Social Studies Standards Elementary

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Social Studies Standards Elementary DIOCESE OF TUCSON DEPARTMENT OF CATHOLIC SCHOOLS SOCIAL STUDIES STANDARDS GRADES K-5 June 2017 1 TABLE OF CONTENTS Acknowledgements………………………………………………………. 3 Framework …………………………………………………………………… 4 Competency Skills ………………………………………………………… 5 Progression Map …………………………………………………………… 7 Kindergarten …………………………………………………………………. 8 Second Grade ………………………………………………………………… 11 Third Grade ……………………………………………………………………. 13 Fourth Grade ………………………………………………………………….. 15 Fifth Grade …………………………………………………………………….. 17 2 ACKNOWLEDGEMENTS The Diocese of Tucson Department of Catholic Schools wishes to express our gratitude to the Social Studies Standards Committee for its work in revising and updating the K-8 Social Studies Standards: Tanya Bullard Kresta Leal Lourdes Catholic School Saints Peter & Paul Catholic School Nogales Tucson Frances Colunga Nicole Pickett Sacred Heart Catholic School Immaculate Heart School Nogales Oro Valley Jessica Heredia Will Russell Sacred Heart Catholic School St. Augustine Catholic High School Nogales Tucson Diane Kopf Amanda Sage St. Anthony Catholic School Saints Peter & Paul Catholic School Casa Grande Tucson Michelle Buhs Instructional Support Coordinator Department of Catholic Schools The Standards Committee recognizes with gratitude the following dioceses for sharing their social studies standards work which served as inspiration behind this Committee’s revision of the Diocese of Tucson Social Studies Standards: Diocese of Phoenix Archdiocese of Cincinnati Archdiocese of Portland Interdiocesan Curriculum Committee, New York 3 FRAMEWORK The goal of the Social Studies Standards Committee was to create a course of study that will prepare students to be 21st century citizens through gaining an understanding of how the actions of people throughout history have created and solved social, economic, and global problems, and developing the ability to think critically and logically. The standards are intended to provide the classroom teacher with identifiable and measurable objectives that are developmentally appropriate for each grade level. Teachers are encouraged to take an interdisciplinary approach in teaching social studies. Content can be integrated with other subject areas through lesson planning and unit development to provide a practical and applicable understanding of the social studies strands. The themes of Catholic Social Teaching are embedded throughout the standards to emphasize the goal of global awareness as Catholics. These teachings are based on the belief that God’s plan for creation is to build his kingdom of peace, love, and justice. Catholic Social Teaching touches on many aspects of students’ lives, such as the family, caring for creation, rights of workers, serving the poor and vulnerable, and the dignity of the human person. Students will reflect on the realities of modern life in relation to these principles that are rooted in Gospel values. Standards Coding: The Social Studies Standards in grades K-5 include four strands: History (H), Geography (G), Government (GOV), and Economics (E). Each standard is marked with the appropriate grade level, strand, and identifying standard within the strand. Example: 5.G.3 translates to Grade 5, Geography strand, standard 3. 4 K-5 COMPETENCY SKILLS There are six Competency Skills (CS): Investigation, Visual Data, Historical Americans and Traditions, Citizenship, Catholic Identity, and Current Events. These are skills that should be taught in the context of the Social Studies Standards, in a developmentally appropriate format at each grade level. It is recommended that teachers discuss the teaching of these skills in Professional Learning Communities (PLC’s), with the goal of vertical alignment in the development of these skills. The General Competencies should be embedded in lesson planning, and unit development. CS.1. Investigation Use primary sources to research and study people and events of the past. CS.2 Visual Data Study, develop, and interpret geographic and historic information using: • Timelines • Maps (political, physical, climate, resource) o a. title o b. compass rose (cardinal and intermediate directions) o c. symbols o d. legend o e. scale o f. road map index o g. grid (latitude and longitude) (Progressing each year in age-appropriate fashion) • Globes • Charts • Graphs CS.2a Use different types of maps to solve problems: (i.e. road maps-distance, resource maps- products, historical map-boundaries, thematic maps-climate. CS.3 Historical Recognize the significance of American individuals and events, as they contributed to our Americans and Events nation’s history including: Susan B. Anthony John Glenn Jackie Robinson Neil Armstrong Rosa Parks Sally Ride Martin Luther King, Jr. President’s Day Cesar Chavez Veteran’s Day Christopher Columbus Memorial Day Leif Ericson 9/11 CS.4 Citizenship Describe the rights and responsibilities of citizenship: 5 • Identify and discuss the possible consequences of violating rules and laws. • Elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated. • Importance of participation and cooperation in a classroom and community • Responsibility of being involved in the democratic process (voting, civil and community service, volunteering) CS.5 Catholic Identity Describe the rights and responsibilities of individuals as God’s creation. • Discuss the importance of and participate in community service as a response or call to live out our faith. • Identify ways students can have an impact on their local parish community. CS.6 Use information from written documents, oral presentations, media, and the internet to Current Events discuss current events. Include geographic knowledge and skills as they relate to current events. 6 K-5 PROGRESSION MAP FOR AMERICAN SYMBOLS & TRADITIONS The Progression Map provides recognition indicators for each grade level of symbols and traditions that reflect our American heritage. These indicators should be taught in the context of the Social Studies Standards. They ensure that students develop an understanding of the importance and meaning of the signs and symbols that represent our country. Kindergarten • Identify and recognize the American Flag and the Statue of Liberty. • Recite the Pledge of Allegiance. • Identify the following people: a) Current President of the United States. b) George Washington c) Abraham Lincoln 1st Grade • Identify and recognize: Bald Eagle, The White House, and The Washington Monument. • Identify and recognize the state flag of Arizona. • Know who the President of the United States is and his role. 2nd Grade • Identify and recognize the Liberty Bell and the US Capitol. • Understand the meaning of the American Flag (what the stars and stripes mean). • Understand the meaning of the Pledge of Allegiance. • Learn the National Anthem and “America the Beautiful.” • Recognize local, church, state, and national leaders such as the mayor, governor, and president 3rd Grade • Explain the significance of Ellis Island, the Statue of Liberty, the Lincoln Memorial, and the US Capitol. 4th Grade • Identify the governor of Arizona and their role. • Understand the meaning of Arizona state flag. 5th Grade • Understand proper etiquette for care and handling of the American flag. • Recognize National Landmarks throughout the country. • Recognize the Seal of the United States. 7 Kindergarten A Child’s Place in the Family, Catholic Church, and Community Students will begin to understand rules and the responsibilities of living and working together. They will develop an awareness of history, cultural heritage, and Catholic identity. History K.H.1 Identify religious, family and cultural celebrations and traditions as a way of remembering and honoring people, events and heritage. K.H.2 Identify yesterday, today, tomorrow, the days of the week and months of the year. K.H.3 Introduce the interaction of Native Americans with the Pilgrims. K.H.4 Relate history to personal experiences (e.g., when I was little) K.H.5 Recognize that families have a history of past members, events, and customs (i.e., religion, Catholic Traditions). K.H.6 Develop an awareness and respect of different cultures. Geography K.G.1 Recognize the differences and similarities of maps and globes. K.G.2 Identify land and water on maps, illustrations, images and globes. K.G.3 Construct simple maps and models of neighborhoods, incorporating such features as police and fire stations, airports, banks, hospitals, supermarkets, schools, homes, churches, etc. K.G.4 Use basic directions (relative location) such as up, down, left, right, near, far. K.G.5 Recite address: city, state, and phone number. K.G.6 Locate Arizona on a map of the United States. K.G.7 Explain how people can care for the environment and show respect for God’s creation. Government K.GOV.1 Use and identify respectful dialogue, taking turns, and explain how rules are different in different settings. K.GOV.2 Begin to recognize how voting can be used to make group decisions. K.GOV.3 Identify community helpers and authoritative figures at home, school, and community. Economics K.E.1 Discuss differences between needs and wants. K.E.2 Discuss different types of jobs that people do. K.E.3 Match simple descriptions of work with the names of those jobs (including religious vocations). K.E.4 Give examples of work activities that people do at home. 8 First Grade A Member of Families, Catholic Church, Communities, and the Country First graders will build an understanding of their role as members of families, the Catholic church,
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