Windham Social Studies Curriculum

Transcription

1 Windham Social Studies Curriculum Course Name: Social Studies Grade: Kindergarten Title of Map History Title of Unit Timelines Essential Questions How have I grown and changed over time? How can we tell people about our lives? Why is it important to tell about events in the order that they happen? Content Skills Common Standards With guidance from the teacher, the student will understand sequential actions, such as first, next, and last. With guidance from the teacher, the student will understand the term because as it relates to the context of stories, events and personal experiences. Order events in a child s life and their families lives. List events in temporal order. LS.K.2(H) - Put events in their own and their families lives in temporal order.

2 Windham Social Studies Curriculum Course Name: Social Studies Grade: Kindergarten Title of Map History Title of Unit National Holidays Essential Questions Why do we celebrate national holidays? How do we celebrate national holidays? Content With guidance from the teacher, the student will understand why we recognize the national holidays. Skills Name the National Holidays (Columbus Day, Thanksgiving, Memorial Day, Martin Luther King Jr. Day, Constitution Day, Sept. 17th) Describe the significance of each holiday. Common Standards LS.K.1(H) - Identify and describe the events or people celebrated during United States national holidays and why we celebrate them.

3 Windham Social Studies Curriculum Course Name: Social Studies Grade: Kindergarten Title of Map Geography Title of Unit Maps and Globes Essential Questions Why do we need maps and globes? Why is it important to know where we live? How can understanding my location be helpful? Where am I? Content Students will understand that specific vocabulary words and phrases indicate location and direction (north south, east, west, town, city, state, country). Student will understand the difference between a map and a globe. Students will understand that where they live can be described using specific location terms (their address). Skills Common Standards With guidance from the teacher, the student will be able to correctly use words and phrases that indicate location and direction. Identify a map versus a globe. Locate places on a map. Locate places on a globe. Identify a geographical location in terms of number, street, city, town, state, country. C&S.K.5(G) - Tell or show what a map is and what a globe is. LS.K.3(G) - Identify the student s street address, city or town, and New Hampshire as the state and the United States as the country in which he or she lives. Identify the name of the student s school and the city and town in which it is located. LS.K.4(G) - Describe the location and features of places in the immediate neighborhood of the student s home or school.

4 Windham Social Studies Curriculum Course Name: Social Studies Grade: Kindergarten Title of Map Economics Title of Unit Jobs Essential Questions Why do people have jobs? Why do people choose different jobs? How do people get money to pay for goods and services? How are wants and needs met by making purchases? Content With guidance from the teacher, the student will understand words as they relate to work, such as money, buying, selling, and occupations for their future. Skills Common Standards Understand why people have jobs. Identify and give an example of a job. Describe the requirements of a job. Identify things that they may want/need to buy. LS.K.8(E) - Give examples of different kinds of jobs that people do, including the work they do at home. LS.K.9(E) - Explain why people work (e.g. to earn money in order to buy things they want).

5 Windham Social Studies Curriculum Course Name: Social Studies Grade: Kindergarten Title of Map Civics Title of Unit Community Helpers Essential Questions Why are there community helpers? How do community helpers help your family and your community? What are the qualities of a good citizen? What does it mean to be a member of a community? Content The student will understand the importance of jobs and how they help others in the community. With guidance from the teacher, the student will understand the qualities of citizenship and the importance of being an active member in the community. Skills Common Standards Identify and describe a person(s) who promotes the safety of children and adults. Listen to the teacher read and discuss a story about citizenship. With guidance from their teacher, students will be able to illustrate the qualities of citizenship. Demonstrate the understanding of the following concepts: authority, fairness, justice, responsibility, honesty, courage, friendship and respect. C&S.K.6(C) - Give examples that show the meaning of the following concepts: authority, fairness, justice, responsibility, and rules. LS.K.5(C) - Retell stories that illustrate honesty, courage, friendship, respect, responsibility and the wise or judicous exercise of authority, and explain how the characters in the stories show these qualities. LS.K.6(C) - Identify and describe family or community members who promote the welfare and safety of children and adults.

6 Windham Social Studies Curriculum Course Name: Social Studies Grade: Kindergarten Title of Map Civics Title of Unit American Symbols Essential Questions Why do we have American symbols? How do symbols and songs help families and classmates feel connected? Content With guidance from the teacher, the student will understand American symbols and their significance. Skills Identify the American flag and the current president. With guidance, sing the National Anthem. With guidance, recite with Pledge of Allegiance. Common Standards LS.K.7(C) Demonstrate understanding that there are important American symbols by identifying: the American flag and its colors and shapes the melody of the national anthem the picture and name of the current president the words of the Pledge of Allegiance.

7 Windham Social Studies Curriculum Course Name: Social Studies Grade: First Title of Map History Title of Unit Traditions and Customs Essential Questions What are some ways that people in our community celebrate? What are some celebrations held by diverse cultures? Content Students will understand how customs, traditions, celebrations, family, Americans and community are examples of diversity within our country and reflections of individuals religious and ethnic beliefs. Skills Define customs, traditions, celebrations, family, Americans and community. Explain and describe America s variety of religious, community, family, and custom celebrations. Describe celebrations and customs held by families of classroom students. Common Standards 1H5 - Explain that Americans have a variety of different religious, community, and family celebrations and customs and describe celebrations or customs held by members of the class and their families.

8 Windham Social Studies Curriculum Course Name: Social Studies Grade: First Title of Map History Title of Unit Timelines Essential Questions How can we use the calendar and dates to tell about our lives? How and why do people and places develop and change over time? Content Students will understand why important events happen at different times in their lives. Students will understand that a calendar is a tool to represent time and helps us document significant events in time. Students will understand that time is a representation of when events happen. Skills Identify (days, weeks, months, year, seasons, calendar dates, present, past, future, historical periods). Sequence (days, weeks, months, years and seasons, student events in their own lives). Read (calendar dates, days of week). Recognize the existence of historical time periods (other times, other places). Common Standards 1H8 Students understand that their lives follow a chronological order.

9 Windham Social Studies Curriculum Course Name: Social Studies Grade: First Title of Map History Title of Unit National Holidays Essential Questions Why do we celebrate national holidays? What are some ways that your family celebrates national holidays? Content Students will understand the importance of celebrating national holidays as they represent historical figures and important pieces of history in our country. Skills Identify, understand and explain the reasons for celebrating events or people associated with: Labor Day Columbus Day Veterans Day Thanksgiving Martin Luther King Jr. Day Presidents Day Memorial Day Flag Day Constitution Day (Sept. 17 th ) Provide examples of ways people celebrate the national holidays. Common Standards 14H - Give reasons for celebrating the events or people commemorated in the national holidays.

10 Windham Social Studies Curriculum Course Name: Social Studies Grade: First Title of Map Title of Unit Essential Questions Content Skills Common Standards History Folktales What lessons do we learn from folktales? How can I retell a folktale or legend so that it makes sense to others? Students will understand that folktales, legends, American and World stories contain lessons and/or morals about life. Listen to and reflect on folktales, legends, American and World stories. Describe main characters and character qualities of: John Henry Paul Bunyan Anansi Davy Crocket Lon Po Po Annie Oakley Johnny Appleseed 1H6 - After reading or listening to folktales, legends, and stories from America and from around the world, describe the main characters and their qualities.

11 Windham Social Studies Curriculum Course Name: Social Studies Grade: First Title of Map Social Studies Title of Unit Geography: Maps and Globes Essential Questions Why do we use maps? How are maps and globes useful tools for us to use in our lives? Content Students will understand that maps and globes are tools to identify location and direction. Skills Describe a map as a representation of space (classroom, school, neighborhood, town, city, state, country, world). Identify cardinal directions (N,S,E,W) and apply to: map, globe, classroom, school, playground, community locations. Define and locate: North and South Poles, the equator, a continent, river, lake, ocean and a mountain. Common Standards 1GEO7 - Identify a map/globe as a representation of space.

12 Windham Social Studies Curriculum Course Name: Social Studies Grade: First Title of Map Title of Unit Essential Questions Content Skills Common Standards Economics Goods and Services How are our lives impacted by the services people provide? How do people decide which products they NEED or WANT to buy? Why do people need to make choices about what they should buy? Students will understand what buyers and sellers are and give examples of goods and services that are bought and sold in their community as a component of an economic system. Students will understand the importance of using money to buy necessary goods before buying items they want in order to meet their basic needs. Identify examples of products. Identify examples of services. Describe the differences between wants and needs. Give examples of products (goods) that people buy and use. Give examples of services that people do for each other. Give examples of the choices people have to make about the goods and services they buy (e.g. a new coat, a tie, or a pair of shoes) and why they have to make choices (e.g. because they have a limited amount of money).

13 Windham Social Studies Curriculum Course Name: Social Studies Grade: First Title of Map Civics Title of Unit The President Essential Questions What makes a great leader? Why do you think our country has a president? Content Students will understand the importance of the President s role as our country s leader. Students will be understand the role that people have in voting for a new president. Students will understand that it is a responsibilty as a citizen to participate in voting. Identify the current President of the United States. Skills Describe the responsibilities of the President. Explain how a president has authority due to a vote by the people. Recognize the role of a president as a position of authority. Understand the purpose and procedure of voting. Common Standards 1C2 - Identify the current President of the United States, describe what presidents do, and explain that they get their authority from a vote by the people. (H,C)

14 Windham Social Studies Curriculum Course Name: Social Studies Grade: First Title of Map Title of Unit Essential Questions Content Skills Common Standards Civics Citizenship What is our role and responsibilities as citizens in our home, school and community? What is citizenship? Students will understand the importance of being a good citizen within a community in order to function as a peaceful, productive society. Students will understand the qualities that a good citizen will demonstrate. Define, model and demonstrate examples of politeness, rules, achievement, courage, honesty, reliability. 1C9 Give examples that show the meaning of citizenship.

15 Windham Social Studies Curriculum Course Name: Social Studies Grade: First Title of Map Civics Title of Unit American Symbols and Songs Essential Questions Why do we have national symbols? How do national symbols help families and classmates feel connected? Why do we sing patriotic songs? How does it make you feel to sing patriotic songs? Content Students will understand that we recite the Pledge of Allegiance and sing the national songs to show respect to our country. Students will understand that the national symbols represent important history for our country. Skills Identify the American Flag, Bald Eagle, White House, and the Statue of Liberty. Explain the meaning of the American Flag, Bald Eagle, White House, and the Statue of Liberty Recite and explain the significance and general meaning of: America the Beautiful, My Country tis of Thee, God Bless America, The Star Spangled Banner, and Pledge of Allegiance. Common Standards 1C1 - Identify and explain the meaning of American national symbols. (H,C) 1C3 Demonstrate the ability to recite patriotic songs, explain its significance and meaning of the lyrics.

16 Windham Social Studies Curriculum Course Name: Social Studies Grade: Second Title of Map History Title of Unit Native Americans Essential Questions Why is it important to know about the Abenaki tribe and their way of life? How did their environment impact the lives of the tribes of the Eastern Woodlands? Why is it important to learn about historical figures? What information do timelines give us? Content Students will understand that there are important people in our country that we remember for their contributions. Students will understand that our way of life is influenced by the ideas and prior experiences of the Native Americans as they contributed to the development of our country. Skills Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons). Explain the information that historical timelines convey and then put in chronological order events in the student s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied. Identify the Abenaki tribe and their leaders at the time the Pilgrims arrived. Describe the Abenaki way of life. Introduce the tribes and way of life of the Eastern Woodland Native Americans. Compare time, historical periods, and causation Explain information conveyed by timelines Create timelines Common Standards H 2.1 Use language to compare time (now, in the past, in the future) and historical periods (other times, other places), and causation (because, reasons). H 2.2 Explain the information that historical timelines convey and then put in chronological order events in the student s life or in the history of countries studied. H 2.10 Identify the Abenaki and their leaders at the time the Pilgrims arrived, and describe their way of life. Introduce the tribes and the way of life of the Eastern Woodland Native Americans.

17 Windham Social Studies Curriculum Course Name: Social Studies Grade: Second Title of Map History Title of Unit Historical Figures: George Washington and Abraham Lincoln Essential Questions Why is it important to learn about historical figures? Who are some Americans who have made a difference in our lives? What information do timelines give us? Content Students will understand that George Washington and Abraham Lincoln are historical figures that have significantly impacted the history of our country. Students will understand that there are important people in our country that we remember for their contributions. Skills Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons). Explain the information that historical timelines convey and then put in chronological order events in the student s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied. Give examples of fictional characters or real people in the school community who were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage). Describe different ways people have achieved great distinction. Compare different ways people have achieved great distinction. Compare time, historical periods, and causation Explain information conveyed by timelines Create timelines Common Standards H 2.1 Use language to compare time (now, in the past, in the future) and historical periods (other times, other places), and causation (because, reasons). H 2.2 Explain the information that historical timelines convey and then put in chronological order events in the student s life or in the history of countries studied. H 2.11 After reading or listening to a variety of true stories about individuals recognized for their achievements, describe and compare different ways people have achieved great distinction (e.g. scientific, political, military, athletic, artistic).

18

19 Windham Social Studies Curriculum Course Name: Social Studies Grade: Second Title of Map Title of Unit Essential Questions Content Skills Common Standards History Historical Figures: Martin Luther King, Jr. Why is it important to learn about historical figures? Who are some Americans who have made a difference in our lives? What information do timelines give us? Students will understand that Martin Luther King, Jr. is a historical figure that has significantly impacted the history of our country. Students will understand that there are important people in our country that we remember for their contributions. Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons). Explain the information that historical timelines convey and then put in chronological order events in the student s life (e.g., the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied. Give examples of fictional characters or real people in the school community who were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage). Describe different ways people have achieved great distinction. Compare different ways people have achieved great distinction. Compare time, historical periods, and causation Explain information conveyed by timelines Create timelines H 2.1 Use language to compare time (now, in the past, in the future) and historical periods (other times, other places), and causation (because, reasons). H 2.2 Explain the information that historical timelines convey and then put in chronological order events in the student s life or in the history of countries studied. H 2.11 After reading or listening to a variety of true stories about individuals recognized for their achievements, describe and compare different ways people have achieved great distinction (e.g. scientific, political, military, athletic, artistic).

20

21 Windham Social Studies Curriculum Course Name: Social Studies Grade: Second Title of Map Geography Title of Unit Maps and Globes Essential Questions How do maps and globes help people find locations? Why is it important to know how the world is organized geographically? How are continents and countries different? Why is knowing about continents and countries helpful in your life? Content Students will understand that maps and globes are tools to identify location and direction. Skills Describe how maps and globes depict geographical information in different ways. Read globes and maps and follow narrative accounts using them. Describe how maps and globes are similar and different. Locate the 7 continents (N. America, S. America, Europe, Asia, Africa, Australia, and Antarctica); the boundaries of the United States, Canada, and Mexico; the oceans of the world (Arctic, Atlantic, Indian, Pacific, and Southern Oceans); the major rivers (Mississippi, Amazon, Volga, Yangtze, Nile); and major mountains or mountain ranges in the world (i.e. Andes, Alps, Himalayas, Mt. Everest, Mt. McKinley, and the Rocky Mountains). Explain the difference between a continent and a country. Provide examples of continents and countries. Common Standards GEO 2.3 Describe how maps and globes depict geographical information in different ways. GEO 2.4 Read globes and maps to locate information and follow narrative accounts using them. GEO 2.9 Explain the difference between a continent and a country and give examples of each.

22 Windham Social Studies Curriculum Course Name: Social Studies Grade: Second Title of Map Economics Title of Unit Buyers and Sellers Essential Questions Why are producers and consumers important in our community? How do producers and consumers depend on each other? Why are buyers and sellers significant in your life? What goods and services are important to you? Content Students will understand the difference between producers and consumers as they are the foundation of an economic system. Students will understand what buyers and sellers are and give examples of goods and services that are bought and sold in their community as a component of an economic system. Skills Provide examples of people in the school and community who are producers and consumers. Explain what buyers and sellers are. Provide examples of goods and services that are bought and sold. Common Standards E 2.7 Give examples of people in the school and community who are both producers and consumers. E 2.8 Explain what buyers and sellers are and give examples of goods and services that are that are bought and sold.

23 Windham Social Studies Curriculum Course Name: Social Studies Grade: Second Title of Map Civics Title of Unit Citizenship Essential Questions Why do we have rules at school? What are your responsibilities as a student? How do members of a community make decisions? How would you describe a good leader or citizen? Who are some examples of good leaders or citizens? Content Students will understand the qualities of a good leader and a good citizen within a community in order to function as a peaceful, productive society. Skills Define the rights and responsibilities that students have as citizens in the school. Vote on classrooms rules or other appropriate situations. Explain qualities that make fictional characters or real people admirable (e.g. honesty, dependability, modesty, trustworthiness, courage). Provide examples of fictional characters or real people who were good leaders and good citizens. Identify September 17 th as Constitution Day, a day that commemorates the signing of the Constitution and all who have become citizens. Common Standards C 2.5 Define and give examples of some of the rights and responsibilities that students as citizens have in the school (e.g., students have the right to participate in voting and have the responsibility to follow school rules). C 2.6 Give examples of fictional characters or real people who were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage).

24 Windham Social Studies Curriculum Course Name: Social Studies Grade: Third Title of Core Map History Economics Geography Title of Unit Westward Expansion Essential Questions How can understanding historical vocabulary (i.e. century, decade, etc.) help you learn about the past? How do paintings, photographs, and illustrations teach us about history? Why is using money easier than trading goods and services (bartering)? How did Lewis and Clark s expedition impact Westward Expansion? How did the Louisiana Purchase impact the growth of America? What led to the American government purchasing the Louisiana territory? How did Westward Expansion impact our country? How does understanding the lives of pioneers during Westward Expansion give us a better understanding of how our country developed? Content Students will understand the time periods of Westward Expansion. Student will know the important historical dates of Immigration and Westward Expansion. Students will know that visual sources (paintings, photographs, illustrations) can teach us about history. Students will know that historical narratives (clothing, setting, actions) can teach us about history. Students will understand that barter is the direct exchange of goods and services between people without using money. Students will understand that trade is the exchange of goods and services between people. Students will understand the concepts of money Students will know that historical objects and artifacts can teach us about history. Students will know that the local Historical Society is a resource for learning about the history of their community. Students will gain an understanding of the Lewis and Clark Expedition from 1803 to Students will understand the reasons that pioneers moved west. Students will understand the challenges experiences by the participants of the Lewis and Clark Expedition. Students will comprehend the chronological order of events which defined the Lewis and Clark journey. Students will know the various ways in which the Louisiana Purchase affected our country. Students will learn why the American government purchased the Louisiana territory. Students will understand how the Louisiana Purchase affected the United States of America. Students will understand how Westward Expansion impacted our country.

25 Students will understand there were different trails that could be utilized to meet their destination. Student will understand the hardships pioneers endured as they moved west. Skills Students will be able to identify and explain the meaning of time periods and dates in historical narratives as they relate to Immigration and Westward Expansion. Students will be able to use correct vocabulary to describe time periods and historical dates (e.g. decade, century, 1600 s) Students will be able to observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives. Students will be able to describe details such as clothing, setting, and action. Students will be able to define bartering. Students will be able to give examples of bartering and explain how money makes it easier for people to get things that they want. Students will be able to explain the significance of historic objects and artifacts of everyday life in the past. Students will be able to explain how people from the past lived and how everyday life has changed. Students will research the Lewis and Clark Expedition from 1803 to 1806 through reading grade level literature. Students will identify the Louisiana territory on a map of the early United States. Students will be able to synthesize information presented by the teacher to determine the reasons America purchased the Louisiana territory. Students will identify the Oregon and Santa Fe trails and the mode of transportation used by pioneers. Students will identify the hardships faced by pioneers as they journeyed west. Students will research the lives of pioneers as they moved into and settled the west. Common Standards C&S1(H) - Explain the meaning of time periods or dates in historical narratives (decade, century, 1600 s, 1776) and use them correctly in speaking and writing. C&S2(H) - Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives and describe details such as clothing, setting, and action. C&S10(E) - Define barter, give examples of bartering (e.g., trading baseball cards with each other), and explain how money makes it easier for people to get things that they want. LS3.12(H,G,E) - Explain how objects and artifacts (e.g. historic paintings, photographs, etc) of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historic society and local museums as needed. LS5.30 (H, E, G) (Grade 5) Describe the expedition of Lewis and Clark from 1803 to LS5.29 (H, C, E, G) (Grade 5) Explain the events leading up to, and the significance of, the Louisiana Purchase of 1803.

26 LS5.34 (Grade 5) Explain the reasons that pioneers moved west from the beginning to the middle of the 19 th century, and describe their lives on the frontier. Wagon train journeys on the Oregon and Sante Fe trails Their settlements in the western territories.

27 Windham Social Studies Curriculum Course Name: Social Studies Grade: Third Title of Core Map History Geography Civics Economics Title of Unit Immigration Essential Questions Who were the Pilgrims, and why did they come to America? How did my ancestors come to this country? Why is it important to know about traditions and customs from other countries? How does knowing about the origin of different traditions and customs help us understand current traditions and customs? Why is it important to know where our ancestors came from? What rights and responsibilities does an immigrant have in becoming a citizen of the United States? How will understanding where our ancestors came from effect our lives? How does knowing the traditions and customs of our ancestors influence our lives today? How do historical objects and artifacts like paintings, photographs, and illustrations teach us about history? Why is it important to know about everyday life in the past? Content Students will understand the time periods of immigration. Students will know who the pilgrims were and how they came to America. Students will understand the different aspects of the immigrant s journey to America. Students will understand that many of our ancestors came from Europe. Students will understand that using the school librarian and other resources can help them learn about traditions and customs from other countries. Students will understand the origin of different traditions and customs and how they help us understand current traditions and customs. Students will understand the traditional food, customs, sports and games, and music of their ancestors. Students will know how to locate where their ancestors came from on a map of world. Students will know how to locate which continents their ancestors came from on a map of the world. Students will know how to locate which countries their ancestors came from on a map of the world. Students will know the major rights that immigrants acquired as citizens of the United States. Students will know that historical objects and artifacts can teach us about history. Students will know that the local Historical Society is a resource for learning about the history of their

28 Skills Common Standards community. Students will be able to describe the time periods of immigration. Students will be able to describe characteristics of a Pilgrim Students will be able to describe why Pilgrims left Europe to seek religious freedom Students will be able to describe the journey of the Pilgrims. Students will be able to describe examples of traditions or customs from other countries that can be found in America today. Students will be able to locate the continent from which their ancestors came on a map of the world. Students will be able to locate the country from which their ancestors came on a map of the world. Students will be able to identify what rights citizens of the United States have, such as the right to vote, and freedom of religion, speech, assembly, and petition. Students will research food, customs, sports and games, and music of their ancestors and understand how that effects them today. Students will be able to explain the significance of historic objects and artifacts of everyday life in the past. Students will be able to explain how people from the past lived and how everyday life has changed. Students will be able to access the school librarian and other resources can help them learn about current traditions and customs. Students will be able identify the local historical society as a resource for learning about the history of their community. LS3.3(H,G,C,E) Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey. The purpose of the Mayflower Compact Challenges in settling in America Events leading to the first Thanksgiving C&S4 (Grade 4) Give examples of the major rights that immigrants have acquired as citizens of the United States (e.g. the right to vote, and freedom of religion, speech, assembly, and petition). LS3.12(H,G,E) - Explain how objects and artifacts (e.g. historic paintings, photographs, etc) of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historic society and local museums as needed. LS2.8 With the help of the school librarian and other resources, give examples of traditions or customs from

29 other countries that can be found in America today LS2.7 On a map of the world, locate the continent, or countries from which students, their parents, guardians, grandparents, or other relatives or ancestors came. Identify and describe well-known sites or landmarks of at least three different countries from which students families came, and explain why they are important.

30 Windham Social Studies Curriculum Course Name: Social Studies Grade: Third Title of Core Map History Civics Geography Title of Unit History of Windham Essential Questions How is a historic building, monument, or local area site of value to me and my community? Why is it important to learn the history of historic buildings, monuments, or local area sites? Why is it important to study local artifacts and places? Why is it important to learn how and why the artifacts were made? Why is it important to know when students community was founded? Content Students will understand the significance of historical buildings in their community. Students will understand the significance of monuments or sites in their community. Students will understand the significance of Local/Regional historic artifacts. Students will understand when their own city or town was founded. Skills Common Standards Students will understand that different groups of people have settled in the community since its founding. Student will be able to locate class s hometown or city on a contemporary map using cardinal directions, map scales, and titles. Students will be able to locate class s hometown or city geographical features and landmarks using a legend on a contemporary map. Students will be able to observe local artifacts and sites. Students will be able to describe local artifacts and sites. Students will be able generate questions about the function, construction, and significance of local artifacts and sites. Students will be able to identify when the students own city or town was founded. Students will be able to describe different groups of people who have settled in the community since its founding. LS3.9(H,C) Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. C&S3(H) - Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction and significance.

31 LS3.11(H,G) - Identify when the students own city or town was founded and describe the different groups of people who have settled in the community since its founding.

32 Windham Social Studies Curriculum Course Name: Social Studies Grade: Third Title of Core Map History Geography Title of Unit Maps and Globes Essential Questions Why is it important to compare maps of Windham from the past and present? Why is it valuable to be able to identify Windham s geographic features and landmarks? How does geography influence the student s community? Why is it important to know how to use map tools (e.g. cardinal directions, map scales, legends, titles)? How do you tell the difference between an old and new map of your community? Why is it important to compare old and new maps of your community? Why is it important to locate geographical features on a map? Why is it important to know where New England, New Hampshire, and Windham are on a map? Content Students will understand maps of hometown-contemporary/past. Students will understand local geographic features/landmarks. Students will understand that cardinal directions are North, South, East, and West. Students will understand that map scales are used to determine distance. Students will understand that legends are used to identify symbols on a map. Students will understand that titles are used to identify locations on a map. Students will understand contemporary maps of New England and New Hampshire. Students will understand the location of the New England states on a map. Students will understand the location of New Hampshire on a map. Skills Students will identify the differences between a contemporary map of Windham and one from the 18th, 19th, or early 20th century. Students will locate local geographic features and landmarks Windham. Students will be able to locate class s hometown or city on a contemporary map using cardinal directions, map scales, and titles. Students will locate cardinal directions, map scales, legends, and titles on contemporary maps of New England and New Hampshire. Students will be able to identify New England states on a map. Common Standards C&S5(H,G) - Describe the differences between a contemporary map of their city or town and the map of their

33 city or town in the 18 th, 19 th, or early 20 th century. C&S4(G) - Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New England, New Hampshire, and the local community. LS3.8(G) - On a map of New Hampshire, locate the class s hometown or city and its local geographic features and landmarks.

34 Windham Social Studies Curriculum Course Name: Social Studies Grade: Third Title of Core Map Economics Title of Unit Local Economics Essential Questions What are specialized businesses, and why are they important to the community? How do local businesses affect your life? How are local businesses a reflection of our community? Why is our local community responsible for paying people like firefighters, police officers, and teachers? How do people who are paid by our local community help me and other people from our town? Content Students will understand specialization in jobs and businesses. Student will know what good and services local business provide. Students will understand what defines a local businesses. Students will understand what defines local industries. Students will understand that some facilities are tax-supported: Public Schools Parks Recreational facilities Police department Fire department Libraries Skills Students will be able to define specialization in the jobs and businesses of your local community. Students will be able to identify examples of specialized jobs and businesses of your local community. Students will be able to list local area goods and services. Students will be able to distinguish between a local business and a national/state/regional chain. Students will be able to identify tax supported facilities. Common Standards C&S9(E) - Define specialization in the jobs and businesses and give examples of specialized businesses in the community. LS3.13(E) - Give examples of goods and services provided by their local businesses and industries. LS3.14(E) - Give examples of tax-supported facilities and services provided by their local government, such as public schools, parks, recreational facilities, police and fire departments, and libraries.

35

36 Windham Social Studies Curriculum Course Name: Social Studies Grade: Third Title of Core Map Civics Title of Unit Local Government Essential Questions Why is it important to have government in our communities? How does our local government affect community and me? Why is it important to understand local government? In what ways can community members influence the political process in a local government? Content Students will understand the infrastructure of local government. Students will understand how local government affects their community. Students will understand the ways people in the community can influence their local government (e.g., by voting, running for office, or participating in meetings.) Skills Common Standards Students will be able to describe why it is necessary for communities to have government. Students will be able to describe ways people in the community can influence local government. Students will be able to identify the infrastructure of local government. Students will be able to describe the ways people in the community can influence their local government (e.g., by voting, running for office, or participating in meetings.) C&S6(C) - Give examples of why it is necessary for communities to have government (e.g., governments provide order and protect rights). C&S7(C) - Give examples of the different ways the people in the community can influence their local government (e.g., by voting, running for office, or participating in meetings.)

37 Windham Social Studies Curriculum Course Name: Social Studies Grade: Third Title of Core Map Civics Title of Unit Stars and Stripes Essential Questions Why does a flag have stars and stripes? Why is it important to know how to take care of our flag? Content Students will understand the meaning of the stars and stripes on a flag. Students will understand the official procedures for taking care of the American flag. Skills Students will be able to explain the meaning of the stars and stripes on the American flag. Students will be able to describe the official procedure for caring for the flag. Common Standards LS3.10(C) - Explain the meaning of the stars and stripes on the American flag, and describe official procedures for the care and display of the flag.

38 Windham Social Studies Curriculum Course Name: Social Studies Grade: Fourth Title of Core Map Title of Unit Essential Questions Content Skills Geography Map Skills Why is it important to understand the key elements and attributes on a map? How are the physical and human features shown on a map? Why is it important to understand how to use map tools (i.e. cardinal directions, map scales, legends and titles?) How do I locate the New England states and the Atlantic Ocean on a map? Students will understand features of a map such as title, compass rose, scale and legend. Students will know the meaning of absolute location. Students will understand how physical and human features are shown on a map. Students will know the parts of a United States map and a New England regional map; including cardinal directions, map scales, legends, and map titles. Students will understand how reading maps can increase their understanding of social studies topics. Students will know the regional boundaries of the United States, including Puerto Rico. Students will be able to interpret information from a map. Students will be able to determine absolute location through latitude and longitude. Students will be able to locate physical and human features on a map. Students will locate the New England states and identify the Atlantic Ocean. Students will be able to identify regional boundaries on a map of the United States. Students will be able to identify the states, state capitals, and major cities in each region. Students will be able to locate and label features of North America, including: North America Oceans Rivers Mountains

39 Common Standards Bays Great Lakes MA C&S1(G) - Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. Interpret a map using information from its title, compass rose, scale, and legend. NH SS:GE:4:1.3 Locate major physical and human features in the United States and on Earth, e.g., mountain ranges, principal parallels or meridians. (Themes: C: People, Places, and Environment, G: Science, Technology, and Society). (GE:1) MA LS3.1(G) - Using cardinal directions, map scales, legends, and titles on a map of the United States, locate the New England states (CT, RI, MA, NH, VT, ME) and the Atlantic Ocean. On a map of New Hampshire locate or is this in 4 th grade? MA LS4.8 On a map of the world, locate North America. On a map of North America, locate the United States, the Atlantic and Pacific Oceans, Gulf of Mexico, Mississippi River and Rio Grande Rivers, the Great Lakes, Hudson Bay, and the Rocky Mountain and Appalachian Mountain Ranges. (G) MA LS4.9 On a map of North America, locate the current boundaries of the United States (including Alaska and Hawaii). Locate the New England, Middle Atlantic, Atlantic Coast/Appalachian, Southeast/Gulf, South Central, Great Lakes, Plains, Southwest Desert, and Pacific States and Commonwealth of Puerto Rico. (G) MA LS4.10 Identify the states, state capitals, and major cities in each region. (G)

40 Windham Social Studies Curriculum Course Name: Social Studies Grade: Fourth Title of Core Map Title of Unit Essential Questions Content Skills Common Standards Geography Interaction with the Environment How did early settlers change their environment to fit their needs? How does climate determine the areas of settlement in the United States? How did the physical environment limit the quality of living for early settlers? What characteristics of the United States were appealing to the early settlers? Students will understand how early settlers changed their environment to suit their needs. Students will understand the relationship between climate and settlement in New Hampshire. Students will understand the limitations and opportunities the physical environment of New Hampshire presented to early settlers. Students will be able to examine the physical environment of New Hampshire and make determinations about the characteristics of the regions of New Hampshire. NH SS:GE:4:5.1 (G) Illustrate how people modify the physical environment, e.g., irrigation projects or clearing land for human use. (Themes: C: People, Places and Environment, D: Material Wants and Needs) NH SS:GE:4:5.2 (G) Examine the ways in which the physical environment provides opportunities or limitations, e.g., natural resources that first attracted settlers or natural hazards that threaten life. (Themes: C: People, Places and Environment, D: Material Wants and Needs).

41 Windham Social Studies Curriculum Course Name: Social Studies Grade: Fourth Title of Core Map Title of Unit Essential Questions Content Skills Civics & Government New Hampshire Government and the Rights of Citizens Why do we have the Bill of Rights and how does it relate to your life as a citizen? How was our government formed and why? What is the importance of separating the state into counties? Why it is necessary to have representatives from different regions of a state/country? What are the individual attributes of each of three branches of government? What is each branch responsible for? How are they related and why are they important? How would people interact with each other without laws? How are laws decided upon and put into place? What is a constitution? How does a constitution protect the rights of citizens of New Hampshire/United States? How was the NH government formed? Who are the key leaders of our government? Students will understand how the Bill of Rights relates to their lives. Students will understand how government impacts social, political, and geographical issues. Students will know the different branches of state government and their functions. Students will understand the organization of state government. Students will understand the role of laws and policies in New Hampshire. Students will understand the rights of U.S. citizens according to the Constitution and the Bill of Rights. Students will understand the political development of New Hampshire government. Students will be able to explain how the Bill of Rights was created and how it affects our lives. Students will be able to identify the functions of each branch of government in New Hampshire. Students will be able to explain how laws and policies are created and enacted in New Hampshire.

42 Common Standards Students will be able to describe the rights of citizens according to the Constitution and the Bill of Rights. Students will be able to trace the development of New Hampshire government and identify key leaders in our government. NH SS:CV:4:1.1 (CV) Explain the ideal of the United States system of government, e.g., equal rights or tolerance for others. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, C: People, Places and Environment) NH SS:CV:4:1.2 (CV) Analyze how government addresses social, political, and geographic issues. e.g., local land use decisions or decisions involving human rights. (Themes: 1: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, C: People, Places and Environment) NH SS:CV:4:2.1 (CV) Identify the individual functions of the three branches of government and the organization of New Hampshire state government. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices and Engagement) NH SS:CV:4:2.2 (CV) Explain how laws and/or policies are made at local and state levels. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, H: Individualism, Equality and Authority) NH SS:CV:4:4.1 (CV) Describe the rights of citizens as outlined by the Constitutions of New Hampshire and the United States. (Themes: A: Conflict and Cooperation, H: Individualism, Equality and Authority) NH SS:HI:4:.1 Trace the political development of New Hampshire governance, e.g., self-government in early settlements or the development of current forms of local government. (Themes: A: Conflict and Cooperation)