social studies curriculum pacing guide 1st grade

OCSD5 Common Core Curriculum Guide1st Grade Social Studies

Pacing IncludedDRAFT

We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave their time and professional knowledge to modify the curriculum pacing guides. Their efforts have contributed to the world-class instructional resources available within our district.

FacilitatorsJacqueline JamisonDr. Elrica C. GloverAudrey HallingquestDr. Derrick James Karen JamesTammie JenkinsHeath OwenTonya RameyLaura SteeleDyisha TaylorKindergartenMozella IsaacDr. Teresa Jennings

First Grade Jennifer FanningAyenne Smith

Second GradeJackie HoggesFaye Thompson

ELA Dabetta SmithDyrease JacksonMable WrightDavid PasleyAngelica GentileMichele JohnsonRosalyn FlorenceDr. Wanda BrockingtonTi-esha Williams-VaughnKatie Jensen

MathChinyeaka IhekweazuMonik EllisLatasha MurrayDenise JamesTracy BrownKimberly BroughtonPaul RosserAronda FrazierSharlene Foster

ScienceLynn RiversMary RobinsonTawana HowellCrystal BryantRolanda JenkinsLisa BentonDr. Andrea MatthewsMarcellina GuinyardDawn PeeblesTeal Ryant

Social StudiesTerry WallingAndrea PerkinsAudrey IrickMarilyn DoctorLynette MilhouseGreg SmithJordan Knight

Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

The Purpose of Our Common Core Curriculum Guides

The 2013-2014 Orangeburg Consolidated School District Five Common Core Curriculum Guides provide an overview of key instructional shifts, Common Core State Standards (CCSS) best practices, and upcoming changes to South Carolina assessments. Each curriculum guide offers pacing suggestions, instructional strategies, resources, and assessment items. Our common core curriculum guides provide school-to-school continuity as we work together to build a world-class school system.Common Core State Standards Background

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing, but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public comment, receiving nearly 10,000 responses.The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live.These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based.Source: http://www.corestandards.org/about-the-standards

Smarter Balanced Assessment Consortium

South Carolina has elected to use the Smarter Balanced Assessment Consortium (Smarter Balanced) as the vehicle for assessing the Common Core State Standards. Smarter Balanced is a state-led consortium working to develop next-generation assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010. The assessments are scheduled to be administered to students in South Carolina and other states in the consortium beginning in the 2014-15 school year.The work of Smarter Balanced is guided by the belief that a high-quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed regardless of disability, language or subgroup. Smarter Balanced involves experienced educators, researchers, state and local policymakers and community groups working together in a transparent and consensus-driven process.Smarter Balanced Assessment Item Specifications: Selected response (SR) multiple choice Constructed response (CR) Performance Task (PT) Technology enhanced item (TEI)

To view sample assessments items, visit: http://www.smarterbalanced.org/sample-items-and-performance-tasks/To view Smarter Balanced Scoring guidelines, visit: http://sbac.portal.airast.org/Practice_Test/resources.html#scoringGuides

Common Core State Standards School Year Implementation Timeline

The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The standards will be fully implemented in school year 2014-15 as outlined in the following table:School YearExpectations from the SC State Department of Education

2011-2012Transition Year

2012-2013Transition Year

2013-2014Bridge Year

2014-2015Full Implementation

Orangeburg Consolidated School District Five Assessment Schedule

DATESASSESSMENT

Aug 21st Aug 29th Pre-Diagnostic Benchmark

Sept 23rd Sept 27th District Assessment

Oct 28th Nov 1stDistrict Assessment

Dec 9th Dec 17thComprehensive Benchmark

Feb 3rd Feb 7thDistrict Assessment

March 3rd March 11thComprehensive Benchmark

May 19th May 27thPost Diagnostic Benchmark

South Carolina Bridge Year Assessments

During the bridge year, our students will take the PASS, EOCEP, and HSAP assessments in 2014. Commonalities between CCSS and PASS will be assessed in ELA and Math. In order to ensure students success on these assessments, teachers are still expected to utilize items that mirror the format of their upcoming standardized test. To increase the rigor of these items, students should cite evidence and explain their answers. These practices align with the expectations of the Common Core State Standards. Elementary and Middle SchoolGrades 3-8

Content AreaAssessmentTesting Dates for 2013-2014

ELA WritingPASSDay 1: March 18, 2014Day 2: March 19, 2014Make-up Testing through March 25th

ELA Reading and ResearchPASSMay 6, 2014

MathPASSMay 7, 2014

Science or Social Studies (Grades 3, 5, 6, 8)PASSMay 8, 2014

Science (Grades 4 & 7)PASSMay 8, 2014

Social Studies (Grades 4 & 7)PASSMay 9, 2014

All Content Areas - Make-up TestingPASSThrough May 16th

High SchoolHigh School Assessment Program (HSAP)

Content AreaTesting Dates for 2013-2014

ELASession 1: October 22, 2013Session 2: October 23, 2013

MathOctober 24, 2013

All Content Areas - Make-up TestingThrough November 1, 2013

ELASession 1: April 1, 2014Session 2: April 2, 2014

MATHApril 3, 2014

All Content Areas - Make-up TestingThrough April 18, 2014

ELASession 1: July 15, 2014Session 2: July 16, 2014

MathJuly 17, 2014

Make-up TestingNo make-up dates for summer HSAP testing

High SchoolEnd of Course Examination Program (EOCEP)

TestTesting Dates for 2013-2014

English IAlgebra IBiologyUnited States History & the ConstitutionTentative Dates: Fall: December 3, 2013 January 27, 2014Spring: May 1-10, 2014Summer: July 1-31, 2014

Common Core Instructional Shifts

There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

Shifts in ELA/Literacy

Shift 1Balancing Informational& Literary TextStudents read a true balance of informational and literary texts.

Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text.

Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument.

Shift 6Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Academic Vocabulary

TheCommon Core State Standards(CCSS) define academic vocabulary words as the words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or that children would encounter in conversation. These words often relate to other more familiar words that students use. For example, rather than watch, observe. They are also words that help students understand oral directions and classroom instructional dialog. They also help students to comprehend text across different content areas- including math, science, and social studies/history.

Vocabulary words are often categorized into three tiers.

Tier 1 words:These words are basic vocabulary or the more common words most children will know. They include high-frequency words and usually are not multiple meaning words.

Tier 2 words:Less familiar, yet useful vocabulary found in written text and shared between the teacher and student in conversation. The Common Core State Standards refers to these as general academic words. Sometimes they are referred to as rich vocabulary. These words are more precise or subtle forms of familiar words and include multiple meaning words. Instead of walk for example, saunter could be used. These words are found across a variety of domains.

Tier 3 words:CCSS refers to these words as domain specific; they are critical to understanding the concepts of the content taught in schools. Generally, they have low frequency use and are limited to specific knowledge domains. Examples would include words such as isotope, peninsula, refinery. They are best learned when teaching specific content lessons, and tend to be more common in informational text.Source: http://www.learninga-z.com/commoncore/academic-vocabulary.html

Informational Text in Social Studies

The Common Core State Standards (CCSS) defines "informational text" as a broad category of nonfiction resources, including: biographies; autobiographies; books about history, social studies, science, and the arts; technical texts (including how-to books and procedural books); and literary nonfiction. The CCSS stress the importance of focused instruction using informational text with students.Informational text is designed to make it easier for the reader to find information. This includes using such eye-catching features as section heads, bold-faced terms, table of contents, glossary, captioned photos, art, and info-graphics (graphs, tables, charts and diagrams, etc.)

When selecting informational resources for students, text quality should be judged for its accuracy, the expertise and credibility of the writer, and the currency of the information presented. The developmental appropriateness of the writing, clarity and directness of the language should also be considered.Why is Increasing the Reading of Informational Text Important?Traditional reading instruction has always relied heavily on literature and fictional text. Studies show that only 7-15% of classroom time is spent studying informational text. Yet by sixth grade, most of what students are required to read is nonfiction. What's more, 80% of all adult reading is devoted to expository or nonfiction text.

If students are to better comprehend science, social studies, and math text - as well as meet the common core reading and writing requirements for graduation - then we need to increase their exposure to informational texts early in their formal schooling.

Teaching students the skills and strategies to successfully read and comprehend informational text is critical to their future success in higher education and the workplace.

The English Language Arts [ELA] Common Core State Standards recommend more reading of informational text with a ratio of literary to informational as follows:

Grade SpanLiteraryInformational

K-450%50%

5-845%55%

9-1230%70%

The use of primary sources in Social Studies instruction addresses informational text in Common Core State Standards for ELA and Literacy in History/Social Studies, Science, and Technical subjects. The CCSS specify four types of informational text: literary nonfiction, expository, argument or persuasion, and procedural. (Visit the Common Core State Standards Initiative website, at www.corestandards.org, for more information about the excerpts quoted below.)Literary nonfiction includes shorter texts, such as personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience. Autobiographies, biographies, other narrative nonfiction, informational picture books, and informational poetry often fit into this category.Expository texts utilize various text structures, such as description, cause and effect, comparison and contrast, problem and solution, question and answer, and temporal sequence.Argument or persuasion texts provide evidence with the intent of influencing the beliefs or actions of the target audience. These texts typically include claims, evidence, and warrants to explain how the evidence is linked to the claims. Writers of persuasion or argument also make appealsappeals to the authors credibility, to the audiences needs, or to reason and evidence.Procedural texts provide step-by-step guidelines that describe how to complete a task. They often include a materials-needed section and graphics that illustrate the process,Authors of informational text employ a variety ofstructures to assist the reader in finding information quickly and efficiently. These might include a table of contents, an index, bold or italicized text, glossaries for specialized vocabulary, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. Unlike narratives that tell a story across time in a linear fashion, informational text is often (though not always) non-linear. It is popular with skillful and non-skillful readers as it is usually topical and readers can locate a text on nearly any topic of interest. Some examples of types of informational text include cause and effect books, all about books, question and answer books, and most reference texts.

Source: http://www.learninga-z.com/commoncore/informational-text.html

Common Core Best Practices

CLOSE READING

What is it?

A close reading is a careful and purposeful reading of a text. Its an encounter with the text where students really focus on what the author had to say, what the authors purpose was, what the words mean, and what the structure of the text tells us.

How do I use it?

In a close reading, we have to have students reread the text. We give them questions; text dependent questions that require that they go back into the text and search for answers. These arent simply recall questions, just the facts of the text, but rather questions that allow students to think about the text, and the authors purpose, the structure, and the flow of the text. Close reading requires that students actually think and understand what they are reading.

What does it look like?

Steps in Close Reading

1. First Read: Key Ideas and DetailsSet the purpose for reading and have students read text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. The first read should be without building background; students should be integrating their background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes.

Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc.

2. Second Read: Craft and StructureFor a second, close read, select a portion or chunk of the text that is close read worthy. That is, have students reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. After rereading, students discuss the text with partners or in small groups, focusing on the authors craft and organizational patterns. This may include vocabulary choices, text structure or text features that the author included.

Use a text dependent question to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding.

3. Third Read: Integration of Knowledge and IdeasThe third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several texts or media. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet.

Have the students journal a response to a text dependent question. Focus the discussion on the text evidence.

Source: http://www.learninga-z.com/commoncore/close-reading.htmlBeth Burke, A Close Look At Close Reading: Scaffolding Students with Complex Text

Grade 1 Foundations of Social Studies: FamiliesAmerican Flag - http://www.pbs.org/americaresponds/theamericanflag.html Cardinal Directions Map Game http://www.sfsocialstudies.com/g1/u2/index.html Community Workers - http://teacher.scholastic.com/commclub Earth www.earth.google.com Fair Play - http://www.scholastic.com/cliffordbebig/teachers/lesson-plan-09.htm Fun School www.funschool.com How Government Affects Us http://pbskids.org/democracy/govandme Kid Info www.kidinfo.com Kids Space www.kids-space.org Kids Page for SC http://www.scstatehouse.gov/studentpage/index.shtml Make a Family Tree http://www.littleexplorers.com/crafts/familytree/paper/ National Geographic www.nationalgeographic.com Primary games www.primarygames.com Scholastic www.scholastic.com Smithsonian Museums http://www.si.edu/museums/ South Carolina Museums http://www.sciway.net/lib/museums.htmlThe Smithsonian Institution www.si.edu This Day in History http://www.history.com/this-day-in-history.do Weekly Reader www.weeklyreader.com Why We Have Laws http://library.thinkquest.org/5873/whydowe.htm

Week of August 19th- August 23rd

Aug. 19th- 23rd

Indicator

1-3.1 Describe the fundamental principles of American democracy, including respect for the rights, opinions, and property of others; fair treatment for all; and respect for the rules by which we live.

Instructional Strategies

Teach the procedures for completing the Daily Oral Analogies. Go over a few examples with students.

This week, your focus should be on creating a classroom community where all students feel respected and loved.

1. Conduct a classroom meeting where children will discuss the rules for classroom meeting times. Children should create rules that will guide classroom discussions and sharing times. Examples of rules: (a) off-limit topics include brand-name toys, movies, video games, and TV; (b) put-downs, name-calling, etc. are things that violate the safety of our well-being. Record these rules on a Class Constitution and have all children sign and date the constitution. Hang this constitution in a high-traffic area of the classroom where all students will be reminded of the promise they have made to the classroom. 2. After creating a Class Constitution, lead a class discussion about our rights and responsibilities as learners. Create a T-chart that lists these rights and responsibilities.

RightsResponsibilities

We have the right to learn.We are responsible for our own learning.

3. Have students find their true skin colors using multi-cultural colored paint. Have students mix colors until they find their color. Have a class discussion around using true skin color names instead of calling others black or white. Have students create self-portraits using their skin-color paint. Create a classroom portrait and display the self-portraits. Have a class discussion around the number of skin colors there may be in the world. 4. Have a class celebration (or tea party) to celebrate the classroom guidelines that you have set up. 5. Have a class discussion about how we are all the same and different use students shoes as a conversation starter. 6. Provide hand-held mirrors to let children inspect their own faces and a large mirror at child level so they can see themselves full-size with their friends. 7. Make Who Am I? snapshots of childrens hands or the backs of their heads. Have a guessing game for identifying the photos, then display them as an alternative class portrait. 8. Have children create family portraits and make a class book entitled Our Families. 9. Ask the children to make an All About Me Box. Each child takes a shoebox and decorates it with pictures or things that tell about him/her. Student puts about 8 items inside the box that tell about him/her. (pictures, favorite books, trophies, baseball).

Resources

Daily Oral Analogies: Grade 1 Booklet.

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes

Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses Diversity Education: Religion

Resources on WatchKnowLearn:

Support Documents and Teacher Literature:

Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm

See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Teaching tolerance. (1997). Starting small: Teaching tolerance in preschool and the early grades. Montgomery, AL: Southern Poverty Law Center. Kriete, Roxann. (2002). The Morning Meeting Book. Turner Falls, MA: Northeast Foundation for Children, Inc. Wong, Harry; and Wong, Rosemary. (1991). The First Days of School. Sunnyvale, CA: Harry K. Wong Publications.

Assessment

1. A colony is a place ruled by a country that is _____.0 smaller0 bigger0 nearby0 far away

2. Who ruled the 13 colonies? 0 the king of Spain0 the Pilgrims 0 the king of England0 Nathan Hale

3. The ware between the colonies and England lasted _____. 0 one year 0 many years 0 six months0 two years

4. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone?

5. Complete a matching activity where students match the names of important colonists with the job they performed.

Week of August 26th-30th

August 26th 28th

Indicator



Teach the procedures for completing the Daily Oral Analogies. Go over a few examples with students.

This week, your focus should be on creating a classroom community where all students feel respected and loved.

1. Conduct a classroom meeting where children will discuss the rules for classroom meeting times. Children should create rules that will guide classroom discussions and sharing times. Examples of rules: (a) off-limit topics include brand-name toys, movies, video games, and TV; (b) put-downs, name-calling, etc. are things that violate the safety of our well-being. Record these rules on a Class Constitution and have all children sign and date the constitution. Hang this constitution in a high-traffic area of the classroom where all students will be reminded of the promise they have made to the classroom. 2. After creating a Class Constitution, lead a class discussion about our rights and responsibilities as learners. Create a T-chart that lists these rights and responsibilities.

RightsResponsibilities

We have the right to learn.We are responsible for our own learning.

3. Have students find their true skin colors using multi-cultural colored paint. Have students mix colors until they find their color. Have a class discussion around using true skin color names instead of calling others black or white. Have students create self-portraits using their skin-color paint. Create a classroom portrait and display the self-portraits. Have a class discussion around the number of skin colors there may be in the world. 4. Have a class celebration (or tea party) to celebrate the classroom guidelines that you have set up. 5. Have a class discussion about how we are all the same and different use students shoes as a conversation starter. 6. Provide hand-held mirrors to let children inspect their own faces and a large mirror at child level so they can see themselves full-size with their friends. 7. Make Who Am I? snapshots of childrens hands or the backs of their heads. Have a guessing game for identifying the photos, then display them as an alternative class portrait. 8. Have children create family portraits and make a class book entitled Our Families.

Resources


Text: Lesson Student EditionTeacher EditionWorkbook

The Colonies Became Free202-205, 206-207 202a-207a54

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes D is for Democracy by Elissa Grodin What is a Constitution? By William David Thomas Jane Addams: Champion of Democracy by Judith Bloom Fradin The Voice of the People: American Democracy in Action by Betsy Maestro

Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses Diversity Education: Religion

Resources on WatchKnowLearn: Citizenship Claymation How to Show Community and Good Citizenship You the People Citizenship Rap Boom Boom Pow Parody Democracy in America Law and Order US Citizenship Process

Support Documents:



Assessment




4. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone? 5. Complete a matching activity where students match the names of important colonists with the job they performed.

Week of Sept. 2nd - Sept. 6th

Sept. 2nd

Indicator

Labor Day (Holiday)


Labor Day (Holiday)

Resources

Labor Day (Holiday)

Assessment

Labor Day (Holiday)

Week of Sept. 2nd-Sept. 6th

Sept. 3rd - Sept. 6th

Indicator



Daily Oral Analogies: See grade 1 booklet Week 1.

Vocabulary:colony

1. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 2. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 3. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country? 4. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 5. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair? 6. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 7. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 8. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship.

Resources



The Colonies Became Free202-205, 206-207 202a-207a54

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes D is for Democracy by Elissa Grodin What is a Constitution? By William David Thomas Jane Addams: Champion of Democracy by Judith Bloom Fradin The Voice of the People: American Democracy in Action by Betsy Maestro

Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses Diversity Education: ReligionResources on WatchKnowLearn: Citizenship Claymation How to Show Community and Good Citizenship You the People Citizenship Rap Boom Boom Pow Parody Democracy in America Law and Order US Citizenship Process

Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm


Assessment




4. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone?

5. Complete a matching activity where students match the names of important colonists with the job they performed.

Week of Sept. 9th - Sept. 13th

Sept. 9th - Sept. 13th

Indicator

1-4.1 Illustrate different elements of community life, including typical jobs; the interdependence of family, school, and the community; and the common methods of transportation and communication.



Vocabulary:Flagcommunitycountry transportationcommunicateinventioninventor

1. Ask children to imagine that they are trying to describe their school to people in the future. Have them work in groups of three or four to create time capsules. Give each group a large envelope to decorate and label __ School in the year __. Have each child draw a picture and/or dictate a sentence telling one thing about the school. Place each groups entries in its envelope and exchange envelopes. Ask children if they were surprised to learn what other groups thought. 2. Read School History poem on p. TE 28a. 3. Read student text p. 28-31. See questions: What are Andrew and Mr. Jones doing? Is the school in a bigger or smaller building now than it used to be? Why might Andrews school have been in a smaller building many years ago? Which picture shows how the school looked in the past? How are the children in the two pictures the same? How are they different? How are the classrooms different? What do you think a classroom of the future might look like? What would happen if more and more children started going to Andrews school? 4. Read student text p. 32-33. See questions: Why didnt Mary McLeod Bethune go to school when she was a little girl? How old was Mary when she finally started school? Why do you think Mary wanted to teach her family the things she learned at school? What did Mary McLeod Bethune do to help African American children? 5. Read student text p. 34-35. See questions: What do the pictures on p. 34 show? How do you think children used each of these things? How do you or other children you know carry books to school today? How do children use the calculator? The notebook? The lunch box? How are things we use in school today different from those used in the past? Why can kinds of tools we use at school change? 6. Name some familiar school staff, such as the gym teacher, art teacher, or principal. Have volunteers role-play what each worker does. If necessary, prompt children with questions about the staff members role at school. Make a list on the board of teachers in your school and what they do. 7. Give children a grade-level appropriate math problem such as 2 + 2 =? Show one child in each pair how to use a calculator to compute the answer. Direct the other child to find the answer using pencil and paper. Then have children exchange roles. Discuss how tools have made some school tasks go more quickly for children today. 8. Create an oversized two-column chart, with the title The Way We Do It. Label one column school and the other column home. Then have children draw pictures and/or describe in words how they do one thing every day at school and one thing every day at home. 9. Read My Busy Day on p. TE 14a. 10. Read student text p. 14-17. See questions: What does Andrew do first in the morning? Does he brush his teeth before or after he eats breakfast? What else do you think Andrews does each morning? What does Andrews class do every morning? What does your class do each morning at school? Why do we put our hands over our hearts when we say the Pledge of Allegiance? Which activity on the Our Day list do you think will take the most time? Which activity on the Our Day list do you think would be the most fun? Why? 11. Read student text p. 18-19. See questions: How do you think Ruby felt about being the only African American child in her whole school? Why did some people not want Ruby to go to their school? How did Ruby show she had courage or that she was brave? Why was Ruby the only child in Mrs. Henrys class? How was Rubys second year at school better than her first? 12. Writhe the following on the board: The United States is our ___. Our ___ is red, white, and blue. Have children copy the sentences and draw a picture. 13. Provide children with magazines. Have them cut out pictures that show where people live or work. Encourage them to find a variety of such places large and small, busy or quiet, near or far, from long ago or from today. Ask children to sort pictures into places we work or places we live. Have children mount the pictures on construction paper and save them for later use. 14. Read Points of View poem on p. TE 56a.15. Read student text p. 56-57. See questions: How is a community different from a neighborhood? Look at the photo on p. 56. How would you describe a city community? How are a suburb and a town like a city? How is a town different from a farm community? 16. Read student text p. 58-59. See questions: What did Kims community look like in the past? How has Kims community changed since the past? Look at the picture for clues. Why do you think there are more shops in Kims community now than long ago? What is one way that change might hurt the community? 17. What has changed in your community? 18. Read City Mouse Country Mouse and Two More Mouse Tales. Share the illustrations as you read. Talk about how the artist depicts the two communities. Have partners draw the story settings. One child can draw the city scenes, the other, the country. Have partners present their work and tell how the two communities are alike and different. 19. Ask children to draw pictures to show how they get to school each day. When children are finished, have them hold up their pictures and identify the modes of transportation used. Make a pictogram to show the results. 20. Read poem Getting There on p. TE 124a. 21. Read student text p. 124-125. See questions: What are some ways people can move from place to place in a big city? Which pictures show ways to move goods? Why is it important to move peanuts from farms to stores? 22. Read student text p. 126-127. See questions: Look at the smaller picture. What is coming out of the back of the truck? Why do people need concrete? What do you think happens in the mixing drum? What does a delivery truck do? What is the part where the driver sits called? What is a tow truck used for? Does a tow truck give people a good or a service? How do you think fuel gets from the tank into the containers underground? 23. Create a word web around the word transportation and the phrases on land, on water, and in the air. Ask children to pick a favorite mode of transportation. Write the word vertically on chart paper. Help children create a poem for the mode of transportation by suggesting a word or phrase for each letter. 24. Have children play the game Telephone. Ask children to sit in a large circle. Start a message around the circle by whispering to the first child Mr. Watson, come here. I want you! Have each child whisper the message to the next child. When the message gets around the circle, have the last child say it out loud. 25. Read the poem Ive Been Working on the Railroad on p. TE 246a. 26. Read student text p. 246-249. See questions: When two people are together, what do they use besides words to communicate? What inventions are used to communicate besides the printing press and the telephone? With whom do you communicate? What do you communicate? What way of bookmaking did the printing press replace? How did the invention of the printing press increase the spread of information? What had to be put in place before people miles away from each other could talk by telephone? How do you think people far away from each other communicated before the telephone was invented? How do you think people listened to music before Thomas Edison invented the phonograph? How are the activities of Bell and Edison alike and different? Why do you think astronauts need to communicate from space? 27. Read student text p. 250-251. See questions: How do you think peoples lives changed after they got telephones in their homes? How did people use a box telephone? What was the first telephone wires made of? How did the invention of the dial on the phone change the way people used the telephone? How are our phones today different from the ones in the picture? 28. Have children look through magazines to find pictures of things people use to get from one place to another. Have children create a collage with the pictures. 29. Read poem Over Land on p. TE 252a. 30. Read student text p. 252-253. See questions: What provides the power for a bicycle to move? What provides the power for a car to move? Which way of travel came first the bicycle or the Model T car? How are the ways shown on the time line alike? 31. Read student text p. 256-257. See questions: What did Mae Jemison grow up to become? What experiments did Mae Jemison perform in space for the NASA space program? How does Mae Jemison stand out from other people?

Resources



Learning About My School28-31, 32-33, 34-35 28a-35a9

Home and School14-17, 18-1914a-21a5

Different Kinds of Communities56-57, 58-5956a-61a16

From Place to Place124-125, 126-127124a-127a32

Inventors and Inventions246-249, 250-251246a-251a65

How Has Travel Changed252-253, 256-257252a-257a66

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books A Day in the Life of a Dancer and A Day in the Life of a Musician by Linda Hayward We Help Out at School by Amanda Miller At Work: Long Ago and Today by Lynnette Brent The U.S. Air Force by Matt Doeden The U.S. Army by Matt Doeden I Drive a Garbage Truck by Sarah Bridges Meet the Principal by Elizabeth Vogel Police Officers in our Community by Michelle Ames

Resources on Discovery Education: Citizenship in the Community City, Suburb, and Rural Communities Communities Around the World A Community at Work How Communities Grow and Change Community Rules and Laws How Communities Are Alike and Different Where We Live, Work and Play: Public Places Away We Go: All About Transportation Lets Explore: In the City Exploring the Diversity of Life: Forest School

Resources on WatchKnowLearn: Community Helpers How to Show Community and Good Citizenship Time to Fight a Fire: Online Read Aloud Community Helpers Learn About Jobs and Occupations Classroom Community Community Helpers Jobs What is a Community? Transportation: Eggy on the Move Song Transportation Song Innovative Transportation Development of Transportation Transportation in the 1800s The Future of Transportation Zoodle the Puppet Talks About TransportationBe sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm


Assessment

1. Draw pictures of two different communities.

2. A town community is not as big as a _____. city farm

3. Cars, truck, and vans are kinds of _____. needs jobs transportation

4. What is your job at school? to learn to eat

5. Long ago people traveled by _____. Today people travel by _____.

Week of Sept. 16th - Sept. 20th

Sept. 16th - Sept. 20th

Indicator

1-4.1 Illustrate different elements of community life, including typical jobs; the interdependence of family, school, and the community; and the common methods of transportation and communication.



Vocabulary:Flagcommunitycountry transportationcommunicateinventioninventor

1. Ask children to imagine that they are trying to describe their school to people in the future. Have them work in groups of three or four to create time capsules. Give each group a large envelope to decorate and label __ School in the year __. Have each child draw a picture and/or dictate a sentence telling one thing about the school. Place each groups entries in its envelope and exchange envelopes. Ask children if they were surprised to learn what other groups thought. 2. Read School History poem on p. TE 28a. 3. Read student text p. 28-31. See questions: What are Andrew and Mr. Jones doing? Is the school in a bigger or smaller building now than it used to be? Why might Andrews school have been in a smaller building many years ago? Which picture shows how the school looked in the past? How are the children in the two pictures the same? How are they different? How are the classrooms different? What do you think a classroom of the future might look like? What would happen if more and more children started going to Andrews school? 4. Read student text p. 32-33. See questions: Why didnt Mary McLeod Bethune go to school when she was a little girl? How old was Mary when she finally started school? Why do you think Mary wanted to teach her family the things she learned at school? What did Mary McLeod Bethune do to help African American children? 5. Read student text p. 34-35. See questions: What do the pictures on p. 34 show? How do you think children used each of these things? How do you or other children you know carry books to school today? How do children use the calculator? The notebook? The lunch box? How are things we use in school today different from those used in the past? Why can kinds of tools we use at school change? 6. Name some familiar school staff, such as the gym teacher, art teacher, or principal. Have volunteers role-play what each worker does. If necessary, prompt children with questions about the staff members role at school. Make a list on the board of teachers in your school and what they do. 7. Give children a grade-level appropriate math problem such as 2 + 2 =? Show one child in each pair how to use a calculator to compute the answer. Direct the other child to find the answer using pencil and paper. Then have children exchange roles. Discuss how tools have made some school tasks go more quickly for children today. 8. Create an oversized two-column chart, with the title The Way We Do It. Label one column school and the other column home. Then have children draw pictures and/or describe in words how they do one thing every day at school and one thing every day at home. 9. Read My Busy Day on p. TE 14a. 10. Read student text p. 14-17. See questions: What does Andrew do first in the morning? Does he brush his teeth before or after he eats breakfast? What else do you think Andrews does each morning? What does Andrews class do every morning? What does your class do each morning at school? Why do we put our hands over our hearts when we say the Pledge of Allegiance? Which activity on the Our Day list do you think will take the most time? Which activity on the Our Day list do you think would be the most fun? Why? 11. Read student text p. 18-19. See questions: How do you think Ruby felt about being the only African American child in her whole school? Why did some people not want Ruby to go to their school? How did Ruby show she had courage or that she was brave? Why was Ruby the only child in Mrs. Henrys class? How was Rubys second year at school better than her first? 12. Writhe the following on the board: The United States is our ___. Our ___ is red, white, and blue. Have children copy the sentences and draw a picture. 13. Provide children with magazines. Have them cut out pictures that show where people live or work. Encourage them to find a variety of such places large and small, busy or quiet, near or far, from long ago or from today. Ask children to sort pictures into places we work or places we live. Have children mount the pictures on construction paper and save them for later use. 14. Read Points of View poem on p. TE 56a.15. Read student text p. 56-57. See questions: How is a community different from a neighborhood? Look at the photo on p. 56. How would you describe a city community? How are a suburb and a town like a city? How is a town different from a farm community? 16. Read student text p. 58-59. See questions: What did Kims community look like in the past? How has Kims community changed since the past? Look at the picture for clues. Why do you think there are more shops in Kims community now than long ago? What is one way that change might hurt the community? 17. What has changed in your community? 18. Read City Mouse Country Mouse and Two More Mouse Tales. Share the illustrations as you read. Talk about how the artist depicts the two communities. Have partners draw the story settings. One child can draw the city scenes, the other, the country. Have partners present their work and tell how the two communities are alike and different. 19. Ask children to draw pictures to show how they get to school each day. When children are finished, have them hold up their pictures and identify the modes of transportation used. Make a pictogram to show the results. 20. Read poem Getting There on p. TE 124a. 21. Read student text p. 124-125. See questions: What are some ways people can move from place to place in a big city? Which pictures show ways to move goods? Why is it important to move peanuts from farms to stores? 22. Read student text p. 126-127. See questions: Look at the smaller picture. What is coming out of the back of the truck? Why do people need concrete? What do you think happens in the mixing drum? What does a delivery truck do? What is the part where the driver sits called? What is a tow truck used for? Does a tow truck give people a good or a service? How do you think fuel gets from the tank into the containers underground? 23. Create a word web around the word transportation and the phrases on land, on water, and in the air. Ask children to pick a favorite mode of transportation. Write the word vertically on chart paper. Help children create a poem for the mode of transportation by suggesting a word or phrase for each letter. 24. Have children play the game Telephone. Ask children to sit in a large circle. Start a message around the circle by whispering to the first child Mr. Watson, come here. I want you! Have each child whisper the message to the next child. When the message gets around the circle, have the last child say it out loud. 25. Read the poem Ive Been Working on the Railroad on p. TE 246a. 26. Read student text p. 246-249. See questions: When two people are together, what do they use besides words to communicate? What inventions are used to communicate besides the printing press and the telephone? With whom do you communicate? What do you communicate? What way of bookmaking did the printing press replace? How did the invention of the printing press increase the spread of information? What had to be put in place before people miles away from each other could talk by telephone? How do you think people far away from each other communicated before the telephone was invented? How do you think people listened to music before Thomas Edison invented the phonograph? How are the activities of Bell and Edison alike and different? Why do you think astronauts need to communicate from space? 27. Read student text p. 250-251. See questions: How do you think peoples lives changed after they got telephones in their homes? How did people use a box telephone? What was the first telephone wires made of? How did the invention of the dial on the phone change the way people used the telephone? How are our phones today different from the ones in the picture? 28. Have children look through magazines to find pictures of things people use to get from one place to another. Have children create a collage with the pictures. 29. Read poem Over Land on p. TE 252a. 30. Read student text p. 252-253. See questions: What provides the power for a bicycle to move? What provides the power for a car to move? Which way of travel came first the bicycle or the Model T car? How are the ways shown on the time line alike? 31. Read student text p. 256-257. See questions: What did Mae Jemison grow up to become? What experiments did Mae Jemison perform in space for the NASA space program? How does Mae Jemison stand out from other people?

Resources



Learning About My School28-31, 32-33, 34-35 28a-35a9


Different Kinds of Communities56-57, 58-5956a-61a16

From Place to Place124-125, 126-127124a-127a32

Inventors and Inventions246-249, 250-251246a-251a65

How Has Travel Changed252-253, 256-257252a-257a66

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books A Day in the Life of a Dancer and A Day in the Life of a Musician by Linda Hayward We Help Out at School by Amanda Miller At Work: Long Ago and Today by Lynnette Brent The U.S. Air Force by Matt Doeden The U.S. Army by Matt Doeden I Drive a Garbage Truck by Sarah Bridges Meet the Principal by Elizabeth Vogel Police Officers in our Community by Michelle Ames

Resources on Discovery Education: Citizenship in the Community City, Suburb, and Rural Communities Communities Around the World A Community at Work How Communities Grow and Change Community Rules and Laws How Communities Are Alike and Different Where We Live, Work and Play: Public Places Away We Go: All About Transportation Lets Explore: In the City Exploring the Diversity of Life: Forest School

Resources on WatchKnowLearn: Community Helpers How to Show Community and Good Citizenship Time to Fight a Fire: Online Read Aloud Community Helpers Learn About Jobs and Occupations Classroom Community Community Helpers Jobs What is a Community? Transportation: Eggy on the Move Song Transportation Song Innovative Transportation Development of Transportation Transportation in the 1800s The Future of Transportation Zoodle the Puppet Talks About Transportation

Support Documents:



Assessment

1. Draw pictures of two different communities.

2. A town community is not as big as a _____. city farm

3. Cars, truck, and vans are kinds of _____. needs jobs transportation

4. What is your job at school? to learn to eat

5. Long ago people traveled by _____. Today people travel by _____.

Week of Sept. 23rd - Sept. 27th

Sept. 23rd - Sept. 27th

Indicator

1-4.2 Compare the daily lives of families together in America and across the world, including the roles of family members; typical food, clothing, and shelter; and the ways that families earn a living.



Vocabulary:group toolsgoodsservicevolunteer

1. Ask each child to draw a picture that tells something about himself or herself. Help children put their initials, but not their names, or their pictures. Use clothespins to suspend childrens pictures from a length of twine. Then have children use their pictures to get to know each other better. Point to a picture and ask if children can figure out who the artist is. 2. Read poem Groups on p. TE 8a. 3. Read student text p. 8-9. See questions: What things that Andrew likes do you like? What different things do you like? What groups does Andrew belong to? What groups do you belong to? 4. Read student text p. 10-11. See questions: Why didnt Carl Stotz think it was fun to play baseball? What changes did Carl Stotz make in the game? 5. Create an oversized two-column chart, with the title The Way We Do It. Label one column school and the other column home. Then have children draw pictures and/or describe in words how they do one thing every day at school and one thing every day at home. 6. Read My Busy Day on p. TE 14a. 7. Read student text p. 14-17. See questions: What does Andrew do first in the morning? Does he brush his teeth before or after he eats breakfast? What else do you think Andrews does each morning? What does Andrews class do every morning? What does your class do each morning at school? Why do we put our hands over our hearts when we say the Pledge of Allegiance? Which activity on the Our Day list do you think will take the most time? Which activity on the Our Day list do you think would be the most fun? Why? 8. Read student text p. 18-19. See questions: How do you think Ruby felt about being the only African American child in her whole school? Why did some people not want Ruby to go to their school? How did Ruby show she had courage or that she was brave? Why was Ruby the only child in Mrs. Henrys class? How was Rubys second year at school better than her first? 9. Writhe the following on the board: The United States is our ___. Our ___ is red, white, and blue. Have children copy the sentences and draw a picture. 10. Create a Hands on the Job chart similar to the one shown. Have children trace their hands on two different colors of paper. Children then write or draw one thing they do to help at home on one hand and a way they help at school on the other hand. 11. Read poem Little Helper on p. TE 94a. 12. Read student text p. 94-97. See questions: What jobs can you do by yourself? Compare two jobs that you can do. Tell how Ben knows when he has done a job well. Why might family members work together to do some jobs? What other jobs might Bens family do together? What is your big job in school? How might you be rewarded for a job well done at school? Your job is to go to school and learn. Why is this important job? What things does Ben need to know to do his special job? What special jobs might you do in art class? Tell how you might know when someone else has done a job well. 13. Help children make a class list of jobs people do at home. Invite volunteers to select a job and act it out for the class. The other children can use the list to figure out which job is being done. 14. Read poem When I Grow Up on p. TE 108a. 15. Read student text on p. 108-111. See questions: What goods do the workers on this page provide? What are some examples of goods you use in your home? Your school? Your community? How might the plumber and the teacher know they have done a good job? What are other examples of services you might use in your home? Your school? Your community? Was the lemonade Ben sold at his stand a good or a service? How do you know? How do these workers help others meet their needs? Are there any volunteers in your school? What do they do? Which job pictured provides goods? Which jobs provide services? 16. Read student text p. 112-113. See questions: Who does Kids Kitchen help? Why might a volunteer be considered a good citizen? What should the children working at Kids Kitchen do if they need to make more sandwiches in a week than they usually do? What has Sagen done that is a good example of caring? 17. Read student text p. 114-115. See questions: How did Clara Barton learn to help people? Clara Barton helped soldiers who were on different sides during the Civil War. What kind of a citizen do you think she was? What made Clara Barton a famous volunteer? When might people need help of the Red Cross?18. Play I Spy a Job have one partner give clues about a worker. Children take turns spying workers. Encourage children to use lesson vocabulary. 19. Cut out paper-doll outlines of people. You might want to have children work with partners and have them decorate the paper does according to various jobs. 20. Read student text p. 258-261. See questions: Where do you think the picture of the world was taken from? What country does Monika live in? Which child lives in Argentina? Africa? What ways, besides clothing, can people be alike and different? What is one food that Monika eats? How is Estas food different from Daisukes? Imagine that one of the children from around the world is coming to visit you. You want to bake cookies for the child but do not know how. What can you do? 21. Read student text p. 262-263. See questions: Why do you think many Chinese people settled in San Francisco when they came to the United States? Why do you think where Laurence Yep lived is called Chinatown? What shows Laurence Yeps love of individualism and sets him apart from other writers? How are Joseph Bruchac and Laurence Yep alike and different? What important award has two of Laurence Yeps books won? 22. Read student text p. 264-265. See questions: Why do we say something when we leave another person? How might people say good-bye without using words?

Resources



Getting to Know Andrew8-9, 10-118a-13a3


Bens Jobs94-97,94a-99a25

Welcome to Job Day108-111, 112-113, 114-115108a-115a29

Life around the World258-261, 262-263, 264-265158a-265a68

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books

Resources on Discovery Education: Counting Around the World

Resources on WatchKnowLearn: Muslim Children Around the World Song: Peaceful World

Support Documents:



Assessment

1. Make a chart of jobs at home list the job and the helper.

2. What is a job? 0 a game people play0 work people do0 a place people live0 food people eat

3. Which one of these people is a service worker? 0 farmer0 cook0 baker0 plumber

4. In which country are you most likely to eat rice cakes? 0 Hungary0 Argentina0 Japan0 Tanzania

Week of Sept. 30th - Oct. 4th

Sept. 30th - Oct. 4th

Indicator

1-4.2 Compare the daily lives of families together in America and across the world, including the roles of family members; typical food, clothing, and shelter; and the ways that families earn a living.



Vocabulary:group jobtoolsgoodsservicevolunteer

1. Ask each child to draw a picture that tells something about himself or herself. Help children put their initials, but not their names, or their pictures. Use clothespins to suspend childrens pictures from a length of twine. Then have children use their pictures to get to know each other better. Point to a picture and ask if children can figure out who the artist is. 2. Read poem Groups on p. TE 8a. 3. Read student text p. 8-9. See questions: What things that Andrew likes do you like? What different things do you like? What groups does Andrew belong to? What groups do you belong to? 4. Read student text p. 10-11. See questions: Why didnt Carl Stotz think it was fun to play baseball? What changes did Carl Stotz make in the game? 5. Create an oversized two-column chart, with the title The Way We Do It. Label one column school and the other column home. Then have children draw pictures and/or describe in words how they do one thing every day at school and one thing every day at home. 6. Read My Busy Day on p. TE 14a. 7. Read student text p. 14-17. See questions: What does Andrew do first in the morning? Does he brush his teeth before or after he eats breakfast? What else do you think Andrews does each morning? What does Andrews class do every morning? What does your class do each morning at school? Why do we put our hands over our hearts when we say the Pledge of Allegiance? Which activity on the Our Day list do you think will take the most time? Which activity on the Our Day list do you think would be the most fun? Why? 8. Read student text p. 18-19. See questions: How do you think Ruby felt about being the only African American child in her whole school? Why did some people not want Ruby to go to their school? How did Ruby show she had courage or that she was brave? Why was Ruby the only child in Mrs. Henrys class? How was Rubys second year at school better than her first? 9. Writhe the following on the board: The United States is our ___. Our ___ is red, white, and blue. Have children copy the sentences and draw a picture. 10. Create a Hands on the Job chart similar to the one shown. Have children trace their hands on two different colors of paper. Children then write or draw one thing they do to help at home on one hand and a way they help at school on the other hand. 11. Read poem Little Helper on p. TE 94a. 12. Read student text p. 94-97. See questions: What jobs can you do by yourself? Compare two jobs that you can do. Tell how Ben knows when he has done a job well. Why might family members work together to do some jobs? What other jobs might Bens family do together? What is your big job in school? How might you be rewarded for a job well done at school? Your job is to go to school and learn. Why is this important job? What things does Ben need to know to do his special job? What special jobs might you do in art class? Tell how you might know when someone else has done a job well. 13. Help children make a class list of jobs people do at home. Invite volunteers to select a job and act it out for the class. The other children can use the list to figure out which job is being done. 14. Read poem When I Grow Up on p. TE 108a. 15. Read student text on p. 108-111. See questions: What goods do the workers on this page provide? What are some examples of goods you use in your home? Your school? Your community? How might the plumber and the teacher know they have done a good job? What are other examples of services you might use in your home? Your school? Your community? Was the lemonade Ben sold at his stand a good or a service? How do you know? How do these workers help others meet their needs? Are there any volunteers in your school? What do they do? Which job pictured provides goods? Which jobs provide services? 16. Read student text p. 112-113. See questions: Who does Kids Kitchen help? Why might a volunteer be considered a good citizen? What should the children working at Kids Kitchen do if they need to make more sandwiches in a week than they usually do? What has Sagen done that is a good example of caring? 17. Read student text p. 114-115. See questions: How did Clara Barton learn to help people? Clara Barton helped soldiers who were on different sides during the Civil War. What kind of a citizen do you think she was? What made Clara Barton a famous volunteer? When might people need help of the Red Cross?18. Play I Spy a Job have one partner give clues about a worker. Children take turns spying workers. Encourage children to use lesson vocabulary. 19. Cut out paper-doll outlines of people. You might want to have children work with partners and have them decorate the paper does according to various jobs. 20. Read student text p. 258-261. See questions: Where do you think the picture of the world was taken from? What country does Monika live in? Which child lives in Argentina? Africa? What ways, besides clothing, can people be alike and different? What is one food that Monika eats? How is Estas food different from Daisukes? Imagine that one of the children from around the world is coming to visit you. You want to bake cookies for the child but do not know how. What can you do? 21. Read student text p. 262-263. See questions: Why do you think many Chinese people settled in San Francisco when they came to the United States? Why do you think where Laurence Yep lived is called Chinatown? What shows Laurence Yeps love of individualism and sets him apart from other writers? How are Joseph Bruchac and Laurence Yep alike and different? What important award has two of Laurence Yeps books won? 22. Read student text p. 264-265. See questions: Why do we say something when we leave another person? How might people say good-bye without using words?

Resources



Getting to Know Andrew8-9, 10-118a-13a3



Welcome to Job Day108-111, 112-113, 114-115108a-115a29

Life around the World258-261, 262-263, 264-265158a-265a68


Resources on Discovery Education: Counting Around the World

Resources on WatchKnowLearn: Muslim Children Around the World Song: Peaceful World

Support Documents:



Assessment

1. Make a chart of jobs at home list the job and the helper.

2. What is a job? 0 a game people play0 work people do0 a place people live0 food people eat

3. Which one of these people is a service worker? 0 farmer0 cook0 baker0 plumber

4. In which country are you most likely to eat rice cakes? 0 Hungary0 Argentina0 Japan0 Tanzania

Week of Oct. 7th - Oct. 11th

Oct. 7th - Oct. 11th

Indicator

1-4.3 Identify the ways that families and communities in America and around the world cooperate and compromise with one another in order to obtain goods and services to meet their needs and wants.



Vocabulary:jobneedswants

1. Create a Hands on the Job chart similar to the one shown. Have children trace their hands on two different colors of paper. Children then write or draw one thing they do to help at home on one hand and a way they help at school on the other hand. 2. Read poem Little Helper on p. TE 94a. 3. Read student text p. 94-97. See questions: What jobs can you do by yourself? Compare two jobs that you can do. Tell how Ben knows when he has done a job well. Why might family members work together to do some jobs? What other jobs might Bens family do together? What is your big job in school? How might you be rewarded for a job well done at school? Your job is to go to school and learn. Why is this important job? What things does Ben need to know to do his special job? What special jobs might you do in art class? Tell how you might know when someone else has done a job well. 4. Help children make a class list of jobs people do at home. Invite volunteers to select a job and act it out for the class. The other children can use the list to figure out which job is being done. 5. Ask children to suppose that theyre going on a trip together. Have each child draw a picture of one thing to take. Then pack the pictures in a class shoe box. Suggest a situation that reflects a need, such as: Im thirsty! Did anyone pack a drink? Select a volunteer to check the box. Next suggest a situation that reflects a want, etc. 6. Read poem What Do I Need? on p. TE 100a. 7. Read student text p. 100-101. See questions: What are some similarities in the ways families might meet their needs? What are some differences in the ways families might meet their needs? What do you think Bens gift is? What are some ways people get the things they need and want? 8. Read student text p. 102-103. See questions: What does the chart show? Which word on the chart tells that you are looking at toys from long ago? What word on the chart means the same as today? In what ways are the bicycles from THEN and NOW alike? Why do toys and other things change? How do people learn about changes in toys? 9. Write the following sentence on the board: Thanks for giving me ___. I needed that. Thanks for giving me ___. I wanted that. Have children complete the sentences and make cards for the parents. 10. Tell children that before there was money, people used to trade things. They would trade something they already have for something they didnt have. Set up a trading post and have children pretend to exchange something they have for something they want or need. 11. Read student text p. 104-105. See questions: Which things shown on p. 104 can Ben buy with 70 cents or less? What is an example of a person wanting more than he or she can have? What are some examples of choices families make when buying things? What would you do if you were Ben and you wanted to buy the comb? 12. Have each child cut out three items that he or she would like to have (want). Have students make a list of the things they could do in order to obtain their wants. 13. Describe a market to children. Then have them create a fruit market in the classroom, using fruit, signs, paper bags, and paper money. Invite some children to sell the fruit and others to buy it. 14. Read student text p. 238-239. See questions: How do people pay for goods at the market? Why do sellers need a market? What would you do if you wanted to buy your grandparents two flowers but you only have money for one? Support your choice. 15. Read aloud To Market, To Market by Anne Miranda. Ask children what is real about the story and what is not real. Have them draw one of the vegetables the woman buys for soup.

Resources



Needs and Wants 100-101, 102-103100a-103a27

Spending and Saving104-105104a-107a28


Visiting the Market238-239238a-241a62


Resources on Discovery Education: How Our Economy Works: All about Earning Money and Spending Money Service Workers: And the Services they Provide Production Workers: And the Goods they Make Goods and Services Economics in our age: Goods and Services Consumer, Producer and Goods Products that Workers Make Supply and Demand


Support Documents:



Assessment

1. Which one is a need? 0 a TV0 computer game0 pet0 food

2. A place to live is a ____. 0 school0 need 0 want0 job

3. Write one thing you need and one thing you want.

4. Getting a haircut is considered a ____.0 good0 service

5. You just bought groceries at the store. You have purchased _________.

Week of Oct. 14th - Oct. 18th

Oct. 14th - Oct. 18th

Indicator

1-4.3 Identify the ways that families and communities in America and around the world cooperate and compromise with one another in order to obtain goods and services to meet their needs and wants.



Vocabulary:jobneedswants

1. Create a Hands on the Job chart similar to the one shown. Have children trace their hands on two different colors of paper. Children then write or draw one thing they do to help at home on one hand and a way they help at school on the other hand. 2. Read poem Little Helper on p. TE 94a. 3. Read student text p. 94-97. See questions: What jobs can you do by yourself? Compare two jobs that you can do. Tell how Ben knows when he has done a job well. Why might family members work together to do some jobs? What other jobs might Bens family do together? What is your big job in school? How might you be rewarded for a job well done at school? Your job is to go to school and learn. Why is this important job? What things does Ben need to know to do his special job? What special jobs might you do in art class? Tell how you might know when someone else has done a job well. 4. Help children make a class list of jobs people do at home. Invite volunteers to select a job and act it out for the class. The other children can use the list to figure out which job is being done. 5. Ask children to suppose that theyre going on a trip together. Have each child draw a picture of one thing to take. Then pack the pictures in a class shoe box. Suggest a situation that reflects a need, such as: Im thirsty! Did anyone pack a drink? Select a volunteer to check the box. Next suggest a situation that reflects a want, etc. 6. Read poem What Do I Need? on p. TE 100a. 7. Read student text p. 100-101. See questions: What are some similarities in the ways families might meet their needs? What are some differences in the ways families might meet their needs? What do you think Bens gift is? What are some ways people get the things they need and want? 8. Read student text p. 102-103. See questions: What does the chart show? Which word on the chart tells that you are looking at toys from long ago? What word on the chart means the same as today? In what ways are the bicycles from THEN and NOW alike? Why do toys and other things change? How do people learn about changes in toys? 9. Write the following sentence on the board: Thanks for giving me ___. I needed that. Thanks for giving me ___. I wanted that. Have children complete the sentences and make cards for the parents. 10. Tell children that before there was money, people used to trade things. They would trade something they already have for something they didnt have. Set up a trading post and have children pretend to exchange something they have for something they want or need. 11. Read student text p. 104-105. See questions: Which things shown on p. 104 can Ben buy with 70 cents or less? What is an example of a person wanting more than he or she can have? What are some examples of choices families make when buying things? What would you do if you were Ben and you wanted to buy the comb? 12. Have each child cut out three items that he or she would like to have (want). Have students make a list of the things they could do in order to obtain their wants. 13. Describe a market to children. Then have them create a fruit market in the classroom, using fruit, signs, paper bags, and paper money. Invite some children to sell the fruit and others to buy it. 14. Read student text p. 238-239. See questions: How do people pay for goods at the market? Why do sellers need a market? What would you do if you wanted to buy your grandparents two flowers but you only have money for one? Support your choice. 15. Read aloud To Market, To Market by Anne Miranda. Ask children what is real about the story and what is not real. Have them draw one of the vegetables the woman buys for soup.

Resources



Needs and Wants 100-101, 102-103100a-103a27

Spending and Saving104-105104a-107a28


Visiting the Market238-239238a-241a62


Resources on Discovery Education: How Our Economy Works: All about Earning Money and Spending Money Service Workers: And the Services they Provide Production Workers: And the Goods they Make Goods and Services Economics in our age: Goods and Services Consumer, Producer and Goods Products that Workers Make Supply and Demand


Support Documents:



Assessment

1. Which one is a need? 0 a TV0 computer game0 pet0 food

2. A place to live is a ____. 0 school0 need 0 want0 job

3. Write one thing you need and one thing you want.

4. Getting a haircut is considered a ____.0 good0 service

5. You just bought groceries at the store. You have purchased _________.

Week of Oct. 21st - Oct. 25th

Oct. 21st - Oct. 24th

Indicator

1-4.4 Explain the concept of scarcity and the way it forces individuals and families to make choices about which goods and services they can obtain.



Vocabulary:

1. Have children draw a picture of juice spilled from a glass. Then discuss with them the benefits of cleaning the liquid with a sponge rather than a paper towel. Have children include a sponge in their drawing. Ask them to caption the drawing with Save Paper!/Wipe Up With a Sponge. 2. Read student text p. 170-173. See questions: What natural resource is used to make the things around Debbie? Why does Debbie call reduce, reuse, and recycle the 3Rs? What is item 3 on the Please Reduce! list? Where are the children putting the things they are recycling? What is the boy recycling? What are some things you can recycle? Why might you be considered a good citizen if you recycle? Many cardboard juice containers have an aluminum foil lining. Do you think they can be recycled? 3. Read student text p. 174-175. See questions: What kinds of animals are in the circles? What might you do to let people know about endangered animals? 4. Have children make a poster asking people to help save one of the endangered animals shown on the text p. 174-175. Have children include a title and a drawing on their poster.

Resources



Caring For Our Resources170-173, 174-175170a-175a44


Resources on Discovery Education: Dutch Traders Experience a Scarcity of Beaver Fur Trade Between the Dutch and Native Americans The Difference Between Wants and Needs Sam Struggles With What to Buy

Resources on WatchKnowLearn: Economics Scarcity and Opportunity Cost Windpower The Busy World of Richard Scarry Imagine That Water Power

Support Documents:



Assessment

1. You can reduce the use of electricity by ___. 0 walking instead of riding0 saving bags and boxes0 using less toothpaste 0 turning off lights

2. Reducing your electricity can help you save ___. 0 money 0 time0 paper 0 plastic

3. The things you recycle can be made into things that are ___. 0 old0 new0 trash0 alive

4. Name two things you can recycle.

Week of Oct. 21st - Oct. 25th

Oct. 25th

Indicator

Professional Development/Workdays



Resources


Assessment


Week of Oct. 28th - Nov. 1st

Oct. 28th - Nov. 1st

Indicator

1-4.4 Explain the concept of scarcity and the way it forces individuals and families to make choices about which goods and services they can obtain.



Vocabulary:

1. Have children draw a picture of juice spilled from a glass. Then discuss with them the benefits of cleaning the liquid with a sponge rather than a paper towel. Have children include a sponge in their drawing. Ask them to caption the drawing with Save Paper!/Wipe Up With a Sponge. 2. Read student text p. 170-173. See questions: What natural resource is used to make the things around Debbie? Why does Debbie call reduce, reuse, and recycle the 3Rs? What is item 3 on the Please Reduce! list? Where are the children putting the things they are recycling? What is the boy recycling? What are some things you can recycle? Why might you be considered a good citizen if you recycle? Many cardboard juice containers have an aluminum foil lining. Do you think they can be recycled? 3. Read student text p. 174-175. See questions: What kinds of animals are in the circles? What might you do to let people know about endangered animals? 4. Have children make a poster asking people to help save one of the endangered animals shown on the text p. 174-175. Have children include a title and a drawing on their poster.

Resources



Caring For Our Resources170-173, 174-175170a-175a44


Resources on Discovery Education: Dutch Traders Experience a Scarcity of Beaver Fur Trade Between the Dutch and Native Americans The Difference Between Wants and Needs Sam Struggles With What to Buy

Resources on WatchKnowLearn: Economics Scarcity and Opp