social studies curriculum guide - rams.rcps.info

Social Studies Curriculum GuideAcknowledgements The following people were instrumental in the development of this curriculum guide.
Denise Taylor Roanoke Academy of Math and Science Janelle Wood Roanoke Academy of Math and Science
Roanoke City Public Schools Administration Dr. Rita Bishop Superintendent of Schools Dr. Vella Wright Assistant Superintendent for Teaching and Learning Mr. Tom Dunleavy Executive Director of K-8 Instruction Ellen Forbes Copenhaver Supervisor of Social Studies
Roanoke City School Board David B. Carson Chairman
Jason E. Bingham Vice-Chairman Mae G. Huff
Suzanne P. Moore Courtney A. Penn Todd A. Putney Lori E. Vaught
PREFACE In 1995 the Virginia Board of Education published Standards of Learning in history and social science for kindergarten through grade twelve. In 2000 the Board of Education was directed by the General Assembly to establish a system of periodic review and revision of the Standards of Learning. In accordance with that legislation the Board of Education appointed a task force to review and revise the History and Social Science Standards of Learning in June 2000. This process resulted in the release of the 2001 Curriculum Framework, which defines the essential understandings, knowledge, and skills that are measured by the Standards of Learning tests. On July 17, 2008 the Board of Education passed the current 2008 standards. This curriculum guide is written for kindergarten teachers to assist them in implementing the standards put forth by the state board under the 2008 Curriculum Framework.
Roanoke City Public Schools does not discriminate with regard to race, color, national origin, sex, or handicapping condition in an educational and/or employment policy or
practice.
RCPS Social Studies Curriculum Map
RCPS Social Studies Pacing Guide
RCPS Social Studies Curriculum Framework
First Nine Weeks K.8 Citizenship K.9 Pledge of Allegiance K.3 Relative Location K.6 Community Helpers K.2 Past and Present/Change Over Time
Second Nine Weeks K.2 Past and Present/Change Over Time K.1a Powhatan and Pocahontas K.1b Thanksgiving Day K.7a People Make Choices K.1b Martin Luther King Jr. Day
Third Nine Weeks K.1a George Washington, Abraham Lincoln K.1b Presidents’ Day K.9 The President is the Leader of the United States K.7b People Work to Earn Money
Fourth Nine Weeks K.4 Maps and Globes K.5 Awareness of Maps and Globes K.1a Betsy Ross K.1b Independence Day K.9 American Flag
2008 VDOE Social Studies Curriculum Framework
2008 VDOE Social Studies Blueprint Grade 3
SOCIAL STUDIES CURRICULUM MAP
K.9 Pledge of Allegiance K.1a Powhatan and Pocahontas
K.3 Relative Location K.1b Thanksgiving Day
K.6 Community Helpers K.7a People Make Choices
K.2 Past and Present / Change Over Time K.1b Martin Luther King, Jr. Day
K.1a George Washington, Abraham Lincoln K.4 Maps and Globes
K.1b Presidents’ Day K.5 Awareness of Maps and Globes
K.9 The President is the Leader of the United States K.1a Betsy Ross
K.7b People Work to Earn Money K.1b Independence Day
K.9 American Flag
THIRD NINE WEEKS
FOURTH NINE WEEKS
CURRICULUM PACING GUIDE
September
K.8
Citizenship
being a good citizen:
b. taking responsibility for
belongings and respecting
“Be Good!” p. 49
“Good Citizens Book,”
Discipline
the Truth
by Caralyn Buehner &
Small
Small
Small
Fairness (Way to Be!)
Talk About Good
Citizenship by Loewen
American flag and the Pledge of
Allegiance.
Pledge
Promise
American flag and the Pledge of
Allegiance.
Pledge
promise
Printables:
by using positional words, with
emphasis on near/far, above/below,
left/right, and behind/in front.
“Where are We?”
“King Ping’s Castle,”
Halbur, Chris Steins, and
by using positional words, with
emphasis on near/far, above/below,
Keith Faulkner and
Mavis Smith
Oppenheim and Rosanne
Step Nonfiction) by
descriptions of work that people do
with the names of those jobs.
Builder
Cook
Doctor
Farmer
Firefighter
Job
Teacher
p. 41
Field Trips:
Fire Department
Sharp and Smooth
(Whose Is It?:
Builder
Cook
Doctor
Farmer
Firefighter
Job
Teacher
Builder
Cook
Doctor
Farmer
Firefighter
Job
Teacher
Printables:
Workers
and in the past and begin to
recognize that things change over
time.
is different from life long ago.
-recognize that stories and families
can describe events from the past.
-understand that descriptions of life
in the past and the present can be
shared by families through pictures
and stories.
“Then and Now”
Repro., p. 31
“Past and Present,”
“Pastimes from Past
Times,” p. 3
“Make-Believe-It or Not”
p. 5
“Long-Ago Games,”
p. 30
The Education Center,
Rozanne Lanczak
Today (Times Change)
and in the past and begin to
recognize that things change over
time.
is different from life long ago.
-recognize that stories and families
can describe events from the past.
-understand that descriptions of life
in the past and the present can be
shared by families through pictures
and stories.
Roop and Connie Roop
World: The Story of
of other times and places by:
Identifying examples of past events
in legends, stories, and historical
accounts of Pocahontas and
and events honored by the holiday of
Thanksgiving.
“Princess Pocahontas,”
p. 8-9
Thanksgiving.
“Thanks for
Thanksgiving.
Thanksgiving.
Choice
Need
Want
Choices for Lunch
Choices for Christmas
choice” lesson
Choice
Need
Want
Literature:
Choice
Need
Want
http://www.econedlink.org
/lessons/index.php?lesson
of other times and places by
identifying the person and events
honored by the holiday of Martin
Luther King, Jr. Day.
“Dr. King’s Peace
p. 24
Art Activities:
Luther King, Jr.
is …
Literature:
Ray Moore
Adler
Marzollo
Luther King, Jr.
by Linda Lee
and legends, stories, and historical
accounts of George Washington, and
Abraham Lincoln.
Presidents’ Day.
President is the leader of the United
States.
Calendar
Fact
Fiction
History
Holiday
Legend
Long-ago
Past
Present
Real
Make-believe
George
Washington
“Great George!” p. 11-12
“Happy Birthday, George
Abraham Lincoln.
Presidents’ Day.
States.
Calendar
Fact
Fiction
History
Holiday
Legend
Long-ago
Past
Present
Real
Make-believe
George
Washington
American by Violet
February K.1a, b
Abraham Lincoln.
Presidents’ Day.
States.
Calendar
Fact
Fiction
History
Holiday
Legend
Long-ago
Past
Present
Real
Make-believe
George
Washington
work to earn money to buy things
that they want.
by Vera Williams
Marc Brown
and globes to:
map is a drawing of a place
to show where things are
located and that a globe is a
round model of the Earth;
b. describe places referenced in
stories and real-life
features.
a. show a view from above;
b. show things in smaller sizes;
c. show the position of objects.
Map
Globe
Model
Land
Water
Above
“Seeing Our World:
“Map Magic,” p. 36
Hutchins - map her trip;
-Little Bo Peep-read poem
showing the location of
Gingerbread Man
Art Activities:
United Streaming:
and globes to:
map is a drawing of a place
to show where things are
located and that a globe is a
round model of the Earth;
b. describe places referenced in
stories and real-life
features
a. show a view from above;
b. show things in smaller sizes;
c. show the position of objects.
Map
Globe
Model
Land
Water
above
Rozanne Lanczak
Neil Chesanow
accounts of Betsy Ross.
Independence Day.
American flag.
“Our Country,” p. 51
“A Stitch in Time,”
July,” p. 28
Red stripes.
White stripes.
The flag stands for
Independence Day.
American flag.
ISBN:157225064x
Literature:
Thimble by Stephanie
Cheyette Lewison
Independence Day.
American flag.
May/June K.1a,b, K.2,
“Holidays are Fun,”
Teacher: Subject: Social Studies Grade: K
Date _____________ Measureable Objective: The student will demonstrate that being a good citizen involves a) taking turns and sharing; b) taking responsibility for certain classroom chores; c) taking care of personal belongings and respecting what belongs to others; d) flowing rules and understanding the consequence of breaking rules; e) practicing honesty, self-control, and kindness to others; f) participating in decision-making in the classroom; g) participating successfully in group settings.
Essential Knowledge and Skills: TSW will be able to: -explain cause and effect relationships -participate in groups and democratic society. Terms to know: -Community: a place where people live. Examples of being a good citizen: -taking turns -sharing -completing classroom chores -taking care of one’s things -respecting what belongs to others -being honest -practicing self-control -being kind to others -participating in making classroom decisions -working well with classmates in groups Vocabulary: Home, school, citizen, chores, sharing, responsibility, personal belongings, honesty, self-control, kindness, decision-making
SOL: K.8a-g
Focus/ Warm Up: TSW help to make a list of things are nice to do in the classroom.
Activity Hook: TSW listen to literature; sing a song, poem, etc. pertaining to above SOL.
Details of Activity/ Lesson: Day 1: The teacher read literature about citizenship. The students will create a chart by listening rules of being a good citizen. TSW complete page 48 in Our World: Let’s Go! Day 2: The students will watch and discuss a United Streaming video about manners. TSW complete the mini book found in pacing guide in the resource section. Day 3: TSW watch and discuss the United Streaming video on rules. TSW complete the worksheet, “Dos and Don’ts,” found in pacing guide in the resource section. Day 4: The student will pick a behavior out of a “hat”. The student will act out that behavior with teacher guidance. The other students will decide if the behavior is appropriate or inappropriate by showing thumbs up or thumbs down. Day 5: The principal of the school will visit the classroom to discuss the importance of the school rules. She/He will point out that it is her/his job to make sure that the children follow all the rules for their safety.
Day 6: The student will draw a picture of themselves, and complete the sentence: I will be kind to others by___________. Day 7: The student will listen and discuss literature on friends. The students will create “Friendship Hands” by folding a piece of 9”x12” piece of construction paper in half, and then place one hand on the paper with the wrist on the fold. The teacher will need to help him/her trace around the hand. Then the student will cut around the outline through both thicknesses of paper to create a card in the shape of a hand. The students will then decorate the card cover and glue a friendship poem on the inside. Day 8: The students will create a class book about their friends. The children will draw a picture of a person in the class on a piece of paper. The student will write a positive word (for example: honest, caring, responsible, kind, etc.) about his/her classmate to be shared and added to the class book. Day 9: The students will watch and discuss a United Streaming video about self-discipline. TSW complete the page of Fun with Friends found in pacing guide in the resource section. Day 10: The students/teacher will review citizenship. The students will complete the assessment on page 49 in Our World: Let’s Go!
Key Examples: Posters showing above SOLs, United Streaming video
Key Questions: In what ways are good citizens involved in their home, school, and communities? What actions show examples of being a good citizen at school? What are examples of rules? What are the consequences of breaking rules? What are ways to be good citizen when working in groups with classmates?
Manipulatives Needed: Literature, Our World: Let’s Go! Adopted textbook series and materials needed for individual lessons, United Streaming videos
Guided Practice: See details of activities/lessons from above.
Independent Practice: Students complete various worksheets/projects as needed.
Use of Technology: United Streaming, various videos, DVDs, CDs, and audio cassettes,
Wrap Up/ Conclusion Questions: Key questions are revisited and discussed from above.
Assessments: Key questions are revisited and formatted into a teacher made test. Suggested resources in pacing guide.
Homework: Students will complete worksheets about the above standard.
Date _____________ Measureable Objective: The student will recognize the Pledge of Allegiance.
Essential Knowledge and Skills: The student will -know that the Pledge to the American Flag is called “The Pledge of Allegiance. Vocabulary: American, Pledge of Allegiance
SOL: K.9
Focus/ Warm Up: The teacher will place hand on heart and look at the flag. Students will be asked what this represents.
Details of Activity/ Lesson: Day 1: The teacher read literature pertaining to the above SOL. Students will be instructed to place right hand on heart, look at the American Flag, and echo Pledge of Allegiance. Day 2: TSW review what was learned from yesterday by practicing Pledge of Allegiance with teacher. Explain to students that when we say the pledge, we are promising to be loyal to the flag of our country and what it stands for-being free to choose our leaders. TSW then discuss and color the Pledge to the Flag minibook (see resources in the Curriculum pacing guide.) Day 3-end of school year: TSW review above skills and participate in Pledge of Allegiance daily.
Key Examples: American Flag, poster of people pledging to the American Flag
Key Questions: Why do we say the Pledge of Allegiance? What do we do when we say the Pledge of Allegiance? Which hand do we place over our heart when we say the Pledge of Allegiance?
Manipulatives Needed: American Flag
Homework: Students will be asked to discuss with parent/guardian what he/she has learned about the Pledge of Allegiance in class.
Date _____________ Measureable Objective: The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.
Essential Knowledge and Skills: Terms to know: Near/far Above/below Left/right Behind/in front These words are used daily to describe where people, places and things are located. Vocabulary: See above
SOL: K.3
Focus/ Warm Up: TSW use a unifix cube by placing the cube in the correct location using the terms from above.
Details of Activity/ Lesson: Day 1: The teacher/students will go outside to locate and describe things that are above and things that are below. Day 2: The teacher/students will sing and do the motions to the Hokey Pokey. TSW listen and complete the activity found on page 34 in Our World: Let’s Go! Day 3: TSW watch and discuss the video Near and Far with Grover found at www.youtube.com. The student will illustrate a picture of Grover near and far away. Day 4: TSW line up and discuss who is behind them and who is in front of them in line. Day 5: TSW complete activity found on page 33 in Our World: Let’s Go!
Key Questions: What words are used to describe the location of people, places and things?
Manipulatives Needed: Literature, Our World: Let’s Go! Adopted textbook series and materials needed for individual lessons, United Streaming videos, unifix cubes
Students will complete worksheets about relative location. Parents will be given instructions to review positional words with student using a stuffed animal.
Date _____________ Measureable Objective: The student will match simple description of work that people do with the names of those jobs.
Essential Knowledge and Skills: TSW will be able to: -gather and classify information -use and explain simple charts Examples of jobs: -Doctors are people who take care of other people when they are sick. -Builders are people who build houses and other buildings. -Teachers are people who help students learn. -Cooks are people who prepare meals. -Farmers are people who grow crops and raise animals. -Firefighters are people who put our fires. Vocabulary: See above
SOL: K.6
Focus/ Warm Up: TSW be posed the question, “What do you want to be when you grow up?”
Details of Activity/ Lesson: Day 1: The students will watch and discuss the United Streaming video on community helpers. The student/teacher will create a chart of facts and terms about community helpers. This chart will be review daily during the unit on community helpers. TSW complete page 41 in Our World: Let’s Go! Day 2: The students will listen to literature about the job of a doctor. TSW create a doctor’s bag using a teacher made template (see resources in Curriculum Pacing Guide). Doctor’s bag will contain a cotton ball, q-tip, band-aid, craft stick, and other various items. Day 3: The teacher will read literature about a mailman. The students will answer questions about why the mailman’s job is important. The students will create a mailman’s bag (see resources in Curriculum Pacing Guide) that will contain letters written by the student. Day 4: TSW take a field trip to the school cafeteria. The students will learn the job of the cafeteria cooks. The students/teacher will discuss what they learned when they return to the classroom. Day 5: The teacher will read literature about a fireman. TSW make a fireman using teacher made templates (see resources in Curriculum Pacing Guide). Day 6: The students will listen and discuss the job of a policeman. The students will create a policeman using teacher made templates (see resources in Curriculum Pacing Guide). Day 7: The teacher will have pictures of community helpers and pictures of the tools that they use to do their work. The students, as a large group, will help match up the tools to the right helper. At their seats, students will use folded paper to create a flip book. The book will have the helpers on the front and the tools behind the helper. Day 8: The student will review and list various community helpers and their importance. The students will complete a community helper sort. Day 9: The students will share with the class what community helper they want to be when they grow up. The student will the complete a writing activity by finishing the sentence: I Want to Be a _________ and draw themselves as that helper.
Day 10: The student/teacher will review skills taught about community helpers. TSW complete a community helper assessment such as page 42 or page 43 in Our World: Let’s Go!
Key Questions: What are examples of jobs?
Homework: Students will complete worksheets about community helpers.
Date _____________ Measureable Objective: The student will describe everyday life in the present and in past and begin to recognize that things change over time.
Essential Knowledge and Skills: Terms to know: Past: Something that has already happened Present: What is happening now Descriptions of life in the past and present can be shared families through pictures and stories. Vocabulary: past, present, real, make-believe, history, legend, fact, fiction
SOL: K.2
Focus/ Warm Up: TSW be shown pictures of the past and discuss how things look different from today.
Details of Activity/ Lesson: Day 1: TSW will watch and discuss United Streaming video on long ago and today. The teacher/student will create a chart about the past and present. Day 2: TSW will listen and discuss the literature about long ago and today. TSW will complete project 1 on page 3 of Our World: Let’s Go! Day 3: The teacher/student will complete a Venn Diagram comparing life today and long ago. TSW complete a generic past and present sort or the suggested sort in the pacing guide found in the resource section. Day 4: TSW listen and discuss literature about long ago and today. TSW will sort pictures found on page 31 in Our World: Let’s Go! Day 5: The teacher read a fairy tale, and the students will discuss whether it was real or make- believe. TSW will complete real or make-believe sort found on page 5 in Our World: Let’s Go!
Key Examples: pictures of past and present, map of Virginia, map of United States, globe, chart created by students, United Streaming video
Key Questions: How is life today different from life of long ago? Did children long ago watch television? Where did the people of long ago get their food?
Manipulatives Needed: Literature, Our World: Let’s Go! Adopted textbook series and materials needed for individual lessons, pictures of things long ago and today, examples of items from long ago, chart created by students, United Streaming videos
Wrap Up/ Conclusion Questions:
Key questions are revisited and discussed from above.
Homework: Students will complete worksheets about past and present.
Date _____________ Measureable Objective: The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of Powhatan and Pocahontas.
Essential Knowledge and Skills: The student will: -identify Powhatan and Pocahontas. Terms to know: Powhatan: He was the Indian leader of many tribes when the settlers came to Jamestown. He ruled over many tribes. Pocahontas: She was an Indian girl, daughter of Powhatan, who came with her father’s people to visit the settlers at Jamestown. She worked to help the settlers receive food from the Indians. Vocabulary: Powhatan, Powhatan, long ago, past, present, real, make-believe, history, legend, fact, fiction
SOL: K.1a
Focus/ Warm Up: TSW be shown pictures of Powhatan and Pocahontas and asked if they know who they are in history.
Details of Activity/ Lesson: Day 1: The teacher will read and discuss The Story of Pocahontas by Caryn Jenner in relation to Powhatan and Pocahontas. Using Our World: Let’s Go! page 9, TSW first find and name both Powhatan and Pocahontas. TSW then color and discuss in detail facets of picture. Day 2: TSW review what was learned from yesterday by placing things remembered on chart. TSW watch the United Streaming video, American Hero Classics: Pocahontas. TSW then draw a picture of both Powhatan and Pocahontas to better remember the SOL. Day 3: The teacher will point out Jamestown on a map, noting land and water features to students. TSW create an art activity using a student drawn picture of Pocahontas and Powhatan. TSW then place the “cut-out” picture of Pocahontas into a canoe and color the water blue. TSW then place the “cut-out” picture of Powhatan onto the land and color the land green. Day 4: TSW review chart on Powhatan and Pocahontas with students. TSW create “Bear Hide” vests using directions found in Our World: Let’s Go! page 10. Day 5: After listening to a variety of stories, TSW watch the video, Pocahontas by Jack Olesker. TSW then teach a friend what he/she has learned about Pocahontas and Powhatan this week.
Key Examples: pictures of Powhatan and Pocahontas, map of Virginia, chart created by students, United Streaming video
Key Questions: Who was the Indian leader when the settlers came to Jamestown? Who was the daughter of Powhatan? What did Pocahontas do to help the settlers? Were Powhatan and Pocahontas real or make-believe? Did their stories take place in the past or present?
Manipulatives Needed: Literature, Our World: Let’s Go! Adopted textbook series, pictures of Powhatan and Pocahontas, map of Virginia, chart created by students, United Streaming video
Assessments: Key questions are revisited and formatted into a teacher made test.
Homework: Students will be asked to discuss with parent/guardian what he/she has learned about Powhatan and Pocahontas as a daily review. Students will draw pictures of Powhatan and Pocahontas from lessons of the day and parents will help students write a sentence about them. Students will discuss with parents ways Pocahontas showed kindness to the settlers and write a sentence about this quality. Students can fold a sheet of paper in half and draw a picture of themselves with their father and on the other side, draw Pocahontas and Powhatan.
Date _____________ Measureable Objective: The student will recognize that history describes events and people of other times and places by b) identifying the people and events honored by the holiday of Thanksgiving Day.
Essential Knowledge and Skills: Terms to know: Thanksgiving Day: This is the day to remember the sharing of the harvest with the American Indians. It is observed in November Vocabulary: Thanksgiving Day, harvest, long ago, past, present, real, make-believe, history, legend, fact, fiction
SOL: K.1b
Focus/ Warm Up: TSW be shown pictures of the first Thanksgiving, and describe what they observe in the picture.
Details of Activity/ Lesson: Day 1: The teacher will point out the day that Thanksgiving is observed on the calendar. TSW watch the video, Charlie Brown’s Mayflower Voyage, stopping to discuss important events found in the video. TSW booklet on a paper folded into thirds, and drawing events that happened in the beginning, middle, and end of the movie. Day 2: TSW review what was learned from yesterday and will create a chart about Thanksgiving. The teacher will point out voyage of the Mayflower using a map and a globe. TSW create a Mayflower boat using construction paper and popsicle sticks (see resources in Curriculum Pacing Guide) Day 3: TSW listen to literature on literature Thanksgiving. TSW will complete Project One on page 19 in Our World: Let’s Go! Day 4: TSW review chart and discuss Thanksgiving today and the first Thanksgiving. The teacher/students will complete a Venn diagram comparing Thanksgiving today and the first Thanksgiving. TSW complete a generic Thanksgiving sort or Thanksgiving sort (see resources in Curriculum Pacing Guide). Day 5: TSW will watch a United Streaming video pertaining to Thanksgiving. TSW will complete art activity of a pilgrim or use TLC fall book.
Key Examples: pictures of Thanksgiving past and present, map of Virginia, map of United States, globe, chart created by students, United Streaming video
Key Questions: Who were the two groups or people who celebrated the first Thanksgiving? What month do we celebrate Thanksgiving? What was the name of the pilgrim’s ship? What can we learn about people from long ago? Why do we celebrate Thanksgiving Day?
Manipulatives Needed: Literature, Our World: Let’s Go! Adopted textbook series and materials needed for individual lessons, pictures of Thanksgiving, map of Virginia, United States map, chart created by students, United Streaming videos
Homework: Students will complete worksheets about Thanksgiving. Students can make a list of foods with parents of things he/she will have for Thanksgiving Day.
Date _____________ Measureable Objective: The student will a) recognize that people make choices because they cannot have everything they want.
Essential Knowledge and Skills: TSW will be able to: -understand that when people cannot have everything they want; they must choose something and give up something else. -gather and classify information -explain simple charts Terms to know: -Choice: Choosing between two or more things -Wants: Things people would like to have-include basic needs such as food, clothing, and shelter. -Money: What people use to buy the things they want. Paper bills and coins are examples of money. Vocabulary: See above
SOL: K.7a,
Focus/ Warm Up: TSW be posed the question, “If you could have ___ or ___ which would you choose?”
Details of Activity/ Lesson: Day 1: The teacher/students watch and discuss United Streaming concerning making choices. The students/teacher will create a chart discussing choices. TSW complete page 44 in Our World: Let’s Go! Day 2: TSW and listen and discuss Franklin’s Gift. The teacher/students will review the chart created on day one about choices. The students will help to complete a graph determining what he/she would choose using the same choices used by Franklin. Day 3: TSW review the facts and chart about choices. TSW will be given a piece of paper with an ice cream on one side and a cookie on the other. The students will have to make a choice of which one they want the most. The student will cut out their choice which will ruin the one they did not choose. Day 4: The teacher will read the menu for the day. The teacher will have previously created pictures of the choices for lunch on that day. TSW be asked to make a choice of which item they would like to eat for lunch. Day 5: The students will listen to I Can Choose booklet. TSW will create a class book by finishing the sentence: I can choose_____________. The student will draw a picture about their sentence.
Key Questions: Why do people have to make choices? How do people earn money to get the things they want?
Date _____________ Measureable Objective: The student will recognize that history describes events and people of other times and places b) identifying the person and events honored by the holiday of Martin Luther, King, Jr. Day.
Essential Knowledge and Skills: Terms to know: Martin Luther, King, Jr. Day: This is a day to remember an African American who worked so that all people would be treated fairly. It is observed in January. Vocabulary: Martin Luther King, Jr., long ago, past, present, real, make-believe, history, legend, fact, fiction, calendar
SOL: K.1b
Focus/ Warm Up: TSW be shown pictures of Martin Luther King, Jr. and asked if they know who they are in history.
Details of Activity/ Lesson: Day 1: The teacher will point out Georgia on a map, noting land and water features to students. The teacher will then point out Martin Luther King, Jr. on the calendar and ask why they think this is an important day. Lead a discussion on holidays and why they are important. The student will watch Our Friend Martin stopping many times to discuss video. Day 2: TSW review what was learned from yesterday by reviewing chart and adding any new information. TSW complete Dr. King’s Peace Wreath using directions found Our World: Let’s Go! page 23. Day 3: TSW review what was learned from yesterday by reviewing chart and adding any new information. TSW listen to literature on Martin Luther King, Jr. TSW complete an art activity making paper plate doves to represent peace (see resources in Curriculum Pacing Guide). Day 4: TSW review what was learned from yesterday by reviewing chart and adding any new information. Using a large teacher-made school bus, students will search through magazine and find pictures of all kinds of people. Students will glue pictures in the school bus windows. Title this “We All Sit Together.” Day 5: TSW review what was learned from yesterday by reviewing chart and adding any new information. TSW watch a United Streaming video regarding his speech. TSW then help to create a classroom book titled, “My dream is . . . . “
Key Examples: pictures of Martin Luther, King, Jr., map of United States, chart created by students, United Streaming video
Key Questions: What did Martin Luther King, Jr. want for all people? What month do we honor Dr. Martin Luther King, Jr.? Was Martin Luther King, Jr. real or make-believe? Is Martin Luther King, Jr. Day fact or fiction?
Manipulatives Needed: Literature, Our World: Let’s Go! Adopted textbook series and materials needed for individual lessons, pictures of Martin Luther King, Jr., United States map, chart created by students, United Streaming
videos, various videos
Homework: various worksheets associated with above lessons
Date _____________ Measureable Objective: The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of George Washington and Abraham Lincoln; b) identifying the people and events honored by the holiday of Presidents’ Day. The student will recognize that the President is the leader of the United States.
Essential Knowledge and Skills: The student will -identify George Washington and Abraham Lincoln. -recognize that the President is the leader of the United States. Terms to know: George Washington: He was the first President of the United States and often called “The Father of Our Country.” Abraham Lincoln: He was a United States President and often called “Honest Abe.” Presidents’ Day: This is a day when we honor all Presidents of the United States, especially George Washington and Abraham Lincoln. It is observed in February. Vocabulary: George Washington, Abraham Lincoln, Presidents’ Day, President, leader, long ago, past, present, real, make-believe, history, legend, fact, fiction
SOL: K.1a, b K.9
Focus/ Warm Up: TSW be shown pictures of George Washington and Abraham Lincoln and asked if they know who they are in history.
Details of Activity/ Lesson: Day 1: The student will watch a United Streaming video on George Washington. The teacher will point out Mount Vernon and Virginia on a map, noting land and water features to students. TSW discuss and create a chart describing his physical features, what he is remembered for, and why this is important. The teacher will use Our World: Let’s Go! page 12, to assess if student recognize George Washington. Day 2: TSW review what was learned from yesterday by reviewing chart and adding any new information. TSW create a “three-cornered” hat (see resources in Curriculum Pacing Guide) and use creative dramas to pretend they are George Washington. Day 3: TSW listen to literature on George Washington. TSW complete Project One: Quarter-Quest using directions found Our World: Let’s Go! page 11. Day 4: TSW review chart on George Washington and add any new information. TSW complete Project Two: As American As Cherry Pie using directions found Our World: Let’s Go! page 11. Day 5: As a review, set up in classroom two clean trashcans four feet from wall. Students will make two lines in front of the trashcans. Using a foam ball that will fit inside the trashcan, have one student from each team take turns answering questions from below. If the student answers correctly, he/she will be allowed to attempt to toss the ball into the trashcan (basket). Day 6: The student will watch a United Streaming video on Abraham Lincoln. The teacher will point out Illinois, Indiana, and Kentucky on a United States map, noting land and water features to students. TSW discuss and create a chart describing his physical features, what he is remembered for, and why this is important.
Day 7: TSW review what was learned from yesterday by reviewing chart and adding any new information. TSW listen to literature on Abraham Lincoln. TSW complete Project One: Pretzel Log Cabins using directions found Our World: Let’s Go! page 15. Day 8: TSW review what was learned from yesterday by reviewing chart and adding any new information. TSW listen to literature on Abraham Lincoln. TSW complete Project Two: Lincoln’s Hats using directions found Our World: Let’s Go! page 15. Day 9: TSW review what was learned from yesterday by reviewing chart and adding any new information. TSW use techonolgy to learn more about Abraham Lincoln. TSW create a stove pipe hat (see resources in Curriculum Pacing Guide). Day 10: As a review, set up in classroom two clean trashcans four feet from wall. Students will make two lines in front of the trashcans. Using a foam ball that will fit inside the trashcan, have one student from each team take turns answering questions from below. If the student answers correctly, he/she will be allowed to attempt to toss the ball into the trashcan (basket). Day 11: The teacher will point out Washington, D.C. on a map, noting land and water features to students and ask why Washington D.C. is an important place. The teacher will then point out Presidents Day on the calendar and ask why they think this is an important day. Lead a discussion on holidays and why they are important. The student will watch a United Streaming video on Presidents’ Day. TSW complete Project One: A February Calendar using directions found Our World: Let’s Go! page 26. Day 12: TSW listen to literature on Presidents’ Day. TSW complete a suggested sort (see resources in Curriculum Pacing Guide). Day 13: TSW complete Project One: Presidential Puppets using directions found Our World: Let’s Go! page 25. Day 14: TSW complete Project Two: Presidential Puppet Reader’s Theater using directions found Our World: Let’s Go! page 25. Day 15: TSW review with a friend using Presidential Puppets. TSW then be assessed on essential knowledge using suggested resource in pacing guide.
Key Examples: pictures of George Washington, Abraham Lincoln, map of Virginia, map of United States, chart created by students, United Streaming video
Key Questions: Suggested questions for Day 5: Who was the first President of the United States? What was George Washington often called? Was the cherry tree story real or make-believe? Where did George Washington live? What was George Washington’s favorite thing to do? What coin has George Washington face on the front? What did George Washington look like? What jobs did George Washington have? Did George Washington live in the past or present? What type of hat did George Washington wear? What is one thing George Washington remembered for? What paper bill is George Washington’s face on? Was George Washington tall or short? Is George Washington alive today? What state did George Washington live? Suggested questions for Day 10: Who was the 16th President of the United States? What was Abraham Lincoln often called?
Was Abraham Lincoln real or make-believe? Name one place Abraham Lincoln lived? What was Abraham Lincoln’s favorite thing to do? What coin has Abraham Lincoln’s face on the front? What did Abraham Lincoln look like? What jobs did Abraham Lincoln have? Did Abraham Lincoln live in the past or present? What type of hat did Abraham Lincoln wear? What is one thing Abraham Lincoln is remembered for? What paper bill is Abraham Lincoln’s face on? Was Abraham Lincoln tall or short? Is Abraham Lincoln our president today? Why was Abraham Lincoln called “Honest Abe?” Suggested questions for all of Presidents’ Day: What is Presidents’ Day? When do we celebrate Presidents’ Day? What two Presidents are especially honored on Presidents’ Day?
Manipulatives Needed: Literature, Our World: Let’s Go! Adopted textbook series and materials needed for individual lessons, pictures of George Washington and Abraham Lincoln, map of Virginia, United States map, chart created by students, United Streaming videos
Homework: Students will be asked to discuss with parent/guardian what he/she has learned about George Washington, Abraham Lincoln, and Presidents’ Day as a daily review.
Date _____________ Measureable Objective: The student will: b) explain that people work to earn money to buy the things they want.
Essential Knowledge and Skills: TSW will be able to: -understand that when people cannot have everything they want; they must choose something and give up something else. -gather and classify information -explain simple charts Terms to know: -Choice: Choosing between two or more things -Wants: Things people would like to have-include basic needs such as food, clothing, and shelter. -Money: What people use to buy the things they want. Paper bills and coins are examples of money. Vocabulary: See above
SOL: K.7b
Focus/ Warm Up: TSW be posed the question, “If you could have ___ or ___ which would you choose?”
Details of Activity/ Lesson: Day 1: The teacher/students watching and discuss a United Streaming video on money. The students/teacher will create a chart using the facts and terms concerning earning money. The teacher will give the directions to the children about earning pennies for classroom chores. The teacher will also explain that the children will be allowed to spend the money at the classroom store on Friday. Day 2: The student will listen and discuss A Chair for My Mother by Vera Williams. The students will complete a writing assignment about what they would they would buy when they are able to earn money. Day 3: TSW will review the chart about earning money. The students will then cut five items out of a magazine that they want. Day 4: TSW listen and discuss Arthur’s Pet Business by Marc Brown. TSW write and draw a chore that they could do to earn money to buy something that they want. Day 5: The students/teacher will discuss the importance of earning money. TSW then be able to take their pennies that they earned for the week to buy items in the class store.
Key Questions: Why do people have to make choices? How do people earn money to get the things they want?
Date _____________ Measureable Objective: The student will use simple maps and globes to a) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; b) describe places referenced in stories and real-life situations; c) locate land and water features. The student will develop an awareness that maps and globes a) show a view from above; b) show things smaller size; c) show the position of objects.
Essential Knowledge and Skills: TSW will be able to: -identify and locate features on maps and globes. -use resource materials -differentiate color symbols on maps and globes -understand that maps show a view from above. -understand that maps show things/objects as they are, only smaller. -understand that maps show the position/location of things/objects. Terms to know: Map: A drawing that shows what a place looks like from above. Globe: A round model of the Earth. Model: Something that stands for something else. Vocabulary: Map, globe, model, land, water, position
SOL: K.4a,b,c K.5 a,b,c
Focus/ Warm Up: TSW review what he/she has already learned from previous lessons regarding maps.
Details of Activity/ Lesson: Day 1: The students will watch and discuss a United Streaming video on maps. The students/teacher will create a chart using the facts and vocabulary about maps. TSW complete page 37 and 38 found on page 37 and 38 in Our World: Let’s Go! Day 2: The teacher/students will review the chart and skill taught on day 1. TSW complete Project Two on page 36. Day 3: TSW listen to The Gingerbread Man book. The students/teacher will follow the clues to locate the Gingerbread Man somewhere in the school. Once the Gingerbread Man is found, the students will then return to the classroom to create a map showing the places the Gingerbread Man went in the school. Day 4: The teacher/students will recite Little Bo Peep. TSW create a map showing the location of the sheep. Day 5: TSW listen and discuss Rosie’s Walk. The students will map her trip using symbols to show the various places that she visited on her walk. Day 6: TSW review map skills and famous American’s to complete People on the Map found on page 39 in Our World: Let’s Go!. Day 7: The teacher/students will review the chart on maps. The teacher will display a map of the United States pointing out the land, water, and the state of Virginia. TSW color a map of the United States by coloring the water blue, and the land green. The students will be instructed to color the state of Virginia red.
Day 8: The students/teachers will create symbols for the classroom. TSW will then create a map of the classroom. Day 9: The teacher will show the students a globe. TSW will create a globe using blue salt dough to make the ball, and green to make the land. Day 10: The students/teacher will review chart about maps. TSW will complete the assessment found on the pacing guide.
Key Questions: What can be used to show a model of the Earth? How can maps be used to locate areas referenced in stories and in real-life situations? How are land and water features shown on maps and globes? Why are maps and globes important?
Homework: Students will complete worksheets about map skills. Students will create various maps of his/her home such as their bedroom. Students can create a map showing how he/she gets to school every day.
Date _____________ Measureable Objective: The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of Betsy Ross; b) identifying the people and events honored by the holiday of Independence Day. The student will recognize the American flag.
Essential Knowledge and Skills: The student will -identify Betsy Ross. -identify the American flag. -recognize that the American Flag has white stars on a blue rectangle. -recognize that the American Flag has red and white stripes. Terms to know: Betsy Ross: She is believed to have sewn one of the first flags for our country. The American flag has white stars on a blue rectangle. It also has red and white stripes. Independence Day (Fourth of July): This is a day to remember when the United States became a new country. It is sometimes called America’s birthday. It is observed in July. Vocabulary: Betsy Ross, Independence Day, long ago, past, present, real, make-believe, history, legend, fact, fiction
SOL: K.1a, b, K.9
Focus/ Warm Up: For Betsy Ross: TSW be shown pictures Betsy Ross and asked if they know who she was in history. For Independence Day: Ask students what we do when it is our birthday. Relate this to the birthday of America.
Details of Activity/ Lesson: Day 1: The teacher read literature pertaining to Betsy Ross. The teacher/student will create a chart about Betsy Ross. TSW color generic picture of Betsy Ross. Day 2: TSW review what was learned from yesterday by reviewing chart and adding any new information. TSW complete Project Three using Our World: Let’s Go! p 13 and 14. Day 3: TSW listen to literature on literature on the flag. TSW will make a bracelet in an ABC pattern using red, white and blue beads. Day 4: TSW review chart on Betsy Ross and the flag. The student will learn the poem found in the resource section of the pacing guide. TSW create a flag using red, white and blue construction paper. Afterwards, TSW use phonetically spelled words and color words to label the parts of the flag. Day 5: TSW will listen to literature pertaining to Independence Day. The teacher/students will locate Independence Day on the calendar and discuss its’ importance. TSW use black paper, glue, and glitter to create fireworks picture. Day 6: The student will watch a United Streaming video on Independence Day. TSW will complete generic birthday cake template or resource listed on pacing guide. Day 7: The teacher/students will use charts to review skills taught on Betsy Ross, Independence Day, and the American flag. TSW students will complete assessment listed on pacing guide.
Key Examples: pictures of Betsy Ross, flag, map of Virginia, map of United States, chart created by students, United
Streaming video
Key Questions: Who was believed to have sewn the America’s first flag? What colors are found on the flag? What day do we celebrate America’s birthday? What month do we celebrate Independence Day? What color are the stars on the flag? What color are the stripes? Name an activity that people do on July 4th?
Manipulatives Needed: Literature, Our World: Let’s Go! Adopted textbook series and materials needed for individual lessons, pictures of Betsy Ross, and past and present American flags, map of Virginia, United States map, chart created by students, United Streaming videos
Homework: Students will be asked to discuss with parent/guardian what he/she has learned about Betsy Ross, Independence Day and the flag.
HISTORY AND SOCIAL SCIENCE STANDARDS OF LEARNING
CURRICULUM FRAMEWORK 2008
Copyright © 2008
by the
All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted.
Superintendent of Public Instruction
Billy K. Cannaday, Jr.
Patricia I. Wright
Mark R. Allan, Director
Felicia D. Dyke, Director
Edited by the CTE Resource Center
http://CTEresource.org
NOTICE
The Virginia Department of Education does not unlawfully discriminate on the basis of race, color, sex, national origin, age, or disability in employment or
in its educational programs or services.
History and Social Science Standards of Learning Curriculum Framework 2008: Kindergarten iii
INTRODUCTION
The History and Social Science Standards of Learning Curriculum Framework 2008, approved by the Board of Education on July 17, 2008, is a
companion document to the 2008 History and Social Science Standards of Learning for Virginia Public Schools. The Curriculum Framework amplifies the
Standards of Learning by defining the content understandings, knowledge, and skills that are measured by the Standards of Learning assessments. The
Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their
students. It assists teachers in their lesson planning by identifying the essential content understandings, knowledge, and intellectual skills that should be the
focus of instruction for each standard. Hence, the framework delineates with greater specificity the content that all teachers should teach and all students
should learn.
The Curriculum Framework consists of at least one framework page for every Standard of Learning. Each of these pages is divided into four columns, as
described below:
Essential Understandings
This column includes the fundamental background information necessary for answering the essential questions and acquiring the essential
knowledge. Teachers should use these understandings as a basis for lesson planning.
Essential Questions
In this column are found questions that teachers may use to stimulate student thinking and classroom discussion. The questions are based on the
standard and the essential understandings, but may use different vocabulary and may go beyond them.
Essential Knowledge
This column delineates the key content facts, concepts, and ideas that students should grasp in order to demonstrate understanding of the standard.
This information is not meant to be exhaustive or a limitation on what is taught in the classroom. Rather, it is meant to be the principal knowledge
defining the standard.
accomplishing historical and geographical analysis and achieving responsible citizenship.
The Curriculum Framework serves as a guide for Standards of Learning assessment development; however, assessment items may not and should not be
verbatim reflections of the information presented in the Curriculum Framework.
History and Social Science Standards of Learning Curriculum Framework 2008: Kindergarten 1
STANDARD K.1
The student will recognize that history describes events and people of other times and places by
a) identifying examples of past events in legends, stories, and historical accounts of Powhatan, Pocahontas, George Washington, Betsy Ross, and
Abraham Lincoln;
b) identifying the people and events honored by the holidays of Thanksgiving Day, Martin Luther King, Jr., Day, Presidents’ Day, and
Independence Day (Fourth of July).
Essential Understandings Essential Questions Essential Knowledge Essential Skills
History relates events that have
already happened.
ago.
long ago.
and events from long ago?
Who are the people that we
remember on these holidays?
holidays?
People to know
Powhatan: He was an American Indian leader when the settlers
came to Jamestown. He ruled over many tribes.
Pocahontas: She was an American Indian girl, daughter of
Powhatan, who came with her father’s people to visit the
settlers at Jamestown. She worked to help the settlers receive
food from the American Indians.
George Washington: He was the first president of the United
States and is often called the “Father of Our Country.”
Betsy Ross: She is believed to have sewn one of the first flags
for our country.
Abraham Lincoln: He was a United States president and is
often called “Honest Abe.”
Holidays to know
Thanksgiving Day: This is a day to remember the sharing of
the harvest with the American Indians. It is observed in
November.
Martin Luther King, Jr. Day: This is a day to remember an
African American who worked so that all people would be
treated fairly. It is observed in January.
Presidents’ Day: This is a day when we honor all presidents of
the United States, especially George Washington and Abraham
Lincoln. It is observed in February.
Independence Day (Fourth of July): This is a day to remember
when the United States became a new country. It is sometimes
called America’s birthday. It is observed in July.
Use information from print
STANDARD K.2
The student will describe everyday life in the present and in the past and begin to recognize that things change over time.
Everyday life today is different from
everyday life long ago.
from the past.
from everyday life long ago?
Terms to know
happened
Information about life in the past is
gained through the study of
Thanksgiving and the stories of
Powhatan, Pocahontas, Betsy Ross,
George Washington, and Abraham
present can be shared by families
through pictures and stories.
nonprint sources.
STANDARD K.3
The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below,
The location of people, places, and
things can be described in terms of their
relationship to other people, places, and
things.
describe where people, places, and
things are located.
location of people, places, and things?
Terms to know
where people, places, and things are
located.
and things, using positional words.
Develop beginning map skills through
the manipulation of objects.
directional words.
STANDARD K.4
The student will use simple maps and globes to
a) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth;
b) describe places referenced in stories and real-life situations;
c) locate land and water features.
Maps and globes represent the Earth.
The location of places referenced in
stories and real-life situations can be
shown on maps and globes.
Land and water features can be found
on maps and globes.
the Earth?
referenced in stories and real life?
How are land and water features shown
on maps and globes?
place looks like from above
globe: A round model of the Earth
model: Something that stands for
something else
places referenced in stories and real-life
situations.
classrooms, playgrounds,
globes are shown by different colors.
Identify and locate features on maps and
globes.
and globes.
STANDARD K.5
The student will develop an awareness that maps and globes
a) show a view from above;
b) show things in smaller size;
c) show the position of objects.
Basic map concepts will help students
use maps and globes.
They show things and objects as they
are, only smaller.
Develop concepts of space by actively
exploring the environment.
manipulation of objects.
STANDARD K.6
The student will match simple descriptions of work that people do with the names of those jobs.
People work at many jobs.
What are examples of jobs?
Examples of jobs
other people when they are sick.
Builders are people who build houses
and other buildings.
students learn.
and raise animals.
fires.
STANDARD K.7
The student will
a) recognize that people make choices because they cannot have everything they want;
b) explain that people work to earn money to buy the things they want.
People cannot have everything they
want.
things they want.
buy the things they want.
Why do people have to make choices?
How do people earn money to buy the
things they want?
Terms to know
more things
have
clothing, and shelter.
things they want. Paper bills and
coins are examples of money.
When people cannot have everything
they want, they must choose something
and give up something else.
Gather and classify information.
STANDARD K.8
The student will demonstrate that being a good citizen involves
a) taking turns and sharing;
b) taking responsibility for certain classroom chores;
c) taking care of personal belongings and respecting what belongs to others;
d) following rules and understanding the consequence of breaking rules;
e) practicing honesty, self-control, and kindness to others;
f) participating in decision making in the classroom;
g) participating successfully in group settings.
Good citizens are involved in
their homes, schools, and
their classmates in groups.
involved in their homes, schools,
and communities?
being a good citizen at school?
What are examples of rules? What
are the consequences of breaking
rules?
when working with classmates in
groups?
Taking turns
Respecting what belongs to others
Being honest
Practicing self-control
Working well with classmates in groups
Rule
STANDARD K.9
The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United States.
The United States has a national flag.
The United States has a national pledge
to the flag.
called the president.
What is the name of the pledge to the
American flag?
the United States?
white stripes.
called the Pledge of Allegiance.
The president is the leader of the United
States.
society.
2008 History and Social Science
Standards of Learning
This revised test blueprint will be effective with the administration of the 2010-2011 History and Social Science Standards of Learning (SOL) tests.
Notice to Reader In accordance with the requirements of the Civil Rights Act and other federal and state laws and regulations, this document has been reviewed to ensure that it does not reflect stereotypes based on race, color, national origin, sex, age, or disability. The Virginia Department of Education does not discriminate on the basis of race, color, national origin, sex, age, or disability in employment or provisions of service.
©2009 by the Commonwealth of Virginia, Department of Education, P.O. Box 2120, Richmond, Virginia 23218- 2120. All rights reserved. Except as permitted by law, this material may not be reproduced or used in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without written permission from the copyright owner. Commonwealth of Virginia public school educators may reproduce any portion of this test blueprint for noncommercial educational purposes without requesting permission. All others should direct their written requests to the Virginia Department of Education, Division of Student Assessment and School Improvement, at the above address or by e-mail to [email protected]
Grade 3 History and Social Science
Standards of Learning
TABLE OF CONTENTS
General Test Information………………………………………………………..1 Defines common terms Test Blueprint Summary Table………………………………………………….2 Organizes the SOL and the number of items assessed Expanded Test Blueprint……...…………………………………………………3 Full text of each SOL as organized for the test
This revised test blueprint will be effective with the administration of the 2010-2011 History and Social Science Standards of Learning tests.
1
General Test Information
Test Blueprint Much like the blueprint for a building, a test blueprint serves as a guide for test construction. The blueprint indicates the content areas that will be addressed by the test and the number of items that will be included by content area and for the test as a whole. There is a blueprint for each test (e.g., grade 3 reading, grade 5 mathematics, grade 8 science, Virginia and United States History). Reporting Categories Each test covers a number of Standards of Learning. In the test blueprint, the SOL are grouped into categories that address related content and skills. These categories are labeled as reporting categories. For example, a reporting category for the Grade 3 History and Social Science Standards of Learning test is Geography. Each of the SOL in this reporting category addresses location, map skills and adaptation to the environment. When the results of the SOL tests are reported, the scores will be presented for each reporting category and as a total test score. Assignment of Standards of Learning to Reporting Category In the Grade 3 History and Social Science SOL test, all letters under a particular Standard of Learning are assigned to the same reporting category. Each standard, as well as each letter under a standard, is assigned to only one reporting category. Some lower grade level standards are subsumed and tested under another standard at a higher grade level which has similar or overlapping content. All content in a subsumed standard will be tested. See the Expanded Test Blueprint for details. Standards of Learning Excluded from Testing In some content areas, there are SOL that do not lend themselves to multiple-choice testing. The SOL not tested are listed as Excluded from Testing at the end of the blueprint for each test. For example, in Grade 3 History and Social Science, SOL K.3 cannot be appropriately assessed in a multiple-choice format. Coverage of Standards of Learning Due to the large number of SOL in each grade level content area, every Standard of Learning will not be assessed on every version (form) of an SOL test. By necessity, to keep the length of a test reasonable, each version will sample from the SOL within a reporting category. Every SOL in the blueprint will be tested within a three year period, and all of these SOL are eligible for inclusion on each version of an SOL test. Use of the Curriculum Framework The History and Social Science Standards of Learning, amplified by the Curriculum Framework, define the essential understandings, knowledge, and skills that are measured by the Standards of Learning tests. The Curriculum Framework asks essential questions, identifies essential understandings, defines essential content knowledge, and describes essential skills students need to master.
2
Grade 3 History and Social Science Test Blueprint Summary Table
Reporting Category
Kindergarten SOL
1.5 1.7
2.6 2.7
1.10a-e 2.10a-e
Number of Operational Items 40 Number of Field-Test Items** 10 Total Number of Items on Test 50
*Some SOL are subsumed and tested under another SOL which has similar or overlapping content. All content in a subsumed SOL will be tested. See Expanded Test Blueprint for details. **Field-test items are being tried out with students for potential use on subsequent tests and will not be used to compute students’ scores on the test.
3
Grade 3 History and Social Science Expanded Test Blueprint
Reporting Category: History Number of Items: 12 Kindergarten Standards of Learning: K.1 The student will recognize that history describes events and people of other times and
places by a) identifying examples of past events in legends, stories, and historical accounts of
Powhatan, Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln; b) identifying the people and events honored by the holidays of Thanksgiving Day;
Martin Luther King, Jr. Day; Presidents’ Day; and Independence Day (Fourth of July).
Grade One Standards of Learning: 1.1 The student will interpret information presented in picture timelines to show sequence
of events and will distinguish among past, present, and future. 1.2 The student will describe the stories of American leaders and their contributions to our
country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt.
1.3 The student will discuss the lives of people associated with Presidents’ Day, Columbus
Day, and the events of Independence Day (Fourth of July). Grade Two Standards of Learning: 2.1 The student will explain how the contributions of ancient China and Egypt have
influenced the present world in terms of architecture, inventions, the calendar, and written language.
2.2 The student will compare the lives and contributions of three American Indians cultures
of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.
2.3 The student will identify and compare changes in community life over time in terms of
buildings, jobs, transportation, and population.
Grade 3 History and Social Science SOL Test Blueprint
4
Grade Three Standards of Learning: 3.1 The student will explain how the contributions of ancient Greece and Rome have
influenced the present world in terms of architecture, government (direct and representative democracy), and sports.
3.2 The student will study the early West African empire of Mali by describing its oral
tradition (storytelling), government (kings), and economic development (trade). 3.3 The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport;
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
Reporting Category: Geography Number of Items: 12 Kindergarten Standards of Learning – Subsumed (see pages 7 and 8) Grade One Standards of Learning: 1.4 The student will develop map skills by
a) recognizing basic map symbols, including references to land, water, cities, and roads;
b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the
capital of Virginia, on a United States map.
1.6 The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation.
Grade Two Standards of Learning: 2.4 The student will develop map skills by
a) locating the United States, China, and Egypt on world maps; b) understanding the relationship between the environment and the culture of ancient
China and Egypt: c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States
maps; d) understanding the relationship between the environment and the culture of the
Powhatan, Lakota, and Pueblo Indians.
5
2.5 The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He,
Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries.
Grade Three Standards of Learning: 3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West
Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or
changed their environment to meet their needs.
3.5 The student will develop map skills by a) positioning and labeling the seven continents and five oceans to create a world map; b) using the equator and prime meridian to identify the Northern, Southern, Eastern,
and Western Hemispheres; c) locating the countries of Spain, England, and France; d) locating the regions in the Americas explored by Christopher Columbus (San
Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);
e) locating specific places, using a simple letter-number grid system.
3.6 The student will read and construct maps, tables, graphs, and/or charts. Reporting Category: Economics Number of Items: 8 Kindergarten Standards of Learning: K.6 The student will match simple descriptions of work that people do with the names of
those jobs. K.7 The student will
b) explain that people work to earn money to buy the things they want. Grade One Standards of Learning: 1.8 The student will explain that people make choices because they cannot have everything
they want. 1.9 The student will recognize that people save money for the future to purchase goods and
services.
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Grade Two Standards of Learning: 2.8 The student will distinguish between the use of barter and the use of money in the
exchange for goods and services. 2.9 The student will explain that scarcity (limited resources) requires people to make
choices about producing and consuming goods and services. Grade Three Standards of Learning: 3.7 The student will explain how producers in ancient Greece, Rome and the West African
empire of Mali used natural resources, human resources, and capital resources in the production of goods and services.
3.8 The student will recognize that because people and regions cannot produce everything
they want, they specialize in what they do best and trade for the rest. 3.9 The student will identify examples of making an economic choice and will explain the
idea of opportunity cost (what is given up when making a choice). Reporting Category: Civics Number of Items: 8 Kindergarten Standards of Learning - Subsumed or Excluded (see pages 7 and 8) Grade One Standards of Learning: 1.10 The student will apply the traits of a good citizen by
f) participating in classroom decision making through voting.
1.11 The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) identifying the American flag, bald eagle, Washington Monument, and Statue of
Liberty; b) demonstrating respect for the American flag by learning about the Pledge of
Allegiance.
1.12 The student will recognize that communities in Virginia a) have local governments; b) benefit from people who volunteer in their communities; c) include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.
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Grade Two Standards of Learning: 2.11 The student will identify George Washington, Abraham Lincoln, Susan B. Anthony,
Helen Keller, Jackie Robinson, and Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans.
2.12 The student will understand that the people of Virginia
a) have state and local government officials who are elected by voters; b) have diverse ethnic origins, customs, and traditions, make contributions to their communities, and are united as Americans by common principles.
Grade Three Standards of Learning: 3.10 The student will recognize the importance of government in the community, Virginia,
and the United States of America by a) explaining the purpose of rules and laws; b) explaining that the basic purposes of government are to make laws, carry out laws,
and decide if laws have been broken; c) explaining that government protects the rights and property of individuals.
3.11 The student will explain the importance of the basic p

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