learning targets aligned to the social studies competencies...personal finance and economic issues...

Social

Studies

Graduation Standard #1 - History Evaluate a variety of sources to apply knowledge of major eras, enduring themes, turning points and historical influences to analyze the forces of continuity and change in the community, the state, the United States and the world.

Graduation Standard #2 - Geography Analyze the physical, human and environmental geography of Georgia, the United States and various regions of the world to evaluate the interdependent relationships and challenges facing human systems in the past, present and future.

Graduation Standard #3 - Government Apply understanding of the ideals and purposes of founding documents, the principles and structures of the constitutional government in the United States, and the American political system to analyze interrelationships among civics, government and politics in the past and present in Georgia, the United States and the world.

Graduation Standard #4 - Economics Apply the concepts and processes from economics to issues of personal finance and economic issues in local, state, national and global markets.

Graduation Standard #5 - Application of Social Studies Processes, Knowledge, Skills and Civic Engagement Question, research, present and defend discipline-based processes and knowledge from civics, government, economics, geography and history in authentic contexts as well as apply the attributes of a responsible and active citizen to affect a real world issue based on

a local need.

Sample Learning Targets Aligned to the Henry County

Graduation Competencies

Elementary Grades

3-5

Ultimate Element Type: Reasoning

KNOWLEDGE: K1. Know and understand words and phrases related to chronology and time. K2. Know how everyday life can change over

time. K3. Know ways of life in specific historical time periods.

Student Friendly Learning Targets: K1. I can understand words and phrases related to

chronology and time. K2. I can describe how everyday life can change

over time. K3. I can identify ways of life in specific historical

time periods.

REASONING: R1. Explain words and phrases related to chronology and time. R2. Distinguish between items and events that

occur chronologically. R3. Describe ways of life in specific historical

time periods. R4. Explain patterns in ways of life from specific historical time periods. R5. Compare the similarities and differences in

life long ago and today.

Student Friendly Learning Targets: R1. I can understand words and phrases related to

chronology and time. R2. I can know how everyday life can change over

time. R3. I can know ways of life in specific historical time

periods.

PERFORMANCE SKILLS: S1. Distinguish between the positives and

negatives of life in specific historical time periods as compared to life today.

Student Friendly Learning Targets: S1. I can distinguish between the positives and

negatives of life in specific historical time periods as compared to life today.

History 1a Compare and contrast life in specific historical time periods to

life today.


KNOWLEDGE: K1. Know individuals (historical figures) and

groups who have shaped significant historical changes and continuities.

K2. Know that the actions of individuals (historical figures) and groups shaped significant historical changes and continuities.

K3. Know the meaning of positive character traits.

K4. Know characteristics of prominent historical figures and groups.

Student Friendly Learning Targets: K1. I can know individuals (historical figures) and

groups who have shaped significant historical changes and continuities.

K2. I can know that the actions of individuals (historical figures) and groups shaped significant historical changes and continuities.

K3. I can know the meaning of positive character traits.

K4. I can know characteristics of prominent historical figures and groups.

REASONING: R1. Analyze the contributions of individuals (historical figures) and groups. R2. Describe how the contributions of

individuals (historical figures) and groups impacted historical changes and continuities.

R3. Summarize the character traits of individuals (historical figures) and groups influenced their impact on society.

R4. Describe characteristics of prominent historical figures and groups.

Student Friendly Learning Targets: R1. I can identify individuals (historical figures) and

groups and their contributions to society. R2. I can analyze the contributions of individuals

(historical figures) and groups. R3. I can describe how the contributions of

individuals (historical figures) and groups impacted historical changes and continuities.

R4. I can explain how the character traits of individuals (historical figures) and groups influenced their impact on society.

R5. I can describe characteristics of prominent historical figures and groups.

PERFORMANCE SKILLS: S1. Participate in discussions relating to

similarities and differences of individuals and groups who have shaped significant historical changes and continuities.

Student Friendly Learning Targets: S1. I can participate in discussions relating to

similarities and differences of individuals and groups who have shaped significant historical changes and continuities.

History 1b Analyze similarities and differences of individuals and groups who

have shaped significant historical changes and continuities.


KNOWLEDGE: K1. Know facts, conditions and events of a given

historical event or era. K2. Know and understand the meaning of fact and opinion. K3. Know how to identify various points of view/perspectives of a historical event.

Student Friendly Learning Targets: K1. I know facts, conditions and events of a given

historical event or era. K2. I know and understand the meaning of fact and

opinion. K3. I know how to identify various points of

view/perspectives of a historical event.

REASONING: R1. Describe facts, conditions and events of a

given historical event or era. R2. Distinguish between fact and opinion

relating to different accounts of a given historical event or era.

R3. Identify with various points of view/perspectives.

Student Friendly Learning Targets: R1. I can describe facts, conditions and events of a

given historical event or era. R2. I can distinguish between fact and opinion


R3. I can identify a variety of points of view/perspective of a historical event.

PERFORMANCE SKILLS: S1. Debate information provided by different

historical sources about the past.

Student Friendly Learning Targets: S1. I can debate information from different

historical sources.

History 1c Evaluate the effectiveness of different perspectives of

individuals and groups from the same historical time period.


KNOWLEDGE: K1. Know facts, conditions and events of a

given historical event or era. K2. Know and understand the meaning of fact

and opinion. K3. Know how to identify various points of














PERFORMANCE SKILLS: S1. Demonstrate an ability to support an

opinion on different accounts of the same historical event or era.

Student Friendly Learning Targets: S1. I can support an opinion on different accounts

of the same historical event or era.

History 1d Compare and contrast different accounts of the

same historical event.

Ultimate Element Type: Skill

KNOWLEDGE: K1. Know facts, conditions and events of a

given historical event or era. K2. Know and understand the meaning of fact

and opinion. K3. Know how to identify various points of














PERFORMANCE SKILLS: S1. Interpret and support an opinion about

information provided by different historical sources about the past.

Student Friendly Learning Targets: S1. I can interpret and support an opinion about

information from different historical sources.

History 1e Compare and contrast information provided by

different historical sources about the past.


KNOWLEDGE: K1. Know that peoples’ ideas and feelings influence their decisions. K2. Know that conflict causes change. K3. Know that geography plays an important part of world developments, both past and present. K4. Know that new technologies have different types of consequences, depending on how it is used. K5. Know how to use timelines and text features of print media.

Student Friendly Learning Targets: K1. I know that peoples’ ideas and feelings

influence their decisions. K2. I know that conflict causes change. K3. I know that geography plays an important part

of world developments, both past and present. K4. I know that new technologies have different

types of consequences, depending on how it is used.

K5. I know how to use timelines and text features of print media.

REASONING: R1. Distinguish between peoples’ ideas and

feelings influence their decisions. R2. Analyze how conflict causes change. R3. Evaluate how geography plays an

important part of world developments, both past and present.

R4. Analyze how new technologies have different types of consequences, depending on how it is used.

R5. Use timelines and text features of print media.

Student Friendly Learning Targets: R1. I can discuss how peoples’ ideas and feelings

influence their decisions. R2. I can analyze how conflict causes change. R3. I can evaluate that geography plays an


R4. I can debate how new technologies have different types of consequences, depending on how it is used.

R5. I can use timelines and text features of print media.

PERFORMANCE SKILLS: S1. Infer, trace, and participate in discussions

about the probable causes and effects of current and historical events and developments referring to various sources.

Student Friendly Learning Targets: S1. I can participate in discussions about the

probable causes and effects of current and historical events and developments referring to multiple sources.

History 1f Examine probable causes and effects of events

and developments.

Ultimate Element Type: Product

KNOWLEDGE: K1. Know geographic tools and representations of

the Earth. (maps and globes). K2. Know locations of various places and regions of

the Earth using geographic tools and representations.

K3. Know geographic features of various places and regions of the Earth.

K4. Know environmental characteristics of places and regions of the Earth.

Student Friendly Learning Targets: K1. I can identify geographic tools and representations

of the Earth. (maps and globes). K2. I can identify and locate various places and regions

of the Earth using geographic tools and representations.

K3. I can identify geographic features of various places and regions of the Earth.

K4. I can identify and describe environmental characteristics of places and regions of the Earth.

REASONING: R1. Determine which geographic tools and

representations to use when locating places and regions of the earth.

R2. Analyze the geographic features and environmental characteristics of various locations of the Earth.

R3. Compare the location of places and regions and their environmental characteristics.

R4. Evaluate relationships between the location, geographic features and environmental characteristics of various places and regions of the Earth.

Student Friendly Learning Targets: R1. I can decide which geographic tools and

representations to use when locating places and regions of the earth.

R2. I can analyze, or study the geographic features and environmental characteristics of various locations of the Earth.

R3. I can compare the location of places and regions and their environmental characteristics.

R4. I can evaluate relationships between the location, geographic features and environmental characteristics of various places and regions of the Earth.

PERFORMANCE SKILLS: S1. Use and interpret a variety of geographic tools

and representations to locate places and regions of the Earth.

S2. Communicate how location can affect the environmental characteristics of a place or region.

Student Friendly Learning Targets: S1. I can use and interpret, or explain a variety of

geographic tools and representations to locate places and regions of the Earth.

S2. I can explain how location can affect the environmental characteristics of a place or region.

Geography 2a Create visual representations of the Earth’s major geographic features

to explain relationships between location of places and regions and their environmental characteristics using a variety of geographic tools

and representations.


KNOWLEDGE: K1. Know characteristics of a variety of cultures

of people in a specified region of the world.

K2. Know the climate of a specified region of the world.

K3. Know various environmental characteristics of a specified region of the world.

K4. Know primary and secondary sources. K5. Know that geography plays an important

part of world developments, both past and present.

Student Friendly Learning Targets: K1. I can identify characteristics of a variety of cultures of people in a specified region of the world. K2. I can describe the climate of a specified region

of the world. K3. I can identify various environmental

characteristics of a specified region of the world.

K4. I can recognize primary and secondary sources. K5. I can understand that geography plays an


REASONING: R1. Compare characteristics of people and

cultures of a specified region of the world. R2. Determine how people are influenced by

their environment. R3. Analyze how people can modify and adapt

to their environments. R4. Evaluate and explain why people may

need to modify and adapt to their environments.

R5. Analyze primary and secondary sources. R6. Recognize that geography plays an


Student Friendly Learning Targets: R1. I can compare characteristics of people and

cultures of various regions of the world. R2. I can determine how people are influenced by

their environment. R3. I can analyze, or study how people can modify

and adapt to their environments. R4. I can evaluate and explain why people may

need to modify and adapt to their environments. R5. I can analyze primary and secondary sources. R6. I can discuss how geography plays an

important part of world developments, both past and present primary and secondary sources.

PERFORMANCE SKILLS: S1. Conduct research using primary and

secondary sources to examine patterns of how culture, climate, and environmental characteristics have influenced the way people modify and adapt to their environments.

Student Friendly Learning Targets: S1. I can conduct research using primary and

secondary sources to examine patterns of how culture, climate, and environmental characteristics have influenced the way people modify and adapt to their environments.

Geography 2b Examine patterns of how culture, climate, and

environmental characteristics have influenced the way people modify and adapt to their environments.


KNOWLEDGE: K1. Know that technology is created to make

humans’ work more efficient. K2. Know that humans do not always foresee

both the positive and negative consequences/ possibilities of new technologies.

K3. Know that human use of new technologies often results in physical unforeseen environment changes.

Student Friendly Learning Targets: K1. I can recognize that technology is created to

make humans’ work more efficient. K2. I can understand that humans do not always

foresee both the positive and negative consequences/possibilities of new technologies.

K3. I can understand that human use of new technologies often results in physical unforeseen environment changes.

REASONING: R1. Analyze how technology is created to

make humans’ work more efficient. R2. Evaluate how humans do not always

foresee both the positive and negative consequences/ possibilities of new technologies.

R3. Analyze that human use of new technologies often result in physical unforeseen environment changes.

Student Friendly Learning Targets: R1. I can analyze how technology is created to

make humans’ work more efficient. R2. I can evaluate how humans do not always

foresee both the positive and negative consequences/possibilities of new technologies.

R3. I can analyze how human use of new technologies result in physical unforeseen environment changes.

PERFORMANCE SKILLS: S1. Communicate the positive and negative

ways a variety of memes/political cartoons/illustrations/captions indicate humans have modified the physical environment.

Student Friendly Learning Targets: S1. I can communicate the messages of memes/political cartoons/illustrations/captions that indicate how humans have modified the physical environment.

Geography 2c Differentiate between the positive and negative

ways humans modify the physical environment and how humans have used technology to do so.


KNOWLEDGE: K1. Know environmental characteristics of

places and regions of the Earth. K2. Know that natural resources influence the

daily lives of various cultures. K3. Know the daily routines in the lives of

people from various regions. K4. Know cultures of people from various

regions. K5. Know the importance of evidence to

support analysis, reflection, and research.

Student Friendly Learning Targets: K1. I can describe environmental characteristics of

various places and regions of the Earth. K2. I can explain how natural resources influence

the daily lives of various cultures. K3. I can recall the daily routines in the lives of

people from various regions. K4. I can describe cultures of people from various

regions. K5. I can recognize the importance of evidence to

support analysis, reflection, and research.

REASONING: R1. Examine environmental characteristics of

places and regions of the Earth. R2. Examine how natural resources influence

the daily lives of various cultures. R3. Analyze the daily routines in the lives of

people from various regions. R4. Evaluate how place (location and

geographic features) impacted the lives of various people and cultures.

R5. Evaluate evidence from literary or informational texts to support analysis, reflection, and research.

Student Friendly Learning Targets: R1. I can examine and discuss environmental

characteristics of places and regions of the Earth.

R2. I can examine how natural resources influence the daily lives of various cultures.

R3. I can analyze, or study the daily routines in the lives of people from various regions.

R4. I can evaluate how place (location and geographic features) impacted the lives of various people and cultures.

R5. I can select evidence from literary or informational texts to support analysis, reflection, and research.

PERFORMANCE SKILLS: S1. Explore primary and secondary sources

to investigate the impact of geographic features on the daily lives of various cultures.

Student Friendly Learning Targets: S1. I can explore primary and secondary sources to investigate the impact of geographic features on the daily lives of various cultures.

Geography 2d Analyze the impact of geographic features

on the daily lives of various cultures.


KNOWLEDGE: K1. Know the different levels of government. K2. Know the different branches of

government. K2. Know the different responsibilities of

elected officials at various levels and branches of government.

K3. Understand the various roles of elected officials.

K4. Know how to use information in notes and finished work, and provide a list of sources.

K5. Know grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

K6. Know how to gather information from multiple sources.

Student Friendly Learning Targets: K1. I know the different levels of government. K2. I know the different branches of government. K2. I know the different responsibilities of elected

officials at various levels and branches of government.

K3. I understand the various roles of elected officials. K4. I know how to use information in notes and finished

work, and provide a list of sources. K5. I know grade-appropriate general academic and

domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

K6. I know how to gather information from multiple sources.

REASONING: R1. Identify the different levels and branches

of government. R2. Compare and contrast the responsibilities

and powers of elected officials at each level and branch of government.

R2. Analyze the roles of various elected officials and the impact they have on our government.

R4. Summarize and/or paraphrase information in notes and finished work and provide a list of sources.

R5. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

R6. Draw on information from multiple sources to demonstrate the ability to locate an answer to a question quickly.

Student Friendly Learning Targets: R1. I can identify the different levels and branches of

government. R2. I can compare and contrast the responsibilities and

powers of elected officials at each level and branch of government.

R2. I can analyze the roles of various elected officials and the impact they have on our government.

R4. I can summarize and/or paraphrase information in notes and finished work and provide a list of sources.

R5. I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

R6. I can draw on information from multiple sources to demonstrate the ability to locate an answer to a question quickly.

Government 3a Distinguish the responsibilities and powers of

government officials at various levels and

branches of government.

PERFORMANCE SKILLS: S1. Conduct research projects that use several sources to build knowledge on the responsibilities and powers of elected officials at different levels and branches of government. S2. Summarize and/or paraphrase information

and provide a list of sources. S3. Accurately use grade-appropriate general

academic and domain-specific words and phrases to engage in a range of collaborative discussions with diverse partners on a topic.

S4. Integrate multimedia and visual displays effectively into presentations.

S5. Report on a topic by sequencing ideas logically and using appropriate facts to support main ideas.

S6. Speak clearly at an understandable pace.

Student Friendly Learning Targets: S1. I can conduct research projects that use several

sources to build knowledge on the responsibilities and powers of elected officials at different levels and branches of government.

S2. I can summarize and/or paraphrase information and provide a list of sources.

S3. I can accurately use grade-appropriate general academic and domain-specific words and phrases to engage in a range of collaborative discussions with diverse partners on a topic.

S4. I can integrate or blend multimedia and visual displays effectively into presentations.

S5. I can report on a topic by sequencing ideas logically and using appropriate facts to support main ideas.

S6. I can speak clearly at an understandable pace.


KNOWLEDGE: K1. Know what a principle (law or rule) is. K2. Know important document(s) that guides

government, society, and communities. K3. Understand what the U.S. Constitution is and

the reasons it was written. K4. Know the different parts of the U.S. and state

constitutions. K5. Know primary and secondary sources. K6. Understand that people need rules to help

govern themselves and society and keep the community safe and fair.

K7. Know what an amendment is and reasons for its inclusion in the U.S. Constitution.

K8. Know what the Bill of Rights is and why it was included in the U.S. Constitution.

K9. Know how to report on a topic or present an opinion, sequence ideas logically and use appropriate facts and details to support main ideas or themes

K10. Know how to include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

K11. Know how to adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Student Friendly Learning Targets: K1. I know what a principle (law or rule) is. K2. I know important document(s) that guides

government, society, and communities. K3. I understand what the U.S. Constitution is and the

reasons it was written. K4. I know the different parts of the U.S. and state

constitutions. K5. I know primary and secondary sources. K6. I understand that people need rules to help govern

themselves and society and keep the community safe and fair.

K7. I know what an amendment is and reasons for its inclusion in the U.S. Constitution.

K8. I know what the Bill of Rights is and why it was included in the U.S. Constitution

K9. I know how to report on a topic or present an opinion by sequencing my ideas logically and using appropriate facts and details to support my claim.

K10. I know how to include multimedia components (e.g., graphics, sound) and visual displays in presentations to enhance the development of main ideas or themes.

K11. I know how to adapt speech to a variety of contexts and tasks when appropriate.

REASONING: R1. Define what a principle is. R2. Determine where the ideas of our democratic

principles come from. R3. Identify important document(s) that guides

government, society, and communities. R4. Analyze the U.S. and state constitutions and

explain the reasons they were written. R5. Determine the importance of laws and

evaluate how laws help keep us safe and fair. R6. Define what an amendment is and identify all

the amendments. R7. Describe what the Bill of Rights is and explain

the reasons for its inclusion in the U.S. Constitution.

R8. Identify and compare different primary and secondary sources.

Student Friendly Learning Targets: R1. I can define what a principle is. R2. I can determine where the ideas of our democratic

principles come from. R3. I can identify important document(s) that guides

government, society, and communities. R4. I can analyze the U.S. and state constitutions and

explain the reasons they were written. R5. I can determine the importance of laws and

evaluate how laws help keep us safe and fair. R6. I can define what an amendment is and identify all

the amendments. R7. I can describe what the Bill of Rights is and explain

the reasons for its inclusion in the U.S. Constitution. R8. I can identify and compare different primary and

secondary sources. R9. I can summarize and/or paraphrase information in

notes and finished work, and provide a list of sources.

Government 3b Examine the origins and purposes of

rules, laws, and key U.S. Constitutional provisions.

R9. Summarize and/or paraphrase information in notes and finished work, and provide a list of sources.



PERFORMANCE SKILLS: S1. Conduct research projects that use several

sources to build knowledge of the origins and purposes of creating the U.S. Constitution.

S2. Analyze and reflect upon the key components of the U.S. Constitution.

S3. Summarize and/or paraphrase information and provide a list of sources.

S4. Accurately use grade-appropriate general academic and domain-specific words and phrases to engage in a range of collaborative discussions with diverse partners on a topic.

S5. Integrate multimedia and visual displays effectively into presentations.

S6. Report on a topic by sequencing ideas logically and using appropriate facts to support main ideas.

S7. Speak clearly at an understandable pace.

Student Friendly Learning Targets: S1. I can conduct research projects that use several

sources to build knowledge of the origins and purposes of creating the U.S. Constitution.

S2. I can analyze and reflect upon the key components of the U.S. Constitution.



S5. I can integrate multimedia and visual displays effectively into presentations.

S6&7. I can speak clearly at an understandable pace to report on a topic with logical ideas and facts.


KNOWLEDGE: K1. Know the different levels and branches of

government. K2. Know where the idea of democratic

principles came from and the purposes of having different levels and branches of government.

K3. Know what the U.S. and state constitutions are.

K4. Know primary and secondary sources. K5. Know that groups of people need rules to

help govern and keep the community safe and fair.

K6. Know how to summarize and/or paraphrase information in notes and finished work, and provide a list of sources.

K7. Know how to acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

Student Friendly Learning Targets:

K1. I know the different levels and branches of government.

K2. I know where the idea of democratic principles came from and the purposes of having different levels and branches of government.

K3. I know what the U.S. and state constitutions are.

K4. I know primary and secondary sources. K5. I know that groups of people need rules to

help govern and keep the community safe and fair.

K6. I know how to summarize and/or paraphrase information in notes and finished work, and provide a list of sources.

K7. I know how to acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

REASONING: R1. Explain the purposes and structure of the

different levels and branches of government.

R2. Compare and contrast the origins, purposes, and structure of the different levels of government.

R3. Recognize the roles of various elected officials on each level and branch of government.

R4. Identify what levels and branches of government were created by the U.S. and state constitutions.

R5. Analyze primary and secondary sources. R6. Explain that groups of people need rules

to help govern and keep the community fair and safe.


R1. I can explain the purposes and structure of the different levels and branches of government.

R2. I can compare and contrast the origins, purposes, and structure of the different levels of government.

R3. I can recognize the roles of various elected officials on each level and branch of government.

R4. I can identify what levels of government were created by the U.S. and state constitutions.

R5. I can analyze primary and secondary sources. R6. I can explain that groups of people need rules

to help govern and keep the community fair and safe.

Government 3c Explain the origins, functions, and structure of different levels of government, including those

created by the U.S. and state constitutions.

R7. Summarize and/or paraphrase information in notes and finished work, and provide a list of sources.


R7. I can summarize and/or paraphrase information in notes and finished work, and provide a list of sources.


PERFORMANCE SKILLS: S1. Create a student-friendly, written version of the Preamble and/or the Bill of Rights. S2. Explain where the idea of democratic principles for our government comes from. S3. Determine the purposes of having different levels and branches of government as created by the U.S. Constitution. S4. Describe the structure of various levels and branches of government. S5. Summarize and/or paraphrase information and provide a list of sources. S6. Accurately use grade-appropriate general academic and domain-specific words and phrases to engage in a range of collaborative discussions with diverse partners on a topic. S7. Integrate multimedia and visual displays effectively into presentations. S8. Report on a topic by sequencing ideas logically and using appropriate facts to support main ideas. S9. Speak clearly at an understandable pace.


S1. I can create a student-friendly, written version of

the Preamble and/or the Bill of Rights. S2. I can explain where the idea of democratic

principles for our government comes from. S3. I can determine the purposes of having

different levels and branches of government as created by the U.S. Constitution.

S4. I can describe the structure of various levels and branches of government.







KNOWLEDGE: K1. Know what a principle (law or rule) is. K2. Know important documents that guide our

government, society, and communities. K3. Know that there are various kinds of

democracies and that the United States is considered a representative democracy.

K4. Know that a “core civic virtue” is necessary to place the public good above private interests.

K5. Know examples of core civic virtues (e.g., diligences, perseverance, honesty, etc.)

K6. Know how to identify and define “ethics” in terms of public servants.

K7. Know how to report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

K8. Know how to include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

K9. Know how to adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

K10. Know primary and secondary sources.


K1. I know what a principle (law or rule) is. K2. I know important documents that guide our

government, society, and communities. K3. I know that there are various kinds of

democracies and that the United States is considered a representative democracy.

K4. I know that a “core civic virtue” is necessary to place the public good above private interests.

K5. I know examples of core civic virtues. K6. I know how to identify and define “ethics” in

terms of public servants. K7. I know how to report on a topic or text or

present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

K8. I know how to include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

K9. I know how to adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

K10. I know how to analyze primary and secondary sources.

REASONING: R1. Define a principle (law or rule). R2. Identify important document(s) that guides

government, society, and communities. R3. Explain various kinds of democracies and

that the U.S. is considered a representative democracy.

R4. Analyze how a “core civic virtue” is necessary to place the public good above private interests.


R1. I can define a principle (law or rule). R2. I can identify important document(s) that

guides government, society, and communities. R3. I can explain various kinds of democracies and

that the U.S. is considered a representative democracy.

R4. I can analyze how a “core civic virtue” is necessary to place the public good above private interests.

Government 3d Explain core civic virtues and democratic

principles within the founding documents that guide government, society, and communities.

R5. Determine core civic virtues and share examples for each.

R6. Identify and define “ethics” in terms of public servants.

R7. Report on a topic or texts or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

R8. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

R9. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

R5. I can determine core civic virtues and share examples for each.

R6. I can identify and define “ethics” in terms of public servants.

R7. I can report on a topic or texts or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

R8. I can include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

R9. I can adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

PERFORMANCE SKILLS: S1. Describe democratic principles within important documents and explain how they guide government, society, and/or communities. S2. Conduct research on core civic virtues and democratic principles within important documents. S3. Analyze different primary and secondary sources on the underlying democratic principles within important documents. S4. Summarize and/or paraphrase information and provide a list of sources. S5. Integrate multimedia and visual displays effectively into presentations. S6. Report on a topic by sequencing ideas logically and using appropriate facts to support main ideas. S7. Speak clearly at an understandable pace.


S1. I can describe democratic principles within important documents and explain how they guide government, society, and/or communities.

S2. I can conduct research on core civic virtues and democratic principles within important documents.

S3. I can analyze different primary and secondary sources on the underlying democratic principles within important documents.






KNOWLEDGE: K1. Know about personal spending and saving

choices K2. Know the costs and benefits of personal

spending and saving choices K3. Know basic economic principles, such as

scarcity, opportunity cost, tradeoff, production, and supply and demand.

Student Friendly Learning Targets: K1. I know about personal spending and saving

choices K2. I know the costs and benefits of personal

spending and saving choices K3. I know the basic economic principles, such as

scarcity, opportunity cost, tradeoff, production and supply and demand

REASONING: R1. Recognize basic economic principles,

such as scarcity, opportunity cost, tradeoff, production and supply and demand.

R2. Evaluate personal spending and saving choices

R3. Analyze the costs and benefits of personal spending and saving choices.

Student Friendly Learning Targets: R1. I can recognize basic economic principles,

such as scarcity, opportunity cost, tradeoff, production and supply and demand.

R2. I can evaluate personal spending and saving choices.

R3. I can analyze the costs and benefits of personal spending and saving choices

PERFORMANCE SKILLS: S1. Apply basic economic principles, such as

scarcity, opportunity costs, tradeoff, production and supply and demand.

S2. Employ appropriate eye contact, volume and pronunciation, present information and ideas effectively

S3. Integrate multimedia and visual displays effectively into presentations when appropriate

S4. Engage effectively in a range of collaborative discussions on appropriate topics.

Student Friendly Learning Targets: S1. I can apply basic economic principles. S2. I can effectively share in writing and/or orally the

comparison of the benefits and costs of individual choices.

Economics 4a Compare the benefits and costs

of individual choices


KNOWLEDGE: K1. Know the definition of a good, service, want

and need. K2. Know the responsibilities of a producer and a

consumer. K3. Know examples of natural, human and capital

resources. K4. Know that money is used to purchase goods

and services. K5. Know the components and purpose of a

market economy. K6. Know basic economic principles, such as

scarcity, opportunity cost, tradeoff, production and supply and demand

Student Friendly Learning Targets: K1. I know the definition of a good, service, want and

need K2. I know the responsibilities of a producer and a

consumer. K3. I know examples of a natural, human and capital

resources. K4. I know that money is used to purchase goods and

services. K5. I know the components and purpose of a market

economy. K6. K6 I know the basic economic principles, such as

scarcity, opportunity cost, tradeoff, production, and supply and demand.

REASONING: R1. Classify goods and services, wants and needs. R2. Identify and compare the responsibilities of

producers and needs of consumers. R3. Identify that people earn income by

exchanging human resources (physical or mental work) for wages and salaries.

R4. Describe the work that people do and how they help satisfy the wants and needs of consumers.

R5. Classify natural, human and capital resources. R6. Explain the structure and function of a market

economy. R7. Recognize basic economic principles, such as

scarcity, opportunity cost, tradeoff, production and supply and demand.

Student Friendly Learning Targets: R1. I can classify goods and services, wants and needs. R2. I can compare, or explain the similarities and

differences, in the responsibilities of a producer and consumer.

R3. I can identify that people earn income by exchanging human resources (physical or mental work) for wages and salaries.

R4. I can describe the work that people do and how they help satisfy the wants and needs of consumers.

R5. I can classify natural, human and capital resources. R6. I can explain the structure and function of a market

economy. R7. I can describe the basic economic principles, such

as scarcity, opportunity cost, tradeoff, production, and supply and demand.

PERFORMANCE SKILLS: S1. Communicate how producers of goods and

services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human and capital resources

S2. Engage effectively in a range of collaborative discussions

S3. Employ appropriate eye contact, volume, and pronunciation, present information and ideas effectively

S4. Integrate multimedia and visual display effectively into presentations when appropriate

Student Friendly Learning Targets: S1. I can communicate how producers of goods and

services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human and capital resources

Economics 4b Explain how producers and goods and services help

satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural,

human, and capital resources.


KNOWLEDGE: K1. Know needs and wants of society. K2. Know and understand why people have to

make choices. K3. Know financial institutions and their role in

society. K4. Know the significance of spending, saving,

investing and budgeting.

Student Friendly Learning Targets: K1. I know needs and wants of society. K2. I know and understand why people have to

make choices. K3. I know financial institutions and their role in

society. K4. I know the significance of spending, saving,

investing and budgeting.

REASONING: R1. Identify and compare the difference

between needs and wants. R2. Explain that people must make choices

because of scarcity and incur opportunity costs.

R3. Identify financial institutions. R4. Determine the roles of financial institutions

and their significance in society. R5. Analyze the significance of spending,

saving, investing and budgeting. R6. Describe the costs and benefits of

personal spending and saving choices.

Student Friendly Learning Targets: R1. I can identify and compare the difference

between needs and wants. R2. I can explain that people must make choices

because of scarcity and incur opportunity costs. R3. I can identify financial institutions. R4. I can determine the roles of financial

institutions and their significance in society. R5. I can analyze the significance of spending,

saving, investing, and budgeting. R6. I can describe the costs and benefits of

personal spending and saving choices.

PERFORMANCE SKILLS: S1. Communicate the effect that personal

choice has on of needs vs. wants, spending, saving and investment and budgeting on personal choices.

S2. Engage effectively in a range of collaborative discussions

S3. Employ appropriate eye contact, volume and pronunciation, present information and ideas effectively

S4. Integrate multimedia and visual displays effectively into presentations when appropriate

Student Friendly Learning Targets: S1. I can communicate the effect that personal

choice has on needs vs. wants, spending, saving and investment, and budgeting

Economics 4c Justify situations in which personal choices are

related to the use of financial resources (e.g. needs vs. wants, spending, savings and investment,

budgeting) and financial institutions.


Knowledge K1. Know various sources of information. K2. Know what the term theme/ main idea

means. K3. Know how to determine the theme or main

idea by looking at the details of a text need to be considered.

K4. Know how an author uses reasons and evidence to support particular points in a text.

K5. Know a narrator’s or speaker’s point of view influences how events are described.

K6. Know how to quote accurately from a text when explaining what the text explicitly says and when drawing inferences from the text.

Student Friendly Targets: K1. I know various sources of information. K2. I know what the terms “theme” and “main idea”

mean. K3. I know that I need to carefully look at the details

in a text to determine the theme. K4. I know how an author uses reasons and

evidence to support particular points in a text. K5. I know that a narrator’s point of view influences

how events are described. K6. I know how to quote accurately from a text

when explaining what the text explicitly says and when drawing inferences from the text.

REASONING: R1. Determine the validity/ importance of

various sources of information. R2. Analyze a narrator’s or speaker’s point of

view. R3. Explain how the author’s point of view

influences the events in a text. R4. Evaluate how an author uses reasons and

evidence to support particular points in a text.

R5. Analyze the point of view of the narrator or speaker, and identify how their point of view influences their description of events.

Student Friendly Targets: R1. I can identify important information in various

sources. R2. I can analyze and describe a narrator’s or

speaker’s point of view. R3. I can explain how the author’s point of view

influences the events in a text. R4. I can evaluate how an author uses reasons and

evidence to support particular points in a text. R5. I can analyze the point of view of a narrator or

speaker, and identify how their point of view influences their description of events.

Performance Skill: S1. Identify the theme/main idea of a text by

analyzing the supporting details.

Student Friendly Targets: S1. I can identify the theme/ main idea of a text by

analyzing the supporting details.

Application of Social

Studies Processes,

Knowledge, Skills and

Civic Engagement 5a

Infer the intended audience and purpose of a source from information

within the source itself.

S2. Identify/infer the intended audience and purpose from a variety of informational sources.

S3. Produce clear, coherent writing in which the development and organization are appropriate to task, purpose, and audience.

S4. Demonstrate command of the convention of standard English grammar and usage when writing or speaking.

S5. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases to support arguments with supporting evidence including those that signal contrast, addition, and other logical relationships. (e.g., however, although, nevertheless, similarly, moreover, in addition.)

S6. Write an opinion piece on topics or texts supporting a point of view with evidence.

S7. Write a narrative piece to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

S8. Identify/Infer the primary audience and purpose from a variety of given sources.

S2. I can identify (infer) the intended audience and purpose from a variety of informational sources.

S3. I can express my ideas clearly through writing, using appropriate organization for my task, purpose and audience.

S4. I can demonstrate correct grammar usage, spelling, capitalization, and punctuation when I write.

S5. I can use grade level vocabulary and phrases when I create and defend an argument with evidence, including those that signal contrast, addition, and other logical relationships.

S6. I can write an opinion piece on topics or texts with evidence to support my point of view.

S7. I can write a narrative piece to develop real or imagined experiences or events using details and clear sequences of events.

S8. I can Identify/Infer the primary audience and purpose from a variety of given sources.


Knowledge K1. Know how to find the maker, date, and

place of origin of historical documents (various text features of a document)

K2. Know how to use tools and resources to compare and contrast similarities and differences among historical sources. (e.g., graphic organizers such as a t-chart, Venn Diagram, etc.)

Student Friendly Targets: K1. I know how to find the maker, date, and place

of origin of a historical document. K2. I know how to use tools and resources to

compare and contrast similarities and differences among historical sources.

REASONING: R1. Determine the purpose of a text based on

supporting evidence and the intended audience.

R2. Evaluate supporting evidence when describing similarities and differences among historical sources.

Student Friendly Targets: R1. I can determine the purpose of a text based on

supporting evidence and the intended audience. R2. I can evaluate supporting evidence when

describing similarities and differences among historical sources.

Performance Skill: S1. Produce clear, coherent writing in which the

development and organization are appropriate to task, purpose, and audience.

S2. Identify, compare, and contrast historical documents, including the maker, date, place of origin, intended audience, and purpose.

Student Friendly Targets: S1. I can express my ideas clearly through writing,

using appropriate organization for my task, purpose and audience.

S2. I can identify, compare, and contrast historical documents, including the maker, date, place of origin, intended audience, and purpose.


Studies Processes,


Civic Engagement 5b

Analyze similarities and differences among historical sources including the maker, date, place of origin, intended audience,

and purpose.


Knowledge K1. Know how to research information. K2. Know that it is important to have specific, well

formulated questions. K3. Know that it is important to consider point of view of

the author when researching information. K4. Know how to work collaboratively.

Student Friendly Targets: K1. I know how to research information. K2. I know that it is important to have specific, well

formulated questions when I research. K3. I know that it is important to consider the point

of view of the author when researching information.

K4. I know how to work collaboratively. REASONING: R1. Evaluate sources for reliability when researching. R2. Prioritize questions to support research. R3. Identify supporting details that will support an

argument.

Student Friendly Targets: R1. I can evaluate sources for reliability when

researching. R2. I can prioritize questions to support my

research. R3. I can identify details that will support my

argument. Performance Skill: S1. Produce clear, coherent writing in which the

development and organization are appropriate to task, purpose, and audience.




S5. Write a narrative piece to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

S6. Use questioning and research skills to collaboratively reach and defend a decision or judgment.








Studies Processes,


Civic Engagement 5c

Apply deliberative processes (questioning, researching, presenting, and defending)

when making decisions or reaching judgments as a group.

S6. I can use questioning and research skills to collaboratively reach and defend a decision or judgment.


Knowledge K1. Know how to identify the point of

view/perspective of a speaker or author. K2. Know that a viable argument is needed to

defend a viewpoint.

Student Friendly Targets: K1. I know how to identify the point of view/

perspective of a speaker or author. K2. I know that I need supporting details to defend

my viewpoint. REASONING: R1. Analyze the viewpoint of a speaker or

author. R2. Evaluate evidence/ supporting details to be

used to effectively support an argument.

Student Friendly Targets: R1. I can analyze the viewpoint of a speaker or

author. R2. I can evaluate evidence that will support my

argument.

Performance Skill: S1. Produce clear, coherent writing in which

the development and organization are appropriate to task, purpose, and audience.




S5. Write a narrative piece to develop real or imagined experiences or events using







S6. I can make and support a decision based on a civic topic.


Studies Processes,


Civic Engagement 5d

Make and support decisions based on the beliefs, experiences, perspectives, and

values that underlie their own and others/

points of view about civic issues.

effective technique, descriptive details, and clear event sequences.

S6. Make and support a decision based on a civic topic.

learning targets aligned to the social studies competencies...personal finance and economic issues...

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