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ULTIMATE CURRICULUM FRAMEWORK GOALS America's

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ULTIMATE CURRICULUM FRAMEWORK GOALS America's Content Area Social Studies Grade/Course Grade 01 School Year 2019-20 Framework Number: Name 04: Notable People, Places, and National Symbols Pacing within Semester 6 weeks within Semester 2 ULTIMATE CURRICULUM FRAMEWORK GOALS Ultimate Performance Task The Ultimate Performance Task for this Framework is: America’s Symbols and Icons Símbolos e íconos de América (Spanish version) The most important performance we want learners to be able to do with the acquired content knowledge and skills of this framework is: ● accessing and analyzing information. ● collaboration across networks and leading by influence. Transfer Goal(s) Students will be able to independently use their learning to … ● access and analyze information that recognizes how national symbols, holidays, songs and notable people represent the identity of a community or nation. ● analyze and practice rights, roles, and responsibility of citizens demonstrated through collaboration across networks. Meaning Goals BIG IDEAS / UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that … Students will keep considering: ● symbols, songs, holidays, traditions, places and people provide ● Why do we have national, community, and local celebrations identity for the community and nation. and holidays? ● the origin of national symbols and traditions occur as a result of ● Why are notable people and places important to our history significant events or people in history. and culture? ● notable people in American history have characteristics that set ● How are new national symbols, songs, or holidays created? them apart from other people. ● What makes a good community member, team leader and ● responsible community members know how to be a good team team member? leader and good team member. IDEAS IMPORTANTES / CONOCIMIENTOS PREGUNTAS ESENCIALES Los estudiantes comprenderán que… Los estudiantes seguirán teniendo en cuenta: ● los símbolos, canciones, días festivos, tradiciones, lugares y ● ¿Por qué tenemos celebraciones y días festivos nacionales, de personas le dan identidad a la comunidad y nación. la comunidad y locales? ● el origen de los símbolos patrios y las tradiciones ocurre como ● ¿Por qué la gente y lugares notables son importantes para resultado de eventos o personas importantes en la historia. nuestra historia y cultura? ● la gente notable en la historia de Norteamérica tiene ● ¿Cómo han sido creados los nuevos símbolos, canciones o días características que los separan de las demás personas. festivos nacionales? ● los miembros responsables de la comunidad saben cómo ser ● ¿Qué hace que sea bueno un miembro de la comunidad, un un buen líder y miembro de un equipo. líder y un miembro del equipo? Acquisition Goals In order to reach the ULTIMATE GOALS, students must have acquired the following knowledge, skills, and vocabulary. However, depending on the student, it MAY NOT be necessary to teach everything listed. Students will know … Students will be skilled at … ● notable people in the community, state and nation, e.g., mayor, ● identifying notable leaders in the community, state and governor, president, law enforcement officers, etc. nation. ● symbols, holidays, and songs of the United States: ● identifying patriotic symbols of the United States. o significant symbols, landmarks and essential documents ● identifying civic holidays of the United States. (people and events associated with them). ● identifying significant places of the United States. o bald eagle, American flag, Pledge of Allegiance, liberty bell, ● identifying the American and Colorado flags. Uncle Sam, Statue of Liberty, Mount Rushmore, White ● explaining why we recognize certain people, places and House, Rose, Oak, American bison, U.S. Constitution, symbols as notable. (What are their behaviors and Declaration of Independence. characteristics?) o “Star Spangled Banner,” “America the Beautiful,” “Yankee Doodle,” “Battle Hymn of the Republic,” “My Country Tis of Thee,” In God We Trust ● the significance of our national holidays and the heroism and achievements of the people associated with them – President’s Day, Martin Luther King, Jr., Veteran’s Day, Memorial Day, Independence Day, Labor Day, Thanksgiving Day. Vocabulary / Vocabulario Tier 1 / Nivel 1 Tier 2 / Nivel 2 Tier 3 / Nivel 3 (everyday words) (general academic words) (domain-specific words) ● celebrate / celebrar ● governor / gobernador ● patriotic / patriótico ● leader / líder ● mayor / alcalde ● national anthem / himno nacional ● citizen / ciudadano ● president / presidente ● White House / Casa Blanca ● citizenship / ciudadanía ● holiday / día festivo ● Statue of Liberty / Estatua de la Libertad ● believe / creer ● symbol / símbolo ● team member / miembro del equipo ● national / nacional ● team leader / líder del equipo ● equal / igual Optional Learning Plan Other Evidence of Understanding ● Symbols – C3 Teachers: This inquiry although created for 2nd ● Patriot Symbols and Songs grade and addresses the question, What symbol best represents the United States? ● Brainpop – Local and State Government. ● Resource links to patriotic symbols of the U.S. ● Civic holidays of the United States. ● Resource links identifying the American and Colorado flags. ● Ben's Guide to US Government – Apprentice Level (ages 4-8) covers symbols and landmarks. The ULTIMATE GOALS were developed from these standards: “Unwrapped” Priority Standards Supporting Standards Colorado Academic Social Studies Standards Standard 4 – Civics SS.1.4.1: UNDERSTAND effective groups have responsible leaders and team members [understand has been added to define skill SS.1.4.1.a: Describe the characteristics of responsible leaders (DOK 1-2) SS.1.4.1.b: Identify the attributes of a responsible team member (DOK 1-2) SS.1.4.1.c: Demonstrate the ability to be both a leader and team member (DOK 1-3) SS.1.4.2: IDENTIFY notable people, places and holidays and civic symbols [identify has been added to define skill SS.1.4.2.a: Identify and explain the relevance of notable civic leaders from different community groups. SS.1.4.2.b: Identify and explain the meaning of various civic symbols important to diverse community groups. For example: the American flag, the Statue of Liberty, Mount Rushmore, Crazy Horse Memorial, Liberty Bell, and a yellow sash (i.e., for women;s rights).. SS.1.4.2.c: Identify and explain the relevance of significant civic places. For example: e state and national Capital, the white House and sites within the local community. SS.1.4.2.d: Explain the significance of major civic holidays. For example: Veteran;s Day, Martin Luther King Day, Independence Day, Earth Day, Memorial Day, Labor Day, and Cesar Chavez Day. SS.1.4.2.e: Identify the American flag and the Colorado flag (DOK 1) Literacy in History / Social Studies Common Core State Standards (CCSS): Reading Informational Texts – Craft and Structure RI.1.4: ASK and ANSWER questions to help determine or clarify the meaning of words and phrases in a text RI.1.6: DISTINGUISH between information provided by pictures or other illustrations and information provided by the words in a text Common Core State Standards (CCSS): Writing – Text Types and Purposes W.1.3: WRITE narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, use temporal words to signal event order, and provide some sense of closure Common Core State Standards (CCSS): Speaking and Listening – Comprehension and Collaboration SL.1.1: PARTICIPATE in collaborative conversations with diverse partners about grade 01 topics and texts with peers and adults in small and larger groups SL.1.1.a: FOLLOW agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion) SL.1.1.b: BUILD on others’ talk in conversation by RESPONDING to the comments of others through multiple exchanges SL.1.1.c: ASK questions to clear up any confusion about he topics and texts under discussion ©Copyright Eagle County Schools 2017.
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