Diocese of Knoxville Social Studies Curriculum Standards: Pre-Kindergarten – Fourth Grade
PRE-KINDERGARTEN (PK) I. Culture: Demonstrates awareness and appreciation of his/her own culture and other cultures.
Code Standards & Literacy & Resources Catholic Identity Academic Assessment/Content Date Taught Objectives Math Activities Themes Vocabulary Notes Standards PK.SC.1 Develop an Catholic Identity: awareness of a Life and dignity of wide variety of the Human Person; career and work Solidarity environments. PK. SC. 2 Demonstrates an People should love awareness and each other. We appreciation of should solve his/her own problems without culture and other fighting. We should cultures. not kill anyone. We are all people with value and should care for each other. PK. SC.2a Talks about and/or Solidarity: We are shows items one human family. related to his/her We are brothers and family and cultural sisters even if we are traditions to different. We need to others. get along with each other. PK. SC.2b Questions why Solidarity means not and/or how people fighting, and helping are others. similar/different.
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PK.SC.2c Describes some of the holidays, dances, foods, costumes and special events, related to his/her own culture.
PK.SC.2d Demonstrates an We should love our understanding of neighbors all over the similarities and world. differences between and among individual people and families.
PRE-KINDERGARTEN (PK)
1. II. PK. Economics: Develops a basic understanding of economic concepts within a community.
Code Standards & Literacy & Resources Catholic Identity Academic Assessment/Content Date Taught Objectives Math Activities Vocabular Notes Standards y PK.SE.1 Begin to Solidarity. Respect for Economics understand what the different types of services the services in our community community. workers provide. Option for the poor and vulnerable: Think about how people who are poor in our community live. People who have enough need to share with people who do not have enough. We should put the needs of people who are poor and vulnerable first.
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PK.SE.2 Begin to We love God by Economics understand the taking care of the gifts concept of we have been given – money; money Stewardship comes in different forms, i.e., coins and paper money.
PK.SE.3 Demonstrate a Option for the poor Economics basic and vulnerable: Think understanding of about how people who economic are poor in our concepts -that community live. money is needed People who have in exchange for enough need to share some goods and with people who do services. not have enough. We should put the needs of people who are poor and vulnerable first.
PK.SE.4 Recognize goods Students may Economics and services may participate in age- be purchased appropriate works of using different charity by the end of forms of payment PreK (e.g. coins, paper, money checks, electronic payments, credit cards)
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PK.SE.5 Demonstrates Solidarity: We are Career interest and one human family. development awareness about We are brothers and a wide variety of sisters even if we are careers and work different. We need to environments. get along with each other. Solidarity means not fighting, and helping others. We should love our neighbors all over the world. By the completion of Prekindergarten , the learner will: Show respect for individuals of different ethnic backgrounds. Hear stories of people who led good, holy lives.
PK.SE.5a Asks questions about and shows an interest in the jobs of his/her family members and/or “community helpers”. PK.SE.5b Recognizes that people depend on “community helpers” to provide goods and services.
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PK.SE.5c Identifies the tools and equipment that correspond to various roles and jobs. PK.SE.5d Indicates an interest in a future career by making statements like, “I want to be a firefighter when I grow up”. PK.SE.5e Talks about a parent’s , a relative’s or a neighbor’s job.
PRE-KINDERGARTEN
Preschool 2. III. Geography 1. Develops a basic awareness of self as an individual, self within the context of family, and self within the context of community.
Code Standards & Literacy & Resources Catholic Identity Academic Assessment and Date Taught Objectives Math Vocabulary Content Notes Standards PK.SG.1 The student will Care of God’s develop a basic creation: awareness of self We love God by as an individual, taking care of the self within the Earth. We must protect context of family, the planet and its and self with the people. We must live context of in harmony with all community. creation.
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PK.SG.1a Identifies Demonstrate respect him/herself by for individuals of using different ethnic characteristics backgrounds. such as gender, ethnicity, race, religion, language, and other.
PK.SG.1b Describes how Love for God’s each person is creation: We must unique and respect the beautiful important. qualities of each person. God made each of us unique and special. PK.SG.1c Identifies family members, family characteristics and functions.
PK.SG.1d Identifies as a member of a family
PK.SG.1e States how families are similar and different PK.SG.1f Describes his/her own community and/or cultural group
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PK.SG.1g Describes how Know that we must people within a love others as God community are loves us. alike and different (e.g., eat different foods, wear different clothes, speak different languages).
PK. SG.1h Recognizes some community workers and describes what they do.
PK. SG.2 Demonstrates Know that we must awarenesss and love others as God appreciation of loves us. his/her own culture and other cultures.
PK.SG.3 Demonstrates knowledge of the relationship between people, places, and regions.
PK.SG.3a Identifies features of own home and familiar places.
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PK.SG.3b Names the street, neighborhood, city or and town where he/she lives.
PK.SG.3c Uses words that indicate direction, position and relative distance.
PK.SG.3d Uses words that indicate direction, position and relative distance.
PK.SG.3e Describes topographical features of familiar places (hill, river, roads, mountains, lakes, etc)
PK.SG.3f Creates representations of topographical features in art work, and/or while playing with blocks, sand, or other materials.
PK.SG.3g Is aware of Know that everyone is his/her responsible for caring surroundings. for God’s creation.
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PRE-KINDERGARTEN (PK)
IV. PK. Civics, Government, History Code Standards and Literacy & Resources Catholic Identity Academic Assessment/Content Date Taught Objectives Math Vocabulary Notes Standards & Historical Figures PK.SG.4. Develops an Catholic Identity: The learner should understanding of Rights and understand that we are to how people and Responsibilities. care for the needs of others things change People need food, by being kind and over time and clothes, a house, and considerate. how to relate past to be able to go to events to his/her school. We have a present and future right to these things. activities. Sometimes people in our community lack these things. We should help them PK.SG.4a Identifies SL.PK.4 changes over Describe time in familiar him/herself, people, places, his/her families, and things, and and in his/her events … wider community. PK.SG.4b Retells important Diocesan events in speaking sequential order standard SL.PK.2a, Recall information for short periods of time and retell …SL.PK.4 Describe familiar people, places, and things
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PK.SG.4c Demonstrates interest in current events that relate to family, culture, and community. PK.SG.4d Uses words and phrases that differentiat ebetween events that happen in the past, present and future, e.g., uses phrases like ”when I was a baby…” or” before I move to my new house.” PK.SG.5 Demonstrates an understanding of roles, rights, and responsibilities PK.SG.5a Recognizes that all children and adults have roles, rights, and responsibilities at home, school, in the classroom and in the community. PK.SG.5b Expresses that rules are for everyone PK.SG.5c Identifies rules that protect him/herself and others. PK.SG.5d Explains that rules affect children and adults
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PK.SG.5e Describes possible consequences when rules are not followed. PK.SG.6 Begins to learn Catholic Identity: Call the basic civic to Family, community, and democratic and participation principles. PK.SG.6a Participates in The way we make making group rules is important. We rules and/or rules need to remember our for daily routines whole community and transitions. when we make rules. PK.SG.6b Follows rules and Law and money rules may remind should be fair for others of the everyone. We need to rules. help people who are poor. PK.SG.6c Applies the skills Loving families are of good. communication, Jesus taught us how to cooperation, love and respect respect and others. empathy with others. PK.SG.6d Demonstrates The learner will know that preferences and Jesus taught us ow to treat choices by others with love and participating kindness. when the class votes to make simple decisions PK.SG.6e Practices Stewardship responsibility by completing simple chores in the classroom.
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KINDERGARTEN (K) Self and Others Each thematic unit helps students study themselves in the context of their immediate surroundings. Students will learn about similarities and differences between children, families and communities and about holidays, symbols and traditions that unite us as Americans. Students learn about respect for others, and rights and responsibilities of individuals.
I. Individual Development and Cultural Identity Essential Questions: Code Standards & Literacy & Resources Catholic Identity Academic Assessment/Content Date Taught Objectives Math &Activities Vocabulary Notes Standards & Historical Figures K.SC.1 Describe Life and Dignity of the familiar people, Human Person: People places, things should love each other. and events, with We should solve clarifying detail problems without fighting. We should not about a student’s kill anyone. We are all home, school, people with value and and community. should care for each other.
By the completion of Kindergarten, the learner will: know that we must love others as God loves us.
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K.SC.1a Children’s sense Create a book of self is shaped All About Me by experiences or feature that are unique bulletin board. to them and their Include information families, and by about gender, common race/ethnicity, experiences family shared by a members, likes community or and dislikes, nation. talents, skills, baptism, etc.
K.SC.2 Summarize people and places referenced in picture books, stories, and real- life situations with supporting detail. K.SC.2a A sense of self is developed through physical and cultural characteristics and through the development of personal likes, dislikes, talents, and skills
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K.SC.2b Personal experiences shape our sense of self and help us understand our likes, dislikes, talents, and skills, as well as our connections to others.
K.SC.3 Compare and Students may Children, families, and contrast family explain how communities Exhibit traditions and their family cultural similarities and customs among celebrates Differences. different birthdays or other special cultures. days.
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K.SC.3a Each person is Catholic Identity: Call to Students will learn about unique but also Family, Community, and respect shares common and Participation Individual differences. characteristics People are social. The with other way we make our rules is important. We need to family, school, remember our whole and community community when we members. make rules. Loving families are good. Law and money rules should be fair for everyone. We need to help people who are poor.
Catholic Identity: Solidarity We are one human family. We are brothers and sisters even if we are different. We need to get along with each other. Solidarity means not fighting, and helping others. We should love our neighbors all over the world.
By the completion of Kindergarten, the learner will: Know that Jesus taught us how to treat others with love and respect. Show respect for individuals of different ethnic backgrounds. Hear stories of people who led good, holy lives.
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K.SC.3b Students will identify characteristics of themselves that are similar to their classmates and characteristics that are different, using specific terms and descriptors such as gender, race, or ethnicity, and native language.
K.SC.4 Use diagrams to Unique family activities show similarities and traditions and differences Are important parts of an in food, clothes, Individual’s culture and homes, games, sense of self. and families in different cultures.
K.SC.5 Analyze Reading literature that Standard. reflects the R.L.K.9.4: transmission of a Apply Catholic Catholic culture values and teachings in and worldview the evaluation of literary themes and plots.
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K.SC.6 Analyze carefully chosen informational text to uncover the proper nature of man, his problems, and his experiences in trying to know and perfect both himself and the world.
K. SC.7 Demonstrate an understanding of the cultural inheritance provided by the Church.
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Kindergarten
II. K. Economics
Code Performance Literacy and Resources and Catholic Identity Academic Assessment/Content Date Taught Standards and Math Activities Vocabulary Notes Expectations & Historical Figures K.SE.1 Distinguish Option for the Poor and Need: People have economic between wants Vulnerable. Something a needs and wants. Goods and and needs. Students need to think person must services can satisfy people’s about how people who have for wants. Scarcity is the are poor in our health and condition of not being able community live. People survival, to have all of the goods and who have enough need while a want services that a person wants to share with people is something or needs. who do not have a person enough. We should put would like to the needs of people who have. are poor and vulnerable first.
K.SE.2 Identify and Give examples By the completion of explain how the of goods and kindergarten, the basic human services. learner should: needs of food, participate in age- clothing, shelter appropriate works of mercy (charity). and transportation are met. K.SE.3 Explain the benefits of saving money.
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K.SE.4 Explain why people work and recognize different types of jobs, including work done in the home, school, and community. K.SE.5 Give examples of how family members, friends, and/or acquaintances use money directly or indirectly (cash, check or credit card) to make purchases. K.SE.6 Use words relating to work including wants, needs, jobs, money, buying and selling, in writing, drawing and conversation. K.SE.7 Scarcity is the Identify condition of not examples of being able to scarcity. have all of the goods and services that a person wants or needs.
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Kindergarten (K) The World Around Us
III. K. Geography, Humans, and the Environment
Code Standard and Literacy and Math Resources/ Catholic Academic Assessment/Content Date Taught Objectives Standards Activities Identity Vocabulary Notes / Scientists K.SG.1 Use correct Maps and words and globes are phrases that representation indicate location s of Earth’s and direction, surface that are used to including up, locate and down, near, far, better left, right, understand straight, back, in places and front of, and regions. behind. K.SG.2 Explain that a Identify the map is a differences and drawing of a similarities between a place to show globe and a map. where things are located in the world or locally and that a globe is a round model of the Earth. K.SG.2a Places and Locate on a map regions can be familiar places or located on a buildings in the map or globe community (e.g., using school, grocery store, train stations, geographic hospital, bank, vocabulary. church).
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K.SG.2b Places, physical Directional Students should features, and prepositional words correctly use words man-made correlate to ELA and phrases to structures can be standards L.K.1.5. indicate location and located on a direction (e.g., up, down, near, far, left, map or globe right, straight, back, and described in front of, next to, using specific between) geographic vocabulary. K.SG.3 Identify the student’s street address, city/town, school name, and Tennessee as the state in which they live. K.SG.4 Locate Tennessee and the United States on a map. K.SG.5 Locate key cities in the state of Tennessee on the map.
K.SG.6 Use language as a bridge for communication with one’s fellow man for the betterment of all involved.
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K.SG.7 People and Catholic communities are identity: Care affected by and for God’s adapt to their creation. We physical love God by environment. taking care of the Earth. We must protect the planet and its people. We must live in harmony with creation.
K.SG.7a Climate, seasonal Students will weather changes, describe and give and the physical examples of seasonal features weather changes and associated with illustrate how the community weather affects and region all people and affect how people communities. live.
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Kindergarten (K) The World Around Us
IV. K. Government and Civics: Students will learn the foundations of good citizenship, including civic responsibilities and patriotism through the rules by which they live, the authority figures within their community and the United States, and national symbols. Code Standards and Literacy Resources Catholic Identity Academic Assessment/Content Date Taught Objectives and Math & Activities Vocabulary Notes Standards & Historical Figures
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K.SGC. Give examples that Catholic Identity: By the completion of 1 show the meaning of Rights and kindergarten, the learner the following Responsibilities. should know that Jesus concepts: authority, People need food, taught us how t treat fairness, justice, clothes, a house, and to others with love. be able to go to school, responsibility, and We have a right to rules. these things. Sometimes people in our community lack these things. We should help them.
K.SGC. Symbols and traditions The study of 2 help develop a shared America symbols, culture and identity holidays, and with the United States. celebrations helps to Identify the following develop a shared sense of history, state and national community, and symbols: culture. • The American flag Students will and its colors and explain when shapes and why • The Tennessee flag national and its colors and holidays such shapes as Labor Day, Diocese of Knoxville Social Studies Standards, 2017 Page 24
• The words of the Constitution Pledge of Allegiance Day, • The Tennessee state Columbus flower (Iris) and bird Day, (Mockingbird) Thanksgiving, Martin Luther • The national King Jr. Day, symbols of the bald Presidents’ eagle, Statue of Day, Law Day, Liberty, and the White and House Independence Day are celebrated. Students will identify American symbols such as the Liberty Bell and the bald eagle. Students will learn the Pledge of Allegiance. Students will learn the parts of the American flag (stars and stripes) and how to show respect toward the flag.
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symbols.
Students will learn and sing patriotic songs including the national anthem, “America the Beautiful” , and “America”, etc. K.SGC. Re-tell stories that 3 illustrate the virtues of honesty, courage, friendship, respect, responsibility and the wise or judicious exercise of authority, and explain how the characters in the stories show these qualities. K.SGC. Recognize and name 4 the current President of the United States.
K.SGC. Use drawings, 5 dictating, and writing to participate in shared research describing the role of the President.
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K.SGC. Identify roles of 6 authority figures at home, at school, in Church and in government to include parents, the Holy Father, the Bishop, priests, school principal, volunteers, police officers, fire and rescue workers, mayor, governor, and president. K.SGC. Explain the purpose of 7 rules and laws K.SGC. Demonstrate good 8 citizenship and identify characteristics of citizens of the United States as described in the Constitution. K.SGC. Children and adults 9 have rights and responsibilities at home, at school, in the classroom, and in the community. K.SGC. Children have basic 9a universal rights or protections as members of a family, school, community, nation, and the world.
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K.SGC. Students will identify 9b basic rights they have (e.g., provision of food, clothing, shelter, and education, and protection from abuse, bullying, neglect, exploitation, and discrimination).
K.SGC. Children can be Students will be Respect for God’s 9c responsible members given the opportunity creation: Stewardship of a family or to perform duties in classroom and can the classroom or perform important school (e.g. classroom chores, duties to promote cleaning up the safety and general center, serving as welfare of the group. line leader, straightening the library, serving as messenger, reading at Mass, cleaning the tables or whiteboards, etc)
K.SGC. Children and adults Discuss rules for fire, Catholic identity: The 10 must follow rules water, traffic, school, Dignity of the Work within the home, and home safety, and and the Rights of school, and what would happen if Workers community to provide rules were not People need to make a followed. living. Their work for a safe and orderly Discuss Diocesan should make them environment. curriculum for happy. It should be “keeping children safe. They should safe” make money to buy what they need to live a decent life. We should make sure all workers are protected.
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K.SGC. People in authority Discuss classroom Option for the poor and By the completion of 10a make rules and laws routines and rules Vulnerable. We need kindergarten, the learner that provide for the (e.g., raise hand to to think about how should: understand that health and safety of ask or answer a people who are poor in we are to care for the all. question during our community live. needs of others by being circle or group time, Peopl ewho have kind and considerate. walk quietly in the enough need to share The learner should halls when going with people who do not participate in age- through the school, have enough. We appropriate works of clean-up things, should put the needs of charity. morning routine, people who are poor hands and feet and vulnerable first. together, criss-cross applesauce) K.SGc.1 Children and adults Provide opportunities 0b have opportunities to for students to create contribute to the rules for class development of rules activities. and/or laws. V. Kindergarten History (K) Time, continuity, and change The past, present and future describe points in time and help us examine and understand events. Catholic identity: Solidarity. We are one human family. We are brothers and sisters even if we are different. We need to get along with each other. Solidarity means not fighting and helping others. We should love our neighbors all over the world. By the completion of kindergarten, the learner should: 1. Hear stories of people who led good, holy lives. 2. Show respect for individuals of different ethnic backgrounds. Code Standards and Litracy & Resources Catholic Academic Assessment/ Date Taught Objectives Math Identity Vocabulary & Content Standards Historical Notes Figures K.SH.1 Identify U O sequential actions, including first, next, and last in stories and use them to describe personal experiences or recounting events.
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K.SH.2 Use correct O words and phrases related to chronology and time (now, long ago, before, after; morning, afternoon, night; today, tomorrow, yesterday, last or next week, month, year; and present, past, and future tenses of verbs).
K.SH.3 Identify days of the week and months of the year. K.SH.4 Locate and O describe events on a calendar, including birthdays, holidays, cultural events, and school events. K.SH.5 Scan historic photographs to gain information and arrange in sequential order.
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K.SH.6 Use a combination of drawing, dictating, and writing to narrate a single event or several related events.
K.SH.6a People use U Use Use folktales, U legends, oral histories, and music to teach values, ideas, traditions, and important events from the past. (Correlate with reading selections and/or religious topics)
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K.SH.7 Participate in Martin Luther shared research King Jr. projects to Abraham Lincoln identify and George describe the Washington events or people Holy Mother celebrated during Mary state and national Jesus holidays and holy St. Joseph days of St. Juan Diego obligation and St. Francis church feast days and why we celebrate them: • Martin Luther King, Jr. Day • Presidents’ Day (George Washington and Abraham Lincoln) Advent Christmas Our Lady of Guadalupe Ash Wednesday Lent Immaculate Conception Saints Feast days • Memorial Day • Independence Day • Columbus Day • Veterans’ Day • Thanksgiving
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K.SH.8 Identify and U Use David Crockett summarize Sequoyah information Andrew Jackson given through James K. Polk read-alouds or Andrew Johnson through other Alvin C. York media about Wilma Rudolph famous people of Elvis Presley Tennessee. Dolly Parton
K.SH.9 Demonstrate a Use general understanding of the “story” of humanity from creation to present through a Catholic concept of the world and man.
K.SH.10 Demonstrate an understanding about great figures of history by examining their lives for examples of virtue or vice.
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K.SH.11 Describe how history begins with God and how history has a religious dimension.
K.SH.12 Describe how Jesus, as God incarnate, existed in history just like we do.
K.SH.13 Describe how reading history is a way to learn about what God does for humanity as developmentally appropriate K.SH.14 Select and describe beautiful artifacts from different times and cultures.
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FIRST GRADE (1st) Tennessee’s Place in America My family and other families, now and long ago. Students examine families and develop an awareness of cultural diversity within the American culture. Students also explore culture, geography, and history in the state of Tennessee. Responsible citizenship is introduced as well as the role of authority to make rules and laws. The students will increase their geography skills through the use of maps and directions. Family history provides the basis for examining sources of information and organizing that information. Economic terminology and principles are introduced in the context of family resources as well as making economic decisions.
I. Individual Development and Cultural Identity: Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community.
Code Standards and Literacy and Math Resources Catholic Academic Assessment/Content Date Taught Objectives Standards Identity Vocabulary & Notes Historical Figures
1.SC.1 Explain with Solidarity: We By the completion of supporting details the are one human Grade one, the learner culture of a specific family. We are will 1. be able to identify place, including a brothers and what God created. 2. Be student’s community sisters even if familiar with the story of we are Adam and Eve. 3. Know and state. different. We that God created each need to get one of us as individuals along with with specific gifts and each other. talents. 4. Know that we Solidarity must love others as God means not loves us.5. Understand fighting and that we are to care for helping others. the needs of others by We should being kind and love our considerate. neighbors all over the world.
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1.SC.2 Define Multiculturalism: multiculturalism as People and many different families of diverse cultures living within racial, religious, a community, state, or national, and ethnic groups nation. share their beliefs, customs, and traditions which creates a multicultural community. 1.SC.3 Re-tell stories from folk tales, myths, and legends from other cultures. 1.SC.4 Use collaborative Identify conversations with traditions that diverse partners to are associated discuss family customs with their and traditions. families and tell why the tradition is important 1.SC.4a Families are a basic unit of all societies. 1.SC.5 Present the student’s Awareness of family culture through America’s rich the use of drawing, diversity writing, and/or fosters multimedia. intercultural understanding 1.SC.6 Describe the meaning of the word Tennessee and its origin coming from the Cherokee name, Tanasi
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1.SC.7 Interpret legends, stories, and songs that contribute to the development of cultures in Tennessee, including Cherokee, Chickasaw, Shawnee, and Creek tribes.
First Grade Tennessee’s Pace in America
1. Economics: People have many economic wants and needs, but limited resources with which to obtain them. Code Standards & Literacy & Math Resources Catholic Academic Assessment and Content Date Taught Objectives Standards Identity Vocabular Notes y & Key Figures 1.SE.1 Give examples of Rights and products (goods) Responsibilities. that people buy and People need use. food, clothes, a house, and to be able to go to school. We have a right to these things. Sometimes people in our community lack these things. We should help them. 1.SE.2 Give examples of People use services (producers) tools, that people provide. technologies, and other resources to meet their needs and wants.
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1.SE.3 Explain differences People make Option for the Producers: between goods and economic Poor and makes goods services and choices as vulnerable. We or provides a distinguish how producers and need to think service people are consumers of about how Consumers: goods and people who are uses or consumers and services poor in our benefits producers of goods community live. from the and services. People who have goods or enough need to services share with people who do not have enough. We should put the needs of people who are poor and vulnerable first. 1.SE.4 Describe goods and The Dignity of By the completion of Grade services that are the Work and the One, the learner will: 1. exchanged rights of Know that we must love worldwide. workers. People others as God loves us. 2. need to work to Understand that we are to make a living. care for the needs of others Their work by being kind and should make considerate. them happy. It should be safe. They should make enough money to buy what they need to live a decent life. We should make sure all workers are protected. 1.SE.5 Examine different types of advertisements used to sell goods and services.
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1.SE.6 With prompting and support, read informational texts about major products and industries found in Tennessee, to include mining, music, tourism, automobile manufacturing, and agriculture.
1.SE.7 Examine and Link to math People and Respect for By the completion of Grade analyze economic standards-addition families work God’s one, the learner should: concepts including and subtraction to earn creation and realize that everyone is basic needs vs. money to stewardship responsible for caring about wants and the purchase god’s creation. goods and factors that could services they influence a person need or want. to use money or Examine save money. decisions that people make about spending and saving money.
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Grade 1 Tennessee’s Place in America: Students study their local community and surrounding communities
III. Geography: The location and place of physical features and man-made structures can be described and interpreted using symbols and geographic vocabulary.
Code Standards & Literacy & Math Resources& Catholic Academic Assessment/Content Date Taught Objectives Standards Activities Identity Vocabula Notes ry & Historical Figures 1.SG.1 Recognize basic map Care for God’s symbols, including creation: We references to land, love God by water, cities, and roads. taking care of the earth. We must protect the planet and its people. We must live in harmony with creation.
1.SG.2 Define and locate the North and South Poles and the equator.
1.SG.3 Identify the shape of Tennessee and the United States on maps and globes.
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1.SG.4 Use cardinal directions Create a map of within the classroom to the classroom describe the location of and use objects and on maps. symbols to represent objects.
1.SG.4a Maps are used to locate Use a map of important places in the the community community, state, and and provide nation such as capitals, direction to monuments, hospitals, another student on how to get museums, schools, and from the school cultural centers. to another place identified on the map. 1.SG.4b Explain how symbols Have students closely are used to represent read maps making use physical features and of the legends to man-made structures on understand symbols maps and globes. and what they represent. R.I.1.12. Read signs and symbols used across curriculum content areas (e.g. maps, temperature, and charts).
1.SG.5 Locate Washington, D.C. , Nashville, Knoxville, Chattanooga, Kingsport, Memphis on a United States map. 1.SG.6 Distinguish the difference between a continent, mountain, river, lake, and ocean.
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1.SG.7 Describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation and recreation. 1.SG.8 Construct a map showing the Atlantic Ocean, Pacific Ocean, Washington D.C., Memphis, Nashville, Knoxville, Chattanooga, Mississippi River, Cumberland River, Tennessee River, Great Smoky Mountains, Rocky Mountains, Center Hill Lake, Norris Lake, Reelfoot Lake, and Clingmans Dome. 1.SG.9 Identify the three Grand Divisions of Tennessee on a map and compare and contrast each division’s major physical features. 1.SG.10 Summarize in the student’s own words, that a map is a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country or world.
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1.SG.11 Recognize people and Examples: Care of God’s People and communities communities depend on Roads, dams, creation. depend on the physical and modify their brides, farms, environment for natural physical environment in parks, and resources. order to meet basic dwellings are all examples of needs. how people modify the physical environment to meet needs and wants.
1.SG.12 People interact with Discuss and Rights and their physical identify positive Responsibilities environment in ways and negative People need that may have a positive effects that food, clothes, a or a negative effect. human house, and to be interaction can able to go to have on the school. We physical have a right to environment. these things. Sometimes people in our community lack these things. We should help them. We should put the needs of people who are poor and vulnerable first.
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Grade 1 Tennessee’s Place in America
IV. Government and Civics: People create governments in order to create peace and establish order. Laws are created to protect the rights and define the responsibilities of individuals and groups. Code Standards & Literacy & Math Resources Catholic Identity Academic Assessment/Content Date Taught Objectives Standards Vocabulary Notes & Historical Figures 1.SGC.1 Identify the current Identify that Solidarity: We are Citizen: a By the completion of city/county Mayor, there are one human family. member of a Grade One, the learner Governor, and local, state, We are brothers and community or will: realize that God President, and explain and national sisters even if we group. created everything out of their roles in levels of are different. We Students are nothing. 2. Realize that government need to get along citizens of everyone is responsible government. and will with each other. their local and for caring about God’s identify some Solidarity means global creation.3. Help others actions that not fighting and communities. by serving as Jesus did. the helping others. We government should love our takes. neighbors all over the world. 1.SGC.2 Explain the importance of patriotic traditions, including the recitation of the Pledge of Allegiance, appropriate behavior during the playing of our National Anthem, and demonstrate appropriate flag etiquette. 1.SGC.3 Identify the Pope, the Bishop, parish priests and explain their roles in Church government. 1.SGC.4 Explain that our state’s and country’s laws are based upon the Constitution. Diocese of Knoxville Social Studies Standards, 2017 Page 44
1.SGC.4a Traits of a Care for God’s responsible citizen creation. We love include respecting God by taking care others, behaving of the earth. We honestly, helping must protect the planet and its others, obeying rules people. We must and laws, being live in harmony informed, and sharing with creation. needed resources. 1.SGC.5 Explain that our 1.II. Scripture.6 Catholic church’s (religion catechesis is based on standards) sacred scripture (the Explain that our Holy Bible) and the Catholic church’s sacred tradition catechesis is passed down by St. based on sacred Peter and the apostles scripture (the to the popes and Holy Bible) and bishops. the sacred tradition passed down by St. Peter and the apostles to the popes and bishops. 1.SGC.6 Identify the laws of Religion God as Standard1.111. Commandments of Community.7 love to guide and lead us to our heavenly father.
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1.SGC.7 Give examples of a Discuss the rule and a law difference through the use of between a rule drawings, and a law. discussions, or What are the consequences writings. of not following the rules? 1.SGC.8 Describe the Religions fundamental standards 1.III. principles of Social 4-5;1.III. American democracy, Service.5-6. including respect for the rights, opinions and property of others, fair treatment for all, and respect for the rules by which the live.
1.SGC.9 Summarize that voting is a way of making choices and decisions.
1.SGC.10 With guidance and ELA Standards support from adults, use a variety of digital tools to produce and publish an informational text on the importance of the voting process using facts and provide a concluding statement.
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1.SGC.11 Recognize that communities in Tennessee have a local government and compare/contrast this to our state and national government.
1.SGC.12 Sort rules and responsibilities that citizens follow that are specific to their state compared to national rules and responsibilities, including wearing a seat belt, wearing a bicycle helmet, texting while driving, child restraints, voting, obtaining a driver’s license at a particular age, and wearing a motorcycle helmet.
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1.SGC.13 Create a visual representation, such as a graphic organizer, of Tennessee symbols, including the state tree (Tulip Poplar), flower (Iris), motto (Agriculture and Commerce), animal (raccoon), nickname (Volunteer State), flag, and one song (Tennessee Waltz, Rocky Top). Write an opinion piece explaining why you think these are/are not good choices, including supporting detail.
1.SGC.14 Governments exist at the local, state, and national levels to represent the needs of the people, create and enforce laws, and help resolve conflicts.
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1.SGC.14a Children can Call to Family, Provide opportunities to participate in problem Community and solve problems, make solving, decision Participation. decisions, and resolve making, and conflict People are social. conflicts. resolution within their The way we make home, school, and our rules is By the completion of community. important. We Grade One, the need to remember learner will: our whole Understand community when that God who is a we make rules. loving Father has Loving families expectations for are good. Law each of us just as and money rules our should be fair for parents/guardians everyone. We need to help do. people who are Be able to poor. recognize that God and their parents love them even though they might do something wrong. Understand that we can always talk to God privately and He will hear our prayer.
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First Grade Tennessee’s Place in History
V. History Code Standards & Literacy & Resources Catholic Academic Assessment/Content Date Taught Objectives Math and activties Identity Vocabulary & Notes Standards Historical Figures 1.SH.1 Arrange events in Personal and Call to family, Discuss family By the completion of students’ own family community and documentation Grade 1, the learner lives in history is a participation. and recorded will: 1.understand that chronological source of history or stories in the New order. information People events. Testament help us to for are social. know Jesus as one who individuals The way we cares about us and about the make our others.2. Begin to people and rules is follow Church places teachings as taught by important. around them. their parents and Create We need to catechists. Identify personal time remember our traditions that are lines of their whole associated with their life, school community families and tell why the year, and when we tradition is important 3. family events Know that we are created make rules. to be part of God’s with the help Loving family of believers. 4. of family families are Understand that the members. good. Law Sacrament of Baptism Students will and money welcomes us into the demonstrate Catholic Church and into rules should an a life of faith in Jesus. 5. understandin be fair for Begin to follow Church g of everyone. We teachings as taught by sequence need to help their parents and and people who catechists. 6. Listen to stories of people who led chronology. are poor. good and holy lives by and share responding to their their time Baptismal calling. liens with each other.
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1.SH.1a The Pledge of Students will Allegiance and be able to patriotic songs recite the play an important Pledge of role in Allegiance, understanding and to begin to examining the understand nation’s history, its purpose values, and and its beliefs. general meaning, and to sing patriotic songs such as America the Beautiful, America (“My Country ‘tis of thee”), and the Star Spangled Banner and begin to understand the general meaning of the lyrics.
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1.SH.2 Produce complete ELA sentences to Speaking/Listeni describe people, ng Standard places, things and SL.1.6 events with Students will relevant details listen to stories that relate to time, about historical including the past, figures, and present, and folklore enables future. Americans with diverse cultural backgrounds to feel connected to a common national heritage.
1.SH.3 Interpret information presented in picture timelines to show the sequence of events and distinguish between past, present, and future.
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1.SH.4 Compare ways individuals and groups in the local community and state lived in the past to how they live today, including forms of communication, types of clothing, types of technology, modes of transportation, types of recreation and entertainment. 1.SH.5 Use informational Diocesan ELA Martin Luther text to help standards RI. King, Jr. Day describe the 1.3, RI.1.7 President’s Day importance of Memorial Day celebrating these Independence national holidays Day Columbus Day Veteran’s Day Flag Day Thanksgiving Day 1.SH.6 Differentiate between fact and fiction when sharing stories or retelling events using primary and secondary sources.
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1.SH.7 Identify holidays, historic events, symbols, and famous people from Tennessee. Students will be introduced to the lives of Tennessee leaders and their contributions.
1.SH.8 Ask and answer questions about historical events that helped shape our Nation and explain the role Tennessee played in these events.
1.SH.9 Through the use Nancy Ward of drawings, John Sevier discussions, or Sam Houston writings, express Sam Davis reasons the Casey Jones contributions made from these Austin Peay Tennessee leaders Anne Dallas were important in Dudley the development Cordell Hull of the state Cornelia Fort Diane Nash
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1.SH.10 Historical sources Share with exist to inform students people about life various in the past, historical including sources, artifacts, letters, including maps, artifacts, photographs, and letters, maps, newspapers. photographs, and newspapers.
1.SH.11 Oral histories, Listen to Have Listen to lives biographies, and biographies and students of saints, Jesus, family time lines legends. R.I.15 interview or other biblical relate family Apply Catholic family figures for their histories. values and members to personal teachings in the learn about history. evaluation of their family informational history. text. Students may R.I.10 Identify develop a cause and effect family time relationships in a line as an text. extension of their personal time line.
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SECOND GRADE (2nd) Life in the United States Students study their local community and learn about characteristics that define urban, suburban, and rural communities.
I. Culture
Code Standards & Literacy & Resources Catholic Academic Assessment/Content Date Taught Objectives Math & Activities Identity Vocabulary & Notes Standards Historical Figures 2.SC.1 Compare the beliefs, Examine the customs, ceremonies, ethnic and/or and traditions of the cultural groups varied cultures in the represented in the classroom. United States by researching informational texts.
2.SC.2 Summarize stories Explore The Dignity of from American cultural Work and rights Indian legends that diversity of of Workers: reflect the cultural their local people need to history of various community by work to make a identifying living. Their regions in Tennessee activities that work should and the United have been make them States to determine introduced by happy. It should their central different be safe. They message, lesson, or cultural groups should make culture. money to buy what they need to live a decent life. We should make sure all workers are protected.
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2.SC.3 Compare and Identify Community is contrast various community strengthened by cultures in the events that the different United States by help promote a ideas, talents, engaging in common perspectives, and community culture shared collaborative identity. within the conversations with community. God partners. gives each of us unique gifts and talents. 2.SC.4 Write an expository Diocesan ELA Rights and paragraph about Standards: Responsibilities: another culture W.2.2, W.2.10 People need represented in the food, clothes, a United States, house, and to be able to go to introducing the school. We have topic, using facts a right to these and definitions to things. develop points, and Sometimes providing a people in our concluding community lack statement. these things. We should help them. 2.SC.5 Create audio Diocesan ELA recordings, adding Standards: drawings or other W.2.3B, visual displays, to explain the ways in which we are all part of the same community, sharing principles, goals, and traditions despite varied ancestry.
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2.SC.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe in grade level texts that explore the early cultures of Tennessee.
2.SC.7 Discuss We are one Urban: Communities shape a Define different types human family. community or city person’s development community: A of housing We are brothers is characterized and identity. community is (apartment, and sisters even by dense By the completion of single-family if we are population and Grade 2, TLW: 1. a population etc) and the different. We land primarily Understand that we are of various proximity of need to get along occupied by created to be part of the individuals in houses to each with each other. buildings an Family of God, 2. a common other, students Solidarity means structures used for Recognize that Jesus is location. It will not fighting and residential and our brother and the Son can be understand the helping others. business purposes. of God, 3. Understand term We should love Suburban: that we are members of characterized population our neighbors all Communities are man families our own as urban, density and over the world. on the outskirts of family, our Parish suburban, or how it applies cities, where family, our school rural. to different human population family. 4.Know that we communities. is less dense, and must love others as God Population buildings and loves us.5. Understand density and homes are spaced that we are to care for the use of the land farther apart. needs of others by being are some Rural: kind and considerate. characteristics Communities characterized by a that define large expanse of and open land and distinguish significantly types of lower populations communities. than urban or suburban areas.
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Grade 2
II. Economics: Communities face different challenges in meeting their needs and wants. Code Standards & Literacy & Resources Catholic Academic Assessment/Content Date Taught Objectives Math Identity Vocabulary & Notes Standards Scientists 2.SE.1 Compare and Rights and contrast authors’ Responsibilities: main points in texts People need examining different food, clothes, types of producers shelter, care when they are and consumers in sick and to be the community and able to to to larger United States. school. We have a right to these things. Sometimes people in our community lack these things. We should help them. 2.SE.2 Ask and answer questions including who, what, where, when, why, and how to demonstrate understanding of key details in texts about major United States products and industries. 2.SE.3 Create a graphic organizer or concept map that describes how supply and demand influences production.
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2.SE.4 Participate in a shared research and writing project exploring how products are imported and exported to meet the needs of the people in the United States. 2.SE.5 Write an opinion Option for the piece (supplying poor and reasons that support vulnerable; the opinion, using Dignity of work linking words to and the rights of workers; connect opinion and solidarity reasons, and provide a concluding sentence) evaluating an advertisement to sell a good or service. 2.SE.6 Describe the purpose of a budget and create a simple budget using money to buy goods and services. 2.SE.7 Describe the skills and knowledge required to produce certain goods and services. 2.SE.8 Describe the goods and services that people in the local community produce and those that are produced in other communities. 2.SE.9 Identify prices of Diocese of Knoxville Social Studies Standards, 2017 Page 60
products in a local market. 2.SE.10 Explain how people earn income
2.SE.11 Describe examples of By the completion of Grade costs of production. 2, TLW: 1. understand that we are created to be part of the family of God 2. Recognize that Jesus is our brother and the Son of God, 3. Know that we must love others as God loves us. 4. Understand that we are to care for the needs of others by being kind and considerate.
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2.SE.12 Community requires Members of the interdependence a community of many people specialize in performing a variety different of jobs and services to types of jobs provide basic needs that provide and wants. Students goods and or will distinguish services to between goods and the services and identify community. goods produced in Community their community. workers such as teachers, firefighters, sanitation workers, and police provide services.
Second Grade
Grade 2 III. Geography: Geography and natural resources shape where and how urban, suburban, and rural communities develop and how they sustain themselves. Code Standards & Objectives Literacy and Resourc Catholic Academic Assessment/Conte Date Taught Math es Identity Vocabulary, & Key nt Notes Standards &Activit Places ies 2.SG.1 Compare how maps and Locate globes depict geographical their information in different ways. communit ies on maps and globes.
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2.SG.2 Construct a globe depicting . the four hemispheres, seven continents, and five oceans using the equator and prime meridian.
2SG.3 Create a map depicting the current boundaries of the United States, Canada, and Mexico and recognize they are part of the North American continent.
2.SG.4 Utilize legends, cardinal directions, and grids to determine locations on different types of maps.
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2.SG.5 Locate major cities, bodies of Cities: Chattanooga, water, mountain ranges and Knoxville, Los rivers in the United States Angeles, Memphis, Miami, Nashville, New Orleans, New York City, Seattle, St. Louis, Washington D.C. Bodies of Water: Great Lakes, Gulf of Mexico, Atlantic and Pacific Oceans Rivers: Colorado, Cumberland, Mississippi, Tennessee and Ohio Mountain Ranges: Alaska Range, Appalachian, Rockies
2.SG.6 Compare physical features of the earth, including islands, lakes, mountains, oceans, peninsulas, plains, plateaus, rivers, and valleys.
2.SG.7 Compare and contrast the regions of the United States (Southeast, Northeast, Great Plains, Southwest, and Pacific Northwest) in terms of climate, physical features, and population.
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2.SG.8 Analyze the differences in natural resources in the three Grand Divisions of Tennessee and make connections to the major industries that are found in each. Grade 2
IV. Government and Civics: The United States is founded on the principles of democracy, and these principles are reflected in all types of communities. Democratic principles and participation in government are introduced.
Code Standards & Objectives Literacy & Resource Catholic Academic Assessment/Content Date Taught Math s & Identity Vocabulary Notes Standards Activities & Historical Figures 2.SGC.1 Recite and analyze the lyrics . of “The Star Spangled Banner” to determine the meaning of the song and its origins in the War of 1812.
2.SGC.2 Identify the location and Symbols Call to family, summarize the significance serve to community and of well-known sites and unite participation landmarks in the United community States including Mt. members. Rushmore, The White House, Statue of Liberty, Golden Gate Bridge, St. Louis Arch, Natchez Trace, and Grand Canyon.
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2.SGC.3 Compare the branches of Rights and Tennessee’s government to Responsibilities: the national government. People need food, clothing, shelter, and be able to go to school. We have a right to these things. Sometimes people lack these things. We should help them.
2.SGC.4 With guidance and support, read how government systems were laid out in the Constitution of the United States and the Tennessee Constitution to form three balanced branches with checks and balances.
2.SGC.5 Create a graphic organizer to explain the three branches of government and the basic role of each.
2.SGC.6 Summarize how the United States makes laws, determines whether laws have been violated, and the consequences for breaking different types of laws.
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2.SGC.7 Explain the development and consequences of rules in the United States, including traffic laws, laws on drugs and alcohol, laws against harm, and basic tax laws.
2.SGC.8 Explain how individuals Option for the living in societies went from Poor and developing rules for small vulnerable. We groups (as in early colonial need to think times) to developing rules about how people who are for larger groups, including poor in our states and nations. community live. People who have enough need to share with pepe who do not have enough. We should put the needs of people who are poor and vulnerable first.
2.SGC.9 Identify the rights and responsibilities of citizens of the United States.
2.SGC.10 Examine the amendments written to protect all citizens’ right to vote.
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2.SGC.11 Compare the ways one becomes a citizen (by birth or naturalization).
2.SGC.12 Explore democratic Solidarity principles such as dignity for all, fairness, and respect for authority and rules, and how these principles are applied to their community.
2.SGC.13 Examine the process of By the By the completion of Grade elections and voting as an completion of 2, TLW: 1. know that Jesus example of democracy in Grade 2, TLW: taught us how to live by the action in schools, 1. know that Ten commandments and eight communities, the state, and Jesus taught us beatitudes so that we can how to live by fittingly receive the the nation. the Ten Sacraments. 2. Recognize that commandments everyone is responsible to and eight care for God’s creation. beatitudes so that we can fittingly receive the Sacraments. 2. Recognize that everyone is responsible to care for God’s creation.
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Second Grade History Code Standards & Objectives Literacy & Resources Catholic Academic Assessment/Conte Date Taught Math Identity Vocabulary & nt Notes Standards Historical Figures
2.SH.1 Participate in shared Digntiy of work Some suggestions By the completion of research using biographies and the rights of are as follows: John Grade 2, TLW: know to interpret the significance workers. Smith, Pocahontas, that God created each of contributions made by Solidarity. Benjamin Franklin, of us with individual people of the United States, George Washington, gifts and talents. 2. Understand stories of recounting or describing Benjamin Banneker, saints and modern key ideas and details from Nancy Ward, James day people who the texts. Teachers may Robertson, John provide us with good choose biographies. Sevier, Sequoyah, examples and models David Crockett, of Catholic/Christian Sacagawea, Sam living. Houston, Abraham Lincoln, Harriet Beecher Stowe, Fredrick Douglass, Harriet Tubman, Sitting Bull, Booker T. Washington, Ida B. Wells, the Wright Brothers, Marian Anderson, Thurgood Marshall, Rosa Parks, Jackie Robinson, Cesar Chavez, Martin Luther King, Jr., Neil Armstrong, Roberto Clemente, Wilma Rudolph, Sally Ride, and St. Elizabeth Anne Seaton
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2.SH.2 With guidance and support Diocesan ELA from adults, use a variety of Standards digital tools to produce and publish a writing piece in collaboration with peers on a famous American to describe how his or her accomplishments were significant. 2.SH.3 Describe periods of time in terms of days, weeks, months, years, decades, centuries and ages and discriminate between ancient times and modern times, recognizing time is organized into distinct periods.
2.SH.4 Select major events from texts to place sequentially on a timeline to show the sequence and main ideas of events in history. 2.SH.5 Explain the connection Some suggestions between a series of events are as follows: in United States history. Jamestown, Teachers may choose any Plymouth, Westward events. Expansion, Trail of Tears, Industrial Revolution, Ellis Island, Suffrage Movement, Great Depression, Dust Bowl, the Civil Rights Movement, and wars involving the United States.
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2.SH.6 Narrate a perspective of a historical event in the United States using details to describe actions, thoughts, and feelings, using temporal words to signal event order and provide a sense of closure. 2.SH.7 Construct a timeline to depict the evolution of a technology over time. Some suggestions are as follows: automobiles, planes, refrigeration, telecommunication, computers, and television.
2.SH.8 Summarize the importance of commemorative months including Black History, Women’s History, Hispanic Heritage, and American Indian Heritage.
2.SH.9 Analyze primary and secondary source maps, photographs, and artifacts for contradictions, supporting evidence, and historical details.
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THIRD GRADE (3rd) World Geography and Cultures
Geography Code Standards & Objectives Literacy & Resources Catholic Academic Assessment/Content Date Taught Math Identity Vocabulary & Notes Standards Historical Places
3. SG.1 Process and report Care for God’s North America, By the completion of Grade information identifying, creation: We love South America, 3, TLW have a better locating, comparing, and God by taking Europe, Africa, understanding that God contrasting the major care of the earth. Australia, Asia, created the world freely and continents and oceans We must protect Antarctica, Arctic, out of love. the planet and its using maps, globes, and people. We must Atlantic, Indian, other technologies live in harmony Pacific with creation.
3.SG.2 Interpret maps and country, region, globes using common mountain, terms. hemisphere, latitude, longitude, north pole, south pole, equator, time zones, elevation, approximate distances in miles, isthmus, strait.
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3.SG.3 Use cardinal directions, Students will Solidarity: We By the completion of Grade map scales, legends, locate each are one human 3, tlw: demonstrate respect titles, and longitude and selected world family. We are for all forms of life. latitude to locate major community in brothers and cities and countries in the relationship to sisters even if we principle are different. We world. parallels need to get along (equator, Tropic with each other. of Cancer, Solidarity means Tropic of not fighting and Capricorn, helping others. Arctic Circle, We should love and Antarctic our neighbors all Circle) and over the world. meridians (Prime Meridian) using cardinal and intermediate directions. 3.SG.4 Examine major physical and political features on globes and maps, including mountains, plains, plateaus, mesas, buttes deserts, deltas, islands, peninsulas, basins, canyons, valleys, bays, streams, gulfs, straits, canals, seas, boundaries, cities, highways, roads, and railroads.
3.SG.5 Explain the difference between relative and absolute location.
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3.SG.6 Use different types of Students will maps (political, physical, examine the population, resource, location of each polar projection, and selected world climate) and globe skills community relative to the to interpret geographic U.S and other information from a graph selected world or chart. communities.
3.SG.7 Explain how specific images contribute to and clarify geographical information (diagrams, landforms, satellite photos, GPS system, maps, and charts).
3.SG.8 Interpret digital sources and informational text to describe how humans interact with their environment.
3.SG.9 Analyze primary and secondary sources, maps, photographs, texts, and artifacts for contradictions, supporting evidence, and historical details.
3.SG.10 Trace the development of a product from its natural resource state to a finished product.
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3.SG.11 Analyze how natural resources have impacted the economy of each region and their connections to global trade.
3.SG.12 Discuss how unique Geographic weather forces impact the factors geography and influence population of a region or where people continent (hurricanes, settle and their earthquakes, floods, lifestyle. Some tornadoes, drought). factors are more suitable for settlement while others act as a deterrent.
3.SG.13 Summarize how people Examine the Call to family, People make adaptations interact with their geographic community, and and modifications to the environment to satisfy factors of each participation. environment. basic needs and how selected world People are social. Advancements in science, geographic challenges community We need to help technology, and industry including those that are are resolved, including physical poor. can bring about housing, industry, features and modifications to the transportation, climate, noting environment and can communication, bridges, how certain have unintended dams, tunnels, canals, factors are consequences on the freshwater supply, likely to support environment. People have irrigation systems, and settlement and attempted to take actions landfills. larger to protect the populations. environment.
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3.SG.14 Explore actions that are Care for God’s being taken to protect the creation. We love environment in the God by taking selected world care of His communities and in their creation. We must protect the own community planet and its people. We must live in harmony with creation.
Grade 3 North American Geography
What is the impact of the people, goods, and ideas that have diffused from other communities into each selected world community and the impact of the people, goods, and ideas on these communities?
3.SG.14 Interpret different texts May use and primary sources to legends, describe the major folktales, oral components of culture histories, including language, biographies, and historical clothing, food, art, narratives to beliefs, customs, and transmit cultural music. (C, H) histories from one generation to the next.
3.SG.15 Use information gained from timelines, primary sources, media, and informational text to identify major historical events and patterns in North America. (C, G, H, P) Suggestions are as follows: Mayan Culture, Aztec Culture, Colonial America, the American Revolution, the Panama Canal, and current events. Diocese of Knoxville Social Studies Standards, 2017 Page 76
3.SG.16 Use timelines and Suggestions are as historical passages to follows: summarize the history of Christopher a region, including Columbus, events, Benjamin inventions/inventors, Franklin, George artists, writers, and Washington, political figures. (C, G, Daniel Boone, H, P, TN) Nancy Ward, Thomas Jefferson, Betsy Ross, Noah Webster, Abraham Lincoln, Susan B. Anthony, Harriett Tubman, Geronimo, George Washington Carver, Georgia O’Keefe, Amelia Earhart, E.B. White, Rosa Parks, Martin Luther King Jr., Dian Fossey, Barack Obama, and Donald Trump
3.SG.17 Compare and contrast a primary source and secondary source of the same event or topic. (C, H)
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3.SG.18 Identify and locate on a map: Canada, Mexico, Central America, Cuba and the 50 states of the U.S. (G)
3.SG.19 Compare and contrast different maps to show the location of Alaska and Hawaii as outside of the contiguous United States, using a globe to refine understanding of the location of the two states. (G)
3.SG.20 Identify on a map major cities of the continent (Charleston, Chicago, Knoxville, Los Angeles, Memphis, Mexico City, Miami, Montreal, Nashville, New York, Seattle, Washington, D.C.). (G, TN)
3.SG.21 Locate the states that comprise the regions of the United States. (G)
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3.SG.22 Identify major physical Rivers – features on a map (G, Colorado, TN): Cumberland, Mississippi, Missouri, Ohio, Rio Grande, St. Lawrence, Tennessee • Mountains – Alaska Range, Appalachian, Cascade, Rockies • Bodies of Water – Arctic, Atlantic, Great Lakes, Great Salt Lake, Gulf of Mexico, Hudson Bay, Niagara Falls, Pacific • Deserts – Death Valley, Great Basin • Landforms – Grand Canyon, Caribbean Islands 3.SG.23 Identify examples of scarcity in and around specific regions. (E, G)
3.SG.24 Interpret a chart, graph, or resource map of major imports and exports. (E, G)
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3.SG.25 Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E)
3.SG.26 Describe how goods and services are exchanged on local, regional, and international levels including transportation methods and bartering and monetary exchange. (C, E, G, TN) 3.SG.27 Compare and contrast landforms, climates, population, natural resources, and major cities of the three Grand Divisions of Tennessee. (G, TN) 3.SG.28 Discuss the structure and purpose of government. (P) 3.SG.29 Compare and contrast the national governments of Canada, Mexico, and the United States. (P) 3.SG.30 Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice. (P, TN)
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Grade 3 South American Geography
Grade 3: What is the impact of the people, goods, and ideas that have diffused from other communities into each selected world community and the impact of the people, goods, and ideas on these communities?
Code Standards & Literacy & Resources Catholic Academic Assessment/Content Date Taught Objectives Math Identity Vocabulary/ Notes Standards KeyPlaces 3.SG.31.3.S Conduct short Cultural 3333Sg.31 research projects to diffusion is the G.3 describe the major process by components of history which cultures and culture including exchange and transmit ideas, language, clothing, beliefs, food, art, beliefs, technologies, customs, and music. and goods over time.
33.SG.32. Use timelines, primary Suggestions: Inca 3333SS.3 sources, and historical Culture, Amerigo 3.SG.313 passages to summarize Vespucci , and /SG3 the history of a region, current events including events, inventions/inventors, artists, writers, and political figures.
3.SG.33 Identify on a map major Brazil, Colombia, Note: Pope Francis’s countries of the Peru, Argentina home is Argentina. continent Discuss significance of first Pope from a South American country
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3.SG.34 Identify major physical Rivers-Amazon features of the continent Mountains-Andes Bodies of water- Straits of Magellan, Lake Titcaca Landforms- Galapagos Islands 3.SG.35 Identify examples of scarcity in and around specific regions. 3.SG.36 Interpret a chart, graph, or resource map of major imports and exports. 3.SG.37
Code Standards& Objectives Literacy & Resources Catholic Academic Assessment/Content Date Taught Math & Identity Vocabulary & Notes Standards Activities Historical Places 3.SG. 38 Describe the diverse but Students should Life and dignity By the completion of unified nature of people explore the arts, of the human Grade 3, TLW: respond within a continent or region, music, dance, person: People joyfully to God’s call to identifying the distinct and literature should love give one’s self in love to contribution made by their for each each other. God and neighbor. 2. culture selected world Sometimes Realize that the Lord community. medicine and calls each of us to live a science may life of service. 3. Begin forget this. to appreciate that some Wars hurt might be called to serve people. We as: priests, deacons, should always religious brothers and try to solve religious sisters. problems without fighting. We should not kill anyone. We are all people with value and should care for each other.
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3.SG.39 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, saints, church leaders, and political figures 3.SG.40 Identify major countries of France, Italy, the continent Germany, Russia, Spain, Belgium, United Kingdom, etc 3.SG.41 Identify major physical Mountains-Alps, features of the continent Gibraltar Bodies of wate- Arctic Ocean, Mediterranean Sea 3.SG.42 Identify examples of scarcity in and around specific regions.
3.SG.43 Interpret a chart, graph, or resource map of major imports and exports.
3.SG.44 Compare and contrast a monarchy and a democratic form of government.
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Grade 3: African Geography
Code Standards &Objectives Literacy & Resources Catholic Academic Assessment/Content Date Taught Math Identity Vocabulary & Notes Standards Historical Figures and Places 3.SG. 45 Interpret different texts Cultural and primary sources to diffusion is the describe the major process by components of history which cultures and culture including exchange and transmit ideas, language, clothing, food, beliefs, art, beliefs, customs, and technologies, music of countries in the and goods over continent of Africa. time. 3.SG.46 Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences using information gained from timelines, primary sources and informational text. (C, G, H, P) Suggestions are: Ancient Egypt and the pyramids, Nile River, Tutankhamen, Bartholomew Diaz lands on Cape of Good Hope, Nelson Mandela, and current events.
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3.SG.47 Identify major countries of the continent (Egypt, Kenya, Libya, and South Africa).
3.SG.48 Identify major physical features of the continent (G): • Rivers – Congo, Niger, Nile • Mountains – Kilimanjaro, Mt. Kenya, Atlas Mountains • Desert – Sahara • Bodies of Water – Indian Ocean, Lake Victoria, Southern Ocean • Landforms – Cape of Good Hope
3.SG.49 Explain how people depend on the physical environment and its natural resources to satisfy their basic needs. (C, E, G)
3.SG.50 Identify examples of scarcity in and around specific regions.
3.SG.51 Interpret a chart, graph, or resource map of major imports and exports.
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Grade 3 Economics
Essential Question: Code Standards &Objectives Resources Catholic Academic Assessment/Content Date Taught Literacy & Identity Vocabulary & Notes Math Historical Standards Figures and Places
3.SE.1 Define supply and demand Dignity of By the completion of and describe how changes Work and the third grade, TLW in supply and demand Rights of actively participate in affect prices of specific Workers: age-appropriate service products. People need to projects. work to make a living. Their work should make them happy. It should be safe. They should make enough money to buy what they need to live a decent life. We should make sure all workers are protected.
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3.SE. 2 Describe how goods and Rights and By the completion of services are exchanged Responsibiliti Grade 3, TLW realize on local and es: People that because God is international levels. need food, love, we are called to clothes, a love. house, and to ve able to go to school. We have the right to these things. Sometimes people in our community lack these things. We should help them.
Grade 3: Geography of Australia III. Essential Question: Code Standards & Literacy & Resources Catholic Academic Assessment/Content Date Taught Objectives Math Identity Vocabulary & Notes Standards 3.SG. 52 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music of Australia
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3.SG.53 Use information gained from timelines, primary sources and informational text to identify major historical people, events and patterns. (C, G, H, P) Suggestions are as follows: Indigenous cultural heritage of Aboriginal people, Captain James Cook and European Settlement, Australia’s Independence, and current events 3.SG.54 Identify the Great Barrier Reef, New Zealand, Ayers Rock, and Tasmania. 3.SG.55 Interpret a chart, graph, or resource map of major imports and exports.
Grade 3: Geography of Asia
Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards Identity Vocabulary & 3.SG.56 Interpret different texts and Cultural By the completion of Grade 3, primary sources to describe diffusion is the TLW respond joyfully to God’s the major components of process by call to give one’s self in love to history and culture which cultures God and neighbor. including language, exchange and transmit ideas, clothing, food, art, beliefs, beliefs, customs, and music. technologies, and goods over time.
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3.SG.57 Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences. Use information gained from timelines, primary sources and informational text. (C, G, H, P) Suggestions are as follows: Mesopotamia including the creation of the written alphabet; important technologies of China such as bronze casting, silk manufacture, gunpowder and the invention of paper; The Great Wall of China; Marco Polo and trade along the Silk Route; 2004 Indian Ocean Tsunami, and current events. 3.SG.58 Identify the major countries of the continent (China, India, Israel, Vietnam, Korea, and Japan). 3.SG.59 Identify the Himalayas, Mount Everest, and Mesopotamia. 3.SG.60 Interpret a chart, graph, or resource map of major imports and exports.
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Grade 3 Civics and Government IV. Essential Theme: Governments in communities and countries around the world have the authority to make and the power to enforce laws. The role of the citizen within these communities or countries varies across different types of governments.
Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards Identity Vocabulary & 3.SC.1 Summarize the differences Call to family, Standard may also present in between a dictatorship and community and South American geography democratic forms of participation. We government. need to remember our whole community when we make rules. Law and money rules should be fair for e everyone.
3.SC.2 Compare and contrast a Standard also listed in European monarchy and a democratic geography and other regions of form of government. the world communities
3.SC.3 U.S. government is based on The democratic principles. fundamental principles of other governments may be similar to or different from those of the U.S. government.
3.SC.4 Compare and contrast each selected world community’s government to the U.S. government.
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3.SC.5 Define citizenship and examine How is Rights and By the completion of Grade 3, how this definition may vary citizenship Responsibilities TLW: realize the importance of across different types of similar or respecting those who exercise political systems. different to U.S. proper authority in the family, citizenship in in the Church, and in society. each of the world communities? 3.SC.6 Discuss the concept of Across global Dignity of the universal human rights that communities, Human person suggests all people should be governments treated fairly and should have and citizens the opportunity to meet their alike have a basic needs. responsibility to protect human rights and to treat others fairly.
3.SC.7 Discuss how prejudice and discrimination can be barriers for communities and cultures to justice and equality for all people.
3.SC.8 Investigate steps people can Option for the By the completion of Grade 3, take to support social action Poor and TLW: be aware that we have a and change when faced with Vulnerable. We duty to care for the rights of discrimination, prejudice need to think others. 2. Demonstrate respect about how people for all forms of life. 3. who are poor or Understand the Ten vulnerable in our commandments and the Eight community live. Beatitudes in greater detail. 4. People who have Understand that we are created enough need t in God’s image and likeness share with people and that we are to try to live who do not have peacefully with others. enough. We should put the needs of people who are poor and vulnerable first.
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Grade 3: Geography of Antrctica Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards Identity Vocabulary & Historical Figures 3.SG.61 Create a multimedia May use stories presentation of social studies from literature stories about explorations to fiction or non- Antarctica; add drawings or fiction text other visual displays to stories or accounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 3.SG.62 Use timelines and historical passages to summarize the history of a region including events, inventions/inventors, artists, writers, and political figures. (C, H, P) Suggestions are: James Clark Ross, Richard E. Byrd, and South Magnetic Pole. 3.SG.63 Conduct a short research project to examine the Antarctic Treaty. 3.SG.64 Explain why there are only temporary residents found on Antarctica and the impact the physical environment and its natural resources have on how basic needs are met. 3.SG.65 Read and interpret information about the impact of people on the environment. 3.SG.66 Identify McMurdo Station.
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FOURTH GRADE (4th): Tennessee State History, Local History and Government, and U.S. Geography and regions Grade 4 social studies is focused on Tennessee state and local communities and their change over time, incorporating the study of U.S. geography, economics and government. Key ideas should allow students to make connections to present-day Tennessee, the local community, and the United States.
I. Tennessee State History and Culture
Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards Identity Vocabulary & Historical Figures
4.TH. 1 Describe the legacy and Geographic Care for God’s Coats-Hines By the completion of grade 4, cultures of the major factors often Creation: We Site TLW further understand the indigenous (Native Americans) influence love God by Pinson Mounds notion that God created the settlements in Tennessee locations of taking care of the Old Stone Fort world freely and out of love. including the Paleo, Archaic, early earth. We must Chucalissa Woodland, and Mississippian settlements. protect the planet Indian Village People use the and its people. resources and We must live in the lands harmony with around them to creation. meet their basic Rights and needs of food, Responsibilities clothing and shelter.
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4.TH.2 Analyze religious beliefs, Read Indian Native Call to Family, Principal Chief By the end of grade 4, TLW values, customs, work legends native to American community, and Summer and understand that we were made specialization, transportation the region such as groups participation: winter homes to be part of world that God systems, and various folklore developed People are Recreation created so that we could traditions of the Cherokee, specific patterns social. The way Clans contribute positively to the Creek, and Chickasaw of organization we make our Maternal family of God. and governance rules is designations to manage their important. We societies. need to Compare and remember our contrast the whole patterns of community when organization we make rules. including clan Loving families structure, are good. Law maternal and money designations, should be fair for home, etc. everyone. We need to help people who are poor.
4.TH.3 Explain the impact of Area now Long hunters individuals who created interest known as Daniel Boone- in land west of the Appalachian Tennessee Wilderness Mountains (colonial and became the Road revolutionary period in TN) home to many Thomas Sharpe immigrants, Spencer particularly William Bean from Ireland, Dr. Thomas Scotland, Walker England, Germany, Africa
4.TH.4 Describe the causes, course, Identify key and consequences of the French areas and Indian War, including the massacre at Fort Loudoun
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4.TH.5 Write a summary of the events of Tennessee’s first settlement and settlers, including the Watuaga Purchase, Watauga Compact, Little Carpenter, and Dragging Canoe
4.TH.6 Determine the meaning and Life and Dignity By the completion of Grade 4, identify the terms Loyalists, of the Human TLW 1.learn to appreciate the Patriots, Minutemen, person. People cultural difference of those in Overmountain Men, and should love each the neighborhood, parish, or Redcoats to describe people other. Wars hurt school community. 2. Be aware during the American people. We that we have a duty to care and Revolution as it applies to TN should solve respect the rights of others. history problems without fighting. We also should not kill anyone. We are all people with value and should care for each other. May be too early to introduce the idea of a “just war”.
4.TH. 7 Locate and identify the major Lexington and military battles, campaigns, and Concord; turning points of the American Bunker Revolutions as it applies to TN (Breed’s) Hill, involvement Valley Forge, Princeton and Trenton, Saratoga, King’s Mountain, Yorktown
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4.TH.8 Explain using supporting Include: details how the Revolution Washington affected the Watauga District, Settlement. Cherokee War of 1776, Nancy Ward, John Sevier, Watauga Petitions
4.TH.9 Explain the purpose and Include: obstacles in creating the new Richard Cumberland Settlement Henderson, James Robertson, John Donelson, salt licks, sever winter and river travel, Transylvania Purchase, Cumberland Compact, Battle of the Bluffs
4.TH.10 Explain the events that led to the creation and failure of the Lost State of Franklin. 4.TH.11 Label and locate the Territory William Blount, south of the River Ohio John Sevier, (Southwest Territory) on a map, Rocky Mount, identify its leaders and explain and the Treaty how it was the first step to of Holston. statehood. 4.TH.12 Analyze and describe the role Include: of Tennessee in the War of Andrew 1812 Jackson, Battle of Horseshoe Bend, Sam Houston, Volunteers
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4.TH.13 Write a narrative piece Include: summarizing life on the frontier Cumberland of Tennessee and reasons why Gap, Natchez pioneers moved west. Trace, Jackson Purchase, transportation, housing, food, clothing, gender role, education entertainment, music 4.TH.14 Describe and explain the contributions of Sequoyah.
4.TH.15 Describe the major events in Jackson’s presidency, including the corrupt bargain, the Indian Removal Act, reducing the national debt, preserving the union, and abolishing the national bank.
4.TH.16 Analyze the impact of the Treaty of New Indian Removal Act on the Echota; John Cherokee, detail their resistance Ross; Trail of to being removed, and map the Tears movement west,
4.TH.17 Describe and explain the contributions of Virginia Hill and Free Hill, Tennessee, Frances Wright and Nashoba, and Elihu Embree and their efforts to abolish slavery in TN. 4.TH.18 Use informational texts; explain the fight for Texas independence against Mexico and the contributions of Tennesseans Sam Houston and David Crockett.
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4.TH.19 Conduct a short research project detailing the surprise nomination and election of James K. Polk and list his accomplishments in office including Texas statehood, territorial expansion, and one term promise.
4.TH.20 Explain with supporting details The Free and why Tennessee was divided on Independent the issue of secession and the State of Scott, events that led it to eventually Hurst Nation, leave the Union. East Tennessee mostly pro- Union and divided families
4.TH.21 Examine Tennessee’s cultural past and present by examining music, dance, food, art, and native crafts such as quilting.
4.TH.22 Identify the three grand regions Use various in Tennessee and the maps (physical, geographic features of each. political) to illustrate the diverse nature in Tennessee’s geography
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Grade 4: U.S. Regional Geography Northeast
Code Standards & Objectives Literacy & Resources Catholic Academic Assessment/Content Notes Date Taught Math Standards Identity Vocabulary & Historical Figures 4.G.1 Define geography and the five Geography: the themes of geography. study of the Earth’s surface 5 themes: (where?) location, place (what is it like?), human environment interactions (how is it shaped by humans?), movement (how do people move goods and ideas?), regions (How is this place like or different from other areas?)
4.G.2 Locate and describe Hemisphere, hemispheres, continents, equator, border, countries, and oceans. prime meridian, continent, relative location, gulf 4.G.3 Describe the relative location of the United States
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4.G.4 Explain how and why different Political, places are defined by region: physical, transportation, ethnicity, cultural, landforms, and economic communication. ethnicity all can play a role in region identification 4.G.5 Explore the Northeast region of the U.S., past and present.
4.G.5a Explain how the geography and climate of the Northeast affect its economy.
4.G.5b Identify, locate and discuss the states in the Northeast region including each state’s capital city ( New England states, Mid-Atlantic states)
4.G.5c Describe the important role the Northeast region had on the early history of the U.S.
4.G.5d Analyze the climate, geography and natural resources of the Northeast U.S. region.
4.G. 5e Compare and contrast each of the states within the region for culture, economic factors, natural resources, and geography.
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Grade 4: U.S. Geography Southeast
Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards Identity Vocabulary & Historical Figures 4.G.6 Explore the Southeast region of the U.S. past and present.
4.G. 6a Explain how the geography and climate of the Southeast affect its economy.
4.G.6b Identify, locate, and discuss the states in the Southeast including state capital cities (Atlantic coast states, gulf coast states, and inland south states. Include also U.S. territories in the Caribbean).
4.G.6c Describe the important role the Southeast region had on U.S. early history.
4.G.6d Analyze the climate, geography and natural resources of the Southeast U.S. region
4.G.6e Compare and contrast each of the states within the region for culture, economic factors, natural resources, and geography.
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Grade 4: U.S. Geography Midwest
Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards Identity Vocabulary & Scientists 4.G.7 Explore the Midwest region of the U.S. past and present. 4.G.7a Explain how the geography and climate of the Midwest region affects its economy. 4.G.7b Identify, locate, and discuss the states in the Midwest Including state capital cities (Great Lake states, plains states). 4.G.7c Describe the important role the Midwest region had on U.S. early history. 4.G.7d Analyze the climate, geography and natural resources of the Midwest U.S. region. 4.G.7e Compare and contrast each of the states within the region for culture, economic factors, natural resources, and geography.
Grade 4: U.S. Geography Southwest Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards &Activities Identity Vocabulary & Scientists 4.G.8 Explore the Southwest region of the U.S. past and present. 4.G.8a Explain how the geography and climate of the Southwest region affects its economy.
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4.G.8b Identify, locate, and discuss the states in the Southwest Including state capital cities (Texas, Oklahoma, New Mexico, Arizona) 4.G.8c Describe the important role the Southwest region had on U.S. early history 4.G.8d Analyze the climate, geography and natural resources of the Southwest U.S. region. 4.G.8e Compare and contrast each of the states within the region for culture, economic factors, natural resources, and geography.
Grade 4 U.S. Geography The West
Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards Identity Vocabulary & Scientists 4.G.9 Explore the Western region of the U.S. past and present.
4.G.9a Explain how the geography and climate of the West region affects its economy 4.G.9b Identify, locate, and discuss the states in the western region Including state capital cities (Pacific Northwest, California)
4.G.9c Describe the important role the western region had on U.S. early history
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4.G.9d Analyze the climate, geography and natural resources of the western U.S. region. 4.G.9e Compare and contrast each of the states within the region for culture, economic factors, natural resources, and geography. Grade 4. U.S. Economy Essential Question:
Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards Identity Vocabulary & Scientists 4.E.1 Understand basic economic Economy; free concepts related to scarcity. market; demand; manufacturing; profit, factors of production, supply. Global economy
4.E.2 Explore how the U.S. economy has changed over time.
4.E.3 Explore the economy of each U.S. region.
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Grade 4: Government and Civics
Essential Question:
Code Standards & Objectives Literacy & Math Resources Catholic Academic Assessment/Content Notes Date Taught Standards Identity Vocabulary & Scientists 4.C.1 Explore patriotism, history Analyze Analyze symbols and American culture as a symbols that that are uniting factor of a diverse represent representative of and multi-cultured nation. important Christianity and ideas of the Catholicism U.S. history, culture and identity 4.C.2 Understand the origin and Francis Scott meaning of songs that Key’s Star- represent American ideals Spangled Banner, my Country tis of Thee, etc. 4.C.3 Describe the three branches Constitution, Bill of U.S. government. of Rights, democracy, republic legislative branch, executive branch, judicial branch, checks and balances, majority rule 4.C.4 Discuss the rights and Rights and responsibilities of being a Responsibilities citizen 4.C.5 Examine the provisions established in the Constitution for State governments 4.C.6 Relate why Americans honor and study the nation’s past history.
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Resources*
*As websites change, please be sure to check prior to using a site with students.
“America, A Narrative History” is a text published by WW Norton. As a free supplement to the book, Norton has published ten Google Earth tours. These tours include major themes and events in US History, providing history lessons within a geographic context.
6 Cool Interactive Sites To Learn More About American History (http://www.makeuseof.com/tag/6-cool-interactive-sites-learn-american- history/) – awesome interactive resources to learn the following topics in depth:
7 Places to Find & Watch Documentaries Online http://www.freetech4teachers.com/2012/09/7-places-to-find-watch- documentaries.html#.VSpclPnF-68
7 Useful YouTube Channels for History Teachers http://www.freetech4teachers.com/2012/02/7-useful-youtube-channels-for- history.html#.VSpVWvnF-68 A Consortium of nonpartisan, nonprofit organizations committed to strengthening civic life in the U.S. by increase the quality of civics education in our nation’s schools and by improving accessibility to high-quality, no-cost learning materials.
Abraham Lincoln site http://www.abrahamlincolnonline.org/lincoln.html
ActiveHistory – http://www.activehistory.co.uk/gallery/
ALA Top 25 Websites for Teaching and Learning allows users to create timelines that incorporate text, images, audio, and video, you can embed the timeline in a blog or share it via email, available in English and Spanish.
American Memory from the Library of Congress American Memory provides “free and open access through the Internet to written and spoken words, sound recordings, still and moving images, prints, maps, and sheet music that document the American experience.
American Muslim Women’s Association http://www.amwa.us Ancient history, British history, World war, Historic figures, Family history, Hands on history, History for kids and History games.
Annenberg Learning http://www.learner.org/interactives/?page=1&per_page=20&query=
Arabian American Oil Company http://www.saudiaramcoworld.com
BBC history site – http://www.bbc.co.uk/history Diocese of Knoxville Social Studies Standards, 2017 Page 106
Bread for the World http://www.bread.org/hunger/us/
Calisphere http://www.calisphere.universityofcalifornia.edu/ Center for Civic Education http://www.civiced.org/
C-SPAN Classroom http://www.c-spanclassroom.org/
Cultural Institutions new cultural ed site: http://nysculturaled.org/
DECA http://www.fold3.com/?xid=159A prepares emerging leaders and entrepreneurs in marketing, finance, hospitality and management in high schools and colleges around the globe. The High School Division includes 185,000 members in 5,000 schools. The Collegiate Division (formerly known as Delta Epsilon Chi) includes over 15,000 members in 200 colleges and universities. Teachers and students can join the membership programs with very small fees.
declaration-independence#sect-activities
Digital History http://digitalhistory.unl.edu/ Digital History Using New Technologies to Enhance Teaching and Research
Digital Vaults http://www.digitalvaults.org/ Digitally archives historical documents, photos, and other media from institutions all over the world.
DocsTeach.org is an online teaching tool from the US National Archives for teachers to find and create interactive learning activities with primary-source documents that promote historical thinking skills in 21st century classroom.
Discovery gives access to free classroom-ready lesson plans and activities for K-12 education, organized by grade level and subject for science, social studies, and literature. http://www.discoveryeducation.com/
ECHO – George Mason University http://echo.gmu.edu/ Comprehensive guide to websites in the history of science, technology, and industry Echoes and Reflections http://www.echoesandreflections.org
EconEDlink http://www.econedlink.org/
EDSITEment http://edsitement.neh.gov/ Diocese of Knoxville Social Studies Standards, 2017 Page 107
Edsitement- National Endowment for the Humanities website of lessons and other resources- http://edsitement.neh.gov/lesson-plans
Edutecher - links to all kinds of educational sites, videos, lesson plans. http://www.edutecher.net/links.php
Edutopia Online ( http://www.edutopia.org/)
Eyewitness Exhibits (Archives.gov) http://www.archives.gov/exhibits/eyewitness/) Eyewitness to History http://www.eyewitnesstohistory.com/ FBI http://www.fbi.gov/
Fold3 – The Arizona Memorial http://www.fold3.com/?xid=159
Fordham University Internet History Sourcebooks Project
Frederick Douglass Family Foundation http://www.fdfi.org
Free Documentary TV http://www.freedocumentary.tv/genre/news-politics/
Freedom a History of US For teachers- http://www.pbs.org/wnet/historyofus/teachers/
Games for Learning Social Studies http://classroom-aid.com/educational-resources/social-study/learning-games-social-studies/
Gilder Lehrman Institute of American History https://www.gilderlehrman.org
Go Social Studies Go http://www.gosocialstudiesgo.com/
Google Life Archive http://images.google.com/hosted/life
H2O for Life http://www.h2oforlifeschools.org
National Council for Social Studies (http://www.socialstudies.org/resources) and links here.
High School Financial Planning Program http://www.hsfpp.org/
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Hindu Foundation of America http://www.hafsite.org/resources
History Animated http://historyanimated.com/newhistoryanimated/
History Departments Around the World http://chnm.gmu.edu/history-departments-around-the-world/departments/?do=find
History Matters http://historymatters.gmu.edu/search.php
History Tech https://historytech.wordpress.com/2012/03/02/tip-of-the-week-livebinders-and-social-studies/ (Using technologies in teaching Social Studies)
Historypin https://www.historypin.org/
iEARN http://www.iearn.org is an international (30 countries) non-profit organization that encourages and facilitates the use of Internet indexes.
Indian Ocean in World History http://www.IndianOceanHistory.org
Integrating ELA and Social Studies in teaching about the Revolutionary War Interactive Evolution of States http://www.mapofus.org/
(Search tip : Add “source:life” to any Google image search and search only the LIFE photo archive. For example: computer source:life)
John F. Kennedy Presidential Library http://www.jfklibrary.org/
Journey of Mankind http://www.bradshawfoundation.com/journey/
Kids.gov Social Studies Resources http://kids.usa.gov/teachers/social-studies/index.shtml lets anyone can draw and type on a map with all of the zoom options and most of the search options available on Google Maps.
Liberty Day Institute http://www.libertyday.org/index.php
Learning Page “The Learning Page http://www.loc.gov/teachers
Lesson Plan Archive: http://www.nytimes.com/learning/teachers/lessons/archive.html
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Library of Congress http://loc.gov/
Library of Congress Learning Page http://www.loc.gov/teachers/index.html Lincoln Archives http://www.lincolnarchives.us/
MapMaker Interactive (a tool from National Geographic) http://mapmaker.education.nationalgeographic.com/?ar_a=1&b=1&ls=000000000000
Mapping America http://projects.nytimes.com/census/2010/explorer?hp - Census data by zip code, it offers four categories of maps that you can explore; education, housing and families, income, and race and ethnicity
Mapping the Census Interactive map http://projects.nytimes.com/census/2010/explorer Military Records and Photos
National Council for the Social Studies http://www.socialstudies.org/
National Council of Social Studies http://www.socialstudies.org/
National Endowment for Financial Education http://www.nefe.org
National Endowment for the Humanities http://edsitement.neh.gov/lesson-plan/declare-causes-declaration-independence
National Geographic http://natgeoed.org
National Geographic Teachers Site http://education.nationalgeographic.com/education/
National Museum of American History http://americanhistory.si.edu/
National Park Service Geological Resources www.nature.nps.gov/geology
National Park Service http://www.nps.gov/kids/
National Portrait Gallery http://npgportraits.si.edu/eMuseumNPG/code/emuseum.asp
National Women’s History Museum http://www.libertyday.org/index.php
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New York State Museum http://www.nysm.nysed.gov/
New York State Social Studies Field Guide - https://www.engageny.org/resource/new-york-state-k-12-social-studies-field-guide
Newspaper Map http://newspapermap.com/
The New York Times Learning Network On the Web Lesson Plan Archive can be searched by keyword, searched by subject, or browsed by subject. Home Page: http://www.nytimes.com/learning/
Not Another History Teacher History and Technology- A Perfect Pair http://notanotherhistoryteacher.edublogs.org/
Online Interactive Resources for Social Studies (Ten pages of resources in this document) http://www.einstruction.com/files/default/files/samples/Soc-Interactive_Websites.pdf
Pare Lorentz Center http://parelorentzcenter.org./
PBS- History Detectives- http://www.pbs.org/opb/historydetectives/educators/technique-guide/online-resources/
PBS TeacherSource http://www.pbslearningmedia.org/ Lesson plans, tv programs, professional development and videos.
Pinterest Social Studies Resources https://www.pinterest.com/lauracandler/social-studies-teaching-resources/
Primary Source http://www.primarysource.org/
Resources for History Teachers http://resourcesforhistoryteachers.wikispaces.com/
Salem Witchcraft Accusation History http://www2.iath.virginia.edu/bcr/salem/salem.html
Scribble Maps http://scribblemaps.com
Sikh Coalition http://www.sikhcoalition.org/resources/about-sikhs
Smarthistory.org from Khan Academy https://www.khanacademy.org/humanities/art-history-basics/beginners-art-history/a/cave-painting- contemporary-art-and-everything-in-between
Diocese of Knoxville Social Studies Standards, 2017 Page 111
Smithsonian Center for Education http://www.si.edu/
Smithsonian http://www.si.edu/
Smithsonian’s History Explorer http://historyexplorer.si.edu/home/
Social Studies & History Teacher https://multimedialearningllc.wordpress.com/
State Library and Archives http://sos.tn.gov/tsla/online-resources
Sultan Qaboos Cultural Center http://www.sqcc.org/
Teach UNICEF http://teachunicef.org
Teachers First http://www.teachersfirst.com/matrix.htm Teachers Network This site features major initiatives of the veteran non-profit organization designed for teachers, by teachers.
Teacher Resources for Tennessee music and history. http://countrymusichalloffame.org/schools/teacher-resources#.WSLq1Pnyuos
Teaching Tolerance http://tolerance.org
TeachingAmericanHistory http://teachingamericanhistory.org/library/
Teaching with Primary Sources http://library.mtsu.edu/tps/ Teaching with Primary Sources offers free K-12 professional development thanks t funds provided by the Library of Congress. TPS-MTSU serves educators across Tennessee by improving the way primary sources are used to promote critical thinking in the classroom and across the curriculum. Teachers can stare exploring primary sources.
Teachinghistory.org is a website that collects history resources and materials and provides support for K-12 history teachers through funding from the U.S. Department of Education.
Tennessee Council for the Social Studies http://www.tncss.org/resources-for-teachers.html
Tennessee Geographic Alliance http://www.tngeographicalliance.org/
Diocese of Knoxville Social Studies Standards, 2017 Page 112
Tennessee History and Archives http://sos.tn.gov/tsla/online-resources
Tennessee History/East http://www.easttnhistory.org/education/teacher-resources
Tennessee-Free 50 US http://50states.mrdonn.org/tennessee.html
Tennessee State Museum http://www.tnmuseum.org/Teachers/Lesson_Plans/
The Center on Congress at Indiana University http://congress.indiana.edu/ has a good collection of interactive, role-playing activities for learning about how the United States’ government functions. In “How a Member Decides to Vote” students take on the role of a Congressman or Congresswoman for a week. During the simulated week, students receive phone calls from constituents, read newspaper headlines, meet with constituents, meet with lobbyists, and attend meetings with other Congressmen and Congresswomen.
The Economics of Seinfeld http://yadayadayadaecon.com/ uses clips (as well as clips from other television shows or movies) to make economic concepts come alive, making them more real for students. Ultimately, students will start seeing economics eve
The History 2.0 Classroom http://kulowiectech.blogspot.com/2011/11/choose-your-own-adventure-videos.html
The History Channel www.history.com – your ‘must have’ site for history resources, including teaching materials, TV shows, videos, games……
The Learning Network from http://learning.blogs.nytimes.com the New York Times is the resources for teaching based on New York Times content, with lesson ideas and quizzes on news.
The Library of Congress www.loc.gov The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching.
The Metropolitan Museum of Art http://www.metmuseum.org/research/metpublications/titles-with-full-text-online?searchtype=F
The National Archives’ Digital Classroom – http://www.archives.gov/education/ The Smithsonian is the single largest museum in the world and houses many treasures from the U.S. and abroad. This site contains lesson plans, online resources, and links to images, publications, and music for every subject area.
The Web Quest Page http://webquest.org/index.php
Diocese of Knoxville Social Studies Standards, 2017 Page 113
The British Museum http://www.britishmuseum.org/explore/young_explorers1.aspx
The Flow of History – written by a High School History teacher as a series of flow charts that are easy to follow. http://www.flowofhistory.com/
The Google Cultural Institute https://www.google.com/culturalinstitute/home
The Oyez Project at Chicago-Kent is a multimedia archive devoted to the Supreme Court of the United States and its work. http://www.oyez.org/about
The University of Florida Digital Collections (UFDC http://ufdc.ufl.edu/) hosts more than 300 outstanding digital collections, containing over 7 million pages of unique manuscripts and letters, antique maps, rare children’s literature books, theses and dissertations, newspapers, historic photographs, oral histories, and more.
The World Digital Library (WDL). http://www.wdl.org/en/
Thinkfinity- http://www.thinkfinity.org/content-partners.html
Timelines.tv http://timelines.tv/
Times for Kids http://www.timeforkids.com/
United Nations http://www.un.org/en/index.html
United States Census Bureau http://www.census.gov/
United States Conference of Catholic Bishops www.usccb.org
United States Department of the Treasury http://www.treasury.gov/Pages/default.aspx
United States Government site for children http://kids.usa.gov/
United States House of Representatives http://www.house.gov/
United States Mint http://www.usmint.gov/
Diocese of Knoxville Social Studies Standards, 2017 Page 114
United States Senate http://www.senate.gov/
US Government Teachers Blog http://usgovteducatorsblog.blogspot.com/
US History http://www.ushistory.org/
US History Teachers Blog http://ushistoryeducatorblog.blogspot.com/
US History Tours http://www.wwnorton.com/college/history/america8/full/historytours.aspx
Use Game-Based Learning to Teach Civics (Edutopia) http://www.edutopia.org/blog/game-based-learning-civics-andrew-miller
Vatican Museums http://mv.vatican.va/3_EN/pages/MV_Home.html
Virtual Middle School Library of Social Studies Resources http://www.sldirectory.com/teachf/socsci.html
Women’s Rights National Historical Park http://www.nps.gov/wori/index.htm
World History for Us All http://worldhistoryforusall.sdsu.edu/default.php
World History Sources also from George Mason University http://chnm.gmu.edu/whm/searchwhm.php
World History Teachers Blog http://worldhistoryeducatorsblog.blogspot.com/
Specific websites for Teaching American History- a list of websites http://americanhistory.si.edu/exhibitions/small_exhibition.cfm?key=1267&exkey=143&pagekey=236 http://docsteach.org/documents/search?mode=browse&menu=open&era[]=revolution-and-the-new-nation http://ebookbrowse.com/pn-declaration-of-independence-lesson-plan-grades-7-through-12-rtf-d137433328 http://edsitement.neh.gov/lesson-plan/declare-causes- http://edsitement.neh.gov/lesson-plan/declare-causes-declaration-independence#sect-activities http://en.wikipedia.org/wiki/Disease_in_colonial_America http://exchange.smarttech.com (search for Declaration of Independence and grade level in ELA) http://legacy.fordham.edu/halsall/index.asp http://memory.loc.gov/ammem/index.html http://memory.loc.gov/ammem/index.html (folklore/culture) Diocese of Knoxville Social Studies Standards, 2017 Page 115
http://memory.loc.gov/ammem/index.html (Women/African-Americans and Religion) http://odur.let.rug.nl/~usa/H/1994/ch3_p14.htm http://questgarden.com/search/ http://video.pbs.org/video/2097324181 http://web.clas.ufl.edu/users/ufhatch/pages/05-SecondaryTeaching/NSF-PLANS/3-2_SCIENTIS.htm http://www.ala.org/aasl/standards-guidelines/best-websites/2013#snandcomm http://www.americanrevolution.org/home.html (genealogy) http://www.archives.gov/digital_classroom/index.html http://www.archives.gov/nae (click digital vaults) http://www.civicsrenewalnetwork.org http://www.digitalhistory.uh.edu/timeline/timelineO.cfm http://www.educatorstechnology.com/2012/08/8-excellent-free-timeline-creation.html http://www.kidinfo.com/American_History/American_Revolution.html (Slavery/women/spies) http://www.kidinfo.com/American_History/American_Revolution.html (Spy Writing) http://www.kidinfo.com/American_History/American_Revolution.html (Photos & Videos) http://www.nationalparks.org (American Revolution) http://www.nmai.si.edu/ (Native American Art) http://www.nps.gov/teachers/teacher-resources.htm?q=National+Park http://www.p12.nysed.gov/ciai/chf/chf.html http://www.paulreverehouse.org/gift2/details/46-51.pdf Paul Revere http://www.pbs.org/teachers/thismonth/patriotism/index3.html http://www.pbs.org/wgbh/aia/part2/2narr4.html (African-Americans) http://www.smithsonianmag.com/ http://www.teachervision.com/lesson-plans/lesson-5776.html http://www.theconstitutional.com/about/credits.html Walking tour of Philadelphia http://www.thefreedomtrail.org http://www.timerime.com http://www.uen.org/utahlink/tours/fieldtrips2.cgi?core_area_id=4 http://www.ushistory.org/ValleyForge/history/weather.html http://www.vcdh.virginia.edu/jamestown/page2.html (Virtual Jamestown) http://www2.si.umich.edu/spies (invisible ink) https://historytech.wordpress.com/2012/03/02/tip-of-the-week-livebinders-and-social-studies/ https://twitter.com/PatriotCast http://patriotcast.wordpress.com/ https://www.engageny.org/resource/role-research-common-core-instruction https://www.gilderlehrman.org (multimedia)
Diocese of Knoxville Social Studies Standards, 2017 Page 116
Diocese of Knoxville Social Studies Standards, 2017 Page 117