oklahoma priority academic student skillsassets.pearsonschoolapps.com/correlations/css8.pdf ·...

A Correlation of

to the

Oklahoma Priority Academic

Student Skills Grades K-6

C/SS-8

Scott Foresman Social Studies This document demonstrates the high degree of success students will achieve when using Scott Foresman Social Studies in meeting the Oklahoma Priority Academic Student Skills. Correlation page references are to the Teacher’s Edition. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Scott Foresman is pleased to introduce our new Scott Foresman Social Studies, Kindergarten through Grade 6 - the social studies program that helps every child become an active, involved, and informed citizen. Content Scott Foresman Social Studies content covers the key social studies strands: Citizenship, Culture, Economics, Geography, Government, History and Science/Technology. Scott Foresman Social Studies content is organized for a flexible teaching plan. If time is short, teachers may use the Quick Teaching Plan to cover the core content and skills or to add depth, teachers may use the wealth of information in each unit. Accessibility Scott Foresman Social Studies provides systematic instruction to improve comprehension and to reach out to all learners. In every unit, reading skills are developed through built-in lessons. Target comprehension skills are pre-taught and then applied throughout the unit for sustained practice. Graphic organizers provide support for every skill. Motivation Scott Foresman Social Studies is filled with compelling visuals, intriguing facts, and exciting real-world learning. Colonial Williamsburg Lessons provide exciting, special features from the nation’s largest living museum. Dorling Kindersley Visual Lessons provide bold, large-as life photographs with interesting, easy-to-read expository captions. Music lessons introduce or reinforce important concepts and vocabulary. Discovery Channel School projects provide exclusive, hands-on unit projects that synthesize and enhance learning. A special feature entitled You Are There provides captivating suspense-packed reading that builds excitement and lets students experience the event from a personal perspective. A Web-Based Information Center continually updates information, maps, and biographies. Accountability Scott Foresman Social Studies provides built-in skill lessons in every unit and multiple assessment tools to develop thinking citizens. Informal assessment opportunities monitor children’s learning and provide If/then guidelines with specific reteaching strategies and effective practice. Formal assessment opportunities assess children’s learning and provide practice for key test-taking skills. Test-taking strategy lessons provide test preparation for national and state tests.

HOW TO USE THIS CORRELATION:

Correlation page references often have letters preceding them. The lettering is an abbreviation for the following sections of the book: OK Explore Oklahoma pages can be found in the front of the Student Edition and Teacher’s Editions in grades 1-6. H Social Studies Handbook pages can be found in the front of the Student Edition and Teacher’s Editions in grades 1-6. R Reference Guide pages can found in the back of the Student Edition and Teacher‘s Editions in grades 1-6. TR Teacher Resource pages can be found behind the yellow tabs at the back of the Teacher’s Editions, grades K-6.

TABLE OF CONTENTS

Kindergarten………………………………...…………………………………….….……..…1 Here We Go Grade One……………………………………………………………………….…….……......5 All Together Grade Two………………………………………………………………..……………....….....9 People and Places Grade Three…………………………………………………………………..…………...…..13 Communities Grade Four……………………………………………………………………………...….....18 Regions Grade Five……………………………………………………………………………….…....23 The United States Grade Six……………………………………………………………………………….…......30 The World

Scott Foresman Social Studies – Here We Go to the

Oklahoma Priority Academic Student Skills

Kindergarten

Social studies provides an opportunity to develop an integrated curriculum using civics, geography, history and economics. Learning experiences may be provided through learning centers, resource people, projects, and field trips. Civics Standard 1: The student will exhibit traits of good citizenship. 1. Work and play cooperatively in a variety of settings (e.g., in large and small groups, learning centers). TE: Meeting Individual Needs and Hands-on Activities, 22, 26, 30, 34, 38, 42, 46, 72, 76, 80, 84, 92, 96, 122, 126, 130, 134, 138, 142, 146, 150, 154, 158, 162, 188, 192, 196, 200 204, 208, 212, 216, 220, 224, 228, 254, 258, 262, 266, 270, 274, 278, 304, 306, 312, 316, 320, 324, 328 2. Exhibit behavior that demonstrates an understanding of school and classroom guidelines (e.g., rules, routines, schedules, procedures). TE: School Rules, 35–38; Safety First, 63; Signs, 77–80; Rules, 81-84; Home Fire Safety, 158; Getting Along, 27–30; Solving Problems, 39–42 3. Listen to others while in large and small groups. TE: Getting Along, 27–30; Solving Problems, 39–42; Meeting Individual Needs and Hands-on Activities, 22, 26, 30, 34, 38, 42, 46, 72, 76, 80, 84, 92, 96, 122, 126, 130, 134, 138, 142, 146, 150, 154, 158, 162, 188, 192, 196, 200, 204, 208, 212, 216, 220, 224, 228, 254, 258, 262, 266, 270, 274, 278, 304, 306, 312, 316, 320, 324, 328 4. Show respect for others and their property. TE: Families, 19-22; Getting Along, 27-30; School Rules, 35-38; Solving Problems, 39-42; Rules, 81-84; Community Helpers, 85, 86, 87, 88; Celebrations, 93–97; Alike and Different, 301–304; Family Celebrations, 309–312

______________________________________________________________________ Kindergarten 1

Scott Foresman Social Studies Oklahoma Priority Academic Skills

Standard 2: The student will recognize patriotic symbols and activities. 1. Identify the American flag as a national symbol of our country and understand the etiquette of its use. TE: United Sates Flag, 252; An American Symbol, 251; Lesson Wrap-Up, 254; Comparing Flags, 270; Make a United States Flag, 282 2. Identify the Oklahoma flag as a symbol of our state. TE: For related information see: Comparing Flags on page 270. Standard 3: The student will explain the importance of individual responsibility. 1. Describe the importance of individual responsibility (e.g., responsibility as a student, family member, citizen). TE: Getting Along, 27–30; School Rules; 35–38, Solving Problems, 39–42, 149, 226; Conserve Resources, 225–228; Alike and Different, 301–304; Citizenship, 38, 72, 78, 83, 87, 215, 243, 253, 254, 266, 270 Geography Standard 1: The student will demonstrate knowledge of basic geographic concepts. 1. Locate and describe familiar places (e.g., classroom, home, school). TE: Positions, 31–34; Neighborhoods, 69–72; Maps, 73–76; Communities, 89–92 2. Begin to develop an understanding of city/town, state, and country. TE: Neighborhoods, 69–72; Maps, 73–76; United States Map, 213–216; World Map, 217–220 3. Identify a map as a drawing of a particular location. TE: Model Neighborhood, 72; Maps, 73–76; Maps, 209–212; United States Map, 213–216; World Map, 217–220; Globe, 221–224 4. Recognize Oklahoma on a map of the United States. TE: For related information see United States Map pages 213–216.

______________________________________________________________________ Kindergarten 2


Standard 2: The student will discuss how children in various communities and cultures are alike and different. 1. Explore how children within the local community and around the world have needs in common (e.g., food, clothing, shelter). TE: Needs and Wants, 143–146; Needs: Food, 147–151; Needs: Clothing, 151–154; Needs: Shelter, 155–158 2. Explore how children within the local community and around the world are unique as to languages, food, clothing, transportation, and customs. TE: Families, 19–22; Homes, 23–26; Neighborhoods, 69–72; Communities, 89–92; Celebrations, 93–97, 267–270; Alike and Different, 301–304; Everyday Routines, 305–308; Family Celebrations, 309–312; Then and Now, 313–316; Special Foods, 317–320; Games, 321–324 History Standard 1: The student will understand that history relates to events and people of other times and places. 1. Explore through literature examples of past events and important Americans in legends and historical accounts (e.g., Paul Revere’s ride, Johnny Appleseed, Betsy Ross). TE: First Americans, 255-258; Explorers, 259–262; Thanksgiving, 263-266; Celebrations, 267-270; Changes in Travel, 271–274; Scientists and Inventors, 275–279; Bibliography, 8, 58, 108, 174, 240, 290 2. Explore through literature the people and events honored in commemorative holidays (e.g., Martin Luther King, Jr. Day, Presidents' Day, Memorial Day, Independence Day, Thanksgiving). TE: Celebrations, 93–97; Thanksgiving, 263–266; Happy Thanksgiving! 266; Thanksgiving Foods, 266; Thanksgiving TR20, Celebrations, 267–270; Biography, 270; Family Celebrations, 309–312; Bibliography, 8, 58, 108, 174, 240, 290; Martin Luther King, TR 23; President’s Day, TR 23; Independence Day, TR 28; Memorial Day, TR 26

______________________________________________________________________ Kindergarten 3


______________________________________________________________________ Kindergarten 4

Economics Standard 1: The student will identify basic economic concepts. 1. Recognize money is used to purchase goods. TE: Earning Money, 131–134; Using Money, 135–138 2. Introduce concept of saving. TE: Making Choices, 139–142 Standard 2: The student will explore various careers and the concept of employment (e.g., school personnel, community helpers). TE: Work, 119-122; Jobs, 123-126; Jobs Then and Now, 127-130

Scott Foresman Social Studies – All Together to the


Grade One

The primary focus for first grade social studies deals with features of neighborhoods and communities as they relate to the social studies core curriculum disciplines of history, geography, civics, economics, and government. Familiarity with rather than mastery of these subjects is expected at this level. Many of these topics can be integrated into the study of other core curriculum areas and can be discussed in the context of children’s literature. Standard 1. The student will develop and practice the process skills of social studies. 1. Use information located in resources such as encyclopedias, timelines, visual images, atlases, maps, globes, and computer-based technologies. TE: History, OK 6-7, OK 19; Maps, Charts, and Graphs, OK 17, H10-H11, H12-H13, H14, 11, 18, 20, 28, 33, 51, 54, 60, 68, 73, 75, 76, 79, 98, 106, 112, 115, 120, 123, 144, 145, 146, 154, 155, 160, 163, 166, 169, 174, 190, 192, 200, 208, 217, 221, 244, 252, 254, 257, 263, R2, R3, R4, R6, R8; Read a Time Line, 146–147; Time Lines, 166, 180, 210–211, 252–253; Unit Project, 42, 86, 134, 182, 230, 272; Reading Social Studies, 6, 48, 92, 140, 188, 236 2. Use children’s literature to compare and contrast one’s own neighborhood/community to others. TE: Culture, OK 8–OK 9; Bibliography, 1h, 43h, 87h, 135h, 183h, 231h; This Is My Community, 44–45; Welcome to My Neighborhood, 50–53; Different Kinds of Communities, 56–57; How a Community Changed, 58–59; Visiting the Market, 238–239; Life Around the World, 258–261 Standard 2: The student will examine neighborhoods/communities from a spatial perspective. 1. Name, identify pictorial examples, and describe distinguishing features of the two basic areas in which people live: cities (urban) and the country (rural). TE: Families Long Ago, 12–13; Where Kim Lives, 48–49; Welcome to My Neighborhood, 50–53; Different Kinds of Communities, 56–57; How a Community Changed, 58–59; City, Country, 61a; My Home, 190a

______________________________________________________________________ Grade One 5


2. Place objects (e.g., on a map, on the wall, or in the classroom) and describe their locations using near/far, up/down, left/right, above/below and in front of/behind. TE: Where Things Are, OK 4–OK 5; Geography Skills: From a Picture to a Map, H22–H23; Picture of a School, H24–H25; Use Directions, H26; Follow a Route, 120–121, 131; Placement Maps, 123a; Make a Map, 55a 3. Construct individually and with other students maps with the cardinal directions (north = N, south = S, east = E, west = W) indicated, and identify locations on the map (e.g., school, playground, and classroom). TE: Use Four Directions, 60–61; Where’s North? 61a; Simon Says, 61a; Create Maps, H25 4. Locate the local neighborhood, community, the United States, bodies of water, and land masses (e.g., the four oceans and seven continents) using maps and globes. TE: Globe, OK 7; Maps, OK 2-3, H16–H26, 11, 18, 28, 33, 51, 54, 60, 68, 73, 75, 76, 79, 106, 112, 115, 120, 123, 144, 145, 154, 155, 160, 163, 169, 174, 190, 200, 217, 221, 244, 257, 263, R2, R3, R4, R6, R8 5. Describe events and tell whether they belong in the past, present or future (e.g., place representations of events such as pictures, words, or phrases on a simple past, present, future timeline). TE: History, OK 6-7 ; Native Americans, 190–191; Native American Objects, 194–195; Early Travelers to America, 196–199; Map and Globe Skills: Use a History Map, 200–201; The Colonies Become Free, 202–205; Symbols in Our Country, 208–209; Then and Now: Our Country’s Flag, 210–211 Standard 3: The student will analyze the human characteristics of communities. 1. Identify how choices in behavior and action are related to consequences and have an impact upon the student himself/herself and others. TE: Government, OK 10–OK 11; Citizen Heroes, 18–19, 68–69, 112–113, 160–161, 222–223, 244–245; Solve a Problem, 26–27; Getting to Know Andrew, 8–9; Home and School, 14–17; Rules We Follow, 22–25; Our Earth’s Resources, 156–159; Caring for Our Resources, 170–173; Here and There: Endangered Animals, 174–175; Life Around the World, 258–261

______________________________________________________________________ Grade One 6


2. Recognize and learn about patriotic traditions and activities (e.g., the reciting of the Pledge of Allegiance and the singing of the “Star-Spangled Banner”). TE: Flag, OK 10–OK 11; Pledge of Allegiance, 16–17; End with a Song: The Star-Spangled Banner, 224–225 3. Identify traditionally patriotic symbols associated with the United States (e.g., the flag, the bald eagle, and monuments). TE: Flag, OK 10–OK 11; Washington, D.C., 221; Statue of Liberty, 208, 228; Symbols in Our Country, 208a–209; Our Country’s Flag, 210–211a 4. Identify and write the names of the school, town/city, state, and nation. TE: Places Where We Live, OK 2–OK 3; For related information see: Learning About My School, 28–31; Welcome to My Neighborhood, 50–53; Life Around the World, 258–261 5. Identify the events and people associated with commemorative holidays, such as Flag Day, Independence Day, Labor Day, Veterans Day, and Thanksgiving. TE: Flag Day, OK 10, OK 23; Special Days, 21a; Read a Calendar, 20–21; Celebrate a Custom, 62a; Special Things We Do, 62-65; Chinese New Year, 66-67; Holidays Are Special Days, 184–185; Columbus Day, 197; Thanksgiving, 199; Red, White, and Boom, 202a; Independence Day, 203, 205; Holidays, 212a; We Celebrate Holidays, 212–215; Holiday Spirit, 217a; Fill Out the Calendar!, TR 17-28 Standard 4: The student will examine the interaction of the environment and the people of a community. 1. Identify the three basic needs of all people: food, clothing, shelter. TE: Economics, OK 12–OK 13; Needs and Wants, 100–101; Book of Homes, 103a; Give Thanks, 103a 2. Recognize that people in different parts of the world eat different foods, dress differently, speak different languages, and live in different kinds of “houses” (e.g., read and discuss children’s literature that has characters and settings in other countries). TE: Culture, OK 8–OK 9; Colonial Williamsburg: Families Long Ago, 12–13; Different Kinds of Communities, 56–57; Special Things We Do, 62-65; Chinese New Year, 66-67; Holidays Are Special Days, 184–185; Native Americans, 190–191; Native American Objects, 194–195; Columbus Day, 197, TR 19; Thanksgiving, 199, TR 20; Independence Day, 203, 205, TR 28; We Celebrate Holidays, 212–215; Life Around the World, 258–261

______________________________________________________________________ Grade One 7


______________________________________________________________________ Grade One 8

3. Describe the impact of physical changes, such as seasons, on people in the neighborhood /community (e.g., how seasons affect what people eat and wear). TE: Weather, OK 14–OK 15, OK 24; What’s the Weather, 142a; Different Kinds of Weather, 142–145; Weather, 146–147, 149a, 181, 182; Weather and Seasons Long Ago, 148–149 Standard 5: The student will understand basic economic elements found in communities. 1. Describe how people get their basic needs of food, clothing, and shelter (e.g., make/grow their own, trade with others for what they need, and earn money to buy the things they need). TE: What Will You Pack? 100a; What Do I Need? 100a; Needs and Wants, 100–101; A Wish List, 103a 2. Identify ways people in the neighborhood / community earn money (e.g., match pictures or simple descriptions of work people do with the names of the jobs). TE: Why We Work, OK 12–OK 13; Welcome to My Neighborhood, 50–53; Different Kinds of Communities, 56–57; Special Things We Do, 62–65; Ben’s Jobs, 94–97; Welcome to Job Day! 108–111; Interview with a Farmer, 116–119; Discovery Channel School: Jobs in Your Community, 134; TE only: Guess My Job, 108a; About Different Types of Jobs, 109; I Spy a Job, 115a; Who’s Working, 115a; What’s My Line? 115a

Scott Foresman Social Studies – People and Places to the


Grade Two The primary focus for second grade is community. Second graders study the features of neighborhoods and the community in more detail, and are introduced to Oklahoma and the United States with references to the rest of the world. They continue to develop map skills, explore history through familiar events, and examine the basic ways goods and services are exchanged. Standard 1: The student will develop and practice the process skills of social studies. 1. Use information located in resources such as encyclopedias, timelines, visual images, atlases, maps, globes, and computer-based technologies. TE: Geography, OK 2–OK 5, OK 19, OK 24 ; Maps, Charts and Graphs, H 18-26, 12, 20-21, 29, 31, 32, 35, 38, 60-61, 62, 63, 64, 65, 75, 80–81, 82, 87, 88, 110, 117, 124-125, 130–131, 133, 158, 160, 161, 164–165, 171, 179, 184-185, 202, 206, 214-215, 216, 221, 223, 225, 228, 235, 250, 252, 254, 267, 269, 276–277, 283; Read a Time Line, 226-227; Time Lines, 240, 256-257; Unit Projects, 48, 96, 146, 194, 242, 290; Internet Links, 1c, 49c, 97c, 147c, 195c, 243c; Atlas, R2–R9; Geography Terms, R10; Picture Glossary, R12–R21 2. Use children’s literature to compare and contrast one’s own community to others. TE: Comparing Communities, 24–27; Our State and Our Country, 30–33; Bibliography, 1h, 49h, 97h, 147h, 195h, 243h 3. Identify the order of events on a simple timeline (e.g., holidays, school events, and the student’s life). TE: Read a Time Line, OK 7, OK 18, 226-227; Time Lines, 240, 256-257 Standard 2: The student will examine communities from a spatial perspective. 1. Name major landmarks in the community; construct simple maps showing some of these landmarks, the roads connecting them, and directional indicators (north, south, east, and west), and give titles to the maps (e.g., the name of the town).

______________________________________________________________________ Grade Two 9


TE: Using Directions, OK 2–OK5; Culture, OK 8–OK 9, OK 18 ; A Walk Through a Community, 16–19; Map and Globe Skills: Read a City Map, 20–21, 46; Landforms and Water on a Map, 60–61, 93; Landmarks in Our Country, 264–265 Make a Map, 125a; Mapmaking, 19, 21, 23a, 33, 46, 61, 125a, 125, 215; Make a Cityscape, 16a 2. Describe the landmark and cultural features of the community (e.g., historic homes, schools, churches, bridges, parks, and neighborhoods) and compare these with similar features in other parts of the United States. TE: Culture, OK 8–OK 9; Government, OK 10–OK 11, OK 18, OK 20; A Walk Through a Community, 16–19; Comparing Communities, 24–27; How a Community Changes, 22–23; Our State and Our Country, 30–33; In the Country, In the City, 42–43; Where People Live, 62-65; Landmarks in Our Country, 264–265 3. Identify locations on a basic map, write directions for going from one location to another, and use directional indicators to describe locations on the map using both cardinal and intermediate directions. TE: Using Directions, OK 4–OK 5; Use a Compass Rose, 124–125; Use a Map Grid, 184–185; Mapmaking, 19, 21, 33, 39, 46, 61, 125a, 125, 215 4. Identify basic landforms and bodies of water (e.g., plains, mountains, rivers, and gulfs), the four oceans, the seven continents, human-made features (e.g., roads and towns). TE: Earth on a Map, OK 2–OK 3, OK 17, OK 19; Map Handbook, H 20–H 26; Map and Globe Skills: Read a City Map, 20–21; Landforms and Water on a Map, 60–61; Our Country Is Part of Our World, 36a–39, 41a; Atlas: Map of the World, R4–R5. See also: Mapmaking, 19, 21, 33, 39, 46, 61, 125a, 125, 215 5. Locate and identify the following on a map of the United States: Oklahoma, the six surrounding states, the Mississippi River, the Great Lakes region, the Rocky Mountains, the Appalachian Mountains, the Great Plains, and the Atlantic and Pacific Oceans. TE: Earth on a Map, OK 2–OK 5, OK 17; Our State and Our Country, 30a–33, 35a; Landforms and Water on a Map, 60–61, 93

______________________________________________________________________ Grade Two 10


Standard 3: The student will analyze the human characteristics of communities. 1. Identify examples of rules in the classroom and community, and relate the purposes of those rules (e.g., to help people live and work together safely and peacefully) and the consequences of breaking them. TE: Culture, OK 8–OK 9; Rules and Laws, 4, 9, 33, 44, 154, 156, 167–169 2. Provide examples of honesty, courage, patriotism, and other admirable character traits seen in United States history. TE: People Make History, OK 6–OK 7; We Remember Americans, 230–233; End with a Song, 236–237; End with a Folktale, 284–285; Citizen Heroes, 12–13, 88–89, 110–111, 158–159, 206–207, 254–255; Biography, 28–29, 34–35, 74–75, 86–87, 116–117, 132–133, 170–171, 178–179, 220–221, 234–235, 268–269, 282–283; Citizenship Skills, H2–H9 3. Explain and demonstrate good citizenship (e.g., obeying classroom rules, taking turns, and showing respect for others and their belongings). TE: Citizenship Skills, H2–H9; Voting, 11; Voting for Leaders, 172–179; Begin with a Song, 148–149; Discovery Channel School: Get Out the Vote, 194–195; Citizen Heroes, 12–13, 88–89, 110–111, 158–159, 206–207, 254–255; Citizenship, 4, 12, 15a, 29, 75, 89, 98, 105, 111a, 117, 183, 211 4. Study how history involves events and people of other times and places through legends, folktales, and historical accounts (e.g., Paul Revere’s ride, Johnny Appleseed, Betsy Ross, John Henry, and Paul Bunyan) in children’s literature. TE: People Make History, OK 6–OK 7; Understanding the Past, 22, 28-29, 34-35, 66, 74-75, 86-87, 116-117, 132-133, 150, 151, 170-171, 176-177, 178-179, 182-183, 198-199, 202-205, 206-207, 208-209, 210-213, 214-215, 216-219, 220-221, 222-225, 226-227, 228-229, 230-233, 234-235, 236-237, 238-239, 240, 244-245, 246-247, 248-249, 250-253, 254-255, 256-259, 264-267, 270-271, 272a, 272-275, 276-277, 278-281, 282-283, 284-285, 286-287 5. Identify examples of interesting Americans through exposure to biographies of important people of the past (e.g., George Washington, Sacajawea, and Harriet Tubman). TE: People Make History, OK 6–OK 7; Biography, 28–29, 34–35, 74–75, 86–87, 116–117, 132–133, 170–171, 178–179, 218-219, 220–221, 234–235, 268–269, 282–283; Bibliography, 1h, 49h, 97h, 147h, 195h, 243h

______________________________________________________________________ Grade Two 11


______________________________________________________________________ Grade Two 12

Standard 4: The student will examine the interaction of the environment and the people of a community. 1. Describe how location and weather affect the way people live. TE: Watching the Weather, OK 14–OK 15, OK 24; How and Where People Live, 66-67; Seasons, 69-70 2. Identify the choices people make about food, clothing, shelter, occupation, transportation, and recreation. TE: Economics, OK 12, OK 13, OK 22; A Classroom Store, 104a; What Should I Buy? 104a; Choosing Goods and Services, 104–107; Make a Decision, 108–109; Citizen Heroes, 110–111; A Trip to the Bank, 126-129; Read a Pie Chart, 130–131 Standard 5: The student will understand basic economic elements found in communities. 1. Distinguish between basic needs (food, clothing, and shelter) and wants (luxuries), and explain how needs and wants can be met (e.g., earning money, saving, and gifts). TE: Economics, OK 12–OK 13 OK 22; Choosing Goods and Services, 104–107; Make a Decision, 108–109; A Trip to the Bank, 126-129 2. Describe the occupations and roles of people in the neighborhood and community who provide goods and services. TE: Working in Oklahoma, OK 12–OK 13, OK 22; Choosing Goods and Services, 104–105; Make a Jobs Booklet, 111a; Services in Our Community, 112a–115; Goods from the Factory to You, 120a–123; Can You Guess These Workers? 140–141 3. Describe ways people are paid (e.g., by check, in cash, and with goods), the places to keep their money safe (e.g., the bank), and ways they pay for goods and services (e.g., check, cash, credit card, and barter [trading goods and services]). TE: Working in Oklahoma, OK 12–OK 13, OK 22; A Classroom Store, 104a; What Should I Buy? 104a; Money, 126a; Make Your Own Bank, 126a; The Flow of Money, 107; Is the Price Right? 109; A Trip to the Bank, 126-129; Read a Pie Chart, 130–131

Scott Foresman Social Studies – Communities to the


Grade Three The primary focus for the third grade is the development of the student’s understanding of the interrelationships of his or her community and other communities, using a global perspective. More extensive map skills are developed and economic principles are addressed from a global perspective. Standard 1: The student will develop and practice the process skills of social studies. 1. Identify, locate, and compare and contrast information found in resources such as encyclopedias, visual images, atlases, maps, globes, and computer-based technologies. TE: Maps, OK 2, OK 3, OK 4-5, OK 8, OK 15, H 13-H 20, 10, 16, 20, 21, 22, 26, 32, 38, 42, 48, 51, 74, 75, 80, 84, 90, 98, 104, 111, 114, 120, 142, 148, 152, 153, 172, 174, 178, 182, 186, 191, 208, 210, 214, 220, 222, 224, 230, 233, 245, 252, 258, 266, 318, 320, 328, 340, 369, 390, 398; Charts, Graphs, Tables, Time Lines, 14, 56, 87, 158, 216, 234, 248, 291, 292, 302, 324, 327, 378, 391, 392, 399, 400; Visual Image, OK14; Map Adventure, 51, 80, 174, 245, 320, 369; Atlas, R2-R3, R4-R5, R6-R7, R8-R9, R10-R11, R12-R13; Unit Projects, 62–63, 130–131, 196–197, 278–279, 346–347, 408–409; Bibliographies, 1h, 65h, 133h, 199h, 281h, 349h; Internet Links, 1c, 8b, 36b, 65c, 72b, 102b, 133c, 140b, 170b, 199c, 206b, 240b, 281c, 288b, 316b, 349c, 356b, 382b 2. Examine and use children’s literature to compare and contrast his or her own community to other United States and global communities. TE: Comparing Morocco and Okalahoma City, OK 5; Bringing Cultures Together, OK 8–OK 9; United States Communities, 18–23; A Rural Community, 38–39; A Suburban Community, 42–43; An Urban Community, 48–50; Learning New Customs, 78–79; A New Life in America, 90–95; Celebrating Cultures, 104–109; Celebrations Across Our Own Nation, 120–123; Living in Different Climates, 150–153; Then and Now: Homes of The Pueblo, 154–155; A Mountain Community, 172–173; A Water Community, 178–179; A Crossroads Community, 186–189; A Spanish Community, 214–219; A French Community, 224–227; An English Community, 230–235; Poems, 2, 3, 40, 66–67, 116, 128–129, 134–135, 200–201, 276; Bibliographies, 1h, 65h, 133h, 199h, 281h, 349h; Folk Tale, 194–195; Myths, 406–407; Literature and Social Studies, 40, 116, 180, 209, 309, 319, 367

______________________________________________________________________ Grade Three 13


Standard 2: The student will examine communities from a spatial perspective. 1. Distinguish among map symbols (e.g., legend references to land, water, roads, and cities) and demonstrate through mental mapping and understanding of relative location, direction, scale, size and shape. TE: Geography, OK 2–OK 5; Geography Skills: Map Handbook, H12–H20; Map and Globe Skills, 32–33, 98–99, 110–111, 222–223, 388–389; Maps, 10, 16, 20, 21, 22, 26, 38, 42, 48, 74, 75, 84, 90, 104, 114, 120, 142, 148, 152, 153, 172, 178, 182, 186, 191, 208, 210, 214, 220, 224, 230, 233, 252, 258, 266, 318, 328, 340, 390, 398; Map Adventure, 51, 80, 174, 245, 320, 369; Atlas, R2-R3, R4-R5, R6-R7, R8-R9, R10-R11, R12-R13; Mental Mapping, 15, 51, 73, 108, 149, 175, 215, 245, 289, 331, 357, 397 2. Construct simple maps of the seven continents with the essential map elements of title, key, directional indicators, and date. TE: World Map, OK 4, OK 8; World Communities, 26–29; Maps, R4–R5. See also Use Intermediate Directions pages 98–99, 101 and Use a Locator Map pages 222–223. 3. Use the equator and prime meridian to identify the four hemispheres. TE: Latitude and Longitude, OK 4–OK 5; Equator, 100; Prime Meridian, 110; Understand Hemispheres, 110–111, 127, 131 4. Develop skills in locating places across the globe using parallels of latitude and meridians of longitude. TE: Latitude and Longitude, OK 4–OK 5; Latitude and Longitude, OK 4; Use Latitude and Longitude, 388–389, 405, 409 Standard 3: The student will analyze the human characteristics of communities. 1. Investigate through children’s literature (e.g., fables, legends, and historical fiction) the cultural similarities and differences among people in different regions, and how they have changed over time. TE: Bringing Cultures Together, OK 8–OK 9; World Communities, 26–29; Poems, 2, 3, 40, 66–67, 116, 128–129, 134–135, 200–201, 276; Bibliographies, 1h, 65h, 133h, 199h, 281h, 349h; Folk Tale, 194–195; Myths, 406–407; Literature and Social Studies, 40, 116, 180, 209, 309, 319, 367

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2. Compare and contrast the ways people in the United States and other communities in other countries use art, music, and stories to communicate (e.g., storytellers, paintings, and folk songs). TE: Comparing Morocco and Okalahoma City, OK 5; Bringing Cultures Together, OK 8–OK 9; United States Communities, 18–23; A Rural Community, 38–39; A Suburban Community, 42–43; An Urban Community, 48–50; Learning New Customs, 78–79; A New Life in America, 90–95; Celebrating Cultures, 104–109; Celebrations Across Our Own Nation, 120–123; Living in Different Climates, 150–153; Then and Now: Homes of The Pueblo, 154–155; A Mountain Community, 172–173; A Water Community, 178–179; A Crossroads Community, 186–189; A Spanish Community, 214–219; A French Community, 224–227; An English Community, 230–235 3. Examine the purposes of government (e.g., providing essential services and protecting people and property from the actions of others) and identify representative leaders and their roles in the community. TE: Governments in the Past, 358–361; United States Government, 366–371; Your Local Government, 382–383; Community Services, 384–387; Community Leaders, 390–395; State Government, 398–401; Review, 404–405 4. Examine the rights and responsibilities of individuals in and to their communities, and identify actions people take to cooperate peacefully and achieve common goals. TE: Rights and Responsibilities, OK 10–OK 11; Citizenship Skills, H2–H3; Rights and Responsibilities, 356–357; Governments in the Past, 358–361; United States Government, 366–371; Citizenship in History, 374–375; Being a Good Citizen, 376–379; Chapter Review, 380–381; Citizenship, H2, 16, 25, 40, 82, 121, 166, 191, 256, 273, 299, 370, 378; Discovery Channel School: Unit Project, 198; Citizen Heroes, 16–17, 82–83, 256–257 Standard 4: The student will examine the interaction of the environment and the people of a community. 1. Name and locate basic types of climate across the globe (e.g., arctic, temperate, and tropical) and describe how they affect the way people live, including their food, shelter, transportation and recreation. TE: The Dust Bowl, OK 6–OK 7; What’s Your Community’s Environment? 142–147; Living in Different Climates, 150–155; Here and There: World Climate Regions, 180–181

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2. Locate and distinguish among varying landforms and geographic features (e.g., mountains, plateaus, islands, and oceans). TE: Land and Water, OK 2–OK 3, Earth’s Surface, 19, 20, 21, 22, 23, 134, 135, 136, 137, 142, 143, 144, 145, 146, 147, 148, 149, 150, 151, 152, 153, 154, 155, 158, 159, 172, 173, 175, 178, 179, 180, 181, 182, 183, 186, 187, 188, 189 3. Describe how communities depend upon workers with specialized jobs, giving examples of ways in which they contribute to the exchange of goods and services. TE: Economics, OK 12–OK 13; Welcome to My Community, 284–285; Citizen Heroes, 298-299; People at Work, 321-323; Depending on Others, 328-333; Review, 342-343 4. Describe how people affect and change their environments (e.g., farming, building dams, and putting up yard lights). TE: The Dust Bowl, OK 6–OK 7; Changing Our Environment, OK 14–OK 15; A Rural Community, 38–39; A Suburban Community, 42–43; An Urban Community, 48–50; Living in Different Climates, 150–153; Then and Now: Homes of The Pueblo, 154–155; Communities and Resources, 160–165; A Mountain Community, 172–173; A Water Community, 178–179; A Crossroads Community, 186–189 Standard 5: The student will develop basic economic decision-making skills. 1. Describe the difference between goods and services; explaining that, at different times and places, people are both consumers and producers of goods and services. TE: Economics, OK 12–OK 13; Earning, Spending, and Saving, 290–295; Choosing Wisely, 300–303; Make a Decision, 304–305; A Community Business, 306–308; Supply and Demand, 311; Depending on Others, 328–333; World Trade, 338–339 2. Explain that limits on resources (scarcity) require people to make choices about producing and consuming goods and services. TE: The Dust Bowl, OK 6–OK 7; Choosing Wisely, 300–303; Make a Decision, 304–305; A Community Business, 306–308; Describe Scarcity of Resources and Goods, 330; Using Resources, 318–323; Too Few Resources, 329; Resources and Goods, 330–331

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3. Compare and contrast the differences among human resources (people at work), natural resources (water, soil, wood, coal, etc.) and capital resources (machines, tools, money, etc.) used to produce goods and services. TE: The Dust Bowl, OK 6–OK 7; Economics, OK 12–OK 13; Changing Our Environment, OK 14–OK 15; Natural Resources, 160-161, 164-165, 166-167, Capital and Human Resources, 290–299, 306–308; Using Resources, 318–325; A World of Trade, 334–336 4. Explain the relationship between saving and spending, and describe the value of setting a financial goal and developing a plan to reach it. TE: Economics, OK 12–OK 13; Opening a Savings Account: A Sequence of Events, 287; Earning, Spending, and Saving, 290–295; Choosing Wisely, 300–303; Thinking Skills: Make a Decision, 304–305; A Community Business, 306–308

Scott Foresman Social Studies – Regions to the


Grade Four

Grade 4 The primary focus for the fourth grade is to explore regional United States geography, including the physical and human characteristics of the state of Oklahoma. Fourth graders use geographic tools to analyze the influence of the environment on the growth and development of all major regions of the United States. Economic and civics concepts are also presented within the context of United States geography. Standard 1: The student will develop and practice the process skills of social studies. 1. Demonstrate the ability to utilize research materials, such as encyclopedias, almanacs, atlases, newspapers, photographs, visual images, and computer-based technologies. TE: History, OK 6–OK 15; Reading Social Studies, 6, 100, 162, 228, 296, 364; Research and Writing Skills, 262, 330, 376; Chapter Review, 35, 63, 93, 123, 155, 185, 221, 253, 289, 321, 357, 391, 419; Primary Source, 2–3, 96–97, 158–159, 224–225, 292–293, 360–361; Multimedia Library, 1c, 95c, 157c, 223c, 291c, 359c; TE only: Bibliography, 1h, 95h, 157h, 223h, 291h, 359h; Grade-Level Biography, TR59–TR64 2. Construct timelines of events in the development of the regions of the United States. TE: History, OK 6–OK 15, OK 36; Make a Timeline, 217; Use a Vertical Time Line, 134–135; 155. See also Timelines on pages 38, 130, 135, 136, 150, 188, 194, 202, 216, 264, 276, 284, 324, 332, 338, 346, 352, 400 and 418. 3. Identify and give examples of different perspectives and points of view (e.g., in the media, political commercials, advertisements, and literature). TE: Meet Clara Luper, OK 18–OK 19, See fact and opinion page 208 and point of view pages 61, 90, 138, 139, 199, 259, 282, 303, 326, 337, 348, 383, 415, and 421. Newscast page 185 and Newspaper Writing pages 89, 155, 221, and 321.

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Standard 2: The student will analyze the regions of the United States from a spatial perspective. 1. Interpret geographic information using primary and secondary sources, atlases, charts, graphs, and visual images. TE: Oklahoma Timeline and Visuals, OK 6–OK 15; Geography, OK 2–OK 5; Chart and Graph Skills, 110–111, 134–135, 240–241; Charts, Graphs, Tables, & Diagrams, 21, 48, 50, 76, 84, 110, 235, 240, 241, 315, 334, 382, 413; Primary Source, 2–3, 96–97, 158–159, 224–225, 292–293, 360–361; Literature and Social Studies, 74, 107, 179, 271, 310, 385; Bibliography, 1h, 95h, 157h, 223h, 291h, 359h; Grade–Level Biography, TR59–TR64 2. Identify, use, and interpret basic political, physical, and thematic maps and globes. TE: Oklahoma: Physical Map, OK 4, OK 34, OK 35; Louisiana Purchase, OK 11; Indian Removal Act, OK 12; Map Handbook, H10–H22; Maps, 11, 19, 20, 22, 24, 25, 40, 41, 54, 86, 105, 114, 133, 167, 170, 173, 181, 191, 195, 234, 247, 265, 281, 309, 326, 333, 347, 372, 381, 387, 401, 403, 409, 414, R2-R15; Map and Globe Skills, 24, 54, 86, 170, 408; Map Adventure, 83, 144, 174, 279, 341, 402 3. Construct and use maps of the regions of the United States, the continents, and the world to demonstrate understanding of relative location, direction, latitude, longitude, scale, size, and shape, using appropriate geographic vocabulary, tools, and technologies. TE: Geography, OK 2–OK 5, OK 34, OK 35; Map Handbook, H10–H22; Maps, OK2, OK3, OK 4, 11, 19, 20, 22, 24, 25, 40, 41, 54, 86, 105, 114, 133, 167, 170, 173, 181, 191, 195, 234, 247, 265, 281, 309, 326, 333, 347, 372, 381, 387, 401, 403, 409, 414, R2-R15; Map and Globe Skills, 24, 54, 86, 170, 408; Map Adventure, 83, 144, 174, 279, 341, 402 4. Locate on a map and identify the states, their capitals, and major metropolitan centers of the United States by region (e.g., New York City, Los Angeles, Dallas, and Miami). TE: The United States: Political, OK 3, OK 26; Maps, 11, 19, 20, 22, 24, 25, 40, 41, 54, 86, 105, 114, 133, 167, 170, 173, 181, 191, 195, 234, 247, 265, 281, 309, 326, 333, 347, 372, 381, 387, 401, 403, 409, 414, R2-R15

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Standard 3: The student will examine the unique and common features of the physical systems of the regions of the United States. 1. Identify the major landforms and bodies of water of the United States. TE: The Land and Water of Oklahoma, OK 4–OK 5, OK 35; Regions and Landforms, 10–17; Climate, 18–23; Regional Resources, 26–31; The Beautiful Northeast, 104–106; Coastal Plains to the Mountains, 166–169; A Route to the Sea, 232–237; Land of Canyons, 300–304; A Land of Mountains, 368–373 2. Compare and contrast the vegetation, climate, and spatial distribution of natural resources of the regions. TE: The Land and Water of Oklahoma, OK 4–OK 5, OK 35; Regional Resources, 26–31; The Beautiful Northeast, 104–106; Coastal Plains to the Mountains, 166–169; A Route to the Sea, 232–237; Land of Canyons, 300–304; A Land of Mountains, 368–373 3. Analyze how the major physical features (e.g., landforms and bodies of water) were formed and continue to change. TE: The Land and Water of Oklahoma, OK 4–OK 5, OK 35; Controlling Oklahoma’s Water, OK29. For related information see: Regions and Landforms, 10–15; Highest and Lowest Landforms, 15–16; Climate, 18–23 Standard 4: The student will describe the human systems (e.g., migrations, settlements, cultural mosaics, and economic interdependence) identified with the major regions of the United States, including human interaction with the environment. 1. Compare and contrast the human characteristics of early and contemporary human settlements in the regions of the United States. TE: New Plans for Old Mines, OK 28; Then and Now, 118–119, 197–198, 277–278, 335–336, 404–405; People of the Northeast, 124–151; People and Events that Shaped the Southeast, 186–217; People of the Midwest, 254–285; The People of the Southwest, 322–353; Living in the West, 392–419 2. Explain how people are influenced by, adapt to, and alter their environment, including agricultural efforts, housing, occupations, industries, transportation, and communication. TE: New Plans for Old Mines, OK 28; Controlling Oklahoma’s Water, OK 29; Human Environmental Interaction, 110–111, 115, 118, 142–146, 211–213, 234–235, 236–237, 238–239, 250–251, 270, 271, 272, 281, 282, 314–317, 347, 348, 384–387

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3. Describe how people attempt to resolve geographic challenges (e.g., bridges, dams, tunnels, irrigation systems, and landfills). TE: New Plans for Old Mines, OK 28; Controlling Oklahoma’s Water, OK 29; Transportation and Communication, 80–85; A Land of Promise, 132–133; Invention Time Line, 134–135; A Route to the Sea, 232–237; Using Farm Land, 274–275; Steamboats and Railroads, 280–282; Technology in the Southwest, 316–317; Irrigation and Air Conditioning, 347–348 4. Describe the development of economic specialization in each region of the United States, including examples of interdependence among regions and connections to global trade. TE: Economics, OK 24–OK 27; Technology Takes Flight, OK 30; Human Resources, 31; The Land of Plenty, 66-71; Trade Then and Now, 72-79; Transportation and Communication, 80-86; Review, 88-89; Cities and Industry, 145; Trade, 277, 278, 280, 414 5. Describe the causes of movement of large groups of people into the United States from other countries and within the United States now and long ago. TE: History, OK 6–OK 15; Immigration, 45, 132, 133 Standard 5: The student will demonstrate an understanding of the unique features which contributed to the settlement of the state of Oklahoma. 1. Identify major historical individuals, entrepreneurs, and groups, and describe their major contributions (e.g., Sequoyah, the Boomers and the Sooners, and Frank Phillips). TE: History, OK 6–OK 15; Buffalo Soldiers, OK 16; Celebrating Diversity, OK 17; Clara Luper, OK 18–OK 19; Sequoyah, 193; People of the Southwest, 322–353. 2. Describe major events of Oklahoma's past, such as settlements by Native Americans, cattle drives, land runs, statehood, and the discovery of oil. TE: History, OK 6–OK 15; People of the Southwest, 322–353

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3. Analyze the use of Oklahoma's natural resources (e.g., salt, bison, oil, coal, timber and sod) by early visitors and settlers. TE: Economics, OK 24–OK 27; Oil and Technology,314–317; Ranchers and Drivers, 338–343. 4. Identify state and local governing bodies (e.g., the state legislature and city councils) and officials (e.g., governor and mayors) that make laws and carry out laws, with an emphasis on civic participation (e.g., the importance of studying the issues and voting). TE: Government and Citizenship, OK 20–OK 21; Caring About Oklahoma, OK 22; What Is Your Viewpoint? OK 23; We the People, 46–52; The Strengths of Our Freedoms, 56–59 5. Develop an understanding of and an appreciation for the cultural diversity of his or her community by examining the historical and contemporary racial, ethnic, and cultural groups of the area. TE: History, OK 6–OK 15; Culture, OK 16–OK 19; People of the Southwest, 322–353

Scott Foresman Social Studies – The United States to the


Grade Five The primary focus for fifth grade students relates to the history of the United States from early European explorations to approximately 1850. However, for the Grade 5 criterion referenced test in Social Studies, the time frame is approximately 1492-1800, or from European contact through the presidential election of 1800. Fifth graders will continue to learn fundamental concepts in civics, economics, and geography. Students will study United States history thematically and chronologically, and examine the everyday life of people at different times in our history. Fifth graders continue to review and strengthen map and globe skills, and interpret geographical information presented in a variety of formats. Standard 1: The student will develop and demonstrate the process skills of social studies. 1. Locate, gather, analyze, and apply information from primary and secondary sources using examples of different perspectives and points of view. TE: Primary Sources, OK 3, OK 5, OK 7, OK 14, OK 15, OK 23, OK 24; Point of View, 11, 38, 80, 150, 169, 173, 219, 221, 223, 227, 238, 243, 269, 277, 285, 289, 297, 298, 310, 315, 318, 431, 468, 495, 500, 572, 647, 655; Analyze Primary Sources, OK 7, OK 15, 16, 37, 93, 103, 135, 149, 158, 160, 163, 171, 172, 175, 182, 184, 185, 189, 206, 209, 214, 215, 221, 227, 235, 241, 249, 269, 270, 275, 279, 281, 282, 285, 288, 290, 299, 301, 304, 309, 316, 346, 348, 350, 353, 366, 367, 406, 407, 418, 423, 432, 439, 447, 467, 475, 478, 481, 500, 504, 508, 510, 519, 525, 548, 551, 555, 556, 557, 563, 569, 572, 576, 579, 583, 607, 610, 612, 620, 621, 622, 626, 631, 638, 640, 644, 645, 646, 647, 651, 659, 660, 662, 667 2. Construct timelines from significant events in United States history. TE: Use Parallel Time Lines, 116–117, 119; Timelines, OK 16, OK 35, 46, 48, 54, 60, 66, 73, 76, 82, 88, 94, 98, 102, 106, 110, 116, 118, 126, 128, 134, 142, 146, 152, 156, 164, 166, 168, 176, 186, 194, 202, 210, 216, 228, 246, 260, 262, 268, 276, 286, 292, 296, 302, 314, 322, 330, 332, 344, 352, 370, 380, 402, 408, 426, 442, 456, 470, 488, 492, 506, 516, 522, 532, 546, 554, 568, 586, 602, 616, 632, 642, 668, 678, 682

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Standard 2: The student will describe the early exploration of America. 1. Examine the reasons for, the problems faced in, and the results of key expeditions of Portugal, Spain, France, the Netherlands, and England (e.g., Columbus, Ponce de León, Magellan, Coronado, Cortés, Hudson, Raleigh, and La Salle) and the competition for control of North America. TE: Struggles for Control, OK 10; European Explorers, 110–115; Spain Builds an Empire, 134–151; The Struggle to Found Colonies, 156–184 2. Identify the impact of the encounter between Native Americans and Europeans. TE: Struggles for Control, OK 10; Native Americans and Europeans, 129, 142-145, 160-161, 171, Standard 3: The student will examine the growth and development of colonial America. 1. Describe early European settlements in colonial America (e.g., Jamestown, Plymouth Plantations, Massachusetts Bay, and New Amsterdam), and identify reasons people came to the Americas (e.g., economic opportunity, slavery, escape from religious persecution, military adventure, and release from prison). TE: The Struggle to Found Colonies, 154–155; Hard Times in Virginia, 156–162; Biography, 163; New European Colonies, 164–167; The First Colonies, 168–175; The 13 English Colonies, 176–185 2. Describe the similarities and differences (e.g., social, agricultural, and economic) in the New England, mid-Atlantic, and southern colonies, and compare and contrast life in the colonies in the eighteenth century from various perspectives (e.g., large landowners, farmers, artisans, women, slaves, and indentured servants). TE: The 13 English Colonies, 176–185; Life in the English Colonies, 200–201; Working and Trading, 202–207; Cities, Towns, and Farms, 210–214; Everyday Life in the Colonies, 216–220; Slavery in the Colonies, 224–227; Review, 228–229

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3. Relate the contributions of important individuals and groups (e.g., John Smith, John Rolfe, Puritans, Pilgrims, Peter Stuyvesant, Roger Williams, Anne Hutchinson, Lord Baltimore, Quakers, William Penn, and James Oglethorpe). TE: John Smith, 128, 159–160, 163, 170, 181; John Rolfe, 161; Puritans, 172–173, 178, 184–185; Pilgrims, 131, 168–171, 175; Roger Williams, 178, 184–185; Anne Hutchinson, 129, 178, 184–185; Quakers, 179, 183; William Penn, 129, 179, 181, 183; James Oglethorpe, 180, 181 Standard 4: The student will examine the lasting impact of the American Revolution. 1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown). TE: The French and Indian War, 246–251; The Road to War, 266; Trouble Over Taxes, 268–275; The Colonists Rebel, 276–285; The Revolution Begins, 286–291; Declaring Independence, 296–31; Patriots at War, 302–313; The World Turned Upside Down, 314–321 2. Give examples that show how scarcity and choice govern economic decisions (e.g., Boston Tea Party and boycott). TE: Scarcity, 22; Trouble Over Taxes, 268–275; The Colonists Rebel, 276–285 3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness"). TE: Declaration of Independence, 295, 298–301, 339; Text of the Declaration of Independence, R26–R29 4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis). TE: Samuel Adams, 265, 270, 271, 278, 287, 353; Sons of Liberty, 271, 279; Paul Revere, 278, 286, 287; Mercy Otis Warren, 272, 307, 369; George Washington, 217, 246–249, 262–281, 283, 296–297, 303–304, 307–309, 315, 318–319; Thomas Paine, 262, 298; Thomas Jefferson, 6, 263, 298–299, 301; Marquis de Lafayette, 315, 341; King George III, 251, 269, 270, 272, 274, 275, 279, 282, 297, 303, 316; Hessians, 304; Lord Cornwallis, 318

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Standard 5: The student will describe the changing nation during the early federal period. 1. Explain the purposes of government. TE: Government and Citizenship, OK 22–OK 25; Government by the People, 14-17 2. Identify and interpret the basic ideals expressed in and the reasons for writing the United States Constitution (e.g., weaknesses of the Articles of Confederation and Shays' Rebellion, and the goals listed in the Preamble), and outline the major provisions of the Constitution, including the federal system and the three branches of government. TE: United States Constitution, 3, 331, 339, 344, 345–347, 348, 349, 350, 351, 352–355; United States Documents, R30-R52 3. Describe the struggles involved in writing the United States Constitution (e.g., the interests of large states and small states and the major compromises over representation in Congress), its ratification (e.g., Federalists vs. Anti-Federalists), and the addition of the Bill of Rights; and explain the rights and responsibilities of citizens. TE: Debate in Philadelphia, 344–350; Ratifying the Constitution, 352–355; Review, 358–359 4. Describe the relationship between taxation and government services. TE: Taxes, 339-340 For related information see Taxes pages 16, 107, 268–270, 272, and What the United States Government Does for Us page 349. Standard 6: The student will explore the growth and progress of the new nation. 1. Describe and sequence the territorial exploration, expansion, and settlement of the United States, including the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California. TE: Geography, OK 2–OK 3; The Louisiana Purchase, OK 11, OK33; The Travels of Zebulon Pike, OK 12, OK 34; Jefferson Looks West, 370–376; Lewis and Clark, 377; Settling the South and Texas, 430–436; Trails to the West, 438–441; The Golden State, 442–445; Review, 448–449

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2. Explain the impact of Andrew Jackson’s presidency (e.g., the role of the “common man” in politics and the significance of Jackson's Indian policy). TE: The Osage, OK 13; Trail of Tears, OK 14–OK 15; Andrew Jackson, 404–406, 407 3. Relate some of the major influences on westward expansion (e.g., the Monroe Doctrine, canals and river systems, railroads, economic incentives, Manifest Destiny, and the frontier spirit) to the distribution and movement of people, goods, and services. TE: Farming in Oklahoma, OK 16–OK 17; The Monroe Doctrine, 403; American Indian Removal, 405; Settling the South and Texas, 430–436; Trails to the West, 438–441; The Golden State, 442–445; Review, 448–449 4. Identify the ways manufacturing and inventions (e.g., cotton gin, McCormick reaper, and steam power) created an Industrial Revolution in the United States. TE: Farming in Oklahoma, OK 16–OK 17, OK 35; A New Kind of Revolution, 408–413; Canal Diagram, 414–415; Cotton Gin, 431 5. Examine the abolitionist and women’s suffrage movements and their leaders (e.g., Frederick Douglass, William Lloyd Garrison, John Brown, Sojourner Truth, Harriet Tubman, Harriet Beecher Stowe, Elizabeth Cady Stanton, and Susan B. Anthony). TE: Suffrage, 404; The Struggle for Reforms, 416–420; Biography: Sojourner Truth, 421; Citizen Heroes: Exposing Slavery’s Evils, 422–423; Review, 426–427; Different Views on Slavery, 467; Recognize Point of View, 468–469; Resisting Slavery, 470–474; Biography: Harriet Tubman, 475; The Struggle Over Slavery, 476–479; Uncle Tom’s Cabin, 480–481 Standard 7: The student will review and strengthen geographic skills. 1. Identify, evaluate and draw conclusions from different kinds of maps, graphs, charts, diagrams, and other sources and representations, such as aerial and shuttle photographs, satellite-produced images, the geographic information system (GIS), encyclopedias, almanacs, dictionaries, atlases, and computer-based technologies; and construct and use maps of locales, regions, continents, and the world that demonstrate an understanding of mental mapping, relative location, direction, latitude, longitude, key, legend, map symbols, scale, size, shape, and landforms.

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TE: Map and Globe Skills, 32, 140, 244, 378, 512, 542, 656; Map Adventure, 114, 159, 248, 278, 365, 412, 507, 550, 604; Maps, OK 2, OK 3, OK 5, OK 6, OK 10, OK 11, OK 12, OK 21, OK 33, OK 34, OK 38, H10–H22, 24, 26, 29, 32, 33, 34, 53, 54, 55, 60, 62, 63, 66, 68, 75, 76, 77, 82, 84, 88, 89, 94, 95, 101, 102, 103, 106, 107, 110, 111, 114, 133, 134, 137, 140, 141, 142, 146, 147, 148, 153, 155, 156, 159, 164, 166, 168, 171, 176, 177, 201, 202, 205, 26, 210, 216, 224, 226, 231, 232, 234, 235, 240, 242, 244, 245, 246, 248, 250, 267, 268, 271, 276, 278, 286, 288, 290, 295, 296, 302, 305, 314, 317, 337, 338, 341, 342, 344, 352, 361, 362, 365, 370, 375, 378, 379, 380, 387, 401, 402, 403, 405, 408, 412, 416, 429, 430, 435, 438, 440, 442, 463, 464, 470, 473, 476, 477, 479, 484, 486, 491, 492, 498, 500, 506, 507, 509, 513, 516, 537, 538, 540, 542, 546, 550, 554, 556, 561, 562, 568, 569, 578, 581, 601, 602, 604, 608, 616, 621, 624, 626, 629, 635, 636, 638, 640, 642, 650, 652, 656, 657, 658, 661, 669, 675, 676, 680, 684, 686, 688, R4, R6, R7, R8, R9, R10, R12, R1; Charts and Graphs, OK17, OK22, OK26, 7, 8,9, 12, 13, 20, 58, 59, 78, 135, 161, 181, 211, 212, 213, 225, 347, 410, 414, 427, 443, 465, 466, 493, 519, 570, 647, 686, 688, 690; Arial and Shuttle Photographs, OK8–OK9 2. Evaluate how the physical environment affects humans and how humans modify their physical environment. TE: Looking Back, Looking Forward, OK 6–OK 7; Farming in Oklahoma, OK 16–OK 17; Oklahoma’s Natural Resources, OK 18–OK 19; Land and Regions, 24–30; Resources and the Environment, 34–38; Protecting the Land, 40–41; People Interacting with the Environment: Paleolithic, 56–57; Native Americans, 61–64, 68–69, 78, 83–85, 89–90, 95; New Spain, 144; Jamestown, 160, 161; Colonial America, 177–181, 204, 212–214; Westward Expansion, 374; Mining, 444; North and South, 465; Farmers and Cowboys, 547, 548, 550–552; Panama Canal, 604; Dust Bowl, 621 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, topographic and historical maps, and primary documents). TE: Looking Forward, OK 6–OK 7, OK 11, OK 33; Then and Now, 10, 111, 144, 211, 433, 549, 626; Here and There, 63, 171, 235, 271, 341, 403, 500, 569, 661; Map Adventure, 114, 159, 248, 278, 365, 412, 507, 550, 604

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4. Interpret geographic information to explain how society changed as the population of the United States moved west, including where Native Americans lived and how they made their living. TE: Geography, OK 2–OK 9; History, OK 10–OK 17; Culture, OK 18–OK 21; Jefferson Looks West, 370–376; Lewis and Clark, 377; The Monroe Doctrine, 403; American Indian Removal, 405; Settling the South and Texas, 430–436; Trails to the West, 438–441; The Golden State, 442–445; Review, 448–449 5. Compare and contrast how different cultures adapt to, modify, and have an impact on their physical environment (e.g., the use of natural resources, farming techniques or other land use, recycling, housing, clothing, and physical environmental constraints and hazards). TE: Economics, OK 26–OK 27; Oklahoma’s Water, OK 30–OK 31; People Interacting with the Environment: Paleolithic, 56–57; Native Americans, 61–64, 68–69, 78, 83–85, 89–90, 95; New Spain, 144; Jamestown, 160, 161; Colonial America, 177–181, 204, 212–214; Westward Expansion, 374; Mining, 444; North and South, 465; Farmers and Cowboys, 547, 548, 550–552; Panama Canal, 604; Dust Bowl, 621

Scott Foresman Social Studies – The World to the


Grade Six WORLD STUDIES World Studies is designed to offer students the opportunity to begin a more global study of the earth's people and environments, concentrating on the understanding of basic concepts and characteristics common in the political and economic development of human populations. Standard 1: The student will develop and practice the process skills of social studies. 1. Locate, gather, and analyze information from primary and secondary sources, such as artifacts, diaries, letters, art, music, literature, newspapers, and contemporary media. TE: Primary Sources, H16, 3, 29, 37, 43, 50, 51, 52, 55, 61, 63, 71, 80, 85, 91, 111, 116, 135, 137, 142, 155, 181, 203, 228, 229, 239, 248, 255, 257, 265, 270, 280, 281, 284, 285, 286, 289, 291, 293, 295, 305, 307, 315, 328, 329, 331, 335, 339, 352, 353, 358, 363, 379, 383, 399, 407, 409, 410, 423, 427, 437, 440, 443, 457, 458, 459, 463, 471, 472, 473, 476, 477, 487, 488, 495, 497, 499, 500, 501, 513, 523, 527, 528, 530, 532, 547, 549, 550, 552, 553, 561, 569, 570, 571, 573, 577, 579, 581, 586, 588, 589, 599, 607, 609, 611, 613, 619, 623, 625, 639, 640, 642, 643, 646, 647, 648, 655, 661 2. Identify, evaluate, and draw conclusions from different kinds of maps, graphs, charts, diagrams, timelines, and other representations such as photographs and satellite produced images or computer-based technologies. TE: Compare Maps and Satellite Images, OK 2; Map Skill Use and Map Key, OK 2–OK 3; Oklahoma and Cambodia Rainfall, OK 4–OK 7; Physical Map of Ancient Greece, OK 9; Comparing Population Maps of Oklahoma and Egypt, OK 10; Maps and Map Skills, H10-H24, 15, 21, 35, 49, 57, 58, 79, 93, 101, 109, 110, 124, 130, 132, 138, 142, 163, 170, 175 187, 198, 210, 214, 220, 247, 263, 267, 277, 286, 290, 296, 300, 303, 323, 327, 332, 347, 348, 352, 357, 362, 371, 373, 377, 383, 393, 397, 407, 409, 410, 431, 436, 441, 446, 448, 457, 460, 469, 488, 494, 499, 501, 502, 522, 529, 531, 535, 546, 549, 552, 553, 569, 574, 583, 586, 608, 610, 616, 617, 622, 632, 637, 638, 639, 645; Atlas, R2-R19; Map and Globe Skills, 82, 166, 194, 258, 412, 658; Charts, Graphs, Tables, and Diagrams, 85, 104, 105, 292, 340, 341, 343, 475, 476, 490, 562, 563, 624, 631, 634, 635, 647, 651, 655, 656, 661, 665; Time Lines, 2–3, 4–5, 70–71, 72–73, 154–155, 156–157, 238–239, 240–241, 314–315, 316–317, 422–423, 424–425, 512–513, 514–1515, 598–599, 600–601; Parallel Time Lines, 524–525, R29–R40; Chart and Graph Skills, 24, 104, 340, 490, 524, 562, 634

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3. Interpret information from a broad selection of research materials such as encyclopedias, almanacs, dictionaries, atlases and cartoons. TE: Hands-On Unit Project, 1, 31, 63, 68, 69, 97, 147, 150, 152, 153, 183, 205, 231, 234, 236, 237, 273, 307, 310, 312, 313, 343, 367, 389, 415, 418, 420, 421, 453, 483, 505, 508, 510, 511, 539, 565, 591, 594, 596, 597, 627, 651, 673, 676, 678; Research and Writing Skills, 144, 280, 364, 386, 450, 472 Standard 2: The student will use geographic representations to draw conclusions. 1. Apply the concepts of scale, orientation, latitude and longitude, and physical regions. TE: OK 2-OK 3, Oklahoma and Cambodia Rainfall Maps, OK 5; Compare Maps at Different Scales, 82–83; Use Latitude and Longitude, 194–195; Compare City Maps at Different Scales, 258–259; Regions, 10-17, 18-25, 34-39, 78-83, 100-105, 122-127, 162-167, 186-189, 208-211, 228-229, 246-251, 276-281, 322-325, 370-373, 392-395, 660-663, 664-667; Map Handbook, H10-H24 2. Compare political, physical, and thematic maps, TE: Compare Maps and Satellite Images, OK 2; Map Skill Use and Map Key, OK 2–OK 3; Oklahoma and Cambodia Rainfall Maps, OK 5; Comparing Population Maps of Oklahoma and Egypt, OK 10; Compare Maps at Different Scales, 82–83; Use Map Projections, 166–167; Compare City Maps at Different Scales, 258–259; Compare Distribution Maps, 658–659; Map Handbook, H10-H24 3. Define, recognize, and locate basic landforms and bodies of water on appropriate maps and globes. TE: Physical Map of Oklahoma, OK 2; Physical Map of Ancient Greece, OK 9; Map Handbook, H10-H24; Maps, 15, 21, 35, 49, 57, 58, 79, 93, 101, 109, 110, 124, 130, 132, 138, 142, 163, 170, 175 187, 198, 210, 214, 220, 247, 263, 267, 277, 286, 290, 296, 300, 303, 323, 327, 332, 347, 348, 352, 357, 362, 371, 373, 377, 383, 393, 397, 407, 409, 410, 431, 436, 441, 446, 448, 457, 460, 469, 488, 494, 499, 501, 502, 522, 529, 531, 535, 546, 549, 552, 553, 569, 574, 583, 586, 608, 610, 616, 617, 622, 632, 637, 638, 639, 645, R2–19; Map and Globe Skills, 82, 166, 194, 258, 412, 658; Map Adventure, 38, 94, 200, 261, 337, 440, 577, 662

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Standard 3: The student will analyze selected cultures which have affected our history. 1. Define the characteristics of culture and the role culture played on the development of the world's peoples. TE: Culture, OK 14; Developing Cultures, 26–29; Culture, 52, 55, 81, 129, 165, 249, 262, 269, 329, 331, 376, 399, 401, 404, 409, 416, 465, 557, 579, 585, 656

2. Compare and contrast common characteristics of culture, such as language, customs, shelter, diet, traditional occupations, belief systems, and folk traditions. TE: Comparing Ways of Life, OK 14–OK 15; Comparing Traditions, OK 16–OK 17; Different Cultures, 18–23, 26–29, 40–46, 48–53, 54–59, 81, 84–90, 92–95, 106–112, 114–117, 128–134, 136–139, 140–143, 165, 168–173, 174–180, 190–193, 196–201, 202–203, 218–221, 222–224, 249, 252–253, 254, 260–264, 266–271, 276–279, 282–287, 288–292, 294–297, 298–304, 326–328, 329, 330–333, 334–338, 339–340, 346–349, 356–359, 360–363, 374–378, 380–385, 396–398, 399, 401, 404, 406–411, 416, 465, 557, 579, 585, 656

3. Evaluate the impact of selected civilizations (such as Egypt, Greece, Rome, Mayan, Incan, and Chinese) on migration and settlement patterns. TE: Push and Pull Factors, OK 8–OK 9; Settlement, OK 10; Migration and Settlement, OK 12–OK 13; Ancient Egypt and Nubia, 76–77, 78–83, 84–91, 92–95, 96–97; Ancient China, 98–99, 100–105, 106–113, 114–117, 118–119; Ancient India and Persia, 120–121, 122–127, 128–135, 136–139, 140–145, 146–147; Mesoamerican Civilizations, 160–161, 162–167, 168–173, 174–181, 182–183; The Early People of South America, 184–185, 186–189, 190–195, 196–203, 204–205; Ancient Greece, 244–245, 246–251, 252–259, 260–265, 266–271, 272–273; Ancient Rome, 274–275, 276–281, 282–287, 288–293, 294–297, 298–304, 306–307 Standard 4: The student will compare and contrast political and economic systems 1. Identify and describe major world political systems and the role of governmental involvement in such systems (such as dictatorships, constitutional monarchies, and representative democracies). TE: Comparing Government, OK 18–OK 21; Citizenship and You, OK 22–OK 23; Government and Citizenship, OK 31; Monarchy, 47, 51, 399, 402, 467; Feudalism, 401–402; Theocracy, 169; Communism, 531, 578; City-States, 252–257; Empire, 266–269, 288–293, 346–349, 350–355; Democracy, 245, 255, 257, 283, 284, 398, 447, 457-458, 459, 460, 462, 466-469, 471, 472-473, 588-589, 606-612, 621-623

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2. Identify and describe major economic systems and the role of governmental involvement and individual decision-making within such systems (such as traditional, command, and market economies). TE: Three Types of Economies, OK 24–OK 25; Government in a Market Economy, OK 28–OK 29; Economics, OK 31, 38, 59, 169, 269, 282–287, 336, 348, 351, 371, 374, 375, 376–378, 394, 399, 403, 411, 474–477, 478–481, 494, 543, 630–633