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2004 Mississippi Social Studies Framework and Guide

KINDERGARTEN(Self/Home)

The major emphasis of kindergarten is to provide socialization experiences that help children bridge their home life with the group life of school. Teachers are preparing students to operate successfully in the 21st century. This is done by sensitizing children to a world of many diverse people, cultures, and changing environments.

Children need to begin to learn that rules are required for orderly social relationships. Awareness of self should be developed through face-to-face, successful experiences. Additionally, the concepts of self-esteem and citizenship skills should go hand-in-hand. Kindergarten focuses on the child and the home. Starting with what children know, comparisons can be made to broaden their world. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands.

The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child’s immediate geographic world and expanding to the world using history, civics, and economics to develop the child’s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world.

Competencies may be taught thematically, chronologically, geographically, or in any other format a district develops. The competencies are required to be taught. The competencies combine the following strands: civics, history, geography, and economics. Competencies may be taught throughout the year in any order and may be combined with other competencies. Competencies are not ranked in order of importance; rather the sequence of competencies relates to the broader K-12 framework. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills.

The suggested objectives are optional, not mandatory. Objectives indicate skills that enable fulfillment of competencies, describe competencies in further detail, or show the progression of concepts throughout the grades. School districts may adopt the objectives, modify them, and are encouraged to write their own objectives to meet the needs of students in their school district.

Kindergarten 1


KINDERGARTEN(Self/Home)

STRANDS: (C-Civics) (H-History) (G-Geography) (E-Economics)

COMPETENCIES and Suggested Objectives

1. Develop an understanding of self/home in relationship to the expanding horizon theme. (C, H)

a. Identify the student's role in his/her immediate family.b. Recognize non-traditional families (e.g., single parent, foster, etc.).c. Describe personal physical changes over time (e.g., growing up).d. Recognize varieties of family life and cultures (e.g., rural, urban, national, international {For

Example: Japan}).e. Identify student responsibilities at home and school (e.g., chores, completing tasks, following

directions, etc.).

2. Acquire the characteristics to be a responsible citizen in the United States. (C, H, G, E)

a. Explain the purpose of rules and laws and why they are important in the home and classroom.b. Recognize authority figures in the home and school.c. Identify state and national symbols (e.g., Mississippi state symbols, United States flag, American

eagle, historical figures, proper civic protocol, etc.).d. Discuss waste vs. non-waste (e.g., garbage, paper, plastic, recycling, consumable, non-

consumable).e. Discover the relationship among people, places, and environments (e.g., importance of following

rules, safety, manners, etc.).f. Recognize responsibilities of the individual (e.g., courteous public behavior, honesty, self-

control, respect for the rights and property of others, etc.).

3. Demonstrate the ability to use social studies tools (e.g., timelines, bar graphs, globes, classroom maps, etc). (C, H, G)

a.Recognize and apply terms related to location, direction, size, and distance (e.g., up, down, left, right, here, there, etc.).

b.Recognize the globe as a representation of Earth.c.Recognize a map as a pictorial representation of reality (e.g., the classroom, city, etc.).d. Identify cardinal directions.

4. Identify the interdependence of economics (self/family). (C, G, E)

___ Kindergarten 2


a.Classify primary land uses (e.g., farming, livestock, fishing, residential, recreation, etc.).b.State the needs and wants of self and family as consumers (e.g., food [need], toy [want],

shelter [need], castle [want], etc.).c.State the scarcity of resources in the classroom/home environment

(e.g., pencils, paper, etc.).d.State the opportunity cost of choices made in the home environment

(e.g., change, watch television or play outside, etc.).e.State the goods and services provided by family producers. f. State the division of labor within the classroom/home environment (e.g., making an art project,

using an assembly line, classroom and community helpers, etc.).

5. Integrate, connect and apply social studies into other subject areas and everyday life. (C, H, G)

a. Identify settings of read-aloud stories as geographic locations (e.g., Grandfather’s Journey –Japan).b. Recognize that various cultures utilize different styles of writing (e.g., Japanese alphabet vs.

English alphabet).c. Recognize that countries are different sizes and shapes (e.g., islands of Japan vs. mainland

United States).d. Recognize that various cultures enjoy different styles of music, art, dress, food and languages.

*Review italicized words when teaching the concepts.

Grade Level: Kindergarten

___ Kindergarten 3


Unit Theme: Me

Comp. Obj.Suggested

Teaching StrategiesSuggested

Assessment

12

3

4

1

14

34

5

13

3

4

5

14

a, c, ef

c

e

c

cf

ec

a, d

ce

c

b

a, c

a, b, dd

Using the paintbrush program or another drawing program students will draw a picture of themselves including the roles they have in the family. (ISTE 1, 2, 3, 4, 6)

Have students create a map of their room.

Using a teacher-made chart with digital pictures of local businesses, the class will vote by keying their name under the local business they want to visit. (ISTE 1, 2)

Using butcher paper, outline students and let them draw what they will look like later on in life.

Using an assembly line model, have students create a classroom book of artwork, describing themselves by utilizing an assembly line of classroom helpers.

In a whole group activity, the teacher will use a computer connected to a TV or projection device to help students graph, using a spreadsheet program, and discuss school supplies used by each student. Determine which ones were used most or least by using the term scarcity. (ISTE 1, 2, 3)

Allow students to compare themselves to children from stories set in other cultures.

Have students bring in photographs that can be put in chronological order. State the differences in physical appearance from picture to picture.

Have students use blocks, kitchen centers, or other manipulatives to create a representation of a room in their home. Name orally what each object represents.

Use magazines or other materials to cut pictures of needs and wants. Discuss as a class and put into a collage of needs and a collage of wants.

Read stories aloud and have children compare settings in stories to where they live. Identify the similarities and differences in areas.

Read and discuss a story about a child or a family. Discuss the family roles of the characters.

Teacher observation

Rubric

Performance- based assessment

Performance-based assessment

Rubric

Teacher observation

Teacher observation


Teacher observation

Performance-based assessment;

Teacher observation

Graphic organizer

Teacher observation

Grade Level: KindergartenUnit Theme: Families

___ Kindergarten 4


Comp. Obj.Suggested


Assessment

1

135

3

4

34

14

2

2

15

51

51

b

db, c, d

c, d

a, c, d

d

eb

da

a, e, f

d, f

dd

dd

dd

Using the paintbrush program or another drawing program, students will create a family album. Discuss types of families when children show their books. (ISTE 1, 2, 3, 4, 6)

Read a story about a family of a different culture, find the country on a map and use Internet resources to locate the country on a map online. (ISTE 1, 2, 3)

http://www.national/geographic.com/xpeditions

Create a map of the home to learn up, down, left, right, north, south, east, west, etc.

Discuss the “opportunity costs” students make everyday (e.g., wanting to buy candy now and not saving to buy a toy later).

Create a chart of needs and wants of students and families. Discuss the differences between needs and wants.

Have students match different types of families to the type of primary land use associated with them (e.g., fisherman – pond, rancher – field, family – house, etc.).

Have students discuss rules at home and school. Which rules are similar and which rules are different? Discuss the importance of following rules.

Watch a video about recycling. Discuss recycling and identify materials that can be recycled by the family. (ISTE 1)

Compare families from culture to culture through reading books.

At the listening center, use a teacher recorded cassette tape of two short stories about families from different cultures. At the end of the tape, have tasks for student to draw to illustrate differences in cultures. (ISTE 1)

Listen to a story on the computer about a person of a different culture. The students will draw a picture to illustrate one difference from the culture depicted in the story and their culture. (ISTE 1, 2, 3)

http://www.tumblebooks.com

Rubric

Fixed response

Teacher observation

Teacher observation

Teacher observation

Criterion-referenced assessment

Graphic organizer

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Grade Level: KindergartenUnit Theme: I’m A Good Citizen

Suggested Suggested ___ Kindergarten 5

http://www.tumblebooks.com/

http://www.national/geographic.com/xpeditions


Comp. Obj. Teaching Strategies Assessment

12

2

2

2

2

2

2

4

2

4

15

aa, e, f

b, e, f

b, e, f

c

c

c

d

c

a, e, f

a

da, d

Discuss what rules are and why we have them. Have students help create classroom rules.

Have students help generate a list of authority figures and what their responsibilities are; have students discuss how they can help these figures.

Have authority figures come to class and speak about their role.

Read a story about United States symbols (e.g., flag, eagle, George Washington, etc.).

Have students learn and understand the vocabulary of the “Pledge of Allegiance” and the proper protocol of a good citizen (e.g., hand-over-heart, hat off, no talking during the national anthem, etc.).

Use a cassette or CD player to teach patriotic songs (e.g., national anthem, etc.) and why they are used. Students will listen and sing along at the listening center. (ISTE 1)

Discuss and practice classifying waste and non-waste and why this is important.

Discuss school supplies that are limited (e.g., crayons, paper, pencils), then discuss the concepts of sharing and conservation.

Read Pinocchio. Have a discussion about honesty. Discuss the consequences of dishonesty and honesty.

Discuss how land is used by creating a matching game.For Example:Pond - FishingNeighborhood - homesField - farmTennis court - recreation

Read stories aloud about other cultures/countries. Identify behaviors that are practiced and compare to students’ cultures.

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation; Criterion-referenced assessment

Teacher observation

Grade Level: KindergartenUnit Theme: The World Around Us

___ Kindergarten 6


Comp. Obj.Suggested


Assessment

35

5

5

5

35

5

2

1

4

ba, c

b

b

b

a, bc

d

f

d

e

Read a story about a different geographical location. Identify and locate the setting on a map or globe.

Compare samples of writing from other cultures (e.g., Japanese, Egyptian hieroglyphics, Arabic, etc.) to English writing.

Using the Internet, the students will key in their name and watch it change from English to hieroglyphics. (ISTE 1)

http://www.quizland.com/hiero.htm

Students will use the language translator and key in their first and last name or other simple words and then translate the words to other languages to compare them. (ISTE 1)

http://www.freetranslation.com

Read about other countries. Demonstrate simple directions and compare size and shape using a globe or map.

Use literature, videos, or other technological resources to compare styles of music, art, dress, food, and languages.

Discuss responsibilities of students and compare to the responsibilities of characters in stories about other cultures.

Compare the student’s life to that of other cultures after gathering information through reading, watching videos, etc.

Visit a local business to discover how goods and services are created and obtained. Discuss events in sequential order.

Fixed response; Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Graphic organizer

Graphic organizer

Teacher observation

Grade Level: KindergartenUnit Theme: Manners Count

Comp. Obj.Suggested


Assessment

___ Kindergarten 7

http://www.freetranslation.com/

http://www.quizland.com/hiero.htm


1

1

2

2

14

15

a, e

a, e

a, b, e

e, f

ef

dd

Have students draw a picture of themselves doing something at home that they are responsible for (e.g., picking up toys, making their bed, etc.) and tell how this action helps the family.

Have students take digital pictures of themselves completing a task or a chore at home that they are responsible for doing. Insert the pictures into a word processing program and have students dictate sentences about the pictures. Have students key in the dictated sentences under the pictures.

Identify authority figures at home and school. Write letters to invite several authority figures to discuss the type of behavior that’s expected of the students.

Discuss the consequences of positive and negative behavior in relation to other people, places and environment.

Teacher posts a chart with student helpers and their responsibilities. Discuss expectations/duties with class and how specialization makes the process better.

Compare our culture with others (e.g., wearing shoes inside homes in Japan is not acceptable, etc.).

Performance assessment

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Graphic organizer

___ Kindergarten 8


FIRST GRADE(Family/School)

The emphasis in first grade is to help children understand family life and structure, as well as roles of family members in a global setting. These essential family activities help children meet basic psychological needs. Variations in the way families live should be studied, for example, rural/urban/suburban, self-employed, unemployed, single-parent, retired, and various housing options. Children should learn that the family is the primary support group for people everywhere.

The socialization to school initiated in kindergarten is extended to first grade. The necessity for rules and laws should be taught as a natural extension of orderly group life. History can be presented through the family life structure. Also, the children need to become aware of the world beyond their neighborhood by studying other cultures. The globe and simple maps may be introduced to promote learning of these geographical concepts and relationships. It is essential at this level for the children to have hands-on activities and experience. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands.

The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child’s immediate geographic world and expanding to the world, using history, civics, and economics to develop the child’s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world.



___ First Grade 9


FIRST GRADE(Family/School)



1. Develop an understanding of family/school in relationship to the expanding horizon theme. (C, H, G, E)

a.Discover relationships among people, places, and environments (e.g., families in the United States and Germany).

b.Explain the different ways that families express and transmit their values or beliefs (e.g., picture albums, videos, family stories, holiday traditions, etc.).

c. Identify student responsibilities at home and school (e.g., completing homework, following procedures, etc.).

d. Recognize varieties of family life and cultures (e.g., rural, urban, national, and international {For Example: Germany}, etc.).

2. Acquire the characteristics to be a responsible citizen. (C, H, E)

a.Demonstrate the voting process (e.g., by a show of hands, secret ballot, etc.).b.Explain the purpose/consequences of rules in the school and how and why authority is obtained.c.Explain why certain civic responsibilities (e.g., protocol such as manners, obeying rules, courteous

public behavior and studying historical figures, etc.) are important to the child, family, and school.

d. Recognize responsibilities of the individual (e.g., respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the democratic process, work for the common good, etc.).

3. Demonstrate the ability to use social studies tools (e.g., timelines, bar graphs, pictographs, globes, school maps, etc.). (C, H, G, E)

a.Identify time and space relevant to a student’s environment (e.g., home/school) by using social studies tools (e.g., maps, timelines, etc.).

b.Demonstrate and apply spatial and ecological perspectives to life situations (e.g., waste disposal within a family or school environment, etc.).

c. Identify and apply cardinal directions to maps.d. Recognize the globe as a representation of Earth.

4. Identify the interdependence of economics (self/family). (C, H, E)

a.Describe the needs and wants of students/family members as consumers.b.Describe the scarcity of resources within the home/classroom environment

(e.g., computers, etc.).c.Describe the opportunity cost of choices made in the home/classroom environment

(e.g., spending money for treats and not having money for lunch, etc.).d.Describe the goods and services provided by student, family, and school producers.e.Describe the division of labor within the home/classroom environment

(e.g., family helps make a holiday meal, etc.).

___ First Grade 10


5. Integrate, connect, and apply social studies into other subject areas and everyday life. (C, H, E)

a. Identify settings of read-aloud stories as geographic locations (e.g., German book of your choice, Pinocchio).

b. Identify children’s literature characters as members of various cultures (e.g., characters from German book).

c. Compare and contrast items from various cultures (e.g., German chocolate vs. American chocolate, clothing, currency, etc.).

d. Recognize that various cultures enjoy different styles of dance (e.g., German folk dance, etc.), music, art, dress, and language.


___ First Grade 11


Grade Level: FirstUnit Theme: I Am Responsible

Comp. Obj.Suggested


Assessment

125

1

2

1

2

4

2

ccb

c

c, d

c

c

e

a, c

Teacher will read aloud books demonstrating good character at school, home, and in the community.

Using an overhead projector, the teacher will list ways students can be responsible at school and at home, as students dictate sentences. Students will select one example from each list and key in the sentences using a word processing program. The students will draw a picture illustrating both examples.(ISTE 1)

Students will role play acts of good citizenship.

Teacher will make a bar graph to identify students who bring in homework assignments; at the end of the week reward students who turned in homework.

Discuss famous people who were/are good citizens and list qualities they have in common (e.g., George Washington, Susan B. Anthony, Martin Luther King, Jr., etc.).

Students will assist teacher in creating a power point by dictating in complete sentences activities that they have done during the week that are reflective of their job as a student (e.g., doing homework, demonstrating good behavior, etc.). (ISTE 1, 2, 3, 4, 5, 6)

Students will vote on a student of the week. This student should exhibit good character traits.

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

___ First Grade 12


Grade Level: FirstUnit Theme: Family Life

Comp. Obj.Suggested


Assessment

1

13

12

4

5

a, b, c, d

da

b, cb, c, d

d, e

c

Read and discuss a story related to family and home.

As a class, the students will identify their different types of homes. The teacher will demonstrate how to enter the data into a graphing program or a spreadsheet and create a graph. (ISTE 1, 2, 3)

List and discuss rules that students have at home.

Plan/take a field trip to a business where some of the students’ parents/relatives work. Use a digital camera to take pictures to illustrate division of labor. Discuss the different jobs (division of labor) at the work place/home and use a presentation tool to create a presentation. If a field trip is not possible, have parent/community resource people visit the classroom. (ISTE 1, 2, 3, 4, 6)

Compare and contrast different foods from other cultures (e.g., Mexican, Chinese, Italian, etc.).

Teacher observation

Chart/graph; Criterion-referenced assessment



Teacher observation

___ First Grade 13


Grade Level: FirstUnit Theme: We are the World

Comp. Obj.Suggested


Assessment

15

134

135

15

4

15

35

15

35

4

a, b, da

aab

a, b, dec

bd

a, b, c, d

ab, c, d

ad

db, d

da

e

Read a story and bring in resource people to discuss our country and other countries.

Prepare shadow boxes of different types of homes of other countries. Have students compare with their own home, noting similarities and differences.

Have a tasting party of foods from different countries. Using a spreadsheet program create a graph showing student’s favorite party food.(ISTE 1, 2, 3)

Using a cassette player or a CD player, students will learn songs from different countries. (ISTE 1)

Set up a store using simulated currency for exchange from other countries.

Compare children’s lives in Germany to children’s lives in the United States. Have students create a play, acting out the differences and similarities (e.g., first day of school, etc.).

Create posters of German words and the English equivalent (e.g., counting to ten, days of week, etc.). Using an online translation program, students will key in words and translate them. They may use a word processing program to enlarge the words to include on the posters. (ISTE 1, 2, 3,)

http://www.freetranslation.com

Using a VCR, show videos about other countries and discuss the different styles of dress, habitats and climate.(ISTE 1)

Students will locate settings of read aloud stories on a globe.

Read Follow an Ice Cream Cone Around the World by Neale S. Godfrey. Have the students use a world map to identify the countries or states where the natural resources in ice cream are found.

Teacher observation


Teacher observation



Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

___ First Grade 14

http://www.freetranslation.com/


Grade Level: FirstUnit Theme: School is Cool

Comp. Obj.Suggested


Assessment

1

3

2

1

4

345

123

a, c

a, c

b, c, d

a

e

aea

cb, c, d

b

Read aloud a book about a typical day in school. Using a computer prepare four pictures that illustrate student responsibilities during the school day and four pictures that represent responsibilities at home. The students will use a mouse to drag the pictures to the category that they represent. (ISTE 1, 2)

Use a compass and tour the school. Give the students a floor plan of the school. Make a map of their route from their classroom to other locations on campus. Demonstrate how to add the cardinal directions to the map and trace their route using a scanned floor plan on a computer that is connected to a TV or projection device. (ISTE 1, 2)

List and discuss school rules. Recite daily. Develop consequences/rewards for each rule.

Have students make up a story about their school and use a cassette recorder to record the stories. Allow students to listen to the stories. (ISTE 1)

Use the paintbrush program or another drawing program to draw a picture showing the division of labor producing school meals and write a description. (ISTE 1, 2, 3, 4, 6)

Make a class book about different locations at school and what people do at the different locations (e.g., office, lunchroom, library, etc.).

Use a video camera to video students as they dramatize different responsibilities (e.g., keeping the classroom, restroom clean, etc.). (ISTE 1)

Teacher observation

Teacher observation


Teacher observation



Teacher observation

___ First Grade 15


SECOND GRADE(School/Neighborhood)

Learning the importance of living in social groups in a global setting is the overall theme in second grade. The neighborhood is the students’ own place in space. They need to learn how this place in space interacts with the rest of the world. Through the study of the neighborhoods, the student will learn basic human relationships such as sharing and caring, helping others in time of need, and living harmoniously with others.

By studying people in groups (e.g., neighborhoods) and in social functions, education, production, consumption, communication, and transportation will be understood. The necessity for rules and laws should be stressed and illustrated by examples from the everyday lives of children. Geographic concepts should be included, as well as studies of other cultures for a global perspective. Contrasting neighborhood life today with that of the past should be included to provide a historical perspective for the student. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands.




___ First Grade 16


SECOND GRADE(School/Neighborhood)



1. Develop an understanding of school/neighborhoods in relationship to the expanding horizon theme. (C, H, G, E)

a.Compare and contrast selected neighborhoods (e.g., local schools/neighborhoodsand Chinese schools/neighborhoods, etc.).

b.Specify roles of different community helpers.c.Represent the relationship among people, places, and environments (e.g., school and

neighborhoods through time, etc.).d. Identify student responsibilities at home, school, and in the neighborhood (e.g., homework,

school supplies, following procedures, neighborhood awareness {neighborhood cleanup, home safety}, etc.).

e. Recognize varieties of family life and cultures (e.g., rural, urban, national, and international {For Example: China}, etc.).

2. Acquire the characteristics to be a responsible citizen. (C, H, E)a. Explain the importance of Americans sharing history and supporting certain values, principles,

and beliefs (e.g., holidays, democracy, historical figures, constitution, etc.).b. Describe diversity in the United States and identify its benefits (e.g., cultural traditions and

practices, variety of viewpoints, new ideas, etc.).c. Explain why certain civic responsibilities (For Example: civic protocol, studying historical figures,

etc.) are important to students in their school/neighborhood (e.g., littering, caring for the elderly, courteous public behavior, etc.).

d. Recognize responsibilities of the individual (e.g., respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the democratic process, work for the common good, etc.).

3. Demonstrate the ability to use social studies tools (e.g., timelines, compass, maps, globes, graphs, etc.). (C, H, G, E)

a.Identify time and space relevant to a student’s environment (e.g., school/neighborhood, etc.) by using social studies tools (e.g., maps, timelines, etc.).

b.Demonstrate and apply spatial and ecological perspectives to life situations (e.g., location of waste disposal, etc.).

c. Identify and apply cardinal directions.

___ Second Grade 17


4. Identify the interdependence of economics (self/family). (C, H, E)

a.Recognize resources and scarcity of resources within a neighborhood environment (e.g., parks, water during drought, etc.).

b.Describe the needs and wants of neighborhood consumers (e.g., drinking water [need], water for a swimming pool [want], etc.).

c.Describe the division of labor within a school/neighborhood environment (e.g., planning a neighborhood garage sale, etc.).

d.Identify goods and services provided by neighborhoods (e.g., goods are objects [cookies], services are actions [bakery], etc.).

e.Describe the opportunity cost of choices (e.g., keeping a job and staying in the neighborhood or relocating, etc.).

5. Integrate, connect and apply social studies into other subject areas and everyday life. (C, H, G)

a. Identify story elements of read-aloud stories from various cultures (e.g., The Last Dragon).b. Compare and contrast various styles of art and music from different cultures (e.g., China).c. Create a story based on facts presented about life in a different country (e.g., China).d. Construct a picture using materials from various countries (e.g., tangrams, chopsticks from

China, etc.).

* Review italicized words when teaching the concepts.

___ Second Grade 18


Grade Level: SecondUnit Theme: I Am A Good Neighbor

Comp. Obj.Suggested


Assessment

2

1

1

125

12

2

2

4

c, d

b

b

a, c, ea, b

a

ca

c, d

c

a

Use Internet sources to read about “International Good Neighbor Day.” Discuss qualities that make people good neighbors (e.g., cleanliness, consideration, cooperation, friendliness, honesty, respect for others, etc.). (ISTE 5)

Have neighborhood community helpers visit the classroom to explain their jobs.

Have children write a story about a neighborhood community helper and use peer editing. Have students key in the story in a word processing program and illustrate. (ISTE 1, 2, 3)

Read stories about neighbors. Discuss the similarities and differences between the types of neighbors in the present and past.

Have students research the “good neighbor” in their neighborhood through time. Use digital pictures and a word processing program to document information. (ISTE 1, 2, 3, 4, 6)

Have students dramatize and/or video tape appropriate and inappropriate public “neighborly” behavior. (ISTE 1) For a one-week period have students document, through video recordings, pictures, or digital pictures, ways that they are good neighbors. Have students use word processing software or a presentation tool to create a book or a presentation depicting them as good neighbors. (ISTE 1, 2, 3, 4, 5, 6)

Internet resource to create rubrics - http://www.rubistar4teachers.org/index.php

Read and discuss The Giving Tree by Shel Silverstein. Have students make a list of all natural resources that the tree gave to the boy. Discuss appreciation and have students write a note of appreciation to the tree.

Teacher observation

Teacher observation

Rubric

Graphic organizer

Teacher observation


Rubric

Teacher observation

___ Second Grade 19

http://www.rubistar4teachers.org/index.php


Grade Level: SecondUnit Theme: We are the Neighborhood

Comp. Obj.Suggested


Assessment

1234

1235

2

34

12

3

124

13

3

ac

a, ba, b, d

a, c, ebbc

c

ba

eb

a

a, b, ebd

ca

c

Take a walk around the neighborhood and take digital pictures. Use word processing software to key in the following:

what students saw. what students heard. what students smelled on the trip.

(ISTE 1, 2, 3, 4, 5, 6)

Contact a class from another area or country to send email messages. Exchange pictures of each class’ school and neighborhood. (ISTE 1, 2, 3, 4, 5, 6)

http://www.epals.com

Have students list attributes of a good neighbor.

Establish a clean class club. Recycle old phone books or cans. Discuss how this helps the neighborhood.

On the Internet, communicate with key pals who also have neighborhood projects. (ISTE 1, 2, 3, 4, 5, 6)

Have children make a play dough map of their neighborhood or the neighborhood of the school.

Invite owners of local ethnic restaurants to talk about the food and neighborhoods of their country.

Working collaboratively in groups with teacher,research and study neighborhoods through time and around the world. (ISTE 1, 2, 3, 5)Use research tools:

Online sources Library sources Other relevant sources

Play a game in which partners use direction words (cardinal directions) to explain how to get from one place to another (e.g., from school to home, etc.). Have students create a map for their partner to use.



Teacher observation

KWL

Rubric

Teacher observation

Teacher observation

Teacher observation

Teacher observation; Rubric

___ Second Grade 20

http://www.epals.com/


Grade Level: SecondUnit Theme: The World around Me

Comp. Obj.Suggested


Assessment

4

1245

4

135

34

13

15

15

b

a, ec

a, bc

c, d

a, ebc

ae

ea

ea

eb

Define needs and wants. Given a list of items, students will categorize the items.

Design a program highlighting the Chinese-Americans who live in your neighborhood or the different types of neighborhoods found in China. Research cultural resources (e.g., food, shelter, government, transportation, family structure, currency, waste disposal, clothing, language of China, etc.). (ISTE 1, 2, 3, 5)Use research tools:

Online sources Library sources Other relevant sources http://artsedge.kennedy-center.org/nso/asian/

culture/culture.html

Discuss fortune cookies from creation to production to show division of labor and resources used.

Research different neighborhoods to compare and contrast different neighborhoods in China withdifferent neighborhoods in the United States. Create posters, a video, or a book showing the results of the research. (ISTE 1, 2, 3, 5)Use research tools:


Have students investigate availability of jobs in their area and graph the results.

Construct a diorama of family life of another cultureand compare to life in the United States.

Read stories about other cultures. Have students complete a story map that includes all story elements. Emphasize similarities and differences in the United States.

Use graphic organizing software to construct a Venn diagram of various art and music elements from different cultures and compare to the United States. (ISTE 1, 2, 3, 5)

http://www.graphic.org

Teacher observation

Performance-based assessment;

KWL

Timeline

Graphic organizer

Rubric


Teacher observation

Graphic organizer

___ Second Grade 21

http://www.graphic.org/

http://artsedge.kennedy-center.org/nso/asian/culture/culture.html

http://artsedge.kennedy-center.org/nso/asian/culture/culture.html


Grade Level: SecondUnit Theme: The World around Me, continued

Comp. Obj.Suggested


Assessment

15

15

ec

ed

Research a country other than the United States and write a story that includes facts about life in that country. Compare findings with that of the United States. (ISTE 1, 2, 3, 5)Use research tools:


Have students gather materials from other countries to use in an art activity (e.g., use chopsticks to create a Chinese garden, etc.).

Rubric


___ Second Grade 22


Grade Level: SecondUnit Theme: Responsibility

Comp. Obj.Suggested


Assessment

1

2

12

23

45

d

c, d

dc, d

da

a, ba

Discuss student responsibilities. Have students work collaboratively in groups using word processing software to develop a procedures handbook for school/classroom rules and responsibilities. (ISTE 1, 2, 3, 6)

Have students participate in behavior management awards program (e.g., pizza parties, ice cream, etc.)for taking responsibility for their actions.

Have students look for “acts” of responsibility they have witnessed. Chart these acts on a poster and display in the room.

Have students create a schedule of daily routines. Include a graph created through the use of a spreadsheet program of how often a certain activity occurs. (ISTE 1, 2, 3)

Read Alexander Who Used to be Rich Last Sunday by Judith Viorst. Discuss money responsibilities and the need to make choices in spending.

Rubric; Handbook evaluation

Teacher observation

Teacher observation

Rubric

Teacher observation

___ Second Grade 23


THIRD GRADE(Community/Local Government)

The focus of study at the third grade level is the community in a global setting. Many aspects of social living take place in the community, which provides an excellent laboratory for the study of social life. Social functions such as production, transportation, distribution, communication, and government, including their international connections, should be emphasized. At the local, national, and international levels, the concepts of dependence and interdependence can be stressed. The global community must also be given some attention. Geographic concepts and skills should be extended to include the interactions of human beings with the environment. Map reading skills and place location should be mastered. Emphasis should be given to the study of the history of the local community. The relevant social history and biographies of prominent local citizens are especially important. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands.

The social studies curriculum should be taught in a developmental sequence. This means that the instruction proceeds from the simple to the complex, beginning with the child’s immediate geographic world and expanding to the world using history, civics, and economics to develop the child’s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world.

Competencies may be taught thematically, chronologically, geographically, or in any other format a district develops. The competencies are required to be taught. The competencies combine these strands: civics, history, geography, and economics. Competencies may be taught throughout the year in any order and may be combined with other competencies. Competencies are not ranked in order of importance; rather the sequence of competencies relates to the broader K-12 framework. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills.


___ Second Grade 24


THIRD GRADE(Community/Local Government)



1. Develop an understanding of community/local government in relationship to the expanding horizon theme. (C, H, G, E)

a.Describe relationships among people, places, and environments (e.g., local communities and Kenya, etc.).

b.Describe how human activities alter the environment (e.g., reservoirs, dams, slash and burn forests, construction).

c. Identify historical figures in local communities and explain their characteristics and significance.d.Describe local community life through history.e.Compare selected communities in North America and other areas.f. Identify student responsibilities at home, school, and community

(e.g., homework, school supplies, procedures, school/community drives).g. Recognize varieties of family life and cultures (e.g., rural, urban, national, and international

{For Example: Kenya}).

2. Acquire the characteristics to be a responsible citizen in the United States. (C, H, G, E)

a.Define the necessity and purpose(s) of government in a community.b.Recognize that there are different forms of government in different communities around the world.c.Explain the purpose of rules and laws and why they are important to a community

(e.g., recycling, energy conservation, courteous public behavior, etc.).d.Identify some important beliefs commonly held by Americans about themselves and their

government (e.g., individual rights and freedoms, common good, respect for law, importance of work, education, volunteerism, conflict resolution, etc.).

e.Explain the most important responsibilities of local government to the community.f. Explain why certain civic responsibilities (e.g., civic protocol, and studying historical figures, etc.)

are important to individuals and to the community.g. Recognize responsibilities of the individual as they relate to the student's community

(e.g., respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the democratic process, work for the common good, etc.).

3. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, compasses, graphs, technological resources, grids, schedules, etc.). (C, H, G, E) a.Use maps and globes to find relative and absolute locations in regard to different communities

(e.g., spatial perspective, longitude, latitude, etc.).b.Show movement of products/people in a community and surrounding areas.c. Identify time and space relevant to a student’s community (e.g., school and community) by using

social studies tools (e.g., timelines, maps, etc.).d.Demonstrate and apply spatial and ecological perspectives in life situations (e.g., locating waste

disposal in your community, etc.).

e.Recognize that the world is divided into different communities (e.g., cultural, political, geographic, etc.).

___ Third Grade 25


f. Identify all cardinal and intermediate directions. g. Locate various geographical points using latitude and longitude (e.g., map of Africa).

4. Identify the interdependence of economics (self/family, school/neighborhood, and local). (C, H, E)

a.Identify the ways in which a community depends upon other communities to provide for its wants and needs and goods and services (e.g., goods are objects [car, shampoo], services are actions [auto repair, haircut]).

b.Identify resources and scarcity of resources within the community (e.g., water, waste disposal areas).

c.Describe the opportunity costs of choices made within the community (e.g., jobs and relocation, etc.).

d.Describe the division of labor within communities (e.g., awareness of jobs and careers).

5. Integrate, connect and apply social studies into other subject areas and everyday life. (G, H, C)

a. Identify story elements of read-aloud stories from various cultures (e.g., Mufaro’s Beautiful Daughter).

b. Compare and contrast various animals and their habitats from different countries (e.g., elephants, lions, zebras, desert, savannah, etc.).

c. Create a cultural artifact of another country/culture using geometric patterns (e.g., pictures, animals, masks).


___ Third Grade 26


Grade Level: ThirdUnit Theme: Our Town

Comp. Obj.Suggested


Assessment

2

13

4

4

123

2

12

a, c, d, e, f, g

aa, b, c,

da, b, c,

d

b, c, d

a, c, da, fc, e

c, d, g

fg

Have students simulate their town or community by:

setting up a comparable government by having students elect local officials utilizing the democratic process

preparing mural replica of the community creating a model of your community

Identify ways in which a community depends upon other communities to provide goods and services by:

interviewing local manufacturers and farmers to find out why they chose your community and possible opportunity costs of that decision

tracing the route of imported and exported local products or raw materials

Use a video camera or a cassette player to record an interview of local community members. Use a spreadsheet program to create a chart showing the different jobs. (ISTE 1, 2, 3, 4)

Research and identify the unique characteristics of the community. Create a book for the classroom, a walking tour, a map, or a video of the community. (ISTE 1, 2, 3, 5, 6)Use research tools:


Read “The Boy Who Cried Wolf.” Brainstorm real life community situations that pertain to being honest in a community.

.

Use the paintbrush program or another drawing program to illustrate ways students can be responsible for home, school, and community. Use a word processing program to describe the illustrations. (ISTE 1, 2, 3, 4, 6)

Rubric

Teacher observation; Performance-based assessment; KWL chart

Performance-based assessment; Teacher observation; Rubric

Performance-based assessment; Teacher observation; Rubric

Teacher observation

Teacher observation

___ Third Grade 27


Grade Level: ThirdUnit Theme: Our Community Long Ago

Comp. Obj.Suggested


Assessment

2

13

1

1

3

13

14

d

dc, d

c, d

c, d

a, b

a, b, ed

aa

Discuss beliefs held long ago and common to each other.

Create a timeline of community events of the past.

Role-play historical characters in the community using drama props.

Research people indigenous to the community.(ISTE 1, 2, 5, 6)Use research tools:


Research modes of transportation taken by early settlers of the community and trace their points of origin on a globe and/or map. (ISTE 1, 2, 5, 6)Use research tools:


Discuss how early settlers treated their environment and how the environment has been altered by human activities.

Trace how early settlers grew from self-sufficiency to interdependence with outside communities.

Teacher observation

Performance-based assessment; Rubric

Teacher observation



Teacher observation


___ Third Grade 28


Grade Level: ThirdUnit Theme: What Makes a Great Community

Comp. Obj,Suggested


Assessment

12

12

12

12

4

3

2

2

2

15

ac

ac

ac

ac

a, d

b

g

g

f, g

a, ga

Discuss community and belongingness in the classroom and in the community.

As a class, build complement quilts from construction paper.

Celebrate personal occasions.

Send kind-o-grams (e.g., posters, letters to classmates, etc.). Send get well cards and classroom happies to classmates and local neighbors.

Use a word processing program or other software to produce and distribute a “brag” newsletter, highlighting community cooperation, etc. (ISTE 1, 2, 3, 6)

In collaborative groups, students will use visual mapping software to create a double bubble map to compare/contrast different products of their community. (ISTE 1, 2, 3, 5, 6)

http://rubistar.4teachers.org/index.php http://www.mm.ocps.net/maps.htm (Thinking

Maps) http://www.sdcoe.k12.ca.us/score/actbank/

torganiz.htm (graphic organizers)

Working in collaborative groups students will use word processing program or another desktop publishing software to create a booklet of community leaders that made a difference in the local community. (ISTE 1, 2, 3, 6)

http://rubistar.4teachers.org/index.php

Dramatize the proper protocol when on a field trip with the class or family.

Discuss why it is important to participate in the voting process.

Discuss stories about communities.

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Teacher observation

Rubric

Rubric


Teacher observation

Teacher observation

___ Third Grade 29


http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm


http://www.mm.ocps.net/maps.htm



Grade Level: ThirdUnit Theme: It’s a Small World After All

Comp. Obj.Suggested


Assessment

234

3

1

4

3

5

5

5

5

1

3

b, d, g, a, c, da, b

a, c, e

a

b

a, e

a

b

b

c

g

f

Compare and contrast your community with an African community (Kenya and/or another country – families, human resources, schools, food, customs, climate, currency, jobs, size, location, exports, imports, waste disposals).

Research countries using resource materials (e.g., Internet, library, reference tools, etc.). (ISTE 1, 2, 5, 6)Use research tools:


Schedule a dress up day. Research folk customs from Kenya. (ISTE 1, 2, 5, 6)Use research tools:


Taste foods from Kenya (and any other African country). Have local resource people speak. (Travel agents are a good resource.)

Using latitude and longitude create a map of Kenya to point out specific cities within the country.

Read The World Around Us, aloud to students. Describe story elements Dramatize story

Show video of different animal habitats.

Design a habitat for different animals of different countries.

Use visual mapping software to develop an artifact by creating a graphic organizer showing likeness and differences in people of the world. (ISTE 1, 2, 3, 5, 6)

http://rubistar.4teachers.org/index.php http://www.mm.ocps.net/maps.htm (Thinking

Maps) http://www.sdcoe.k12.ca.us/score/actbank/


Demonstrate different lifestyles of rural and urban people.

Construct a compass and label cardinal and intermediate directions. Use the compass to label the room accordingly.



Teacher observation

Teacher observation


Teacher observation

Teacher observation


Performance-based assessment; Graphic organizer

Teacher observation


___ Third Grade 30






FOURTH GRADE(Mississippi Studies)

The major emphasis of the fourth grade curriculum is Mississippi as an area of the earth and a political region. Mississippi can be studied in various contexts, including physical features, climate, agricultural production, industrial development, and economic productivity. Cultural regions of the past and present should be included. All the basic social studies tools such as a map, a compass, and a globe should be utilized. History should be included in units of study to show how Mississippi has changed over time. Economic concepts such as resources, scarcity, and exchange should be used to show how regions in Mississippi and the world interact. Additionally, civic concepts should be developed and applied to those skills necessary for citizenship participation in a democratic society. Teachers are preparing students to operate successfully in the 21st century. This is done by sensitizing children to many diverse people, cultures, and changing environments. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands.




___ Third Grade 31


FOURTH GRADE(Mississippi Studies)



1. Develop an understanding of the state in relationship to the expanding horizon theme. (C, H, G, E)

a.Describe the history of people who first lived in Mississippi.b.Assess the impact of the first European explorers in Mississippi.c.Evaluate the impact and interactions among all groups throughout the history of Mississippi (e.g.,

European, African, Asian, Native Americans, etc.).d.Identify the ideas and individuals that were significant in the development of Mississippi and that

helped to forge its unique identity (e.g., cotton as king, Mississippi waterways, music, literature, etc.).

e.Explain the connections between Mississippi and other states (e.g., economic, political borders, etc.).

2. Acquire the characteristics to be a responsible citizen at the local, state, national and international level. (C, H, G, E)

a. Explain the functions, responsibilities, and histories of governments.b. Explain the process of electing local and state officials.c. Explain the student's role as a responsible citizen (e.g., justice, equality, responsibility,

freedom, integrity, loyalty, honesty, diversity, compassion, fairness, courage, authority, rule of law, etc.).

d. Recognize responsibilities of the individual at home school, community and state(e.g., courteous public behavior, respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the democratic process, and work for the common good).

3. Demonstrate the ability to use social studies tools (e.g., timelines, maps, primary sources, globes, compasses, graphs, technological resources, grids, schedules, etc.). (C, H, G, E)

a.Describe relationships among people, places, and environments (e.g., the Delta and the blues, etc.).

b.Demonstrate spatial and ecological perspectives to life situations (e.g., location of waste disposals in the state, wetlands, forest areas, etc.).

c.Locate Mississippi in relation to other states.d.Identify time relevant to the student's environment (e.g., home/school) by using social studies tools

(e.g., maps, timelines, graphs, etc.).e. Review cardinal and intermediate directions. f. Recognize space relevant to a student's environment (e.g., home/school, etc.) by using social

studies tools (e.g., cardinal directions, map legends, etc.).f. Sequence historical events in proper chronological order (e.g., Battle of Vicksburg, etc.).h. Locate various places in Mississippi using a grid (e.g., city or state map).

___ Fourth Grade 32


4. Identify the interdependence of economics (self, family, local, and state).(C, H, G, E)

a.Compare the resources and scarcity of resources in a local region to other regions in Mississippi (e.g., Delta’s rich soil vs. coastal waters).

b.Compare the resources and scarcity of resources of regions in Mississippi to other state regions.c.Describe the division of labor within the state (e.g., government, industry, agriculture).d.Describe the opportunity cost of choices made within Mississippi (e.g., cotton farming vs. soybean,

pasture vs. manufacturing, beaches vs. casinos, landfill vs. park, etc.).

5. Integrate, connect, and apply social studies into other subject areas and everyday life. (G, H, C)

a.Identify story elements in read-aloud stories based on Mississippi (e.g., Steamboats on the MS).b.Identify various cultures in Mississippi (e.g., Native American).c.Measure the distance between geographical locations discussed within stories (e.g., Devil’s

Highway – measure distance traveled along The Natchez Trace).d.Identify regional soil types in Mississippi and investigate their effects on local agriculture.


___ Fourth Grade 33


Grade Level: FourthUnit Theme: Where Are We?

Comp. Obj.Suggested


Assessments

31

3

3

3

3

4

3

3

3

3

31

3

3

13

34

c, e, fe

b, e

b, h

e, f

a, b, c, d, e, f a,

b, d

a, b

a, b, c, e

a, b, d, e, h

a, b, e

a, b, de

a, b, c, e, f

a, b, f

ea, c, d,

e, f

a, b, ca, b, c

Draw a map or mural of the Earth, Western Hemisphere, United States regions, Southeastern states, Mississippi, county, city, and school.

Identify the hemispheres and the appropriate location of the continents.

Use two colors of yarn to form a grid of longitude and latitude on the playground or in the classroom.

Use a paintbrush program or another drawing program to draw a map of the Earth showing the seven continents, four oceans, and cardinal directions.(ISTE 1, 2, 3)

Collect and sort political, physical, and product maps of Mississippi.

Discuss and collect pictures to represent people, places, and environments of Mississippi.

Draw a map of the United States and color Mississippi.

Use a Mississippi highway map to locate counties, cities, the capitol, and other important locations.

Distribute blank Mississippi maps, and have students draw the main rivers.

Create a map of the United States and color each geographic region or have students ice a cake of the appropriate regions.

Provide maps of the geographic regions of Mississippi and have students color each region a different color and highlight the region in which they live. Make puzzles from these colored maps.

Make cookies in the shape of Mississippi and frost each region as the teacher calls it out. Eat each region as the teacher calls it out.

Draw an enlarged map of the geographic regions. Discuss the connection between geographic regions.

Locate and compare resources such as climate, soils, landforms, etc., among the regions.

Rubric


Teacher observation

Rubric



Teacher observation; Criterion-referenced Assessment




Teacher observation

Teacher observation



___ Fourth Grade 34


Grade Level: FourthUnit Theme: Where Are We? continued

Comp. Obj.Suggested


Assessments

34

3

a, b, ca, c, d

a, b, de

Research to locate and compare resources such as climate, soils, landforms, etc., among the regions. (ISTE 1, 2, 5, 6)Use research tools:


Use Internet resources to locate towns and cities in Mississippi.

http://www.mapquest.com


Teacher observation

___ Fourth Grade 35

http://www.mapquest.com/


Grade Level: FourthUnit Theme: Mississippi – Then and Now

Comp. Obj.Suggested


Assessment

13

134

13

13

13

13

13

a, ca, b, d

ab

a, d

aa, b

a, b, ca, d

a, b, ca, b

a, b, cb

a, b, ca, b, d

Divide the class into three groups, each group representing the major Native American tribes of Mississippi. Research and use word processing software to key in reports in skit form. Draw a pictorial map of Mississippi and show where each tribe lived, including minor and major tribes. (ISTE 1, 2, 3, 5, 6)Use research tools:


Use visual mapping software to create graphic organizers comparing three (3) major tribes (e.g., agriculture, home, life, hunting, legends, music, games, etc.). (ISTE 1, 2, 3)

http://rubistar.4teachers.org/index.php http://www.mm.ocps.net/maps.htm (Thinking Maps) http://www.sdcoe.k12.ca.us/score/actbank/


Use word processing software and digital pictures to create a pictorial story about a favorite Mississippi Native American tribe or use pictures from other sources to create a collage. (ISTE 1, 2, 3, 5, 6)

Begin a permanent timeline (using paper t-shirts, long strips of paper, or paper shapes of Mississippi) of events in Mississippi history.

Compare and contrast the explorations of Mississippi by the Spanish, French, and British explorers (Venn diagram).

Divide the class into three (3) groups of explorers (Spanish, French, and British) for research and create skits usingword processing software. (ISTE 1, 2, 3, 5, 6)Use research tools:


Use word processing software to write a journal about your imaginary travels with one of the early explorers and your first impressions of the Native Americans. Read students actual historical accounts of encounters. (ISTE 1, 2, 3)

Rubric, Criterion-referenced assessment

Criterion-referenced assessment; Constructed response; Graphic organizer

Constructed response

Teacher observation

Constructed response; Graphic organizer

Criterion-referenced assessment; Rubric

Constructed response

___ Fourth Grade 36






Grade Level: FourthUnit Theme: Mississippi -- Then and Now, continued

Comp. Obj.Suggested


Assessment

3

13

5

15

35

13

134

3

1

a

da, b, h

a

ab

e, fc

a, da, b, d

c, db, c, g

b

a, b, c, d

c, d

Collect pictures using magazines, postcards, cameras, or digital cameras representing Mississippi. Arrange on a bulletin board. (ISTE 1, 2)

Research famous Mississippians to sort and chart writers, musicians, entertainers, politicians, etc. on a map of Mississippi. (ISTE 1, 2, 3, 5)Use research tools:

Internet sources Library sources Other relevant sources

Create a story element poster chart of The Devil’s Highway by Stan Applegate.

Create a mural depicting the Choctaw and Chickasaw Indian tribes.

Create a chart measuring the mileage between Franklin, Tennessee and Natchez, Mississippi, based on the book The Devil’s Highway.

Take a field trip to visit Indian Mounds (e.g., Winterville, Natchez, etc.). Children will take pictures with digital cameras and use word processing software to create a news article to be published (e.g., school newspaper, local paper, website, etc.). (ISTE 1, 2, 3, 4, 5, 6)

Divide the class into groups to research important facts before, during, and after the Civil War. Createa mural or use word processing software to create a booklet. (ISTE 1, 2, 3, 5, 6)Use research tools:


Visit historic sites in Mississippi (e.g., Old Capitol Museum, Governor’s Mansion, etc.). Use the Internet to take virtual tours of historic places. (ISTE 1, 2, )

http://teacherexchange.mde.k12.ms.us/new/ resources/govmenu.htm

Students will select one famous Mississippian from a name bank. Research and use word processing software to create a report and illustrate. Prepare a mini-skit or a multimedia presentation to present to class. Share main details. (ISTE 1, 2, 3, 5, 6)

Teacher observation


Rubric

Teacher observation



Criterion-referenced assessment; Rubric; Constructed response

Teacher observation

Criterion-referenced assessment; Teacher observation; Rubric

___ Fourth Grade 37

http://teacherexchange.mde.k12.ms.us/new/resources/govmenu.htm

http://teacherexchange.mde.k12.ms.us/new/resources/govmenu.htm


Grade Level: FourthUnit Theme: We The People

Comp. Obj.Suggested


Assessment

23

2

2

2

2

5

aa

a

a, d

b, d

b, c, d

a

Draw a diagram of the functions and responsibilities of the state government. Include the names of people currently serving in those positions.

Research and identify the elected officials anddiscuss their roles in state government. Construct a diagram. (ISTE 1, 2, 5)Use research tools:


Invite speakers to visit the class to discuss their job in the state government. Have students use word processing software or another software such as Print shop to create thank-you notes to send to the speakers. (ISTE 1, 2, 3)

Research the process of electing state officials. (ISTE 1, 2, 3, 6)Use research tools:


Have students participate in a mock election. Select the office for which they are running, their platform, and their campaign. Vote in the mock election and tally the results. Use spreadsheet software to create a variety of charts to compare the results. (ISTE 1, 2, 3)

Read Mississippi Beau by Jo Prather and have students role play the story that the squirrel tells about his visit.



Teacher observation

Rubric

Teacher observation


___ Fourth Grade 38


Grade Level: FourthUnit Theme: Made in Mississippi

Comp. Obj.Suggested

Teaching ActivitiesSuggested

Assessment

3

4

134

34

345

13

a, b, c, e, fa, d

c, eb, h, fa, d

ba

a, bbd

ea, b, c

Create a map of Mississippi, including products and resources. Research why products and resources are in a particular region. (ISTE 1, 2, 3, 6)Use research tools:


Research Mississippi products (e.g., catfish, rice, etc.) Plot on a world map where products are shipped. Host a “Made in Mississippi Day.” (ISTE 1, 2, 3, 6)Use research tools:


Research and create a chart or poster describing important Mississippi resources or scarce resources. Use WordArt, digital pictures, etc. to decorate the poster.(ISTE 1, 2, 3, 4, 5, 6)Use research tools:


Create posters describing agricultural, industrial, rural, and urban communities in Mississippi. Use technology resources to enhance the appearance of the poster.(ISTE 1, 2)

Map the routes of Mississippi produced goods to other regions of the United States and the world.

Rubric

Criterion-referenced assessment; Open-response tasks

Rubric; Criterion-referenced assessment

Rubric; Criterion-referenced assessment; Open-response tasks

Rubric; Criterion-referenced assessment

___ Fourth Grade 39


Grade Level: FourthUnit Theme: Proud to be a Mississippian

Comp. Obj.Suggested


Assessment

13

3

35

12

14

c, ec

h

dc

dc, d

d a, c, d

Research students’ family background to trace their ancestry. Orally interview family members. Videotape or cassette record interview. Conduct a name search on the Internet – to identify the family crest and “coat of arms.” (ISTE 1, 2, 3, 4, 5, 6)Use research tools:

Online sources Library sources Other relevant sources http://www.rootsweb.com/~websites/

projects.html http://www.fleurdelis.com/coatofarms.htm

http://www.infokey.com/hon/origin.htm

Have the class create a grid representing their ancestral roots.

Have students create a yarn map from their roots to their home. Measure the distance using a map scale.

Create an “I Am Proud to be a Mississippian” Booklet.

Research a Mississippi career and use word processing software to create a report outlining the highlights of that career. Present the report to classmates by using a presentation tool such as PowerPoint (e.g., farmers, factory workers, government officials, educators, etc.). (ISTE 1, 2, 3, 5, 6)Use research tools:




Teacher observation

Rubric

Rubric

___ Fourth Grade 40

http://www.infokey.com/hon/origin.htm

http://www.fleurdelis.com/coatofarms.htm

http://www.rootsweb.com/~websites/projects.html

http://www.rootsweb.com/~websites/projects.html


___ Fourth Grade 41

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