Correlations to Social Studies Georgia Standards of Excellence

Social Studies GSE Resource(s)

a. Christmas Amazing Americans: .b Columbus Day Abraham Lincoln; Amazing . c Independence Day Americans: George SSKH1: Identify the .d Labor Day Washington; Giving Thanks; national holidays and . e Martin Luther King, Jr. Day Happy Fourth of July!; Martin describe the people and/or f. Memorial Day Luther King Jr.; National events celebrated. . g New Year’s Day Holidays; Remembering . h Presidents Day (Washington, Lincoln) Our Heroes; Washington’s i. Thanksgiving Day Birthday j. Veterans Day

. a The national and state flags (United States and Georgia flags) . b Pledge of Allegiance . c Star Spangled Banner (identify as the national anthem) America’s Eagle; Grand Old SSKH2: Identify the . d The bald eagle Flag; I Pledge Allegiance to following American . e The Statue of Liberty the Flag; Meet Lady Liberty; Symbols: . f Lincoln Memorial (identify image and associate with Washington’s Birthday Lincoln and Presidents Day) . g Washington Monument (identify image and associate with Washington and Presidents Day) . h White House (identify image and associate with Presidents Day and current president)

. a Now, long ago .b Before, after SSKH3: Correctly use Exploring Calendars; Grand . c Today, tomorrow, yesterday words and phrases related Old Flag; We Go to School . d First, last, next to chronology and time. . e Day, week, month, year . f Past, present, future

SSKG1: Describe the diversity of American culture by explaining the customs and n/a celebrations of various families and communities.

. a Differentiate land and water features on simple maps and globes. SSKG2: Explain that a map . b Explain that maps and globes show a view from Getting Around School; is a drawing of a place and above. Getting Around Town; Map It! a globe is a model of Earth. c. Explain that maps and globes show features in a smaller size.

SSKG3: State the street address, city, state, and country in which the student lives. n/a

Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

SSKCG1: Demonstrate an I Am a Good Citizen; Rules a. Explain how rules are made and why. understanding of good at Home; Rules at School; b. Explain why rules should be followed. citizenship. Who Makes the Rules?

SSKCG2: Describe examples of positive character traits exhibited by good citizens such I Am a Good Citizen as honesty, patriotism, courtesy, respect, pride, and self-control.

Jobs Around Town; Workers; SS3KE1: Describe the work that people do such as: police officer, fire fighter, soldier, Workers at My School; mail carrier, farmer, doctor, teacher, etc. Workers in My City; Workers Who Take Care of Me

SSKE2: Explain that people earn income by working. Jobs Around Town

SSKE3: Explain how a. Distinguish goods and services. All About Money; Using money is used to purchase b. Identify that U.S. coins and dollar bills (paper Money goods and services. money) are used as currency.

SSKE4: Explain that people must make choices because they cannot have everything n/a they want. Correlations to ELA Georgia Standards of Excellence

English Language Arts GSE Resource(s)

All About Money; Amazing Americans: Abraham Lincoln; Happy Fourth of July; I Am a Good Citizen; I Pledge ELAGSEKRI1: With prompting and support, ask and Allegiance to the Flag; Jobs Around Town; Martin Luther answer questions about key details in a text. King Jr.: Marching for Equality; Washington’s Birthday; Workers in My City

ELAGSEKRI2: With prompting and support, identify the Amazing Americans: George Washington; America’s main topic (main idea) and retell key details of a text Eagle; Grand Old Flag; Meet Lady Liberty; Workers at My (supporting details). School; Workers Who Take Care of Me

ELAGSEKRI3: With prompting and support, describe the America’s Eagle; Grand Old Flag; Map It!; Meet Lady connection between two individuals, events, ideas, or Liberty; Using Money; We Go to School pieces of information in a text.

ELAGSEKRI4: With prompting and support, ask and Amazing Americans: Abraham Lincoln; America’s Eagle answer questions about unknown words in a text.

ELAGSEKRI5: Identify the front cover, back cover, and America’s Eagle; National Holidays; Workers at My School; title page of a book. Workers in My City; Workers Who Take Care of Me

26 111079—Exploring Social Studies: Georgia © | Teacher Created Materials Correlations to ELA Georgia Standards of Excellence (cont.)

English Language Arts GSE Resource(s)

ELAGSEKRI6: Name the author and illustrator of a text Exploring Calendars; Giving Thanks; Grand Old Flag; Map and define the role of each in presenting the ideas or It!; Remembering Our Heroes: Veteran’s Day; Rules at information in a text. School; Washington’s Birthday

ELAGSEKRI7: With prompting and support, describe the Getting Around School; Getting Around Town; Meet Lady relationship between illustrations and the text (how the Liberty; Rules at School; We Go to School; Who Makes illustrations support the text). the Rules?

ELAGSEKRI8: With prompting and support, identify the I Am a Good Citizen reasons an author gives to support points in a text.

ELAGSEKRI10: Actively engage in group reading of All lessons informational text with purpose and understanding.

ELAGSEKW1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader Giving Thanks; Remembering Our Heroes: Veteran’s Day; the topic or the name of the book they are “writing” about Rules At School and state an opinion or preference about the topic or book.

Amazing Americans: Abraham Lincoln; Amazing Americans: ELAGSEKW2: Use a combination of drawing, dictating, George Washington; Exploring Calendars; Happy Fourth and writing to compose informative/explanatory texts in of July; I Am a Good Citizen; I Pledge Allegiance to the which they name what they are writing about and supply Flag; Meet Lady Liberty; Workers; Workers at My School; some information about the topic. Workers in My City; Workers Who Care for Me

ELAGSEKW3: Use a combination of drawing, dictating, All About Money; Rules at Home; Using Money; and writing to narrate a single event or several loosely Washington’s Birthday; We Go to School; Who Makes linked events, tell about the events in the order in which the Rules?; Workers; Workers at My School they occurred, and provide a reaction to what happened.

Exploring Calendars; Giving Thanks; I Pledge Allegiance ELAGSEKSL1: Participate in collaborative conversations to the Flag; Map It!; Martin Luther King Jr.; National with diverse partners about kindergarten topics and texts Holidays; Rules at Home; Rules at School; Veteran’s Day; with peers and adults in small and larger groups. Using Money; We Go to School; Workers; Workers at My School; Washington’s Birthday

Amazing Americans; George Washington; Exploring Calendars; Getting Around Town; Jobs Around Town; Map ELAGSEKSL4: Describe familiar people, places, things, It!; Martin Luther King Jr.: Marching for Equality; National and events and, with prompting and support, provide Holidays; Rules at Home; Rules at School; Using Money; additional detail. Veteran’s Day; We Go to School; Workers; Workers at My School

ELAGSEKL4: With guidance and support, determine or clarify the meaning of unknown and multiple-meaning All lessons words and phrases based on kindergarten reading and content.

Social Studies GSE Resource(s)

a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/statesman), Thomas Jefferson (Declaration of Independence), American Heroes; Meriwether Lewis and William Clark with Americans Then and Now; SS1H1: Read about Sacagawea (exploration), Theodore Roosevelt Benjamin Franklin; Declaring and describe the life (National Parks and the environment), George Our Independence; George of historical figures in Washington Carver (science), and Ruby Bridges Washington Carver; American history. (civil rights). Teedie; The Declaration b. Describe how everyday life of these historical of Independence; Thomas figures is similar to and different from everyday life Jefferson in the present (for example: food, clothing, homes, transportation, communication, recreation, etc.).

American Heroes; SS1G1: Describe how a. American colonies (Franklin and Jefferson) Benjamin Franklin; George each historic figure in b. American frontier (Lewis & Clark and Sacagawea) Washington Carver; SS1H1a was influenced c. National Parks (Roosevelt) Teedie; The Declaration by his or her time and d. Southern U.S. (Washington Carver and Bridges) of Independence; Thomas place. Jefferson

SS1G2: Identify and locate the student’s city, county, state, nation (country), and n/a continent on a simple map or a globe.

a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and SS1G3: Locate major Australia. Landforms; Mapping Our topographical features of b. Locate the major oceans: Arctic, Atlantic, Pacific, World; Maps and Globes the earth’s surface. and Indian Ocean. c. Identify and describe landforms (mountains, deserts valleys, and coasts).

American Heroes; Be Fair!; Be a Good Leader; Benjamin SS1CG1: Describe how the historical figures in SS1H1a display positive character Franklin; George Washington traits such as: fairness respect for others, respect for the environment, courage, Carver; The Declaration of equality, tolerance, perseverance, and commitment. Independence; Thomas Jefferson

SS1C23: Explore the concept of patriotism through the words in the songs America (My Country ‘Tis of Thee) and America the Beautiful (for example: brotherhood, n/a liberty, freedom, pride, etc.).

Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

SS32E1: Identify goods that people make and services that people provide for each Goods and Services other. Around Town

SS1E2: Explain that scarcity is when unlimited wants are greater than limited n/a resources.

Goods and Services SS1E3: Describe how people are both producers and consumers. Around Town

SS1E4: Explain that people earn income by working and that they must make Earning Money; Saving and choices about how much to save and spend. Spending

30 111079—Exploring Social Studies: Georgia © | Teacher Created Materials Correlations to ELA Georgia Standards of Excellence

English Language Arts GSE Resource(s)

American Heroes; Benjamin Franklin; Landforms; Saving ELAGSE1RI1: Ask and answer questions about key details in a text. and Spending; Thomas Jefferson

ELAGSE1RI2: Identify the main topic and retell key details of a text. Be a Good Leader; Be Fair!

Declaring Our Independence; Goods and Services Around ELAGSE1RI3: Describe the connection between two individuals, events, ideas, or Town; Mapping Our World; pieces of information in a text. Teedie; The Declaration of Independence

ELAGSE1RI5: Know and use various text features to locate key facts or George Washington Carver information in a text.

ELAGSE1RI7: Use illustrations and details in a text to describe its key ideas. America Then and Now

ELAGSE1RI8: Identify the reasons an author gives to support points in a text. America Then and Now

ELAGSE1RI10: With prompting and support, read informational texts All lessons appropriately complex for grade 1.

ELAGSE1W1: Write opinion pieces in which they introduce the topic or the name Be a Good Leader; Saving and of the book they are writing about, state an opinion, supply a reason for the Spending; Teedie opinion, and provide some sense of closure.

American Heroes; Benjamin Franklin; George Washington ELAGSE1W2: Write informative/explanatory texts in which they name a topic, Carver; Landforms; Mapping supply some facts about the topic, and provide some sense of closure. Our World; Maps and Globes; The Declaration of Independence

ELAGSE1W3: Write narratives in which they recount two or more appropriately Be a Good Leader; Declaring sequenced events, include some details regarding what happened, use temporal Our Independence; Earning words to signal event order, and provide some sense of closure. Money

ELAGSE1SL1: Participate in collaborative conversations with diverse partners All lessons about grade 1 topics and texts with peers and adults in small and larger groups.

ELAGSE1SL4: Describe people, places, things, and events with relevant details, America Then and Now; Maps expressing ideas and feelings clearly. and Globes

ELAGSE1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from Earning Money an array of strategies.

Social Studies GSE Resource(s)

a. James Oglethorpe, Tomochichi, and Mary Musgrove Jackie Robinson; James (founding of Georgia) Oglethorpe; Jimmy Carter; SS2H1: Describe the b. Sequoyah (development of a Cherokee alphabet) Juliette Gordon Low; lives and contributions c. Jackie Robinson (sportsmanship and civil rights) Martin Luther King Jr.; of historical figures in d. Martin Luther (civil rights) Mary Musgrove; Savannah; Georgia history. e. Juliette Gordon Low (Girl Scouts and leadership) Sequoyah and the Written f. Jimmy Carter (leadership and human rights) Word; Tomochichi

SS2H2: Describe the Georgia Creek and Cherokee cultures of the a. Compare and contrast the Georgia Creek and past in terms of tools, Cherokee cultures of the past to those of Georgians The Creek and the Cherokee clothing, homes, ways today. of making a living, and accomplishments.

SS2G1: Locate and a. Locate and compare the geographic regions of compare major Georgia: Blue Ridge, Piedmont, Coastal Plain, topographical features Ridge and Valley, and Appalachian Plateau. Regions and Rivers of Georgia of Georgia and describe b. Locate on a physical map the major rivers: how these features Savannah, Flint, and Chattahoochee. define Georgia’s surface.

a. Identify specific locations significant to the life and times of each historic figure, and the Creek and SS2G2: Describe Cherokee, on a political or physical map. the cultural and b. Describe how each historic figure and the Creek Jackie Robinson; James geographical systems and Cherokee adapted to and were influenced by Oglethorpe; Jimmy Carter; associated with the their environments. Martin Luther King Jr.; Mary historical figures in c. Describe how the region in which these historic Musgrove; Sequoyah and the SS1H1 and Georgia’s figures lived affected their lives and compare these Written Word; The Creek and Creek and Cherokee in regions to the region in which students live. the Cherokee; Tomochichi SS2H2. d. Describe the regions in Georgia where the Creek and Cherokee lived and how the people used their resources.

Our Leaders in Government; SS2CG1: Define the concept of government and the need for rules and laws. You and the Law

a. President (leader of our nation) and Washington, SS2CG2: Identify the D.C.—White House Atlanta; Jimmy Carter; Our following elected official b. Governor (leader of our state) and Atlanta, GA— Leaders in Government; of the executive branch State Capitol Building Power, People, and Change and where they work. c. Mayor (leader of a city) and city hall

Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

Jackie Robinson; James Oglethorpe; Jimmy Carter; SS2CG3: Give examples of how the historical figures in SS2H1 demonstrate positive Martin Luther King Jr.; Mary citizenship traits such as: honesty, dependability, trustworthiness, honor, civility, Musgrove; Sequoyah and the good sportsmanship, patience, and compassion. Written Word; The Creek and the Cherokee; Tomochichi

Georgia’s Goods and Services; SS2E1: Explain that because of scarcity, people must make choices that result in Georgia’s Location and opportunity costs. Resources; Georgia: Money and Me

SS2E2: Identify some ways in which goods and services are allocated (such as: price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, Atlanta and personal characteristics).

SS2E3: Explain that people usually use money to obtain the goods and services they Mary Musgrove; Tomochichi want and explain how money makes trade easier than barter.

Georgia: Money and Me; SS2E4: Describe the costs and benefits of personal saving and spending choices. Georgia’s Goods and Services Correlations to ELA Georgia Standards of Excellence

English Language Arts GSE Resource(s)

Jimmy Carter; Martin Luther ELAGSE2RI1: Ask and answer such questions as who, what, where, when, why, King Jr.; The Creek and the and how to demonstrate understanding of key details in a text. Cherokee

Juliette Gordon Low; Our ELAGSE2RI2: Identify the main topic of a multi-paragraph text as well as the focus Leaders in Government; of specific paragraphs within the text. Tomochichi

ELAGSE2RI3: Describe the connection between a series of historical events, Jackie Robinson; James scientific ideas or concepts, or steps in technical procedures in a text. Oglethorpe

ELAGSE2RI4: Determine the meanings of words and phrases in a text relevant to a Atlanta; Georgia: Money and grade 2 topic or subject area. Me; You and the Law

34 111079—Exploring Social Studies: Georgia © | Teacher Created Materials Correlations to ELA Georgia Standards of Excellence (cont.)

English Language Arts GSE Resource(s)

ELAGSE2RI5: Know and use various text features to locate key facts or information Mary Musgrove; Power, in a text efficiently. People, and Change

ELAGSE2RI6: Identify the main purpose of a text, including what the author wants Regions and Rivers of to answer, explain, or describe. Georgia

Georgia’s Goods and ELAGSE2RI7: Explain how specific images contribute to and clarify a text. Services; Georgia’s Location and Resources

ELAGSE2RI8: Describe how reasons support specific points the author makes in Savannah; Sequoyah and the a text. Written Word

ELAGSE2RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text All lessons complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE2W1: Write opinion pieces in which they introduce the topic or book they Georgia: Money and Me; are writing about, state an opinion, supply reasons that support the opinion, use James Oglethorpe; Sequoyah linking words to connect opinion and reasons, and provide a concluding statement and the Written Word; or section. Tomochichi; You and the Law

Atlanta; Georgia’s Goods ELAGSE2W2: Write informative/explanatory texts in which they introduce a topic, and Services; Georgia’s use facts and definitions to develop points, and provide a concluding statement or Location and Resources; section. Mary Musgrove; Regions and Rivers of Georgia; Savannah

Jackie Robinson; Jimmy Carter; Juliette Gordon Low; ELAGSE2W3: Write narratives in which they recount a well-elaborated event Martin Luther King Jr.; Our or short sequence of events, include details to describe actions, thoughts, and Leaders in Government; feelings, use temporal words to signal event order, and provide a sense of closure. Power, People, and Change; The Creek and the Cherokee

ELAGSE2SL1: Participate in collaborative conversations with diverse partners about All lessons grade 2 topics and texts with peers and adults in small and larger groups. ELAGSE2L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from All lessons an array of strategies. ELAGSE2L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from All lessons an array of strategies.

Social Studies GSE Resource(s)

a. Locate the regions where American Indians settled in SS3H1: Describe North America: Arctic, Northwest Southwest, Plains, early American Northeast, and Southeast. American Indians of the East; Indian cultures b. Compare and contrast how American Indians in American Indians of the Plains; and their each region used their environment to obtain food, American Indians of the West development in clothing, and shelter. North America. c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature).

a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot SS3H2: Describe Christopher Columbus; Early (England), Vasco Núñez de Balboa (Spain), European Explorers; Pocahontas; Racing to Hernando de Soto (Spain), Christopher Columbus exploration in Colonize the New World; Voyages of (Spain), Henry Hudson (The Netherlands), and North America. Columbus Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians.

a. Identify key reasons why the New England, Mid‑Atlantic, and Southern colonies were founded (religious freedom and profit). Benjamin Banneker; Indentured in SS3H3: Explain b. Compare and contrast colonial life in the New America; Our Government; Phillis the factors that England, Mid-Atlantic, and Southern colonies Wheatley; The Middle Colonies; shaped British (education, economy, and religion). The New England Colonies; The Colonial America. c. Describe colonial life in America from the Southern Colonies perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves, and American Indians.

SS3G1: a. Locate major rivers of the United States of America: Locate major Mississippi, Ohio, Rio Grande, Colorado, Hudson, topographical Geographic Features; Mapping Our and St. Lawrence. features on a Nation b. Locate major mountain ranges of the United States physical map of of America: Appalachian, Rocky. the United States.

SS3G2: Locate and describe the equator, prime meridian, and lines of latitude n/a and longitude on a globe.

Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

a. Explain why American Indian groups occupied the areas they did (SS3H1a), with emphasis on why some developed permanent villages and others American Indians of the East; SS3G3: Describe did not. American Indians of the Plains; how physical b. Describe how the early explorers (SS3H2a) American Indians of the West; systems affect adapted, or failed to adapt, to the various physical Christopher Columbus; The New human systems. environments in which they traveled. England Colonies; The Middle c. Explain how the physical geography of the New Colonies; The Southern Colonies England, Mid-Atlantic, and Southern colonies helped determine economic activities.

a. Describe the three branches of national government: SS3CG1: executive (president), legislative (Congress), and Describe the judicial (Supreme Court of the United States). elements of b. Describe the three branches of state government: Doing Your Part; We the People; representative executive (governor), legislative (Georgia General You and the U.S. Government democracy/ Assembly), and judicial (Supreme Court of Georgia). republic in the c. State the main responsibility of each branch: United States. executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair).

SS3CG2: Explain the importance a. Explain the necessity of respecting the rights of of Americans others and promoting the common good. sharing b. Explain the necessity of obeying reasonable certain central laws/rules voluntarily, and explain why it is n/a democratic important for citizens in a democratic society to beliefs and participate in public (civic) life (staying informed, principles, both voting, volunteering, and communicating with personal and public officials). civic.

SS3E1: Define a. Natural (land) and give b. Human (labor) examples of c. Capital (capital goods) Capital Resources and the Economy; the four types d. Entrepreneurship (risk-taking and combining natural, Our Natural Resources of productive human, and capital resources in an attempt to make resources. a profit)

SS3E2: Explain that governments provide certain types of goods and services Money and Trade in Our Nation; in a market economy (schools, libraries, roads, police/fire protection, and You and the U.S. Government military) and pay for these through taxes.

38 111079—Exploring Social Studies: Georgia © | Teacher Created Materials Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

a. Describe the interdependence of consumers and SS3E3: Give producers. examples of b. Describe how goods and services are allocated by interdependence price in the marketplace. Capital Resources and the Economy; and trade c. Explain that some goods are made locally, some History of Money; Money and Trade and explain elsewhere in the country, and some in other in Our World the benefits countries. of voluntary d. Explain that most countries create their own currency exchange. for use as money.

SS3E4: Explain the concept of opportunity cost as it relates to making a saving History of Money or spending choice. Correlations to ELA Georgia Standards of Excellence

English Language Arts GSE Resource(s)

Capital Resources and the Economy; ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a Civic Values in America; Geographic text, referring explicitly to the text as the basis for the answers. Features; We the People

American Indians of the East; Benjamin Banneker; Capital Resources and the Economy; Doing ELAGSE3RI2: Determine the main idea of a text; recount the key details and Your Part; Early Explorers; History explain how they support the main idea. of Money; Our Natural Resources; The Middle Colonies; The Southern Colonies

American Indians of the Plains; ELAGSE3RI3: Describe the relationship between a series of historical events, Capital Resources and the Economy; scientific ideas or concepts, or steps in technical procedures in a text, using History of Money; Racing to Colonize language that pertains to time, sequence, and cause/effect. the New World

American Indians of the West; ELAGSE3RI4: Determine the meaning of general academic and domain- Indentured in America; Money specific words and phrases in a text relevant to a grade 3 topic or subject and Trade in Our Nation; The New area. England Colonies

Geographic Features; History of ELAGSE3RI5: Use text features and search tools to locate information relevant Money; Money and Trade in Our to a given topic quickly and efficiently. World; You and the U.S. Government

Correlations to ELA Georgia Standards of Excellence (cont.)

English Language Arts GSE Resource(s)

ELAGSE3RI6: Distinguish their own point of view from that of the author of a Pocahontas text.

Christopher Columbus; Early ELAGSE3RI7: Use information gained from illustrations and the words in a Explorers; Geographic Features; text to demonstrate understanding of the text. Mapping Our Nation; Our Government; Phillis Wheatley

ELAGSE3RI8: Describe the logical connection between particular sentences Capital Resources and the Economy and paragraphs in a text. ELAGSE3RI9: Compare and contrast the most important points and key The Southern Colonies details presented in two texts on the same topic. ELAGSE3RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high All lessons end of the grades 2–3 text complexity band independently and proficiently.

Capital Resources and the Economy; ELAGSE3W1: Write opinion pieces on topics or texts, supporting a point of Doing Your Part; Mapping Our view with reasons. Nation; Phillis Wheatley

American Indians of the East; American Indians of the West; ELAGSE3W2: Write informative/explanatory texts to examine a topic and Benjamin Banneker; Early Explorers; convey ideas and information clearly. Geographic Features; Pocahontas; Racing to Colonize the New World; Voyages of Columbus; We the People

American Indians of the Plains; Money and Trade in Our Nation; ELAGSE3W3: Write narratives to develop real or imagined experiences Money and Trade in Our World; Our or events using effective technique, descriptive details, and clear event Government; Our Natural Resources; sequences. The Middle Colonies; The New England Colonies; The Southern Colonies

ELAGSE3SL1: Engage effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grade 3 topics History of Money and texts, building on others’ ideas and expressing their own clearly. ELAGSE3SL4: Report on a topic or text, tell a story, or recount an experience Early Explorers; Indentured in with appropriate facts and relevant, descriptive details, speaking clearly at an America; Voyages of Columbus understandable pace. ELAGSE3L4: Determine or clarify the meaning of unknown and multiple- Money and Trade in Our Nation; meaning word and phrases based on grade 3 reading and content, choosing Phillis Wheatley flexibly from a range of strategies.

40 111079—Exploring Social Studies: Georgia © | Teacher Created Materials How to Use This Curriculum—Fourth Grade (cont.)

Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

a. Trace the events that shaped the revolutionary movement in America: French and Indian War, 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, Abigail Adams and the the activities of the Daughters of Liberty, Boston Women Who Shaped America; Massacre, and the Boston Tea Party. Benjamin Franklin; Declaring b. Describe the influence of key individuals and groups Our Independence; Forming SS4H1: Explain during the American Revolution: King George III, a New Government; George the causes, George Washington, Benjamin Franklin, Thomas Washington and the Men Who events, and Jefferson, Benedict Arnold, Patrick Henry, John Shaped America; Hamilton vs. results of the Adams, Paul Revere, and Black regiments. Jefferson; Marquis de Lafayette American c. Describe the major events of the American and the French; Patriots in Boston; Revolution. Revolution and explain the factors leading to Reasons for a Revolution; The American victory and British defeat; include the Declaration of Independence; The Battles of Lexington and Concord, Saratoga, and American Revolution; Thomas Yorktown. Jefferson and the Empire of d. Explain the writing of the Declaration of Liberty; We the People Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.

a. Identify the major leaders of the Constitutional Convention (James Madison, George Washington, Benjamin Franklin; Forming a New SS4H2: Analyze and Benjamin Franklin). Government; George Washington the challenges b. Evaluate the major issues debated at the and the Men Who Shaped faced by the Constitutional Convention: the weaknesses America; James Madison and the framers of the of the Articles of Confederation, the rights of Making of the United States; We Constitution. states to govern themselves (federal system), the the People Great Compromise, and slavery (Three-Fifths Compromise).

a. Describe the causes and events of the War of 1812; include the burning of the Capitol and the White House and the writing of “The Star Spangled Banner.” American Indians in the 1800s; b. Describe the impact of westward expansion on SS4H3: Explain Lewis & Clark; Settling and American Indians; include the Trail of Tears, Battle of westward Unsettling the West; Sitting Bull; Little Bighorn and the forced relocation of American expansion in The Great Leap Westward; The Indians to reservations. America. War of 1812; Thomas Jefferson c. Describe territorial expansion with emphasis on the and the Empire of Liberty Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

42 111079—Exploring Social Studies: Georgia © | Teacher Created Materials Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

SS4H4: Examine Frederick Douglass; Harriet the main ideas a. Discuss contributions of and challenges faced by Tubman; Sojourner Truth; Susan B. of the abolitionist Susan B. Anthony, Frederick Douglass, Elizabeth Anthony & Elizabeth Cady Stanton; and suffrage Cady Stanton, Sojourner Truth, and Harriet Tubman. Women’s Suffrage movements.

a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry and explain how each of these events was related to the Civil War. b. Discuss how the issues of states’ rights and slavery Abolitionists; Abraham Lincoln; SS4H5: Explain increased tensions between the North and South. Causes of the Civil War; Civil War the causes, major c. Identify major battles, campaigns, and events: Leaders; Reconstruction; Robert events, and Fort Sumter, Gettysburg, the Atlanta Campaign, E Lee; Slavery in America; The consequences of Sherman’s March to the Sea, and Appomattox Court Civil War: Brother Against Brother; the Civil War. House. Ulysses S. Grant d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, Thomas “Stonewall” Jackson, and William T. Sherman. e. Describe the effects of war on the North and South.

a. Describe the purpose of the 13th, 14th, and 15th Amendments. b. Explain the work of the Bureau of Refugees, SS4H6: Analyze Freedmen, and Abandoned Lands (Freedmen’s the effects of Bureau). Reconstruction; Slavery in America Reconstruction c. Explain how slavery was replaced by sharecropping on American life. and how freed African Americans or Blacks were prevented from exercising their newly won rights. d. Describe the effects of Jim Crow laws and practices.

a. Locate major physical features of the United SS4G1: Locate States: the Atlantic Coastal Plain, the Great Plains, important the Continental Divide, the Gulf of Mexico, the physical and Mississippi River, and the Great Lakes. n/a man-made b. Locate major man-made features of the United features in the States: New York City, NY; Boston, MA; Philadelphia, United States. PA; Washington, D.C.; Gettysburg, PA; and the Erie Canal.

Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

a. Explain how each force (American and British) attempted to use the physical geography of each SS4G2: Describe battle site (Lexington and Concord, Saratoga, and how physical Yorktown) to its benefit. n/a systems affect b. Describe physical barriers that hindered and physical human systems. gateways that benefited territorial expansion from 1801 to 1861.

a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness) SS4CG1: b. “We the People” from the Preamble to the U.S. Declaring Our Independence; Describe the Constitution as a reflection of consent of the The Declaration of Independence; meaning of: governed or popular sovereignty We the People c. The federal system of government in the U.S. (federal powers, state powers, and shared powers) d. Representative democracy/republic

SS4CG2: Explain the importance of freedoms guaranteed by the First We the People Amendment to the U.S. Constitution.

a. Describe how the three branches of government interact with each other (checks and balances and SS4CG3: separation of powers), and how they relate to local, Describe the state, and federal government. structure of We the People b. Identify and explain the rights in the Bill of Rights, government and describe how the Bill of Rights places limits on the the Bill of Rights. powers of government, and explain the reasons for its inclusion in the Constitution in 1791.

44 111079—Exploring Social Studies: Georgia © | Teacher Created Materials Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

a. Describe opportunity cost and its relationship to decision-making across time (e.g., decisions to settle in the west). b. Explain how price incentives affect people’s behavior SS4E1: Use the and choices: decisions about what crops (e.g., basic economic cotton, and tobacco) to grow and products (e.g., concepts of trade, textiles) to produce. opportunity cost, c. Describe how specialization improves standards of specialization, living (e.g., differences in the economies in the North voluntary n/a and South). exchange, d. Explain how voluntary exchange helps both buyers productivity, and and sellers (e.g., Gold Rush mining towns). price incentives e. Describe how trade promotes economic activity (e.g., to illustrate trade between the U.S. and Europe). historical events. f. Give examples of technological advancements and their impact on business productivity during the development of the United States (e.g., cotton gin, steamboat, steam locomotive, and telegraph).

SS4E2: Identify the elements of a personal budget (income, expenditures, and n/a saving) and explain why personal spending and saving decisions are important.

Correlations to ELA Georgia Standards of Excellence

English Language Arts GSE Resource(s)

ELAGSE4RI1: Refer to details and examples in a text when Marquis de Lafayette and the French; The explaining what the text says explicitly and when drawing American Revolution; Thomas Jefferson and the inferences from the text. Empire of Liberty

Abigail Adams and the Women Who Shaped America; Abolitionists; Abraham Lincoln; ELAGSE4RI2: Determine the main idea of a text and explain how it Declaring Our Independence; James Madison is supported by key details; summarize the text. and the Making of the United States; Slavery in America; Sojourner Truth; The Great Leap Westward; Women’s Suffrage

Susan B. Anthony & Elizabeth Cady Stanton; ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a American Indians in the 1800s; Hamilton historical, scientific, or technical text, including what happened and vs. Jefferson; Harriet Tubman; Lewis & Clark; why, based on specific information in the text. Reasons for a Revolution; Reconstruction; Settling and Unsettling the West; We the People

ELAGSE4RI4: Determine the meaning of general academic The Civil War: Brother Against Brother; The language and domain-specific words or phrases in a text relevant Declaration of Independence to a grade 4 topic or subject area.

ELAGSE4RI5: Describe the overall structure of events, ideas, Causes of the Civil War; George Washington and concepts, or information in a text or part of a text. the Men Who Shaped America; Sitting Bull

ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an Ulysses S. Grant understanding of the text in which it appears. ELAGSE4RI8: Explain how an author uses reasons and evidence to Civil War Leaders; The War of 1812 support particular points in a text. ELAGSE4RI9: Integrate information from two texts on the same Forming a New Government topic in order to write or speak about the subject knowledgeably. ELAGSE4RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and Benjamin Franklin technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Abigail Adams and the Women Who Shaped America; Abolitionists; American Indians in ELAGSE4W1: Write opinion pieces on topics or texts, supporting a the 1800s; Hamilton vs. Jefferson; Reasons point of view with reasons. for a Revolution; Reconstruction; Settling and Unsettling the West; The War of 1812

46 111079—Exploring Social Studies: Georgia © | Teacher Created Materials Correlations to ELA Georgia Standards of Excellence (cont.)

English Language Arts GSE Resource(s)

Abraham Lincoln; Benjamin Franklin; Civil War Leaders; Frederick Douglass; George Washington ELAGSE4W2: Write informative/explanatory texts to examine a and the Men Who Shaped America; Harriet topic and convey ideas and information clearly. Tubman; James Madison and the Making of the United States; Robert E. Lee; Sitting Bull; The Great Leap Westward; We the People

Causes of the Civil War; Forming a New Government; Lewis & Clark; Marquis de Lafayette ELAGSE4W3: Write narratives to develop real or imagined and the French; Susan B. Anthony & Elizabeth experiences or events using effective technique, descriptive details, Cady Stanton; The American Revolution; The Civil and clear event sequences. War: Brother Against Brother; Thomas Jefferson and the Empire of Liberty; Ulysses S. Grant

ELAGSE4SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse The Great Leap Westward partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ELAGSE4SL4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and American Indians in the 1800s; Patriots in relevant, descriptive details to support main ideas or themes; speak Boston; Settling and Unsettling the West clearly at an understandable pace. ELAGSE4L4: Determine or clarify the meaning of unknown and Declaring Our Independence; The Declaration of multiple-meaning word and phrases based on grade 4 reading and Independence content, choosing flexibly from a range of strategies.

Social Studies GSE Resource(s)

a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail. b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver 19th Century Innovations; Cattle SS5H1: Describe (science), Alexander Graham Bell (communication), Trails and Cowboys; George how life changed in and Thomas Edison (electricity). Washington Carver; Immigration; America at the turn c. Explain how William McKinley and Theodore The Spanish-American War; The of the century. Roosevelt expanded America’s role in the world; Wright Brothers include the Spanish-American War and the building of the Panama Canal. d. Describe the reasons people immigrated to the United States, from where they emigrated, and where they settled.

a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of SS5H2: Describe U.S. ships, U.S. contributions to the war, and the U.S. involvement Harlem Renaissance; Henry impact of the Treaty of Versailles in 1919. in World War I and Ford; World War I; World War I: b. Describe the cultural developments and individual post-World War I In Flanders Fields contributions in the 1920s of the Jazz Age (Louis America. Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and transatlantic flight (Charles Lindbergh).

a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup SS5H3: Explain kitchens. how the Great b. Analyze the main features of the New Deal; include Depression and the significance of the Civilian Conservation Corps, The Great Depression and the New Deal affected Works Progress Administration, and the Tennessee New Deal the lives of millions Valley Authority. of Americans. c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.

Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

a. Describe German aggression in Europe and Japanese aggression in Asia. b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. SS5H4: Explain c. Discuss President Truman’s decision to drop the Franklin D. Roosevelt; The Great America’s atomic bombs on Hiroshima and Nagasaki. Depression and the New Deal; involvement in d. Identify Roosevelt, Stalin, Churchill, Hirohito, World War II in Europe; World World War II. Truman, Mussolini, and Hitler. War II in the Pacific e. Describe the effects of rationing and the changing role of women and African Americans or Blacks; include “Rosie the Riveter” and the Tuskegee Airmen. f. Explain the role of Eleanor Roosevelt and the U.S. in the formation of the United Nations.

a. Explain the origin and meaning of the term “Iron Curtain.” b. Explain how the United States sought to stop the SS5H5: Discuss spread of communism through the Berlin airlift, Cold War Era; Cold War the origins and the Korean War, and the North Atlantic Treaty Leaders; Cold War: Communism consequences of Organization. on Trial; The Chocolate Pilot the Cold War. c. Identify Joseph McCarthy and Nikita Khrushchev. d. Discuss the importance of the Cuban Missile Crisis and the Vietnam War.

a. Analyze the effects of Jim Crow laws and practices. b. Explain the key events and people of the Civil Rights movement: Brown v. Board of Education (1954), Montgomery Bus Boycott, the March on SS5H6: Describe Washington, Civil Rights Act, Voting Rights Act, and the importance of civil rights activities of Thurgood Marshall, Lyndon Fighting for Rights; The key people, events, B. Johnson, Cesar Chavez, Rosa Parks, and Martin Information Revolution; You Can and developments Luther King, Jr. Too! Civil Rights Champions between 1950- c. Describe the impact on American society of the 1975 assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr. d. Discuss the significance of the technologies of television and space exploration.

a. Describe the collapse of the Soviet Union, including SS5H7: Trace the role of Ronald Reagan. important 9/11; Cold War Era; Cold War b. Describe the events of September 11, 2001, and developments in Leaders; Ronald Reagan; The analyze their impact on American life. America from 1975 Information Revolution c. Explain the impact of the personal computer and the to 2001. Internet on American life.

50 111079—Exploring Social Studies: Georgia © | Teacher Created Materials Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

SS5G1: Locate a. Locate important man-made places: include the Changing Geography of the 20th important places in Chisholm Trail, Pittsburgh, PA; Kitty Hawk, NC; Pearl Century the United States. Harbor, HI; Montgomery, AL.; and Chicago, IL.

a. Locate primary agricultural and industrial locations between the end of the Civil War and 1900 and explain how factors such as population, transportation, and resources have influenced these SS5G2: Explain areas (e.g., Pittsburgh’s rapid growth in the late Changing Geography of the the reasons for the nineteenth century). 20th Century; Industrializing the spatial patterns of b. Locate primary agricultural and industrial locations United States economic activities. since the turn of the 20th century and explain how factors such as population, transportation, and resources have influenced these areas (e.g., Chicago’s rapid growth at the turn of the century).

SS5CG1: Explain a. Explain the responsibilities of a citizen. how a citizen’s b. Explain the concept of due process of law and rights are protected 21st Century Citizen describe how the U.S. Constitution protects a under the U.S. citizen’s rights by due process. Constitution.

SS5CG2: Explain the process by a. Explain the amendment process outlined in the which amendments Constitution. Just Right Words: Revising the to the U.S. b. Describe the purpose for the amendment process. Constitution Constitution are made.

SS5CG3: Explain how amendments to the U.S. a. Explain how voting rights were protected by the Just Right Words: Revising the Constitution have 15th, 19th, 23rd, 24th, and 26th amendments. Constitution maintained a representative democracy/republic.

Correlations to Social Studies Georgia Standards of Excellence (cont.)

Social Studies GSE Resource(s)

a. Describe opportunity costs and their relationship to decision-making across time (e.g., decisions by SS5E1: Use the individuals in response to rationing during WWII). basic economic b. Explain how price incentives affect people’s behavior concepts of trade, and choices (e.g., decisions to participate in cattle Cattle Trails and Cowboys; opportunity cost, trails because of increased beef prices). Henry Ford; Industrializing the specialization, c. Describe how specialization can improve standards United States; The United States productivity, and of living and productivity (e.g., how Henry Ford’s Economy price incentives to use of the assembly line reduced the price of illustrate historical automobiles). events. d. Describe how trade and voluntary exchange promotes economic activity (e.g., how the Panama Canal increases trade among countries).

a. Describe the household function in providing resources and consuming goods and services. SS5E2: Describe b. Describe the private business function in producing the functions of four goods and services. Financial Literacy: Saving; The major sectors in the c. Describe the bank function in providing checking United States Economy U.S. economy. accounts, savings accounts, and loans. d. Describe the government function in taxation and providing certain goods and public services.

a. Describe how competition, markets, and prices SS5E3: Describe influence consumer behavior. how consumers b. Describe how people earn income by selling their Understanding Economics; and producers labor to businesses. Young Entrepreneurs interact in the U.S. c. Describe how entrepreneurs take risks to develop economy. new goods and services to start a business.

SS5E4: Identify the elements of a personal budget (income, expenditures, and A Classroom Economy; Financial saving) and explain why personal spending and saving decisions are important. Literacy: Saving

52 111079—Exploring Social Studies: Georgia © | Teacher Created Materials Correlations to ELA Georgia Standards of Excellence

English Language Arts GSE Resource(s)

Fighting for Civil Rights; Just Right ELAGSE5RI1: Quote accurately from a text when explaining what the text Words: Revising the Constitution; says explicitly and when drawing inferences from the text. World War I

21st Century Citizen; 9/11; Harlem Renaissance; Henry Ford; The Great ELAGSE5RI2: Determine two or more main ideas of a text and explain how Depression and the New Deal; The they are supported by key details; summarize the text. United States Economy; Young Entrepreneurs

Cattle Trails and Cowboys; Cold War ELAGSE5RI3: Explain the relationships or interactions between two or more Era; Cold War Leaders; Industrializing individuals, events, ideas, or concepts in a historical, scientific, or technical the United States; The Information text based on specific information in the text. Revolution

19th Century Innovations; A ELAGSE5RI4: Determine the meaning of general academic and Classroom Economy; George domain‑specific words and phrases in a text relevant to a grade 5 Washington Carver; The Spanish- topic or subject area. American War; World War I: In Flanders Fields

ELAGSE5RI5: Compare and contrast the overall structure (e.g., chronology, Franklin D. Roosevelt; World War II in comparison, cause/effect, problem/solution) of events, ideas, concepts, or the Pacific information in two or more texts. ELAGSE5RI6: Analyze multiple accounts of the same event or topic, noting Immigration; The Chocolate Pilot important similarities and differences in the point of view they represent. ELAGSE5RI7: Draw on information from multiple print or digital sources, 21st Century Citizen; Young demonstrating the ability to locate an answer to a question quickly or to Entrepreneurs solve a problem efficiently.

ELAGSE5RI8: Explain how an author uses reasons and evidence to support Financial Literacy: Saving; Ronald particular points in a text, identifying which reasons and evidence supports Reagan; The Wright Brothers; World which point(s). War II in Europe

ELAGSE5RI9: Integrate information from several texts on the same topic in You Can Too! Civil Rights Champions order to write or speak about the subject knowledgeably. ELAGSE5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at All lessons the high end of the grades 4-5 text complexity band independently and proficiently.

Correlations to ELA Georgia Standards of Excellence (cont.)

English Language Arts GSE Resource(s)

Fighting for Civil Rights; Immigration; Just Right Words: Revising the ELAGSE5W1: Write opinion pieces on topics or texts, supporting a point of Constitution; Ronald Reagan; The view with reasons. Chocolate Pilot; World War II in Europe

19th Century Innovations; 21st Century Citizen; Changing Geography of the 20th Century; Civil Rights Champions; Cold War Era; Financial Literacy: Saving; Franklin D. ELAGSE5W2: Write informative/explanatory texts to examine a topic and Roosevelt; George Washington Carver; convey ideas and information clearly. Harlem Renaissance; Henry Ford; The Great Depression and the New Deal; The Information Revolution; The Wright Brothers; Understanding Economics; World War I; World War II in the Pacific; Young Entrepreneurs

9/11; A Classroom Economy; Cattle ELAGSE5W3: Write narratives to develop real or imagined experiences Trails and Cowboys; Cold War or events using effective technique, descriptive details, and clear event Leaders; Industrializing the United sequences. States; The Spanish-American War; The United States Economy

ELAGSE5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 All lessons topics and texts, building on others’ ideas and expressing their own clearly.

Civil Rights Champions; Cold War: ELAGSE5SL4: Report on a topic or text or present an opinion, sequencing Communism on Trial; Cold War Era; ideas logically and using appropriate facts and relevant, descriptive details Immigration; Financial Literacy: to support main ideas or themes; speak clearly at an understandable pace. Saving; Just Right Words: Revising the Constitution; Ronald Reagan

ELAGSE5L4: Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 5 reading and content, All lessons choosing flexibly from a range of strategies.