select appropriate weather symbols for flannel board.

30. List the skin, eyes, ears, nose and tongue as their sense organs.

31 Distinguish between groups of living and non-living things.

32. Make shapes on a movie screen for purposes of identification.

BASIC TEACHING/LEARNING MATERIALS:

We Care (A Preschool Curriculum for Ages 2-5) – by Bertie W. Kingore and Glenda M. Higbee Big Books Program (Macmillan whole language) Teacher’s Guide Manipulatives Program (Macmillan Early Skills) Teacher’s Guide Resources for Everyday in Every Way (A Teacher’s Handbook of Pre-school Activities) – by

Cynthia Holley and Faraday Burditt Alphabet Puppets, Alphabet Activities, Alphabet Stories – by Jill M. Coudron Early Childhood Theme Through the Year – by Debbie Thompson and Darlene Hardwick Busy Finger, Growing Minds (finger plays, verses and activities for language learning) Preschool Teacher’s Month by Month Activities Program – by Lorraine Clancy Daily Plans for Active Preschoolers – by Judy Galloway, Lynette Ivey, and Gloria Valster 1-2-3 Reading and Writing, 1-2-3 Art, 1-2-3 Math – by Jean Warren Teacher made materials, videos, toys, games, profession publications, library resources,

flannel boards, felt cutouts, purchases, and manipulatives. Creative Pre-K – by Trisha Lee Shappie Creative Resources – by Judy Herr and Yvonne Libby Kidssoup.com - Membership

ST. PAUL LUTHERAN

PRE-KINDERGARTEN


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TEACHING/LEARNING PROCEDURES:

The subjects have been grouped because they are experienced in an integrated curriculum. This allows the children to pursue their own interest and make choices that fulfill their developmental needs.

Weekly/bi-weekly themes are planned integrating subject areas. The weekly/bi-weekly themes are enriched with field trips, parent programs and “Special Day” activities.

COURSE OUTLINE:

Unit 1 Discovering Me: Every person is a child of God. God has given us happy, sad, scared and angry feelings. He has given us our bodies and helps our bodies grow.

Unit 2 Families: God has given us our families. Each member of a family is important and special. Some families are single parent families. Some families are small, some are large. Families do many things together.

Unit 3 Fall Changes: Fall is a season that comes after summer and before winter. Leaves on most of the trees change color and later die. Many foods ripen and are harvested. The weather becomes cooler in the fall and people begin wearing sweaters and jackets. Days become shorter and nights become longer. (Field Trips: Pumpkin Patch for pumpkins and hayride and a corn maze.)

Unit 4 Fire Prevention and Safety at Home and School: Fire is useful for warmth and cooking and as an energy source for power. Learn about the duties of a fireman and how the fire station operates. Learn about the policemen and his duties. (Field Trip: Fire Station and visits from Buckle Bear and a police officer.)

Unit 5 People Who Work: There are many kinds of work that people do. Some people wear uniforms or special clothing to do their jobs. Every king of job and every work is important. (Field Trips: Trigs Grocery Store and Dominoes Pizza)

Unit 6 Thanksgiving: Thanksgiving is a time to give thanks to God for all He has given us and to share with others. Pilgrims and Indians celebrated the first Thanksgiving. The Indians and Pilgrims taught each other many useful and helpful things. We serve turkey, cranberries, vegetables, popcorn and pumpkin pie for dinner to remember and celebrate the first foods that the Pilgrims and Indians grew and ate together. (Together with our parents we prepare a feast and thank God for our many blessings.)

Unit 7 Christmas: Celebration of the birth of Baby Jesus: Learn the meaning of various Christmas symbols – angels, stars, wreaths, bells. (A Christmas sing-a-long with parents and children culminates this celebration.)

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PRE-KINDERGARTEN


Page 4COURSE OUTLINE: (continued)

Unit 8 Life in Winter: Winter is the season that comes after fall and before spring. Sometimes the temperature drops below freezing. Most outdoor plans do not grow in winter. We live in a region where it snows often in winter.

Unit 9 Dinosaurs/National History Museum: The word “dinosaur” means “terrible” lizard. Some dinosaurs ate only plants; others ate meat. People have found dinosaur fossils. A Natural History Museum contains collections of various types. It contains living and non-living items. (Field Trip: UWSP Museum of National History)

Unit 10 Day and Night: God has created our periods of day called Day and Night. People and animals work and hunt for food during both periods. Shadows are created by both the sun and the moon. (Fieldtrip: UWSP Planetarium)

Unit 11 Valentines: A traditional holiday for sharing friendship and love. God wants us to share His love with others. Traditional valentine colors are red, pink and white. (Field Trip: local nursing home.)

Unit 12 Nursery Rhymes: Hearing and/or reciting nursery rhymes enables children to enjoy the humor of rhymes. Nursery rhymes are an important part of the heritage shared by almost all people.

Unit 13 Way We Travel: People move from one place to another by using their legs, animals or a machine. The machines used to help people travel are cars, buses, trucks, trains, planes and boats. (Field Trip: Ride the city bus)

Unit 14 Easter: Jesus died on the cross for our sins. He willingly suffered for our sins. Jesus rose again after three days. We will live with Jesus in heaven someday.

Unit 15 Spring: Spring is the season that comes after winter and before summer. Nature’s things begin to grow in spring. The weather in the spring is warmer and it rains more in some areas.

Unit 16 Bird Buddies: God created birds to fill the sky. Birds build nests and lay eggs. Eggs come in different sizes and colors. Mother birds sit on the eggs to keep it warm so that the baby birds can hatch from them. An incubator is used to help hatch the eggs when the mother is not able to.

Unit 17 Farm: Farms are places away from cities where people live and raise animals and crops. Farm animals make different sounds. Farms produce many of the products we use each day. (Field Trip: Dairy Farm)

Unit 18 Mother’s Day/Father’s Day: God has given us our parents. This is a special day we can give thanks for our parents and make something for them.

ST. PAUL LUTHERAN

PRE-KINDERGARTENSOCIAL STUDIES AND FINE MOTOR DEVELOPMENT

Page 5COURSE OUTLINE: (continued)

Unit 19 Pets: A pet is a tame animal that is taken care of and usually kept at a home because someone likes it. Pets need food, water, love and sometimes special equipment in order to be happy. Veterinarians are doctors who care for sick and well pets. Pets need to be handled carefully and gently

Unit 20 Olympics: The Olympics are a celebration of friendship and diversity around the world. We study Special Olympics and learn about people with special needs. The students put on an Olympic Celebration for their parents as a culmination of our school year.

ST. PAUL LUTHERAN

KINDERGARTENSOCIAL STUDIES

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TIME ALLOTMENT/CALENDAR:Science and social studies time is included in math, language, music, physical education, religion, art and workshop activities in a thematic approach. The year begins with “All About Me” and moves to the universe at the end of the year.

Both science and social studies are included together due to the thematic approach and interrelatedness of activities at the Kindergarten level.

LEARNER OUTCOMES:By the end of kindergarten, each student will:1. Understand their uniqueness as a child of God.

2. Name and identify body parts.

3. Show awareness of holidays, Christian celebrations, seasons, days of the week, and vocabulary related to calendar.

4. Name community helpers and show how to dial 911 and tell when to dial 911.

5. Recognize a globe as a model of the earth.

6. Recognize that a map is a representation of all or part of the earth.

7. Identify the five senses and name the part of the body associated with each.

8. Recognize that weather and seasons affect the environment.

9. Recognize that people communicate in a variety of ways.

10. Recognize that people travel in many different ways.

11. Understand that rules help people stay safe and get along with one another.

12. Demonstrate how to dress appropriately for the weather.

13. State safety rules for traveling by bus or private automobile.

14. Identify basic foods as found in the basic food groups.

15. State how heat and cold can change things.

ST. PAUL LUTHERANKINDERGARTEN

SOCIAL STUDIESPage 2

LEARNER OUTCOMES: (continued)16. Mix 2 colors to make a third color.

17. Describe basic hygiene procedures.

18. Identify basic characteristics of common land forms.19. Match baby animals with adult animals.

20. Identify where animals live and how they move (land, air, and water)

BASIC TEACHING/LEARNING MATERIALS:TEACHING/LEARNING PROCEDURES:

Some vocabulary used in social studies is introduced in the Open Court Language program. Changing the room throughout provides hands on experiences in a variety of ways. The children will choose among activities, each teaching similar concepts. Dress up area, cooking, field trips, real life manipulatives, guests, puppets, hands on science experiments, and physical activities will be used. Music, categorizing whole literature and math manipulatives will be part of inclusion in other subjects. Specific whole language approach is reflected in the science and social study units.

COURSE OUTLINE:

Thematic Units:

Unit 1 All about me: Includes body parts, safety, being a child of God, and social rules.

Unit 2 Foods and Utensils

Unit 3 Colors

Unit 4 Calendar: Includes days of the week, holidays and Christian celebrations, seasons, and vocabulary related to calendar.

Unit 5 Weather

Unit 6 Time

Unit 7 Animals

Unit 8 Identity, use and location of objects

Unit 9 Senses

Unit 10 Communication

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KINDERGARTENSOCIAL STUDIES

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COURSE OUTLINE: (continued)

Unit 12 Transportation

Unit 13 Plants

Unit 14 Natural features of the earth

Unit 15 Solids, liquids, and gases

Unit 16 Money

Unit 17 Universe

Monthly Scholastic News

NOTES:

Activity centers provide choices in approach to the same concepts. This approach enables individualization in exposure and mastery of vocabulary and concepts as well as enrichment. This approach is also fun and based on activity. Field trips are helpful.

ST. PAUL LUTHERAN

GRADE 1SOCIAL STUDIES CURRICULUM

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TIME ALLOTMENT/CALENDAR:5 days a week50 minutes a day(Alternating units with Science)

LEARNER OUTCOMES:By the end of first grade, each student will:1. Explain how home, school, church families and individual members grow and change.

2. Differentiate between city, state, country, continent, and world.

3. Understand that maps and globes can show relative sizes, distance, landform and bodies of water.

4. Recognize various modes of transportation and their purpose.

5. Describe how homes, clothes, climate and land use vary for different families in different places.

6. Recognize that family members have different needs and wants and work to satisfy them.

7. Understand that families vary in size and structure but that all Christian families reflect Christ in the way they live.

8. Use a glossary.

9. Identify rules about appropriate behavior at home, school, and in the community.

10.Read and use various types of maps, charts, graphs, and timelines.

11. Identify various bodies of water and landforms.

12. Understand different weather patterns and characteristics.13. Appreciate the need to care for God’s creation.

14. Identify the characteristics of good citizens.

15. Recognize famous Americans and their achievements.

ST. PAUL LUTHERAN



People and Places , Macmillan/McGraw-Hill, 2005 Scholastic News Units that have been designed to coincide with Scholastic News Globes, maps, videos, numerous trade books and magazines Junior Achievement Field trips


The lesson begins with class discussion (usually an object is used to spark interest), followed by reading the material, more discussion and hands-on activities. Films, videos, and field trips enhance the social studies experience.

COURSE OUTLINE:

Unit 1 Families Using Addresses Families Celebrate Families Change Rules

Unit 2 Where We Live Communities Our Country Our World Weather Natural Resources Using maps and map keys

Unit 3 Good Citizens People follow laws What is a leader? Votes count

Unit 4 All Kinds of Jobs Needs and wants Goods and services New Tools at Work People with Great Ideas

Unit 5 Americans Long Ago Native Americans George Washington, Sacajawea, Abraham Lincoln, Susan B. Anthony, Martin Luther King

Jr.

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TIME ALLOTMENT/CALENDAR:5 days a weekAverage 45 minutes a day (also incorporated into other subject areas) (Alternating with science)

LEARNER OUTCOMES:By the end of second grade, each student will:1. Identify different physical features of the earth.

2. Find information from a variety of maps using keys and symbols.

3. Follow and identify cardinal directions.

4. Identify the oceans and seven continents on a map of the world or a globe.

5. Understand the division of states and identify Wisconsin and at least 10 others.

6. Define community and describe their own.

7. Distinguish between goods and services and provide examples of each.

8. Distinguish between needs and wants.

9. Identify a variety of means of transportation and communication.

10. Compare and contrast urban, suburban, and rural areas.

11. Define income, save and budget.

12. Identify different careers and the interdependence of people in society.

13. Define laws and rules and provide examples.

14. Explain how community leaders are chosen.

15. Identify president, governor and mayor.

16. Compare and contrast the life of Native Americans to colonists and to people today.

17. Recognize important holidays and historical figures.

18. Develop a respect for other cultures and individuals.



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LEARNER OUTCOMES: (continued)19. Will have practice in using and improving the following skills:

o using a map key/legend

o using cardinal directions

o using graphs to find information

o finding relationships

o understanding sequence of events

o understanding cause and effect

o recalling information

o reading timelines, schedules, and calendars

o writing factual reports

o expressing point of view

o oral reports

o making inferences

o comparing and contrasting

o using a variety of reference materials (almanacs, encyclopedias, dictionaries)


We Live Together – MacMillan/McGraw-Hill, 2005Our Flag, Capital and Government – Frank Schaffer Publications, 1988Map Skills – Dr. Bernard A. Fox, The Continental PressNative American – Leigh Severson, Teach Created Materials, 1991Coast to Coast – Sonia Black and Derra Newberger, ScholasticA Trip Around the World – Teacher Created Materials, 1992From Sea to Shining Sea – Open Court, 1989Wonders of Learning Kits: Discovering Maps, Who Were the Pilgrims, National GeographicJunior Achievement Materials Scholastic MagazineNEST Complete Learning System- Animated Hero Classics

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ST. PAUL LUTHERAN


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Videos: Kidsongs – I’d Like to Teach the World to Sing United Streaming

Literature: So You Want to Be President? – by Judith St. George & David Small Watch the Stars Come Out – by Riki Levinson The Story of the Statue of Liberty – by Betsy Maestro Wagon Wheels – by Barbara Brenner Discovery Atlas of the United States – Rand McNally Life in the Polar Lands – by Monica Byles George Washington: A Picture Book Biography Christopher Columbus – by Piero Ventura The Rainforest – Scholastic The Story of the First Thanksgiving – by Elaine Raphael The Night of Las Posadas – by Tomie DePaula This Place is Cold – by Vicki Cobb If You Lived with the Sioux Indians – by Ann McGovern My America: A Poetry Atlas of the United States by Lee Hopkins Roughing It on the Oregon Trails by Diane Stanley Everest: Reaching for the Sky by Joy Masoff


In an effort to develop literate citizens with civic values, a variety of methods are used to teach the social studies units. Most class periods consist of class discussion and questioning. Reading from a variety of resource books, texts, and literature will be the basis for acquiring factual knowledge. Films, videos, simulation activities, learning centers, field trips and art projects will provide variety to the daily procedures. Written assignments and projects will be produced by the students for evaluation.

The Social Studies textbook focuses on the 8 strands of SocialStudies. Many of these lessons are incorporated with Language Arts activities and stories.

1..History2. Economics3. Geography4. Government5. Citizenship6. Culture7. Science, Technology and Society8. Social Studies Skills

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COURSE OUTLINE:

Unit 1: Our Community

Unit 2: All About Earth

Unit 3: Our Past

Unit 4: All About Work

Unit 5: Our Government



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TIME ALLOTMENT/CALENDAR:120 hours per week

LEARNER OUTCOME:By the end of grade 3, each student will:1. Understand that communities have a past, a present and a future, and that these influence

their development and serve as a source for civic celebration.

2. Show events on a time line.

3. Describe how people’s lives are influenced by their community’s size, climate, location, topography, natural resources, and land use.

4. Describe how people bring change to their environment.

5. Describe ways that land areas are divided into entities such as cities.

6. Identify ways people are both producers and consumers.

7. Use a compass rose.

8. Identify north, south, east and west directions.

9. Describe ways oceans shape and reshape the land by eroding the land and be depositing soil.

10. Describe the interdependence between trees and animals in a forest.

11. Read a physical map.

12. Describe the life of several Native American tribes.

13. Describe the settlement of the United States.

14. Explain the reasons for conserving natural resources.

15. Tell why we have national symbols.


From Sea to Shining Sea (social studies series), USA, Houghton Mifflin Company, 1994. Includes teacher edition text, posters, student textbooks, study guides, test, and map skills.



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Most of the lessons involve class discussion, reading of the text, study or map guides. The students work in large and/or small groups along with independent work. They also draw on prior knowledge of the material and expand their knowledge.

COURSE OUTLINE:

Unit 1 Mighty Waterso Identify the oceans, especially those bordering the United States.o Describe ways oceans shape and reshape the land by eroding the land and by depositing

soil.o Identify and use intermediate directions on a compass rose.o Identify the characteristics of and differences between rivers, oceans, and lakes.o Describe ways that rivers carve the land.o Describe ways that floods affect the land.

Unit 2 Rustling Leaves and Grasseso Define a forest and identify the three types of forests.o Describe the interdependence between trees and soil in a forest.o Describe the interdependence between trees and forest animals.o Identify the main idea and supporting details in paragraphso Define a prairie and identify the kinds of animals that live in a prairie.o Describe how prairie animals protect themselves from predators.o Read a line graph and circle graph.

Unit 3 Majestic Peaks and Desertso Describe a mountain.o Describe how elevation affects plant and animal life on a mountain.o Describe how a mountain affects the weather of regions on both sides of it.o Read a physical map and identify several types of physical features.o Explain how physical features affect where and how people live.o Describe the characteristics of a desert.o Identify ways that plants and animals survive in a desert.o Identify physical features of your local community.o Make a physical map of your local community and make a model from it.

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Unit 4 By the Shining Seao Identify who the Kwakiutl were, where they lived, and describe their way of life.o Identify the natural resources used by the Kwakiutl, and describe their beliefs about nature.o Read a time line and create a sample.o Identify the importance of wood carving to the Kwakiutl in canoe and totem pole making.o Explain how the Kwakiutl used woodcarvings in ceremonies.

Unit 5 Over Waves of Grasso Identify who the Cheyenne were and where they lived.o Describe the way of life of the Cheyenne.o Explain the importance of the buffalo to the Cheyenne.o Describe how the horse changed the way of life for the Cheyenne.o Identify examples of natural resources and describe their uses to the Cheyenne.o Identify what the Medicine Dance was, and explain its meaning and importance.o Identify the original Native American group or groups who lived locally.o Describe the way of life of original Native American groups.

Unit 6 In Red Rock Countryo Identify who the Navajo were, where they lived and describe their way of life.o Identify the natural resources used by the Navajo.o Identify skills the Navajo learned from their neighbors.o Define adaptation and identify examples of human adaptation.o Describe sand paintings and how the Navajo used them.o Identify the meanings of symbols used in sand paintings.o Use a map scale to determine distances.

Unit 7 Settling the Northeasto Identify who the Pilgrims were and locate the site of Plymouth Colony.o Describe the hardships of the Pilgrim’s first winter.o Explain how the Wampanoag helped the Pilgrims.o Explain the relationship between colonies and their ruling countries.o Locate the Pennsylvania wilderness of the early 1700s.o Explain why settlers moved into the wilderness.o Describe the lives of the settlers in the Pennsylvania wilderness.o Identify causes and effects.o Write “if . . . then” statements.o Identify early settlers of your community and describe their way of life.

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Unit 8 Beyond the Appalachianso Locate the Appalachian Mountains and the Wilderness Road.o Explain the need for a route through the Appalachian Mountains to Kentucky.o Describe Daniel Boone’s role in building the Wilderness Road.o Identify the reasons that pioneers moved to the West in the early 1800s.o Locate the Santa Fe Trail and the Oregon Trail and tell who traveled on each.o Describe the travel conditions on the Oregon Trail.o Analyze essential and nonessential items to take in a covered wagon.o Choose essential items to take in a covered wagon.o Identify reasons for the growth of prairie towns.o Explain why Abilene, Kansas grew into a busy trade center.o List reasons for Abilene’s decline as a cattle town.o Use a map grid.o Identify the equator and the prime meridian on a map and a globe.o Locate places relative to the equator and to the prime meridian.o Identify reasons for the growth of the towns in the Rocky Mountain region.o Describe Leadville, Colorado, as a boomtown, and list the reasons for its decline.

Unit 9 The Land of Plentyo Locate the San Joaquin Valley on a map.o Explain why crops grow so well in the San Joaquin Valley.o Explain how irrigation, fertilizers, and chemicals increase crop production in the San

Joaquin Valley.o Describe how crops are harvested in the San Joaquin Valley.o Analyze the advantages and disadvantages of various means of transporting crops.o Choose the best method of transporting each of three crops.o Explain how Pittsburgh’s location contributed to its development as a steel city.o Describe how the steel industry helped Pittsburgh grow.o Identify problems resulting from the steel industry.o Describe how Pittsburgh is recovering from the decline of the steel industry.

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Unit 9 The Land of Plenty (continued)o Describe the role of railroads in our country’s history.o Explain how other means of transportation affected business on the railroad.o Describe how railroads are used today.o Define international trade, import, and export.o Identify some goods that the United States trades with other countries.

Unit 10 Taking Care of Our Lando Explain the reasons for conserving natural resources.o Identify ways to conserve natural resources.o Identify the main sources of air, water, and soil pollution.o Identify the major source of trash.o Explain the importance of recycling.o Identify ways that people can help solve the trash problem.

Unit 11 Our Holidays and Symbolso Explain the significance of Arbor Day.o Identify some national holidays and their significance.o Tell why we have national symbols.o Identify the meaning of the following national symbols: Eagle, Liberty Bell, Flag

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TIME ALLOTMENT/CALENDAR:40 minutes daily5 days a week

LEARNER OUTCOMES:By the end of fourth grade, each student will:

1. Recognize the people and significant events of the Native American settlement of each geographical region.

2. Understand that the U.S. is a nation of immigrants from many parts of the world.

3. Understand that the unique history of exploration, settlement, and economic growth are under God’s control.

4. Recognize key historical events as sources of state or regional pride, helping to form our national heritage.

5. Recognize characteristics which allow us to group states into geographical regions.

6. Understand that the topography, climate, and natural resources in each region have produced systems of agriculture, great industries, and a knowledge explosion.

7. Use dates to organize past events.

8. Construct and use horizontal timelines, diagrams, and tables.

9. Distinguish and identify cities, states and nations.

10. Recognize that maps have different purposes.

11. Participate in group choices and decision making.

WISCONSIN HISTORY LEARNER OUTCOMES:By the end of fourth grade, each student will:

1. Locate Wisconsin on a world map.

2. Understand the early history of Wisconsin and it’s explorers in the fur trade era.

3. Know what year Wisconsin became a state.

4. Know the meaning of the state emblem and flag and the symbols on them.

5. Recognize the influence of manufacturing on Wisconsin and how it created the growth of many cities.



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WISCONSIN HISTORY LEARNER OUTCOMES: (continued)

6. Know the geography of Wisconsin-including it’s waterways and the five regions.

7. Locate major cities, lakes, rivers and parks on a Wisconsin map.

8. Understand the development of Wisconsin’s government.

9. Recognize and know something about famous Wisconsin citizens.

10. Think like a historian while they learn about Wisconsin’s past.

11. Recognize the different groups of Native Americans who lived in Wisconsin many years ago.

12. Appreciate immigration and migration of our ancestors who came to Wisconsin.

13.Recognize how Wisconsin was involved in the Civil War.

14.Know that Wisconsin is a land rich in natural resources.

15.Recognize that transportation and industry changed Wisconsin.

16.Be aware that Wisconsin and the United States face many choices about worldly challenges.


This is My Country – Houghton Mifflin, 1994The Wisconsin Journey (and student resource book) – Gibbs Smith Publisher, 2002Various topic-related trade booksAtlas of Exploration by ScholasticThe Long Road to Gettysburg by ScholasticImmigration: Then and Now by ScholasticScholastic News MagazineExploring our Wisconsin by FollettSchool House Rock by DisneyAll about America by GoodtimesWisconsin: Our State, Our Story – Wisconsin History Society Press, 2008Various topic related video clips from United StreamingSuper States – Teaching & Learning Company 1995The Big Wisconsin Activity Book, Gallopade International 2000Regions of the USA, Teacher’s Helper, 1994The Kids’ Book of the 50 Great States, Scholastic 1998Native People of Wisconsin, Wisconsin History Soc. Press, 2003

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A unit is taught in Social Studies, followed by a unit on Wisconsin History. This procedure is continued throughout the school year. These units involve class discussion, reading the text, questions and answers, written assignments, and class, group or individual activities. The material is presented by drawing on students’ experiences (e.g. travel) and expanding on them.

Videos, field trips like the Old Schoolhouse in Plover, WI and Heritage Hills State Park in Green Bay which allows them to experience a day of school taught in the early 1900’s style, and hands-on items supplement the textbook work. Each child is involved in a live wax museum presentation where each child portrays a Wisconsin history character. Projects are completed that complement the lesson learned for the unit. Examples include: plaster of paris Wisconsin topographical maps, flip books/charts showing land regions and travel brochures advertising Wisconsin and travel.

COURSE OUTLINE – SOCIAL STUDIES:

Unit 1 Our Nation’s Land and People Working on the Land Working with Others What is a Region? Regions of the U.S.

Unit 2 The Southeast The Tobacco Fields A Rice Coast A Cotton Kingdom Changes on the Farms The Coal Mines Turning Cotton into Cloth

Unit 3 The Northeast Looking for Furs Building Ships Farms and Mills Factories Baring Change Railways and Waterways The Story of the Corporations

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COURSE OUTLINE – SOCIAL STUDIES: (continued)

Unit 4 The Midwest Plains and Forest Indians Waves of Grain The Nation’s Dairyland Food for the Nation Steel Changes the Land Autos for Everyone

Unit 5 The Southwest Corn in the Desert Spanish Missions and Ranches The Cowboys Arrive Water in a Dry Land The Oil Boom Modern Industries Grow Up

Unit 6 The West Indians and the Land The Rush for Gold The Railroad Race Plowing the Earth Harvesting the Forests Taking to the Skies

Unit 7 One Nation, One Globe Open Highways Sharing Ideas Goods Across the Nation

COURSE OUTLINE – WISCONSIN HISTORY:

Unit 1: Connecting to our State’s StoryUnit 2: Wisconsin: A Place with a PastUnit 3: Wisconsin’s First PeopleUnit 4: The Fur Trade Era: Exploration ad Exchange in WisconsinUnit 5: Becoming Wisconsin: From Indian Lands to Territory to StatehoodUnit 6: They Came to Wisconsin and They’re Still Coming: Immigration and Settlement

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COURSE OUTLINE – WISCONSIN HISTORY (cont’d):

Unit 7: Wisconsin and the Civil WarUnit 8: Lead, Soil, and Sawdust, 1820-1914Unit 9: Transportation and Industry Change WisconsinUnit 10: Good Times, Hard Times, and Better TimesUnit 11: New Opportunities, New ChallengesUnit 12: A Place with a Future



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TIME ALLOTMENT/CALENDAR:45 minutes per day5 days per week

LEARNER OUTCOMES: 1.List the events that lead to conflict between England and the American colonists and eventually the American Revolution.

2.Know some important facts about the men and women who participated in the struggle for independence.

3.Review the accomplishments and problems of America under the Articles of Confederation.

4.Be aware of the strong influence of Christian thought on the founding of the US government.

5.Develop a knowledge of the U.S. Constitution and the Amendments that have been added to it.

6.Realize the duty of Christians to participate in their government and the benefits to a nation of having Christian citizens.

7.Trace the expansion of the US and the significance of Christianity in the lives of those who settled our country.

8.Identify the events and factors that led to sectionalism, division, and finally the Civil War.

9.Become familiar with the events, issues, battles, leaders, and changes in our country that were part of the Civil War years.

10.Note the mistakes that Americans have made in both foreign and domestic policies, but also the great amount of good that America has done and the accomplishments of a free people.

11.Understand the issues of reconstruction times and the ongoing issues of race and diversity in America.

12.Study the changes, both good and bad, that were brought about by the industrialization of America.

ST. PAUL LUTHERAN

Revised 2/1/2015GRADE 5SOCIAL STUDIES CURRICULUM

Page 2

LEARNER OUTCOMES: (Continued)13.Understand the struggles of laborers, minorities, farmers, women and others for full equality of opportunity in America.

14.Trace the development of America as a world leader.

15.See the impact of world events leading to World War I and their affect on America.

16.Understand the role of the US in World War II.

17.Note the major issues of the cold war between East and West as well as the impact of the conflicts in Korea, Viet Nam and other areas of US involvement.

18.See how God keeps His promises to cause good to come to those who love Him even in war.

TEACHING / LEARNING MATERIALS

Our Nation: Macmillan/McGraw Hill, New York, 2005History on Stage: 30 One-Act Classroom Plays: Barbara Friedmann & Jennifer Phelps,

The Instructor Publications, New York, 1975Differentiating Instruction with Menus: Social Studies: Laurie Westphal, Prufrock Press,

Waco, TX, 2007Harriet Tubman and the Road to Freedom: Spencer Kayden, Scholastic Scope

Magazine, Feb. 2001Fields of Fury: The American Civil War: James McPherson, Byron Preiss Visual

Publications, New York, 2002Immigrant Kids: Russell Freedman, Scholastic, New York, 1980Liberty’s Journey: Kelly DiPucchio & Richard Egielski, Hyperion Books for Children,

New York, 2004Shh! We’re Writing the Constitution: Jean Fritz, Scholastic, New York, 1987Other various reference materials brought in by the teacher from Internet or other sources.United Streaming video programs

TEACHING / LEARNER PROCEDURE:

Most class periods consist of reading from the textbook, class discussion and questioning. Other supplemental reading materials are also used to acquire factual knowledge, as well as video presentations to aid in student learning.

When learning about westward expansion of the United States, students will complete a research project. Students choose a topic, find research materials from the public library and Internet, conduct research and take notes, outline the project, write a report, edit the report, and present the report to the class.

ST. PAUL LUTHERAN

Revised 2/1/2015


Page 3

COURSE OUTLINE:

Unit 1 The First AmericansThe First AmericansPeopling the Western hemisphereNative Americans

Unit 2 Worlds MeetThe Age of ExplorationContact and explorationThe Settlement of North America

Unit 3 Colonization and ConflictEstablishment of the 13 English coloniesLife in the coloniesEuropean rivalries in North America

Unit 4 The Fight for IndependenceBreaking ties with Great BritainThe American RevolutionThe Constitution of the United States

Unit 5 A New NationThe Young United StatesThe Nation Grows

Unit 6 Slavery and EmancipationSlavery Divides the NationThe Civil War and Reconstruction

Unit 7 The Nation ChangesThe Changing WestThe Nation is Industrialized

Unit 8 The Modern EraGood times and hard timesA Changing World

Unit 9 Our Neighbors in the Western HemisphereCanadaMexicoCentral America and the CaribbeanSouth America

ST. PAUL LUTHERAN


Page 1

TIME ALLOTMENT/CALENDAR:45 minutes per day5 days per week

AN OVERVIEW: World History

LEARNER OUTCOMES: By the end of the year, each student will:

1. Know God as the Creator, Ruler, and Preserver of all people in all nations.

2. Understand the cultural beginnings and diversities of the ancient world.

3. Understand the origins of history and the means by which it is passed on to present day time.

4. Understand the transitional world regions and how new ideas of man’s thinking shaped his-tory and brought about new empires in the world.

5. Understand European expansion and its effect on America.

6. Recognize various revolutionary changes the world has experienced.

7. Know various ancient religions and how they impact the development of a culture.

8. Understand and use the following map skills: latitude and longitude, scales, comparison, elevation and profile, historical, climographs, distribution, projections, and cartograms.

9. Work with the following critical thinking skills as related to social studies: decision making, cause and effect, writing summaries, making conclusions, determining point of view, mak-ing generalizations, and timelines.

BASIC TEACHING / LEARNING MATERIALS:

Journey Across Time: Glencoe; Columbus, OH; 2008.Other various reference materials brought in by the teacher from Internet or other sources.Video programs

TEACHING / LEARNING PROCEDURE:Use of video presentations to aid learning.Question and answer and class discussion techniques.Teacher led explanations and presentations.Self-study units and student research.ST. PAUL LUTHERAN


Page 2

COURSE OUTLINE:Unit 1 Early Civilizations

The first civilizations Ancient Egypt The ancient Israelites

Unit 2 The Ancient World The ancient Greeks Greek civilization Early India Early China

Unit 3 New Empires and New Faiths

The Rise of Rome Roman civilization The rise of Christianity Islamic civilization

Unit 4 The Middle Ages China in the Middle Ages Medieval Africa Medieval Japan Medieval Europe

Unit 5 The Changing World The Americas The Renaissance and Reformation Enlightenment and revolution

Unit 6 Modern Times Industry and Nationalism Imperialism and World War I World War II and the Cold War Building today’s world

Unit 7 Reform and Empire The Progressive Era Rise to world power World War I

ST. PAUL LUTHERAN

GRADE 7/8 (Year 1)

Revised 2/1/2015SOCIAL STUDIES CURRICULUM

PAGE 1

TIME ALLOTMENT / CALENDAR45 minutes per day5 days per week

AN OVERVIEW: United States History

The class will be held on alternate years, alternating with the World History class. All students in grades 7 and 8 will partake in both of these classes.

LEARNER OUTCOMES (United States History):By the end of the year, each student will:

1. List the events that lead to conflict between England and the American colonists and eventually the American Revolution.

2. Know some important facts about the men and women who participated in the struggle for independence.

3. Review the accomplishments and problems of America under the Articles of Confederation.

4. Be aware of the strong influence of Christian thought on the founding of the US government.

5. Develop a knowledge of the U.S. Constitution and the Amendments that have been added to it.

6. Realize the duty of Christians to participate in their government and the benefits to a nation of having Christian citizens.

7. Trace the expansion of the US and the significance of Christianity in the lives of those who settled our country.

8. Identify the events and factors that led to sectionalism, division, and finally the Civil War.

9. Become familiar with the events, issues, battles, leaders, and changes in our country that were part of the Civil War years.

10. Note the mistakes that Americans have made in both foreign and domestic policies, but also the great amount of good that America has done and the accomplishments of a free people.

11. Understand the issues of reconstruction times and the ongoing issues of race and diversity in America.

12. Study the changes, both good and bad, that were brought about by the industrialization of America.

ST. PAUL LUTHERAN

Revised 2/1/2015GRADE 7/8 (Year 1)SOCIAL STUDIES CURRICULUM

PAGE 2

LEARNER OUTCOMES (United States History):

13. Understand the struggles of laborers, minorities, farmers, women and others for full equality of opportunity in America.

14. Trace the development of America as a world leader.

15. See the impact of world events leading to World War I and their affect on America.

16. Understand the role of the US in World War II.

17.Note the major issues of the cold war between East and West as well as the impact of the conflicts in Korea, Vietnam and other areas of US involvement.

18. See how God keeps His promises to cause good to come to those who love Him even in war.

TEACHING – LEARNING MATERIALS

The American Journey: Glencoe; Columbus, OH; 2009.Other various reference materials brought in by the teacher from Internet or other sources.Video programs

TEACHING AND LEARNING PROCEDURES

Use of video presentations to aid learning.Question and answer and class discussion techniques.Teacher led explanations and presentations.Self-study units and student research.Class trip to Washington DC

COURSE OUTLINE:

Unit 1 The Americas: Worlds MeetThe first AmericansExploring the AmericasColonial AmericaGrowth of the thirteen colonies

ST. PAUL LUTHERAN

GRADE 7/8 (Year 1)


PAGE 3

COURSE OUTLINE (Continued):Unit 2 Creating a NationThe spirit of independenceThe American RevolutionA more perfect union

Unit 3 Launching the RepublicThe Federalist EraThe Jefferson EraGrowth and Expansion

Unit 4 Nationalism and SectionalismThe Jackson EraManifest DestinyNorth and southThe Age of Reform

Unit 5 Civil War and ReconstructionToward Civil WarThe Civil WarReconstruction and the new South

Unit 6 Reshaping the NationOpening the WestThe Industrial AgeAn urban society

Unit 7 Reform and EmpireThe Progressive EraRise to world powerWorld War I

Unit 8 Change and ConflictThe Jazz AgeThe Depression and the New DealAmerica and World War II

Unit 9 Challenges at Home and AbroadThe Cold War EraThe Civil Rights EraThe Vietnam Era

Unit 10 America in a Modern EraAmerica in the 1970’sNew ChallengesST. PAUL LUTHERAN

GRADE 7/8 (Year 2)


PAGE 1

TIME ALLOTMENT / CALENDAR45 minutes per day5 days per week

AN OVERVIEW: Geography

The class will be held on alternate years, alternating with the United States History class. All students in grades 7 and 8 will partake in both of these classes.

LEARNER OUTCOMES (Geography):By the end of the year, each student will:

1. Understand similarities and differences within groups of people.

2. Examine aspects of culture and how culture influences human behavior.

3. Increase their knowledge of the past and of historical concepts.

4. Begin to learn how individual experiences, social values, and cultural traditions influence interpretations of the past.

5. Relate their personal experiences to happenings in other environments.

6. Increase their abstract thought when analyzing human behavior in relation to physical and cultural environments.

7. Become aware of how social processes influence a person’s identity.

8. Begin to view themselves in relationship to others.

9.Be able to use their understanding to suggest how institutions can work for a common good for all people.

10. Become aware of the vital role that institutions play in people’s lives, discovering what forces control and influence people and how humans react to these forces.

11.Identify the purposes and characteristics of various types of government and how people try to resolve conflicts.

12. Apply what they have learned about rights and responsibilities in more complex contexts.

13.Learn how trade and government economic policies develop.

14. Increase their knowledge of economic concepts, principles, and reasoning.ST. PAUL LUTHERAN

GRADE 7/8 (Year 2)


PAGE 2

LEARNER OUTCOMES (continued):

15. Research the complex relationships among technology, human values, and behavior.

16. Learn how technology and science have brought change and how often they have challenged accepted societal beliefs.

17. Analyze emerging global issues in many different fields.

18. Analyze the interactions of states and countries and respond to global events and changes.

19. Learn about civic participation and the role of the citizen within his or her community, country, and world.

20. Broaden their understanding to analyze and evaluate relationships between civic ideals and practices.


Exploring Our World: People, Places, and Cultures Glencoe; Columbus, OH; 2010 Video programs and United Streaming, www.discoveryeducation.com Student Atlas of the World: National Geographic, Washington DC 2009 Interactive Geography Activities: Glencoe Outline maps Resource Book: Glencoe Other various reference materials brought in by the teacher from Internet or other

sources.

TEACHING AND LEARNING PROCEDURES:1. Use of video presentations to aid learning.2. Question and answer and class discussion techniques.3. Teacher led explanations and presentations.4. Self-study units and student research.5. Class debates6. Essays

COURSE OUTLINE:

Unit 1: The WorldUsing geography skillsEarth’s physical geographyEarth’s human and cultural geography

ST. PAUL LUTHERAN

GRADE 7/8 (Year 2)

http://www.discoveryeducation.com/


PAGE 3

COURSE OUTLINE (continued):Unit 2 The United States and CanadaPhysical geography of the United States and CanadaHistory and cultures of the United States and CanadaThe United States and Canada today

Unit 3 Latin AmericaPhysical geography of Latin AmericaHistory and cultures of Latin AmericaLatin America today

Unit 4 EuropePhysical geography of EuropeHistory and cultures of EuropeEurope today

Unit 5 RussiaPhysical geography of RussiaHistory and cultures of RussiaRussia today

Unit 6 North Africa, Southwest Asia, and Central AsiaPhysical geography of North Africa, Southwest Asia, and Central AsiaHistory and cultures of North Africa, Southwest Asia, and Central AsiaNorth Africa, Southwest Asia, and Central Asia today

Unit 7 Africa South of the SaharaPhysical geography of Africa South of the SaharaHistory and cultures of Africa South of the SaharaAfrica South of the Sahara today

Unit 8 South AsiaPhysical geography of South AsiaHistory and cultures of South AsiaSouth Asia today

Unit 9 East Asia and Southeast AsiaPhysical geography of East Asia and Southeast AsiaHistory and cultures of East Asia and Southeast AsiaEast Asia and Southeast Asia today

Unit 10 Australia, Oceania, and AntarcticaPhysical geography of Australia, Oceania, and AntarcticaHistory and cultures of Australia, Oceania, and AntarcticaAustralia, Oceania, and Antarctica today.

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