KINDERGARTEN SOCIAL STUDIES OBJECTIVES WITH FURTHER DEFINITIONS copyright c 1990 Georgia Department of Education, Division of Instructional Media .. , SOCIAL STUDIES (K) CONTENT OBJECTIVE AI. Demonstrates evidence of developing a positive self-concept Identification of self-worth is enhanced by self-awareness of strengths, preferences and opinions. Development of a positive self-concept is evidenced by behavior that indicates that one increasingly values his/her own unique feelings, physical features, traits and personality characteristics. 1. Verbalizes awareness of feelings of self-worth (A) 2. Draws a self portrait in a positive self-chosen setting (A) 3. Identifies a favorite activity (A) 4. Names positive features or characteristics of self (A) 5. Expresses positive unique-to-self opinions (A) SOCIAL STUDIES (K) CONlENT OBJECI1VE A2. Identifies the physical characteristics of self (head, eyes, nose, feet, etc.) Physical characteristics are unique to the individual. Physical characteristics include body parts, skin color, hair color, hair texture, eye color, body size, body shape and height. 1. Points to a body part as another person names the part (C) 2. Names body part as it is pointed out (C) 3. Describes physical characteristics of self (C) 4. Identifies parts of the human body by name (C) S. Draws a picture of a person which includes the major physical parts of the body (c, A) SOCIAL STUDIES (K) CONTENT OBJECTIVE A.3. State ways in which people are alike, different Most people have common physical characteristics (hair, eyes, hands, feet, etc.), emotions (laugh, cry, etc.), social needs (friends, love), physiological needs (food, shelter) and self-actualization needs (esteem, self-fulfillment). People may differ in any of these ways. 1. Identifies ways people are alike and different (C, A) a. Physical characteristics of people (body, head, eyes, ears, hair, etc.) b. Emotions of people and their manifestations (happy, sad; laughter, crying; etc.) c. Social needs (someone to play with, to love) d. Physiological needs (place to sleep, healthy food, etc.) e. Self-actualization needs (things that make me feel good, things that one does that others approve of) 2. Compares characteristics of a small child to those of a senior citizen (C) 3. lists ways that people communicate (C) 4. Demonstrates a method of communicating to a child who can not hear (C) 5. Classifies people according to a given characteristic (C) SOCIAL STUDIES (K) CONTENT OBJECTIVE A4. States name, address, phone number A person's name usually includes a first, middle and last name. One's address is composed of a house number and street (or a route and box) and a city, state, nation and zip code. A phone number is made up of a three-digit area code and a seven-digit number. 1. Tells first and last name (C) 2. States house number and street address or rural route and box (C) 3. Tells home phone number or work phone number of a family member (C) 4. Writes name, address and/or phone number (C) 5. Names own local community (city and/or county), state of residence and zip code (C) 6. Identifies situations where it is important to know one's name, address and phone number (C) .SOCIAL STUDIES (K) CONTENT OBJECTIVE AS. Initiates independent activities An independent activity is one that can be completed without assistance. To begin such an activity without prompting demonstrates self-discipline by the individual. 1. Identifies and makes use of opportunities to participate (A) 2. Discovers situations in which to initiate activities (A) 3. Volunteers for individual projects (A) 4. Selects activities according to own abilities and interests (C, A) SOCIAL STUDIES (K) CONTENT OBJECTIVE A.6. Identifies the need for school rules School rules are essential for providing for the safety of all people in the school and for ensuring that all have a chance to participate in the educational program. School rules protect one's health, safety and property. 1. Names school rules and procedures (C) 2. Identifies reasons for school rules (C) 3. Identifies school rules to be used in problem situations (C) 4. Demonstrates knowledge of the consequences of following (or not following) a school rule (C) 5. Proposes rules to improve school environment (C) SOCIAL STUDIES (K) CONTENT OBJECTIVE A 7. Describes different feelings one experiences (happiness, sadness, joy, anger, fear, etc.) life experiences evoke a variety of emotions. Recognizing, describing and explaining these feelings is a basic element of mental health. 1. Identifies and tells about a situation which makes one experience laughter, tears, anger, joy or fear (A) 2. Identifies the feeling communicated by different facial expressions (C, A) 3. Describes actions that indicate feelings (c, A) 4. Identifies feelings which can result from an event (C) 5. Explains why love is needed by all people (C, A) SOCIAL STUDIES (K) CONTENT OBJECTIVE AB. Names the members of different types of family units A family unit is composed of two or more people who may live together and work together to provide basic needs. 1.. Names the people one lives with (C) 2. Draws a picture of own family that includes all family members (C) 3. Classifies family members by age, sex or another characteristic (C) 4. Selects a family member to role play (C, A) 5. Identifies a family pattern other than own (C) 6. Identifies similarities and differences in families (e.g., number of members, adults present in the family, etc.) (C) SOCIAL STUDIES (K) CONTENT OBJECTIVE A9. Describes the role and responsibilities of the members of family units The different members of a family have specific functions which they are trusted and expected to perform. These functions vary according to such things as age, abilities (physical and mental) and gender. 1. Identifies jobs children can do to contribute to a family unit (C) 2. Classifies family members according to the jobs they do in the family (C) 3. Describes jobs children can do to contribute to a family unit (C) 4. Draws or writes a note to a family member to show appreciation for that member's contribution to the family (C, A) 5. Differentiates functions of family members by age, ability and gender (C) SOCIAL STUDIES (K) CONTENT OBJECTIVE A 10. Identifies characteristics of children around the world to self and classmates (food, clothing, shelter, families, holidays) All children need food, shelter and clothing. They have feelings and like to play and learn. All children live with other people. Children from other parts of the world may look different physically. Their environment may cause them to dress and live in different types of homes, and the customs of their society may include unique conventions and celebrations. 1. Identifies ways all children are alike (C) 2. Identifies ways one is different from a child in another country (C) 3. Categorizes groups of children by a given characteristic (C) 4. Explains ways American children are different from children in other parts of the world (C) 5. Compares and contrasts how children in different countries observe a similar event, celebration or custom (C) SOCIAL STUDIES (K) . CONTENT OBJECTIVE A 11. Identifies examples of basic needs and wants of individuals Needs are items people must have to survive. Wants are items people desire to enrich life. 1. Identifies basic human needs (C) 2. Names things most wanted (C, A) 3. Differentiates between needs and wants (C) 4. Predicts what might happen if a child got all the toys he or she wanted (C, A) SOCIAL STUDIES (K) CONTENT OBJECTIVE A 12. Names and describes the roles of community helpers (grocer, police, doctor, dentist, bus driver, others) Community helpers are the people in a community who work together to provide the goods and services needed by the people in that community. 1. Names community helpers (C) 2. Describes the job of a community helper (C) 3. Groups community helpers by one characteristic (work indoors or outdoors, wear a uniform or not wear a uniform, provide a service or a product, etc.) (C) 4. Describes a community helper one would like to be (C, A) 5. Acts out the role of a community helper (C) 6. Identifies the goods and services provided by various community helpers (C) 7. Explains how specific community helpers have an effect on the lives of others (C, A) SOCIAL STUDIES (K) CONTENT OBJECTIVE A 13. Explains how families and communities work together to meet their basic needs and wants Most families in communities do not produce all the goods and services they need or want; instead they specialize or do the things for which they are best suited. Specializing in what workers and communities do best results in efficiency and larger total production. They then obtain the goods and services they did not produce from other workers. 1. Identifies oneself as a worker who can help a group function efficiently (C) 2. Identifies workers in the community needed by one's family (C) 3. Gives examples of people working together to make a community a better place to live (C, A) 4. Gives examples of a need or want satisfied by production from another place (C) SOCIAL STUDIES (K) CONTENT OBJECTIVE A14. Gives examples of division of labor in homes, schools and communities People in homes, schools and communities divide and carry out the jobs that must be done to obtain common goals and objectives. 1. Gives examples of division of labor in the home (C) 2. Explains the different kinds of work each worker does in the school (C) 3. Identifies one job which, if done well, will help own family (C, A) 4. Matches specific jobs to the person who completes them in a given setting (C) 5. Classifies the jobs in a home, school or a community by the type of skill needed to do them well (C) 6. Compares efficiency of working as an individual to that of working as a group (C) SOCIAL STUDIES (K) CONTENT OBJECTIVE A 15. Gives examples of how families around the world meet their basic needs and wants Families from different regions of the world meet their needs for food, water and shelter as well as their wants for pleasure in a variety of ways. 1. Identifies ways families from different cultures obtain food (C) 2. Compares and contrasts pictures of different types of homes (C) 3. Tells how various jobs in different cultures help provide needs and wants (C) 4, Describes family life in another country (C) 5. Compares and contrasts food eaten in two or more diverse cultures (C) 6. Explains why people living in different parts of the world might have different wants (C, A) SOCIAL STUDIES (K) CONfENT OBJECTIVE A16. Identifies the custom and purpose of various holidays and special days (Thanksgiving, Valentine's Day, birthdays, etc.) Many days in a year are set aside to honor someone or some important event in the past that happened on that day. People celebrate these particular days with unique customs and rituals. 1. Identifies a special day that one's family celebrates (C) 2. Describes happenings that make a day celebrated by one's family special (C, A) 3. Selects a special day and relates events of long ago that led to a celebration for that particular day (C) 4. Draws a picture of the events that probably took place on the first celebration of a given holiday (C) 5. Identifies holidays celebrated by people of particular religions, ethnic backgrounds or countries of origin (C) 6. Explains why selected holidays are celebrated (C) SOCIAL STUDIES (K) CONTENT OBJECTIVE A 17. Exhibits responsible action and identifies this action in others A responsible action is one which adheres to the basic rules or expectations of the society. An awareness of choices, the comparison of the choices and the selection of an option which adheres to society's rules and expectations demonstrate responsibility. 1. Demonstrates appropriate ways to listen and talk in a group setting (C, A) 2. Chooses a responsible option to solve a problem (A) 3. Follows school rules (C, A) 4. Completes tasks agreed upon (A) 5. Respects public property, property of others and own property (A) 6. Refrains from undue physical and verbal force (A) 7. Identifies examples of others exhibiting responsible action (C) SOCIAL STUDIES (K) CONfENT OBJECTIVE AlB. Predicts the consequences of responsible and/or irresponsible actions Speculating about the natural or manmade effects of one's actions increases the likelihood of choosing the appropriate choice in an actual situation. Anticipating the compensation or reward for acting in a manner which reflects the rules and expectations of society is preferred over suffering the repercussions of an arbitrary choice. 1. Explains the consequences resulting from a chosen action (C, A) 2. Chooses an option and explains potential results (C, A) 3. Predicts what would happen in a given situation as evidenced in a picture drawn to illustrate the situation (c, A) 4. Gives reasons for choosing one action over another in a given situation (C, A) S. Accepts praise or punishment for one's own decision choices (A) SOCIAL STUPIES (K) SKIll OBJECTIVE A 1. Acquires information through observing and listening Acquiring information means that students receive and comprehend directions, facts and generalizations which they did not previously understand. Observing and listening refer to the acquisition of information through different sense modalities. Acquiring information through reading means that the child is able to follow directions or answer comprehension questions after reading the target passage. Surveying uses questionnaires or interviews to acquire information. 1. Listens to directions and correctly follows them (C) 2. Participates in developing an experience chart summarizing the major ideas that were learned through a group experience (C) 3. Listens to a story or a lesson and correctly answers comprehension questions (C) 4. Views an activity and explains its purpose (C) SOCIAL STUDIES (K) SKIlL OBJECTIVE A2. Locates and works with information from a variety of sources (books, newspapers, periodicals) Locates and works with information from a variety of sources refers to independent study or group projects which take students beyond the social studies textbook. Social studies information can also be found in such sources as standard reference works, trade books, photograph collections and the mass media. 1. Uses photograph collections and the non-print mass media to obtain facts and generalizations about other places and people or about social problems (C) 2. Interviews people from other places and cultures or who have special knowledge about a social problem (C) 3. Obtains information from the local community (C) 4. Uses more than one source of information during independent study or group projects (C) SOCIAL STUDIES (K) SKILL OBJECTIVE A3. Locates pictures, words or illustrations that support a main idea Main idea(s) refers to the central theme or themes of a message. Main ideas might take one or more of several forms. They might be generalizations; the moral of a lesson; the most important direction(s) in a set of directions; a set of causes or effects; or the outstanding characteristic(s) of a person, place, thing or event. Students demonstrate reading or listening comprehension by identifying and explaining main ideas. 1. Selects the photograph or drawing which best illustrates the main idea(s) of a story or lesson (C) 2. States the main idea(s) of a story or lesson by using a single word, phrase or sentence (C) 3. States the moral of a story or lesson (C) SOCIAL STUDIES (K) SKIl.L OBJECTIVE A4. Organizes information in a meaningful way Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Produces and reads a simple graph using data drawn from immediate experience, such as birthdays of class members or types of automobiles which pass in front of the school during recess (C) 4. Produces and reads a timeline based on events in the immediate environment during a day or a week (C) SOCIAL STUDIES (K) SKIlL OBJECTIVE A5. Arranges events, facts and ideas in sequence Events can be sequenced in chronological, causal or logical order. To determine or arrange the sequence means to recognize the time order of events, the cause/effect order of events or the logical relationship between premises and conclusion. 1. Tells a story with events in proper sequence (C) 2. Produces a timeline of events that occur in a day or a week in proper sequence (C) SOCIAL STUDIES (K) SKILL OBJECTIVE A6. Uses titles to divide a set of pictures or words into categories Titles are descriptive labels given to items which share critical attributes. To divide a set of items into categories is to demonstrate the ability to conceptualize. This behavior is sometimes referred to as sorting instances into concept categories. 1. Sorts pictures into concept categories predetermined by the teacher, such as "living" versus "nonliving" or "safe" versus "dangerous" (C) 2. Sorts a group of pictures into concept categories determined by the student, labels the categories and explains the critical attributes (C) SOCIAL STUDIES (K) SKILL OBJECTIVE A 7. Develops the ability to acquire information through interpreting graphs and charts Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Produces and reads a simple graph using data drawn from immediate experience, such as birthdays of class members or types of automobiles which pass in front of the school during recess (C) 4. Produces and reads a timeline based on events in the immediate environment during a day or a week (C) SOCIAL STIJDIES (K) SKIlL OBJECI1VE AB. Recalls and tells major ideas following a listening activity Recalls and tells the main ideas means to name that idea verbally. Discusses the major idea means to restate that idea using different words, to give examples of that idea, to state whether the idea is true, etc. 1. States the main idea after hearing a story, reading a story or reading a lesson (C) 2. Restates the main idea of a story or lesson in own words (C) 3. Gives examples that illustrate the main idea in a story or lesson (C) 4. Explains whether the main idea in a story is real or unreal, true or false or good or bad (C) SOCIAL STUDIES (K) SKIlL OBJECTIVE A9. Tells whether a statement is true or make believe Fiction is writing which does not deliberately reflect a specific set of events in reality. It may resemble reality in general or it may be sheer fantasy. Nonfiction attempts to be an accurate depiction of reality. 1. Categorizes stories as reflecting reality or fantasy (C) 2. Identifies which parts of a story are like the real world and which parts are fantasy (C) 3. Identifies which television programs are most like real life and which are least like real life (C) SOCIAL STUDIES (K) SKILL OBJECTIVE B.lO. Identifies and states a problem related to personal experience To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a predictio~ require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 1. Identifies situations requiring some study (C) 2. Describes situations at home, school or community which require citizen decision-making (C) 3. Describes and labels events which have negative effects (C) SOCIAL STUDIES (K) SKILL OBJECTIVE B.Il. Communicates several ways to solve a problem Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices. 1. Lists several ways to reduce the negative effects of a set of circumstances (C) 2. Lists several possible explanations for an intellectual puzzle (C) SOCIAL STUDIES (K) SKILL OBJECTIVE B.12. Identifies best source(s) to solve a problem Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 1. Generates a list of materials and procedures for obtaining information on a given subject (C) 2. Identifies community experts who can provide information about a problem (C) 3. Collects information pertinent to topic (C) SOCIAL STUDIES (K) SKIU OBJECTIVE B.l3. Chooses appropriate solution to a problem A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 1. Lists alternative possible solutions to the problem (C) 2. lists the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) SOCIAL STUDIES (K) SKIlL OBJECTIVE C.14. Participates in a group activity as a follower and/or leader As contributing members of a democratic society, citizens must be able to work constructively with others. The ability to pass from dominant positions to support positions in group settings is a vital aspect of this ability In the completion of work by a small number of people, a large job may be broken down into smaller components. Fulfillment of delegated duties is then the responsibility of the individual participants. Successful completion of the larger goal depends on the ability of the individual participants to complete their portions of the work. 1. Names rules for working in groups (C) 2. Contributes to the completion of a cooperative task (A) 3. Selects leaders for a small group activity (A) 4. Takes turns in a group activity (A) 5. Completes a partial task of a small group project (A, P) 6. Completes daily job assignment (A) 7. Divides work for a group task among group members (A) SOCIAL STUDIES (K) SKILL OBJECTIVE C.15. Accepts and carries out assigned tasks As contributing members of a democratic society, citizens must be able to work constructively with others. The ability to pass from dominant positions to support positions in group settings is a vital aspect of this ability In the completion of work by a small number of people, a large job may be broken down into smaller components. Fulfillment of delegated duties is then the responsibility of the individual participants. Successful completion of the larger goal depends on the ability of the individual participants to complete their portions of the work. 1. Names rules for working in groups (C) 2. Contributes to the completion of a cooperative task (A) 3. Selects leaders for a small group activity (A) 4. Takes turns in a group activity (A) 5. Completes a partial task of a small group project (A, P) 6. Completes daily job assignment (A) 7. Divides work for a group task among group members (A) SOCIAL STUDIES (K) SKllL OBJECTIVE C.l6. Exercises self-discipline in classroom activities The ability to identify and use appropriate behavior for various contexts is a necessary skill for successful participation in a democratic society. In an educational setting containing many individuals, it is imperative that the individual restrict comments and movements that might infringe on the right of others to learn. 1. Raises hand for permission to speak (A) 2. Remains seated during class discussion (A) 3. Gives attention to others when they have permission to speak (A) 4. Gives attention to teacher during lessons (A) SOCIAL STUDIES (K) SKILL OBJECfIVE D.17. Arranges personal experiences in sequence Experiences or events are happenings, which may be personal or historical in context. Events happen in sequence, one following another. Arranging events in sequence means to put them in the order in which they occurred. The Christian system of chronology uses a time line with the birth of Christ as the mark separating centuries before and after zero. 1. Relates a story from beginning to end (C) 2. States events which happened at the beginning, middle or end of story (C) 3. Makes a time line of events that happen in typical day of own family (C) SOCIAL STUDIES (K) SKIlL OBJECTIVE 0.18. Recognizes and uses a calendar To keep and record time, several systems and devises are used. A calendar is a systematic organization of days into twelve months with each month ranging in length from twenty-eight to thirty-one days. Events of importance are noted on the calendar and time may be measured by using the organized system as reference points. 1. Names each of the twelve months in sequence (C) 2. Locates events in personal life on calendar, such as own birthday and birthdates of parents or siblings (C) SOCIAL STIJDIES (K) SKllL OBJECI1VE D.19. Recognizes the hour on a clock A clock is a device for keeping and recording time. Each hour and, usually, each minute are displayed numerically on the face of the clock. 1. States the hour when shown a traditional clock (C) 2. States the hour when shown a digital clock (C) 3. Draws a traditional clock face which shows a stipulated hour (C) SOCIAL STUDIES (K) SKILL OBJECTIVE .20. Explains that the globe is round because the earth is round Models of geographic features may be made in many different ways. These models are useful in understanding the complexity of an abstract concept. The fact that the world on which we live is an example of modeling using a three-dimensional representation of the planet. 1. Identifies a globe as a model of the earth (C) 2. Tells why a globe is sphere-shaped (C) 3. Gives examples of objects of similar shape as the earth (C) SOCIAL STUDIES (K) SKIlL OBJECITVE E.21. Identifies areas of land and water on the globe The surface of the earth may be characterized as having both wet areas and dry areas. The wet areas are primarily composed of oceans, rivers and lakes, while the dry areas are composed of continents and islands. These areas are recognizable by their physical characteristics and are labeled with place names. 1. Shows areas that represent water on a globe or map (C) 2 Shows areas that represent land on a globe or map (C) 3. Identifies oceans on a globe or map (C) 4. Identifies continents on a globe or map (C) SOCIAL S1UDIES (K) SKIlL OBJECTIVE E.22. Uses the terms up, down, left and right Position of the self or another object may be expressed in terms relative to other objects or relative to the orientation of the self. The space between objects may be expressed in superlative terms. 1. Identifies objects to the left and right of other objects (C) 2. Describes the location of one object in relation to another (C) 3. Differentiates distances traveled as either near or far (C) SOCIAL STUI?IES (K) SKILL OBJECTIVE E.23. Describes location of various objects in the environment (near, far, up, down, under, back, front, here, there) Position of the self or another object may be expressed in terms relative to other objects or relative to the orientation of the self. The space between objects may be expressed in superlative terms. 1. Identifies objects to the left and right of other objects (C) 2. Describes the location of one object in relation to another (C) 3. Differentiates distances traveled as either near or far (C) SOCIAL STUDIES (K) SKIll, OBJECTIVE .24. Identifies the globe as a model of the earth The earth is a three-dimensional sphere. In order to represent it symbolically, mapmakers use a spherically shaped map. Such spheres may be of varying size but will have all bodies of land and water in the same proportions. 1. Differentiates a globe from other spheres (C) 2. Uses the term globe (C) 3. Identifies pictures of a globe (C) 4. States that the globe is a model of the earth (C) SOCIAL STUDIES (K) SKILL OBJECTIVE E.25. Reads simple picture maps Symbolic representation with drawings is one method of creating a two-dimensional model of a three-dimensional object. The most basic forms of such models use drawings of the real object as the symbol for the object in the model. Interpretation of the model is based on the user's ability to recognize the drawings and match them to real-life objects. 1. Identifies real objects in a room from a picture map (C) 2. Matches symbols on a map to the objects they represent (C) 3. Draws a simple picture map of a specific area (C) 4. Uses a picture map to locate a particular place (C) SOCIAL SlUDlES (K) SKILL OBJECI1VE E.26. Determines that some toys are small scale models of real things Replicas of objects are often made for industry or play that are of reduced size as compared to the real object. These models allow for manipulation of the models in ways that the real objects could not be manipulated. 1. Identifies toys that are models of larger objects (C) 2. Differentiates toys that are models of larger objects and those that are not (C) 3. Explains what real objects are represented by small scale toys (C) FIRST GRADE SOCIAL STUDIES OBJECTIVES WITH FURTHER DEFINITIONS Copyright C 1990 Georgia Department of Education, Division of Instructional Media SOCIAL STUDIES (1) CONTENT OBJECTIVE A 1. Demonstrates evidence of developing a positive self-concept Identification of self-worth is enhanced by self-awareness of strengths, preferences and opinions. Development of a positive self-concept is evidenced by behavior that indicates that one increasingly values his/her own unique feelings, physical features, traits and personality characteristics. 1. Describes characteristics of self and identifies those preferred characteristics (C, A) 2. Expresses personal opinions and explains how they are reached (C, A) 3. Identifies favorite activities and tells why they are enjoyable (C, A) 4. Identifies things that can presently be accomplished by self that could not be done a year ago (C, A) 5. Draws a picture of something that he/she does well (A) SOCIAL STUDIES (1) CONTENT OBJECTIVE A2. Identifies how individuals are alike and how they are different Most people have common physical characteristics (hair, eyes, hands, feet, etc.), emotions (laugh, cry, etc.), behaviors, social needs (friends, love) and selfactualization needs (esteem, self-fulfillment). People may differ in any of the ways listed above. 1. Identifies ways people are alike and different (C, A) a. Physical characteristics of people (body, head, eyes, ears, hair, etc.) b. Emotions of people and their manifestations (happy, sad, laughter, crying, etc.) c. Social needs (someone to play with, to love) d. Physiological needs (place to sleep, healthy food, etc.) e. Self-actualization needs (things that make me feel good, things that one does that others approve of) f. Behaviors (usually ways of acting) 2. Compares physical characteristics of a child to those of a senior citizen (C) 3. Identifies ways that people communicate (C) 4. Demonstrates methods of communicating to a child who can not hear (C, A) 5. Classifies people according to a given characteristic (C) SOCIAL STUDIES (1) CONTENT OBJECTIVE A3. Identifies different feelings the individual experiences (happinesst sadnesst jOYt fear) Recognizingt describing and explaining emotions is a basic element of mental health. 1.. Identifies and tells about a situation which makes one experience laughter (tears, anger, joy, fear, etc.) (C, A) 2. Identifies the feelings of others as communicated by their facial expressions (C, A) 3. Describes actions that indicate feelings (C, A) 4. Identifies feelings which can result from an event (C) 5. Explains why love is needed by all people (C, A) SOCIAL STUDIES (1) CONTENT OBJECTIVE AA. Identifies how family units are alike and how they are different A family unit is composed of two or more people who may live together and work together to provide basic needs. They may be alike or different based on such characteristics as number of members, adults present in the family, ethnic heritage, age, customs and beliefs. 1. Names the people with which one lives (C) 2. Describes the members of own family (C) 3. Tells the family name for each member of own family (father, brother, etc.) (C) 4. Names a family unit pattern other than one's own (C) 5. Identifies activities that different family units do together (C) 6. Identifies similarities and differences in families (e.g., number of members, adults present in family, etc.) (C) SOCIAL STUDIES (1) CONTENT OBJECTIVE AS. Lists the roles and responsibilities of family members The different members of a family have specific functions which they are trusted and expected to perform. These functions may vary according to such things as age, abilities (physical and mental) and gender. 1. Identifies jobs children can do to contribute to a family unit (C) 2. Classifies family members according to the jobs they do in the family (C) 3. Describes functions of different family members (C) 4. Differentiates functions of family members by age, ability and gender (C) 5. Shows appreciation for a member's contribution to the family by writing a note to that member (C, A) SOCIAL STUDIES (1) CONTENT OBJECTIVE A6. Identifies that families have needs and wants Needs are items people must have to survive. Wants are items people desire to enrich life. Families make choices to help each other obtain their needs and wants. 1. Identifies basic human needs of families (C) 2. Names things most desired by one's family (C, A) 3. Differentiates between needs and wants of families (C) 4. Describes one way that family members help each other meet their needs (or wants) (C, A) 5. Predicts what might happen if a family got everything it wanted (C, A) SOCIAL STUDIES (1) CONTENT OBJECTIVE A 7. Discusses rules of the family unit Family rules are essential to define what to do and what not to do so that a family may live together cooperatively. Rules protect one's health, safety and property. 1. Names rules that families have (C) 2. Identifies reasons families have rules (C) 3. Identifies .family rules needed in problem situations (C) 4. Describes rules practiced by own family (C) 5. Demonstrates knowledge of the consequences of following (or not following) a family rule (C, A) 6. Proposes rules to prevent or eliminate family problems (C) SOCIAL STUDIES (1) CONTENT OBJECTIVE AB. Describes some events and customs which are practiced by family, school, state and nation Events and customs are things the members of a group usually do or practice. These may be activities that are a part of everyday life or that celebrate a special day. These customs may be unique to a family, a school, a state or a nation. 1. Names a custom practiced by one's family (C) 2. Describes the celebration customs for a birthday (and selected holidays) in one's family (C) 3. .Describes favorite school customs (c, A) 4. Identifies special events celebrated in the state and nation (C) 5. Draws a picture of a self-chosen event or custom (C, A) SOCIAL STUDIES (1) CONTENT OBJECTIVE A9. Compares children in the United States with children living in other countries All children need food, shelter and clothing. They have feelings and like to play and learn. Most children live with other people. Children in various parts of the world may look different physically. Their environment may cause them to dress and live in different types of homes, and the customs of their society may include various conventions and celebrations. 1. Identifies ways all children are alike (C) 2. Identifies ways one is different from a child in another part of the world (C) 3. Categorizes groups of children by a given characteristic (hair color, dress, homes, etc.) (C) 4. Explains ways American children are different from children in other parts of the world (A) 5. Compares and contrasts how children in different countries observe a similar event, celebration or custom (C) SOCIAL STUDIES (1) CONTENT OBJECTIVE A to. Identifies examples of basic needs and wants of families Needs of families are items families must have to survive. Wants of families are items families desire to enrich life. 1. Identifies basic family needs (C) 2. Names things desired by one's family (C, A) 3. Distinguishes between needs and wants of families (C, A) 4. Explains why the wants or needs of two families may be different (C) 5. Categorizes different basic needs of families (C) SOCIAL STUDIES (1) CONTENT OBJECTIVE All. Names the local community A community is a group of people living in proximity to each other who have close ties and common interests. The area where such a group lives is also called a local community. 1. Names the city, town or village which is part of one's mailing address (C) 2. Identifies the community's name if it is different from the mailing address (C) 3. Names the county is which one resides (C) 4. Identifies places where the local community's name is found in print (C) SOCIAL STUDIES (1) CONTENT OBJECI1VE A.12. Identifies the need for rules in the school and community School rules are essential for providing for the safety of all people in the school and for ensuring that all have opportunities to participate in the educational program. Community rules provide the same rights and responsibilities for all the people in the community. School and community rules protect one's health, safety and property. 1. Names school rules and procedures (C) 2. Identifies reasons for school rules (C) 3. Identifies a rule in the community and explains why that rule is important (c, A) 4. Demonstrates knowledge of the consequences of following (or not following) a school or community rule (C, A) 5. Proposes rules to prevent or eliminate school or community problems (C) SOCIAL STUDIES (1) CONTENT OBJECflVE A 13. Describes the roles of community helpers (mailman, butcher, firefighter, bus driver, etc.) Community helpers are the people in a community who work to provide the goods and services needed by the people in that community. 1. Describes the job of given community helpers (C) 2. Groups community helpers by one characteristic (work indoors or outdoors, wear a uniform, provide a service or a product, work in one place or travel where needed, etc.) (C) 3. Identifies service jobs and tells how they improve the quality of local community life (c, A) 4. Identifies the goods and services provided by various community helpers (C) 5. Demonstrates the work of a self-chosen community helper (C) 6. Describes ways citizens can help make one community helper's job easier (C, A) SOCIAL STUDIES (1) CONTENT OBJECTIVE A14. Identifies examples of scarcity in everyday situations and explains what resources are limited Scarcity is the lack of sufficient resources to produce all the goods and services we could desire. limited or insufficient resources include natural resources, human resources and capital resources. Capital resources are created by human effort and saved to be used in production such as tools. 1. Names an example of scarcity in the classroom (not enough pencils, not enough copies of a favorite library book, not possible for everyone to be the group leader, etc.) (C) 2. States reasons why a given everyday scarcity exists (C) 3. Identifies resources that are limited in the classroom (C) 4. Identifies examples of scarcity in everyday life experiences (toys, money, time, etc.) (C) 5. Identifies situations where human resources are scarce (C) 6. Proposes possible solutions to everyday scarcity situations (C) 7. Describes examples of scarcity of earth's resources (oil, water, trees, etc.) (C) SOCW... STUDIES (1) CONTENT OBJECfIVE A15. Describes the various jobs that school age children perform at school and in the home School-age children can contribute to a group (school or family) by being responsible for their own belongings, completing tasks designated to them according to their abilities and participating in and encouraging group cooperativeness. 1. Identifies jobs for which one is responsible at home (C) 2. Identifies jobs for which one is responsible at school (C) 3. Classifies jobs as those to be done at home or those to be done at school (C, A) 4. Describes a job that one could not do a year ago but can now successfully complete (C, A) 5. Describes consequences of completing (or not completing) an assigned job (c, A) SOCIAL STUDIES (1) CONTENT OBJECTIVE A16. Describes that individuals have a variety of jobs and the benefits of division of labor Some people use many different skills when performing their jobs. Individuals who use one's skill over and over learn to do it well. When such individuals are asked to perform this special s~ it can be accomplished more efficiently and precisely. 1. Identifies a job skill that produces a good or a product (C) 2. Identifies a job skill that provides a service (C) 3. Describes how people benefit from division of labor (C) 4. Classifies a list of given jobs by the type of skill needed to complete the task well(C) 5. Describes jobs that are appealing as a future career (C, A) 6. Compares efficiency of working as individuals to that of working as a group (C) SOCIAL SnmIES (1) CONTENT OBJECI1VE A17. Explains how families use barter to satisfy their basic needs and wants Barter is trading one thing for another without using money. Family members do not always pay each other money for help they give to one another. They often barter. 1. Identifies ways one helps at home and is helped without receiving money (C) 2. Describes roles and responsibilities of other family members which do not call for money payments (C) 3. Predicts what might happen if family members had to pay each other for everything they did for each other (C, A) 4. Lists pairs of objects or pairs of jobs which might be exchanged between family members in bartering (C) SOClAL STUDIES (1) CONTENT OBJECllVE AlB. Describes the modes of transportation, e.g., boat, train, car, airplane, etc. Modes of transportation are ways of carrying people or cargo from one place to another. 1. Classifies modes of transportation by a given characteristic (land, air, water; man-made or natural; type or cargo or passengers; etc.) (C) 2. Describes the most convenient and efficient mode of transportation to carry a given cargo (or passenger) from one destination to another (C) 3. Plans a self-chosen trip and selects the appropriate mode of transportation (C, A) 4. Describes the feature that allows easy movement (water, skids, wheels) of cargo in each mode (C) SOCIAL STUDIES (1) CONTENT OBJECllVE A19. Identifies forms of communication, e.g., telephone, television, newspaper, etc. Communication is a system for the exchange of ideas, information or messages. Channels of communication include, but are not limited to, mail services, telephones, radios, computers, FAX machines, newspapers and televisions. 1. Gives examples of how people communicate in their daily Jives (C) 2. Identifies examples of communication systems that are present in own home (C) 3. Names different forms of communication (C) 4. Describes best form of communication for a given purpose (C, A) SOCIAL STUDIES (1) CONTENT OBJECI1VE A20. Identifies our country as the United States A country is a land in which people live together under a national government. The land in which we live is known as the United States of America. It is composed of fifty states which together make our country. 1. Recognizes the shape of the United States (C) 2. Names our country (C) 3. Explains the meaning of the name of the United States (C) 4. Identifies America and U.S.A as the nicknames or alternate names of the United States (C) SOCIAL STUDIES (1) CONTENT OBJECTIVE A2l. Describes familiar symbols of our country Symbols are well-known printed or written images used, instead of words, to . represent a thought, a feeling or a relationship. Symbols of our country represent events from our country's history, doctrine, convictions and expectations. Our county's symbols communicate American patriotism. 1. Identifies basic American symbols (e.g., eagle, Liberty Bell, flag, etc.) (C) 2. Chooses familiar symbols and describes how they look and howjwhy they represent America (C) 3. Designs a personal symbol that represents what America means to self (C, A) SOCIAL STUDIES (1) CONTENT OBJECTIVE A22. Describes how holidays are celebrated in our schools, home, and nation Many days in a year are set aside to honor someone or some important event in the past that happened on that day. People celebrate these particular dates with unique customs and rituals. 1. Describes a special date that one's family celebrates (C) 2. Describes.happenings that make a day celebrated by one's family special (C, A) 3. Selects a special date and compares celebrations of that day today with events which led to the beginning of that holiday (C) 4. Describes the events which led to the origination of a national holiday and names the month that holiday occurs (C) 5. Describes a school activity that is part of a celebration of a holiday (C) 6. Identifies holidays celebrated by people of particular religions, ethnic backgrounds or countries of origin (C) SOCIAL STUDIES (1) SKILL OBJECTIVE A 1. Acquires information through reading, listening and observing Acquiring information means that students receive and comprehend directions, facts and generalizations which they did not previously understand. Observing and listening refer to the acquisition of information through different sense modalities. Acquiring information through reading means that the child is able to follow directions or answer comprehension questions after reading the target passage. Surveying uses questionnaires or interviews to acquire information. 1. Ustens to directions and correctly follows them (C) 2. Participates in developing an experience chart summarizing the major ideas that were learned through a group experience (C) 3. Ustens to a story or a lesson and correctly answers comprehension questions (C) 4. Reads social studies lesson and correctly answers comprehension questions (C) 5. Views an activity and explains its purpose (C) SOCIAL STUDIES (1) SKILL OBJECTIVE A.2. Uses various print and non-print reference sources to locate information about social studies topics Locates and works with information from a variety of sources refers to independent study or group projects which take students beyond the social studies textbook. Social studies information can also be found in such sources as standard reference works, trade books, photograph collections and the mass media. 1. Uses photograph collections and the non-print mass media to obtain facts and generalizations about other places and people or about social problems (C) 2. Interviews people from other places and cultures or who have special knowledge about a social problem (C) 3. Obtains information from the local community (C) 4. Uses more than one source of information during independent study or group projects (C) SOCIAL STUDIES (1) SKILL OBJECTIVE A3. Develops a class or small group list of questions and seeks answers from a school or home population Acquiring information means that students receive and comprehend directions, facts and generalizations which they did not previously understand. Observing and listening refer to the acquisition of information through different sense modalities. Acquiring information through reading means that the child is able to follow directions or answer comprehension questions after reading the target passage. Surveying uses questionnaires or interviews to acquire information. 1. Listens to directions and correctly follows them (C) 2. Participates in developing an experience chart summarizing the major ideas that were learned through a group experience (C) 3. Listens to a story or a lesson and correctly answers comprehension questions (C) 4. Reads social studies lesson and correctly answers comprehension questions (C) 5. Views an activity and explains its purpose (C) SOCIAL STUDIES (1) SKILL OBJECTIVE A4. Matches written concepts to pictorial representations Matching written concepts to pictures demonstrates ability to conceptualize. Written concepts are definitions stating the critical attributes which differentiate examples from nonexamples of concepts. They may also list variable attributes which are shared by closely related concept categories. 1. Identifies a picture which represents a concept when a written definition of that concept is provided (C) 2. Sorts a group of pictures into examples and nonexamples of a concept when a written definition of that concept is provided (C) 3. Identifies critical and variable attributes (Le., compares and contrasts a picture representing an example of a concept with a picture representing a nonexample when a written definition of that concept is provided) (C) SOCIAL STUDIES (1) SKILL OBJECTIVE AS. Constructs and uses simple graphs and charts, e.g., bar, line and circle graphs Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Produces and reads a simple graph using data drawn from immediate experience, such as birthdays of class members or types of automobiles which pass in front of the school during recess (C) 4. Produces and reads a timeline based on events in the immediate environment during a day or a week (C) SOCIAL STUDIES (1) SKILL OBJECTIVE A6. Arranges events in correct sequence Events can be sequenced in chronological, causal or logical order. To determine or arrange the sequence means to recognize the time order of events, the cause/effect order of events or the logical relationship between premises and conclusion. 1. Tells a story with events in proper sequence (C) 2. Produces a timeline of events that occur in a day or a week in proper sequence (C) SOCIAL STUDIES (1) SKIU OBJECIlVE A 7. Explains why certain words, pictures or ideas are grouped together Words, pictures or ideas which can be grouped together are instances of a concept. The words used to identify things grouped together function as concept labels. The ideas function as sets of critical attributes or concept definitions. 1. Categorizes a set of diverse pictures into meaningful groups, explains why a set of pictures were grouped together and gives the set a name or label (C) 2. Categorizes a set of diverse words into meaningful groups, explains why a set of words were placed in the same group and gives that group of words a name (C) 3. Selects examples of a concept from a diverse set of pictures when given the concept name or definition (C) SOCIAL STUDIES (1) SKILL OBJECTIVE AB. Discusses the main idea of a passage read in class Recalls and tells the main ideas means to name that idea verbally. Discusses the major idea means to restate that idea using different words, to give examples of that idea, to state whether the idea is true, etc. 1. States the main idea after hearing a story, reading a story or reading a lesson (C) 2. Restates the main idea of a story or lesson in own words (C) 3. Gives examples that illustrate the main idea in a story or lesson (C) 4. Explains whether the main idea in a story is real or unreal, true or false or good or bad (C) SOCIAL STUDIES (1) SKILL OBJECTIVE A9. Distinguishes between fiction and non-fiction stories Fiction is writing which does not deliberately reflect a specific set of events in reality. It may resemble reality in general or it may be sheer fantasy. Nonfiction attempts to be an accurate depiction of reality. 1. Categorizes stories as reflecting reality or fantasy (C) 2. Identifies which parts of a story are like the real world and which parts are fantasy (C) 3. Identifies which television programs are most like real life and which are least like real life (C) SOCIAL STUDIES (1) SKILL OBJECTIVE B.IO. Recognizes and states a problem related to appropriate activities To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 1. Identifies situations requiring some study (C) 2. Describes situations at home, school or community which require citizen decision-making (C) 3. Describes and labels events which have negative effects (C) SOCIAL STUDIES (1) SKILL OBJECllVE B.l1. Frames productive questions related to the topic To frame productive questions related to a topic is to make inquiries which generate additional information about the stated issue or problem. 1. Asks what the topic or problem means (C) 2.. Asks what is known about the topic (C) 3. Asks where additional information may be obtained (C) 4. Compares this problem to other problems to determine appropriate questions (C) 5. Determines additional information needed to study a problem (C) SOCIAL STUDIES (1) SKILL OBJEcnVE B.12. Identifies several ways to solve a problem Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices. 1. lists several ways to reduce the negative effects of a set of circumstances (C) 2. lists several possible explanations for an intellectual puzzle (C) SOCIAL STUDIES (1) SKILL OBJECI1VE B.l3. Identifies best source(s) to answer given questions Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 1. Generates a list of materials and procedures for obtaining information on a given subject (C) 2. Identifies community experts who can provide information about a problem (C) 3. Collects information pertinent to topic (C) SOCIAL STUDIES (1) SKILL OBJECfIVE B.14. Chooses appropriate solutions to a problem A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 1. Lists alternative possible solutions to the problem (C) 2. Lists the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) SOCIAL STUDIES (1) SKIll OBJEcnVE B.IS. Makes decisions and identifies the consequence(s) of choices Alternatives or choices are options available in a given situation. Each option may produce results which indicate that the choice was true or false or good or bad. Results may also be immediate or projected. It is possible to describe likely outcomes for each option. To make a decision is to select the alternative which is most likely true or most likely to produce good rather than bad effects. 1. lists the possible solutions to a given problem (C) 2. lists the possible outcomes to be expected if the solution is true when the problem is an intellectual puzzle (C) 3. Lists the possible desirable and undesirable outcomes when the problem is an ethical issue (C) 4. Selects the alternative which is most likely true, that is the alternative which will most likely produce the predicted effects, when the problem is an intellectual puzzle (C) 5. Selects the alternative which will most likely produce good rather than bad effects when the problem is an ethical issue (C) 6. Accepts consequences which indicate that the alternative chosen was false when the problem is an intellectual puzzle (C) SOCIAL STUDIES (1) SKILL OBJECTIVE C.16. Assumes leadership role in accomplishing tasks As contnouting members of a democratic society, citizens must be able to work constructively with others. The ability to pass from dominant positions to support positions in group settings is a vital aspect of this ability In the completion of work by a small number of people, a large job may be broken down into smaller components. Fulfillment of delegated duties is then the responsibility of the individual participants. Successful completion of the larger goal depends on the ability of the individual participants to complete their portions of the work. 1. Names rules for working in groups (C) 2. Contributes to the completion of a cooperative task (A) 3. Selects leaders for a small group activity (A) 4. Takes turns in a group activity (A) 5. Completes a partial task of a small group project (A, P) SOCIAL STUDIES (1) SKILL OBJECTIVE Col7. Participates in a small group as a follower As contributing members of a democratic society, citizens must be able to work constructively with others. The ability to pass from dominant positions to support positions in group settings is a vital aspect of this ability In the completion of work by a small number of people, a large job may be broken down into smaller components. Fulfillment of delegated duties is then the responsibility of the individual participants. Successful completion of the larger goal depends on the ability of the individual participants to complete their portions of the work. 1. Names rules for working in groups (C) 2. Contributes to the completion of a cooperative task (A) 3. Selects leaders for a small group activity (A) 4. Takes turns in a group activity (A) 5. Completes a partial task of a small group project (A, P) SOCIAL STUDIES (1) SKILL OBJECTIVE C.18. Exercises self-discipline while participating in classroom activities The ability to identify and use appropriate behavior for various contexts is a necessary skill for successful participation in a democratic society. In an educational setting containing many individuals, it is imperative that the individual restrict comments and movements that might infringe on the right of others to learn. 1. Raises hand for permission to speak (A) 2. Remains seated during class discussion (A) 3. Gives attention to others when they have permission to speak (A) 4. Gives attention to teacher during lessons (A) SOCIAL STUDIES (1) SKIlL OBJECTIVE C.19. Demonstrates responsibility for one's action Citizens in a democratic society must accept ownership for the decisions they make and the things they do. Such ownership must be taken regardless of whether the consequences are positive or negative. 1. Accepts praise for completed tasks (A) 2. Gives credit to other students for their work or positive behavior (A) 3. Admits to the violation of rules in situations where rules have been broken (A) 4. Accepts consequences of breaking school or classroom rules (A) SOCIAL STUDIES (1) SKILL OBJECTIVE D.20. Places related events in chronological order Experiences or events are happenings, which may be personal or historical in context. Events happen in sequence, one following another. Arranging events in sequence means to put them in the order in which they occurred. The Christian system of chronology uses a time line with the birth of Christ as the mark separating centuries before and after zero. 1. States events which happened at the beginning, middle or end of story (C) 2. Makes a time line of events that happen in typical day of own family (C) 3. Makes a time line of events that happen in typical week of own family (C) 4. States sequence of changes in weather from spring through winter (C) SOCIAL STUDIES (1) SKIlL OBJECTIVE D.21. Sequences terms which denote time Many terms in the English language denote time sequence. Some are very vague, such as "long ago" and "recently." Others are more precise, such as "yesterday" and "today." 1. Tells which event happened before and which happened after in a story (C) 2. States which subjects are studied first, next and last in the routine of the classroom (C) 3. Sorts pictures of cultural artifacts, such as clothing, into "long ago" and "today" categories (C) SOCIAL STUDIES (1) SKILL OBJECTIVE D.22. Uses calendar to find special days To keep and record time, several systems and devises are used. A calendar is a systematic organization of days into twelve months with each month ranging in length from twenty-eight to thirty-one days. Events of importance are noted on the calendar and time may be measured by using the organized system as reference points. 1. Names each of the twelve months in sequence (C) 2. Locates events in personal life on calendar, such as own birthday and birthdates of parents or siblings (C) SOCIAL STUDIES (1) SKIlL OBJECTIVE E.23. Identifies land and bodies of water on maps and globes The surface of the earth may be characterized as having both wet areas and dry areas. The wet areas are primarily composed of oceans, rivers and lakes, while the dry areas are composed of continents and islands. These areas are recognizable by their physical characteristics and are labeled with place names. 1. Identifies oceans on a globe or map (C) 2. Identifies continents on a globe or map (C) 3. Matches the names of continents to their location on a globe or map (C) SOCIAL STUDIES (1) SKILL OBJECTIVE E.24. Differentiates between natural and man-made features on a map The outer covering of our planet is characterized by objects of human construction and those which are not of human construction. Making the distinction between these involves being able to tell which objects would not exist were it not for human intervention. Many of these characteristics are large enough to be indicated on two and three-dimensional representations of the planet at varying scales. 1. Defmes the terms man-made and natural (C) 2. Tells the difference between man-made and natural features (C) 3. Locates natural and man-made features of the earth on a map or globe (C) SOCIAL STUDIES (1) SKILL OBJECI1VE E.25. Uses such directional terms as near, far, above, below, up, down, left, right Position of the self or another object may be expressed in terms relative to other objects or relative to the orientation of the self. The space between objects may be expressed in superlative terms. 1. Differentiates distances traveled as either near or far (C) 2. Contrasts objects using terms expressing relative size (C) 3. Categorizes known distances as near or far (C) SOCIAL STUDIES (1) SKILL OBJECTIVE E.26. Uses such terms as bigger, smaller, nearer, farther to express size and distance Position of the self or another object may be expressed in tenns relative to other objects or relative to the orientation of the self. The space between objects may be expressed in superlative terms. 1. Differentiates distances traveled as either near or far (C) 2. Contrasts objects using terms expressing relative size (C) 3. Categorizes known distances as near or far (C) SOCIAL STIJDIES (1) SKIlL OBJECTIVE .27. Uses a simple map to identify North, South, East and West The points on the earth which correspond to the rotational axis form the foundation of a grid system of locating places on the surface of the planet. By orienting a person or map toward the point roughly in line with the star Polaris and identifying the apparent path of solar objects in the sky, a standardized frame of reference is established by which location may be determined. 1. Identifies the direction "north" relative to a point on a map (C) 2. Labels a compass rose on a simple map (C) 3. Identifies the cardinal direction quadrant of a point on a map (C) SOCIAL SWDIES (1) SKIll OBJECfIVE E.28. Names and locates one's state, country and continent on a map For each land area on earth, there are a variety of physical and political subdivisions. By using maps, physical feature names or political place names may be identified. 1. Names the city and county of personal residence (C) 2. Identifies Georgia as one's state of residence (C) 3. Locates Georgia on a United States map (C) 4. Locates North America on a world map (C) SOCIAL STUDIES (1) SKILL OBJECTIVE E.29. Explains that a map is a drawing of a particular location, e.g., classroom, neighborhood Symbolic representation of objects on a flat surface is one method of creating a twodimensional model of a three-dimensional world. The most basic forms of such models use pictorial representations of the real objects as the symbols for the objects in the model. Interpretation of the model is based on the user's ability to recognize the symbols and match them to real-life objects. 1. Defines the term map (C) 2. Matches symbols on map with the objects they represent (C) 3. Identifies areas represented on maps of familiar places (C) 4. Draws a map of a familiar area using symbols (C) SOCIAL STUDIES (1) SKIll OBJECTIVE E.30. Interprets simple map legends, such as color keys for land and water and symbols for rivers and lakes Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 1. Identifies the meaning of symbols on a map (C) 2. Distinguishes land and water features on a map (C) 3. Locates information for a specific purpose on a map (C) SOCIAL STUDIES (1) SKILL OBJECI1VE E.3!. Uses pictorial and semipietorial symbols on maps as needed, such as symbols for house, school, church and road Symbolic representation of objects on a flat surface is one method of creating a twodimensional model of a three-dimensional world. The most basic forms of such models use drawings of the real objects as symbols for the objects in the model. More abstract symbols are used as the models become more sophisticated. Interpretation of the model is based on the user's ability to recognize the signs and match them to real-life objects. 1. Differentiates between pictorial and nonpictorial symbols (C) 2. Explains the meaning of pictorial and nonpictorial symbols on a map (C) 3. Chooses appropriate symbols for use on maps (C) 4. Draws a map of a familiar area using pictorial and nonpictorial symbols (C) 5. Creates a map key to explain symbols used on a map (C) SOCIAL STUDIES (1) SKILL OBJECTIVE E.32. Uses some nonpictorial and semipictorial symbols such as dots used on maps to represent entire cities Symbolic representation of objects on a flat surface is one method of creating a twodimensional model of a three-dimensional world. The most basic forms of such models use drawings of the real objects as symbols for the objects in the model. More abstract symbols are used as the models become more sophisticated. Interpretation of the model is based on the user's ability to recognize the signs and match them to real-life objects. 1. Differentiates between pictorial and nonpictorial symbols (C) 2. Explains the meaning of pictorial and nonpictorial symbols on a map (C) 3. Chooses appropriate symbols for use on maps (C) 4. Draws a map of a familiar area using pictorial and nonpictorial symbols (C) 5. Creates a map key to explain symbols used on a map (C) SOCIAL STUDIES (1) SKILL OBJECI1VE E.33. Uses a map key to acquire information Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer.. 1. Identifies the meaning of symbols on a map (C) 2. Distinguishes land and water features on a map (C) 3. Locates information for a specific purpose on a map (C) SOCIAL STUDIES (1) SKILL OBJECTIVE E.34. Uses maps and globes as a source of information Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. By accessing various types of maps and synthesizing information from them, users are able to gain information, generate theories or draw conclusions that would not have been available from a single source. 1. Locates information on a map (C) 2. Explains what types of information would be on a map (C) 3. Uses two maps to locate information for a specific purpose (C) 4. Chooses appropriate maps to locate data (C) SOCIAL STUDIES (1) SKILL OBJECTIVE E.35. Discusses the difference between maps and globes Representations of the earth may be done in either two- or three-dimensions. As the earth is itself a three-dimensional object, the models created as spheres are the most accurate representations of the earth. 1.. Describes a globe as being sphere-shaped (C) 2. Describes a map as being flat (C) 3. Distinguishes maps from globes (C) 4. Identifies a globe as a model of the earth (C) SECOND GRADE SOCIAL STUDIES OBJECTIVES WITH FURTHER DEFINITIONS Copyright c 1990 Georgia Department of Education, Division of Instructional Media SOCIAL STUDIES (2) CONTENT OBJECTIVE At. Identifies different types of neighborhoods and the characteristics which make them different and alike A neighborhood is an area or section of a community where people live and work. A neighborhood may be rural, urban or suburban. Special features of each neighborhood identify it (e.g., buildings, locations, industries, farmland). 1. Names types of buildings that are found in a given neighborhood (C) 2. Describes the characteristics of own neighborhood (e.g., natural geographic features, businesses, quiet or busy, types of homes) (C) 3. Compares own neighborhood to a friend's neighborhood (C) 4. Compares and contrasts urban, rural and suburban neighborhoods (C) SOCIAL STUDIES (2) CONTENT OBJECTIVE A.2. Lists ways to live cooperatively in a neighborhood People live cooperatively in a neighborhood when they work or act together for a common purpose. These purposes may include, but are not limited to, obeying laws, preserving neighborhood traditions, keeping the area clean and safe and enjoying recreational activities together. 1. Names ways adults in a neighborhood work/play together (C) 2. Names ways children in a neighborhood work/play together(C) 3. Describes ways people in a neighborhood share privileges and responsibilities (C, A) 4. Explains what conditions might prompt a neighborhood meeting (C, A) 5. Describes and explains neighborhood rules and laws (C) 6. Evaluates own neighborhood rules and suggests any changes one might recommend (C, A) SOCIAL STUDIES (2) CONTENT OBJECTIVE A3. Explains why neighborhoods change Neighborhoods become different as the people change and the built environment changes. The natural environment changes with time and as the people living there influence it. Neighborhoods change as the buildings get old and are repaired or tom down and as the community grows. 1. Gives reasons why neighborhoods change (e.g., environment, construction, progress, etc.) (C) 2. States reasons why some buildings in neighborhoods are renovated and others are torn down (C) 3. Compares pictures of a neighborhood when it was first established and how it looks today (C) 4. Lists signs of community renewal or decay (C, A) 5. Explains why some communities grow (e.g., natural resources, job opportunities, etc.) (C) 6. Explains how people change natural environments (e.g., polluting, conserving, etc.) (C, A) SOCIAL STUDIES (2) CONTENT OBJECTIVE A4. Gives examples of producers and consumers in the community and gives reasons why people work Producers create products and provide services for people in a community. The consumers buy and use the goods and services produced. People have jobs to earn money to purchase goods and services. 1. Names goods or services that are produced in a given community (C) 2. Lists the goods or services that one's family purchased (consumed) recently (C) 3. Describes how one's family might meet their needs and wants if other producers did not help supply them (C) 4. Explains what might happen in a community if everyone stopped working (C) SOCIAL STUDIES (2) CONTENT OBJECTIVE AS. Names examples of natural and human resources Natural resources are found in or produced by nature (e.g., fish in the ocean, minerals, water power). Human resources are people (e.g., factory workers, builders, architects). 1. Defines natural resources and human resources (C) 2. Names natural resources and explains the uses of each (C) 3. Names human resources and explains the services/jobs of each (C) 4. Evaluates the advantages of conserving natural resources (C, A) SOCIAL STUDIES (2) CONTENT OBJECTIVE A6. Describes how people use and conserve natural resources to meet basic needs and wants Needs are items people must have to live (e.g., food, shelter, clothing). Wants are items people desire to enrich life. People spend or consume natural resources to meet basic needs and wants. People conserve these resources when they use them carefully so as not to waste them, harm them or use them completely. 1. Names basic human needs (C) 2. Names human wants (C) 3. Differentiates between needs and wants (C) 4. Describes how a natural resource in one's community might be conserved (e.g., recycling, planting trees, less use of water) (C) SOCIAL STUDIES (2) CON1ENT OBJECllVE A.7. Names steps and the factors of production involved in producing a specific product, e.g., milk, wooden furniture, cotton garments, coffee The actions and conditions necessary to create a product are sequential processes. The combining of materials and processes results in a product that can be used by consumers. 1. Names the natural resources used in the production of a specific product (e.g., bread, furniture, clothes) (C) 2. Sequences the steps of production from raw materials to an end product (C) 3. Predicts what a product would be like if a step were omitted (C, A) SOCIAL STUDIES (2) CONTENT OBJECTIVE A.B. Gives examples of how specialization results in interdependence Specialization is expertise in a particular activity, skills or performance without involvement from others. When people specialize in one area, they are dependent on others to provide goods and services related to other areas. 1. Names a job and describes how it helps people in a community (e.g., fire fighter, teacher, paramedic, shopkeeper) (C, A) 2. Names a job and describes the things that a worker in this job would have to depend on others to provide (C) 3. Evaluates the differences in degree of specialization in an independent time (like the Colonial days) and in a time of interdependence (like today) (c, A) 4. Describes how people depend on one another for goods and services (C, A) SOCIAL STUDIES (2) CONTENT OBJECI1VE A.9. Explains how money is used to facilitate trade and that people spend or save some or all of their available resources Money is a medium of exchange. People use money to obtain goods and services that they need or want. People save some of their resources to provide for the future. 1. Names goods or services money can buy (C) 2. Lists ways goods or services might be obtained (bartering, trading, money, etc.) (C) 3. Explains the advantages of purchasing over bartering (C, A) 4. Describes ways of saving resources (C) SOCIAL STUDIES (2) CONTENT OBJECTIVE A 10. Explains the role of rules and laws in the community Rules are established principles which guide the action, conduct, habit or customs of a person or group of people. Laws are those rules of conduct established and enforced by the authority or legislation of a given group or community. The purpose of rules and laws in a community is to set those standards desired for personal and group conduct. Rules are needed to serve as the benchmark against which all types of behavior can be evaluated. Laws specify expected community behaviors. 1. Names some rules of one's community (C) 2. Names some laws in one's community (C) 3. Compares laws and rules in one's community with another community (C) 4. States the consequences of not following (or following) a community rule (C) 5. States the consequences of not following (or following) a law (C) 6. Describes the advantages of having laws and rules in a community (C, A) SOCIAL STIJDIES (2) CONTENT OBJECTIVE A 11. Discusses the role of transportation and communication helpers (sailors, truck driver, ambulance driver, train engineer, pilot, telephone operator, etc.) People who work in transportation jobs help move people and cargo from one place to another. People who work in communication help to exchange ideas, messages or information by speech, signals or writing. 1. Identifies and describes jobs associated with transportation (C) 2. Identifies and describes jobs associated with communication (C) 3. Compares the roles of a worker in one type of communication with the role of a worker in another type of communication (C) 4. Compares the role of a worker in one type of transportation with the role of a worker in another type of transportation (C) 5. Discusses the responsibilities of a job in transportation or communication (C) SOCIAL STUDIES (2) CONTENT OBJECTIVE A.l2. Distinguishes between historical and modem forms of communication and transportation Historical forms of exchanging ideas and messages and of movement from one place to another led to the ways of communicating and transporting today. Modern modes of communication and transportation make use of advantages and disadvantages of earlier models. 1. Compares pictures of past communication with present day communication (e.g., telegraph, telephones, FAX machines) (C) 2. Classifies communication methods as past or present (C) 3. Classifies transportation methods as past or present (C) 4. Compares past transportation with present day transportation (e.g., horse and bUggy, steam trains, jets) (C) 5. Describes how messages would have been sent in the past and how they are sent today (e.g., sending messages by smoke signals, letters or telephone) (C) SOCIAL STUDIES (2) CONTENT OBJECTIVE A 13. Uses art, music and literature to reflect the heritage of the American society The American heritage consists of the customs and values that have been handed down to later generations from earlier generations. Works of art (like paintings and sculptures), musical pieces and literature (written works with lasting value and interest) reveal this heritage (e.g., art - Indian artifacts, paintings depicting colonial times, statues of famous Americans, portraits of the presidents; music folk songs, ballads that tell stories, patriotic songs; literature - historical accounts or novels, poems, biographies of earlier Americans). 1. Sings songs which reflect America's heritage (e.g., America the Beautiful, etc.) (C) 2. Draws symbols of the heritage of American society and explains what they represent (C) 3. Describes the meaning of paintings which reflect American history and culture (C) 4. Describes the events that led to the composition of a patriotic song or ballad and explains how the composition reflects the happenings of that time period (C) 5. Explains the personal meaning of a short story or poem depicting American heritage (A) SOCIAL STUDIES (2) CONTENT OBJECI1VE A14. Explores commonly accepted symbols and observances of the American heritage The American heritage consists of the customs and values that have been handed down to later generations from earlier generations. Familiar symbols of this heritage are printed or written signs used to represent events from America's history, its doctrine, our convictions and our expectations. Observance of special dates in American history commemorate their importance in our lives (e.g., symbols - American flags, the Liberty BeII, the eagle, the Presidential Seal; observances - Independence Day, Thanksgiving, Presidents Day, Memorial Day). 1. Draws, traces or colors an American symbol and teIIs what it stands for (C) 2. Explains the history of an American symbol (e.g., the making of the first flag and how the flag has changed over the years) (C) 3. Describes a family or community celebration related to a traditional American observance (c, A) 4. Describes the possible happenings of a commemorated event (e.g., the first Thanksgiving or the signing of the Declaration of Independence) (C, A) SOCIAL STUDIES (2) CONTENT OBJECTIVE A15. Identifies famous people of the past and present Many people have made contributions in the areas of government, technology, social attitudes and life-styles. 1. Names famous persons in American history and explains their contributions to America (C) 2. Reports on an inventor whose invention(s) changed everyday life (C) 3. Identifies and names the president of the United States (C) 4. Identifies and names the governor of the state (C) 5. Identifies pictures of famous people with their names and with statements of their accomplishments (C) 6. Demonstrates the reactions of a famous person of the past to how his/her contribution influenced life in America (C, A) SOCIAL STUDIES (2) CONTENT OBJECTIVE A16. Identifies citizenship responsibilities in the community Each person in a community has an obligation to the others in the community to behave in a responsible manner. This behavior includes such activities as obeying laws, participating in government (voting), paying taxes and being a productive member of the community. 1. Lists responsibilities of people living in a community (C, A) 2. Lists ways that children can show that they are responsible members of a community (C, A) 3. Discusses reasons communities need laws to foster responsibility (C) 4. Identifies ways community leaders get their jobs (by election, by appointment, by volunteering, etc.) (C) 5. Creates and implements a community project that demonstrates community responsibility (C, P) SOCIAL STUDIES (2) CONTENT OBJECTIVE A17. Compares the customs of other countries to the customs practiced in the United States Customs are traditional ways of doing things for a family, a school, a state or a nation. Since Americans come from all parts of the world, some customs that are practiced in the United States may be very similar to ones practiced in other countries, especially religious customs or ethnic customs. Customs that are unique for America are celebrations of national holidays and observances of national events. Some American ways are identical to those of other countries, such as constructing a statue to honor a famous person or naming a city or street after a famous person. 1. Names a custom practiced by one's family and describes its significance (C, A) 2. Names and describes a custom that is unique to America (C) 3. Explains customs observed in own school (C) 4. Reports on an American custom that reflects our American heritage (e.g., restoration of historical places) (c, A) 5. Classifies customs according to whether they are observed in America, in other countries or in both (C) 6. Describes one's reaction to a custom not typically observed by one's family (C, A) SOCIAL STUDIES (2) SKILL OBJECTIVE A 1. Gathers information through reading, listening and observing Acquiring information means that students receive and comprehend directions, facts and generalizations which they did not previously understand. Observing and listening refer to the acquisition of information through different sense modalities. Acquiring information through reading means that the child is able to follow directions or answer comprehension questions after reading the target passage. Surveying uses questionnaires or interviews to acquire information. 1. Listens to directions and correctly follows them (C) 2. Participates in developing an experience chart summarizing the major ideas that were learned through a group experience (C) 3. Listens to a story or a lesson and correctly answers comprehension questions (C) 4. Reads social studies lesson and correctly answers comprehension questions (C) 5. Views an activity and explains its purpose (C) SOCIAL STUDIES (2) SKILL OBJECTIVE A.2. Uses the title page, table of contents and glossary to locate information Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries. 1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) SOCIAL STUDIES (2) SKILL OBJECTIVE A3. Locates and uses newspapers, magazines, primary encyclopedias and non-print media to find information about social studies topics Locates and works with information from a variety of sources refers to independent study or group projects which take students beyond the social studies textbook. Social studies information can also be found in such sources as standard reference works, trade books, photograph collections and the mass media. 1. Uses photograph collections and the non-print mass media to obtain facts and generalizations about other places and people or about social problems (C) 2. Interviews people from other places and cultures or who have special knowledge about a social problem (C) 3. Locates standard references and appropriate trade books in school media center (C) 4. Obtains information from the local community (C) 5. Uses more than one source of information during independent study or group projects (C) SOCIAL STUDIES (2) SKILL OBJECfIVE A4. Demonstrates a knowledge of certain words, pictures or ideas by grouping them together Words, pictures or ideas which can be grouped together are instances of a concept. The words used to identify things grouped together function as concept labels. The ideas function as sets of critical attributes or concept definitions. 1. Categorizes a set of diverse pictures into meaningful groups, explains why a set of pictures were grouped together and gives the set a name or label (C) 2. Categorizes a set of diverse words into meaningful groups, explains why a set of words were placed in the same group and gives that group of words a name (C) 3. Selects examples of a concept from a diverse set of pictures when given the concept name or definition (C) SOCIAL STUDIES (2) SKILL OBJECIlVE AS. Acquires information through constructing and interpreting graphs and charts Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Produces and reads a simple graph using data drawn from immediate experience, such as birthdays of class members or types of automobiles which pass in front of the school during recess (C) 4. Produces and reads a timeline based on events in the immediate environment during a day or a week (C) SOCIAL STUDIES (2) SKILL OBJECTIVE A6. Explains the message given in simple graphs Terms such as "explains the message," "analyzes and interprets" or "uses information presented" mean that the student is able to read and interpret graphs, diagrams or photographs. Just as graphs differ in abstractness and complexity, so does the information which can be "read" from them. 1. Gives verbal interpretation when presented with an appropriate graph, diagram or photograph (C) 2. Selects response from multiple choices when presented with an appropriate graph, diagram or photograph (C) 3. Compares and contrasts information when presented with more than one appropriate graph, diagram or photograph (C) 4. Writes a correct sentence or paragraph summarizing information in an appropriate graph, diagram or photograph (C) SOCIAL STIJDIES (2) SKILL OBJECTIVE A.7. Compares information given in pictorial graphs to information given in bar graphs, circle graphs and line graphs Compares information means that the student is able to correctly abstract meaning when similar data are presented in various graphic formats. It also means that the student is able to recognize some of the advantages and disadvantages of various formats. 1. Compares and contrasts pictorial, bar, circle and line graphs which contain similar information (C) 2. States which graphic format appears to be best for a given set of data (C) 3. Recognizes that the data may remain the same though graphic format changes (C) 4. Interprets information when data remains constant across multiple graph formats (C) SOCIAL STUDIES (2) SKILL OBJECTIVE A.S. Arranges events, facts and ideas in a logical and sequential order Events can be sequenced in chronological, causal or logical order. To determine or arrange the sequence means to recognize the time order of events, the cause/effect order of events or the logical relationship between premises and conclusion. 1. Tells a story with events in proper sequence (C) 2. Retells a biography with major events in proper sequence (C) 3. Produces a timeline of events that occur in a day or a week in proper sequence (C) 4. Produces a timeline of events in own life in proper sequence (C) 5. Recognizes probable cause and effect when given a set of events (C) SOCIAL STUDIES (2) SKILL OBJECfIVE A9. Identifies the main idea from a passage read in class Recalls and tells the main ideas means to name that idea verbally. Discusses the major idea means to restate that idea using different words, to give examples of that idea, to state whether the idea is true, etc. 1. States the main idea after hearing a story, reading a story or reading a lesson (C) 2. Restates the main idea of a story or lesson in own words (C) 3. Gives examples that illustrate the main idea in a story or lesson (C) 4. Explains whether the main idea in a story is real or unreal, true or false or good or bad (C) SOCIAL STUDIES (2) SKILL OBJECTIVE A.10. Determines whether a group of statements are fact or opinion The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that finding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a normative claim is ultimately a matter of judgement or opinion. 1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C) 2. Distinguishes between something that could have happened in reality and something which probably did not really happen (C) SOCIAL STUDIES (2) SKILL OBJECTIVE B.Il. Identifies and states a problem related to topics under study To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 1. Identifies situations requiring some study (C) 2. Describes situations at home, school or community which require citizen decision-making (C) 3. Describes and labels events which have negative effects (C) SOCIAL STUDIES (2) SKILL OBJECTIVE B.12. Suggests alternative solutions to identified problem Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices. 1. Lists several ways to reduce the negative effects of a set of circumstances (C) 2. Lists several possible explanations for an intellectual puzzle (C) SOCIAL STUDIES (2) SKILL OBJECI1VE B.13. Locates and gathers information related to a problem Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 1. Generates a list of materials and procedures for obtaining information on a given subject (C) 2. Identifies community experts who can provide information about a problem (C) 3. Collects information pertinent to topic (C) SOCIAL STUDIES (2) SKILL OBJECIlVE B.14. Chooses an appropriate solution to a problem A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 1. IJsts alternative possible solutions to the problem (C) 2. IJsts the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) SOCIAL STUDIES (2) SKILL OBJECIlVE B.t5. Makes a decision and accepts consequence(s) of choice Alternatives or choices are options available in a given situation. Each option may produce results which indicate that the choice was true or false or good or bad. Results may also be immediate or projected. It is possible to describe likely outcomes for each option. To make a decision is to select the alternative which is most likely true or most likely to produce good rather than bad effects. 1. lists the possible solutions to a given problem (C) 2. Lists the possible outcomes to be expected if the solution is true when the problem is an intellectual puzzle (C) 3. Lists the possible desirable and undesirable outcomes when the problem is an ethical issue (C) 4. Selects the alternative which is most likely true, that is the alternative which will most likely produce the predicted effects, when the problem is an intellectual puzzle (C) 5. Selects the alternative which will most likely produce good rather than bad effects when the problem is an ethical issue (C) 6. Accepts consequences which indicate that the alternative chosen was false when the problem is an intellectual puzzle (C) SOCIAL STUDIES (2) SKILL OBJECfIVE C.16. Follows established rules for social interaction The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 1. Follows rules for class discussion (A) 2. Listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) SOCIAL STUDIES (2) SKILL OBJECTIVE C.17. Engages in group decisions - using democratic processes In a society in which all persons are guaranteed the right to express their own opinions, citizens must be able to engage in face-to-face exchanges of ideas. Respect for the right of others to have differing opinions and the ability to accept compromise solutions to problems are important aspects of such idea exchanges. 1. Generates solutions to a class problem (C) 2. Shares personal experiences related to a current lesson or topic (C, A) 3. Gives opinions on choices for a class activity (A) SOCIAL STUDIES (2) SKILL OBJECIlVE C.18. Assumes role in group activities as both leader and follower As contributing members of a democratic society, citizens must be able to work constructively with others. The ability to pass from dominant positions to support positions in group settings is a vital aspect of this ability In the completion of work by a small number of people, a large job may be broken down into smaller components. Fulfillment of delegated duties is then the responsibility of the individual participants. Successful completion of the larger goal depends on the ability of the individual participants to complete their portions of the work. 1. Names rules for working in groups (C) 2. Contributes to the completion of a cooperative task (A) 3. Selects leaders for a small group activity (A) 4. Takes turns in a group activity (A) 5. Completes a partial task of a small group project (A, P) SOCIAL STUDIES (2) SKIlL OBJEcnVE C.19. Suggests responsible actions in given situations An aspect of living in a democratic society is the need for citizens to make choices. Choices have a variety of possible outcomes and consequences. Citizens must be able to formulate alternate responses to events or problems, determine the relative value of each response and choose the alternative which best resolves the situation in a way which reflects the rules or expectations of society. 1. Makes choices that do not endanger others (C, A) 2. Describes alternatives to disruptive behavior (C, A) 3. Identifies alternate actions for responding to a situation (C, A) SOCIAL STUDIES (2) SKILL OBJECTIVE D.20. Places related events in chronological order Experiences or events are happenings, which may be personal or historical in context. Events happen in sequence, one following another. Arranging events in sequence means to put them in the order in which they occurred. The Christian system of chronology uses a time line with the birth of Christ as the mark separating centuries before and after zero. 1. Makes a time line of events that happen in typical week of own family (C) 2. States sequence of changes in weather from spring through winter (C) SOCIAL STUDIES (2) SKILL OBJECflVE D.21. Uses a timeline to plot specific activities in his or her life span A line or continuum may be used to show the order in which things happen. Any specific event or activity, whether in an individual's life or in history, may be put in sequence on such a line or continuum. 1. Constructs a list of events and places them in order on a continuum (C) 2. Constructs a list of birthdates for members of family and places them on a timeline (C) 3. Constructs a list of own teachers in kindergarten, first grade and second grade and places them on timeline (C) SOCIAL STUDIES (2) SKILL OBJECTIVE D.22. Identifies cause and effect relationships among events and dates Each action happens because of one or more reasons. Each action also has a resulting impact or influence. One event may cause another to happen. 1. Applies cause and effect reasoning to social interaction in the school (e.g., explains possible effects of students calling each other names, or pushing in line or failing to do homework) (C) 2. Applies cause and effect reasoning to social interaction in the family (e.g., provides alternative explanations for why an adult, such as a parent, might be irritable) (C) 3. Applies cause and effect reasoning to social interaction in the community (e.g., explains what might happen if people drive too fast, fail to pay their taxes or let their yards and houses become run down) (C) 4. Provides a plausible ending to a story and explains how the events in the ending were caused by other events in the story (C) 5. Provides a plausible beginning when provided with only the ending to a story and explains how the events in the ending were caused by the events in the beginning (C) SOCIAL STUDIES (2) SKILL OBJECTIVE D.23. Explains the time system and the calendar To keep and record time, several systems and devises are used. A calendar is a systematic organization of days into twelve months with each month ranging in length from twenty-eight to thirty-one days. Events of importance are noted on the calendar and time may be measured by using the organized system as reference points. 1. Names each of the twelve months in sequence (C) 2. Sorts months by groups of three into four seasons (C) 3. Locates events in personal life on calendar, such as own birthday and birthdates of parents or siblings (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.24. Defines the word sphere and explains that the earth is a sphere Models of geographic features may be made in many different ways. These models are useful in understanding the complexity of an abstract concept. The fact that the world on which we live is an example of modeling using a three-dimensional representation of the planet. 1. States the definition of the word sphere (C) 2. Identifies a globe as a model of the earth (C) 3. Tells why a globe is sphere-shaped (C) 4. Gives examples of objects of similar shape as the earth (C) 5. Differentiates a sphere from a circle (C) SOCIAL STUDIES (2) SKIll OBJECTIVE E.25. Explains that the earth has different physical features, e.g., river, peninsula, ocean, island, etc. The planet on which we live is covered with diverse surfaces. Land, water and climate interact to create an abundance of types of landscapes on the earth. Color, labeling and sometimes texture are used by cartographers when making maps to represent real physical characteristics of the earth's surface. 1. Defines the term physical feature (C) 2. lists land and water features of the earth (C) 3. Identifies land and water features on a map or globe (C) 4. Contrasts land and water features on the earth (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.26. Lists natural and man-made features of the earth The outer covering of our planet is characterized by objects of human construction and those which are not of human construction. Making the distinction between these involves being able to tell which objects would not exist were it not for human intervention. Many of these characteristics are large enough to be indicated on two and three-dimensional representations of the planet at varying scales. 1. Defines the terms man-made and natural (C) 2. Tells the difference between man-made and natural features (C) 3. Locates natural and man-made features of the earth on a map or globe (C) SOCIAL STUDIES (2) SKILL OBJECfIVE E.2? Locates the North and South Poles on a map and a globe The points on the earth which correspond to the rotational axis form the foundation of a system of locating places on the surface of the planet. These two points are the centers of the polar hemisphere~. 1. LoCates the North Pole and South Pole on a map of the world (C) 2. Locates the North Pole and South Pole on a globe (C) 3. Demonstrates on a globe how the earth's axis runs through the poles (C) 4. Compares the North and South Pole location on a map and globe (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.28. Locates northern and southern hemispheres in relation to the equator The North Pole and South Pole form the centers of equal-sized divisions of the surface of the earth. Each of these divisions is identified according to the pole at its center. The line equidistant from the poles, the Equator, forms the basis for this division. 1. Locates the Equator on a globe (C) 2. Identifies the northern and southern hemispheres on a map and globe (C) 3. Explains the position of the Equator with respect to the poles (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.29. Uses cardinal directions to locate general areas on a map The points on the earth which correspond to the rotational axis form the foundation of a grid system of locating places on the surface of the planet. By orienting a person or map toward the point roughly in line with the star Polaris and identifying the apparent path of solar objects in the skyt a standardized frame of reference is established by which location may be determined. 1. Identifies the direction "north" relative to a point on a map (C) 2. Explains the relative position of two points on a map using cardinal directions (C) 3. Labels a compass rose on a simple map (C) 4. Identifies the cardinal direction quadrant of a point on a map (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.30. Locates a place on a simple map by following directions The points on the earth which correspond to the rotational axis form the foundation of a grid system of locating places on the surface of the planet. By orienting a person or map toward the point roughly in line with the star Polaris and identifying the apparent path of solar objects in the sky, a standardized frame of reference is established by which location may be determined. 1. Identifies the direction "north" relative to a point on a map (C) 2. Explains the relative position of two points on a map using cardinal directions (C) 3. Labels a compass rose on a simple map (C) 4. Identifies the cardinal direction quadrant of a point on a map (C) SOCIAL STUDIES (2) SKILL OBJECI1VE E.3!. Locates North America in relation to other continents on a globe There are seven major land masses on the earth. Each is identifiable by its distinctive shape and juxtaposition relative to the others. The continent on which the United States is located is in the western and northern hemispheres. 1. Identifies North America by shape (C) 2. Specifies the location of North America relative to other continents using cardinal and intermediate directions (C) 3. Labels North America on an unmarked globe (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.32. Locates one's state, country and continent on a map or globe For each land area on earth, there are a variety of physical and political subdivisions. By using maps, physical feature names or political place names may be identified. 1. Names the city and county of personal residence (C) 2. Identifies Georgia as one's state of residence (C) 3. Locates Georgia on a globe (C) 4. Locates North America on a globe (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.33. Identifies drawings of the earth's physical features on a map Symbolic representation of objects on a flat surface is one method of creating a twodimensional model of a three-dimensional world. The most basic forms of such models use pictorial representations of the real objects as the symbols for the objects in the model. Interpretation of the model is based on the user's ability to recognize the symbols and match them to real-life objects. 1. Explains the meaning of symbols on a map (C) 2. Matches symbols on map with the objects they represent (C) 3. Identifies areas represented on maps of familiar places (C) 4. Draws a map of a familiar area using symbols (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.34. Uses map keys to interpret symbols and read a map Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 1. Identifies the meaning of symbols on a map (C) 2. Distinguishes land and water features on a map (C) 3. Locates information for a specific purpose on a map (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.35. Explains that map keys vary from map to map Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and are used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. A legend is often included with a map to aid in the interpretation of the symbols. 1. Identifies the symbols used on a map (C) 2. Gives examples of different symbols used to represent the same things (C) 3. Explains the meaning of the symbols used on different maps (C) 4. Contrasts the map keys of different maps (C) SOCIAL STUDIES (2) SKILL OBJECfIVE .36. Compares size and shape of same area on different globes and maps Representations of the earth may be drawn on a plane surface or on a sphere. The scale chosen to make the representation will affect the overall dimensions of the model. The outlines of physical features and their relative position will remain constant except for areas of distortion on plain surface representations. 1. Locates the same areas of land and water on a map and a globe (C) 2. Identifies the same areas of land and water on maps of differing scale (C) 3. Contrasts the shape and size of large bodies of land on a world map and a globe (C) 4. Compares the size and shape of bodies of land and water on small- and large-scale maps (C) SOCIAL STUDIES (2) SKILL OBJECTIVE E.37. Uses maps and globes as a source of information Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. By accessing various types of maps and synthesizing information from them, users are able to gain information, generate theories or draw conclusions that would not have been available from a single source. 1. Locates information on a map (C) 2. Explains what types of information would be on a map (C) 3. Uses two maps to locate information for a specific purpose (C) 4. Chooses appropriate maps to locate data (C) THIRD GRADE SOCIAL STUDIES OBJECTIVES WITH FURTHER DEFINITIONS Copyright c 1990 Georgia Department of Education, Division of Instructional Media SOCIAL STUDIES (3) CONTENT OBJECTIVE AI. Describes cities in regard to origin, growth and change Cities are inhabited places of greater size, population and importance than towns or villages. The origin or beginning of cities is often related to the cities' location in relationship to bodies of water or other geographic features, natural resources or other physical or cultural elements. Because of this, some cities have become transportation, commercial (or trade), government or recreation centers. Some communities grow into cities because of such factors as the introduction of new industries, the location of additional transportation networks, the addition of new geographic area and creative and dynamic local leadership. Growth, or lack of it, can bring about both positive and negative changes in such things as the economic welfare of the people, the provision of more services by local government and increased cultural opportunities for citizens. 1. Identifies the reasons for the origin and growth of major cities (C) 2. Explains why many major cities of the world are located on or near particular natural resources (C) 3. Describes factors which can lead to the growth of a community or city (C) 4. Identifies transportation, trade, government, recreation and cultural centers of the United States (C) 5. Describes changes which have taken place in major cities of the United States (C) 6. Categorizes specific changes brought about by growth of cities as positive or negative (c, A) 7. Compares cities of the United States which are experiencing rapid growth with cities which have experienced little or no growth over the past fifty years (C) SOCIAL STUDIES (3) CONTENT OBJECTIVE A2. Discusses the history of the local community A community is a group of people living in proximity to each other who have close ties and common interests. The area where such a group lives is also called a local community. The history of one's local community is made up of the chronological record of significant events which have affected the community and explanations of the causes of those events. 1. Explains why the local community was established (C) 2. Identifies past significant events experienced in the local community (C) 3. Gives examples of changes in the local community since its founding (C) 4. Determines the causes that brought about changes in the local community (C) 5. Describes factors causing specific major events experienced in the local community (C) 6. Arranges major events which have happened in the local community in chronological order (C) 7. Predicts what might have happened if the local community had been founded at a different location or in a different period of time (C, A) SOCIAL STUDIES (3) CONTENT OBJECTIVE A3. Identifies similarities and differences between the local community and other communities Communities vary on such factors as population, geographic size, services provided by the local government, economic opportunities afforded, name, available cultural and recreational facilities and the composition of the population as related to ethnicity, age, etc. Despite such variations, communities are alike in that they all attempt to provide for the needs of their residents. The manner in which they provide for these needs and the actual number of different opportunities for meeting these needs vary from one community to another. 1. Identifies things that all communities have in common (C) 2. Compares and contrasts the types of businesses, government services and cultural opportunities found in the local community and in a nearby community (C) 3. Describes how the local community is different from a large urban center such as New York City or Los Angeles (C) 4. Determines similarities and differences between the local community and another community using books listing services of the two communities (C) 5. Identifies features of the local community that are not found in cities with much larger populations (C) 6. Identifies features found in larger cities which are not available in the local community (C) SOCIAL STUDIES (3) CONTENT OBJECfIVE A4. Describes the urban, rural and the suburban communities Urban communities generally are cities which have dense concentrations of residents; many places where people work, play and learn (because they have the population base needed to support such activities); and distinguishable commercial centers. Suburban communities are communities located just outside the geographic boundaries of a city proper. Most suburban communities have fewer people than cities. Suburban residents often work in urban areas, go to urban areas for specialized cultural opportunities and have more living space than residents of urban areas. Rural communities have few people but much land, usually farmland. They usually offer fewer economic, social and cultural opportunities to their residents. In rural communities some people work on farms. Rural communities also serve as support centers for the surrounding farms. 1. Gives examples of urban, rural and suburban communities in own state and the United States (C) 2. Categorizes communities as urban, rural or suburban and explains reasons for the categorizations (C) 3. Describes uniquenesses of urban, rural and suburban communities (C) 4. Explains how residents of urban, rural and suburban communities are interdependent (C) 5. Describes elements urban, rural and suburban communities have in common (C) 6. Differentiates among way of life in urban, rural and suburban communities (C) 7. Explains reasons a family might prefer to live in an urban, rural or suburban community (C) 8. States preference as to the type of community in which one would most like to live (C, A) SOCIAL STUDIES (3) CONTENT OBJECTIVE A5. Identifies how communities provide needs and services Needs are things one must have to live, such as food, shelter and water. Services provide people with the use of something (e.g., mail, water, electricity, transportation, etc.) or perform some activity of use to others (haircuts, medical activities, etc.) Communities contain private business firms from which people purchase most needs and services for a price. Some needs and services desired by the people of a community are purchased collectively through government (e.g., roads, parks, police protection, etc.) and financed by taxation. 1. Identifies needs and services desired by most people (C) 2. Differentiates between goods and services normally supplied by government and those normally purchased by families (C) 3. Classifies goods and services supplied by government under appropriate headings (C) 4. Differentiates between how people pay for goods and/or services provided by private businesses and governments (C) 5. Identifies situations in which one pays taxes to support the provision of goods and/or services by local government (C) SOCIAL STUDIES (3) CONTENT OBJECTIVE A6. Identifies examples of types of workers in the community and explains how these workers contribute to the community Workers in a community are people who use the natural, human and capital resources they own to produce goods and/or services desired by people. Workers can be categorized as to the general type of goods or services produced; common work categories include, but are not limited to, the provision of protection, health, transportation, education, recreation, financial services and needed goods (factory workers, salespersons, farmers, etc.). The work done by such workers contributes to the safety, growth and well-being of the citizens of the community. 1. Identifies occupations of parents or other significant adults and the goods or services they provide (C) 2. Categorizes workers according to the type of work done (e.g., education, health, etc.) (C) 3. Explains how specific types of workers help the citizens of a community (C) 4. Differentiates between workers who produce goods and those who provide services (C) 5. Differentiates between government workers and workers for private businesses (C) 6. Predicts what would happen if all the workers of a community in a particular category of work were to quit at the same time (C, A) 7. Chooses a type of work one would like to do and justifies the choice (C, A) SOCIAL STUDIES (3) CONTENT OBJECTIVE A 7. Explains how producers and consumers in the community are interdependent Producers are people or firms that produce or make goods and services. Consumers are people who use up, or consume, the goods and services made by producers; all people are consumers. Consumers sell the natural, human and capital resources they possess to businesses. In return, businesses give people income or money for these resources and use the resources to produce goods and services. Consumers buy these goods and services from the businesses using the income they earned working for the businesses. Therefore, businesses or producers depend on consumers for their labor and for purchasing goods and services produced. Consumers depend on businesses to produce the goods and services they want and to provide employment so consumers can earn the income needed to buy goods and services. 1. Identifies producers and consumers in the local community (C) 2. Differentiates between people who produce goods and services and those who do not (C) 3. Describes how consumers depend on producers for the production of goods and services (C) 4. Describes what might happen if consumers did not purchase the goods or services produced by a specific producer (C) 5. Explains why people work for producers (C) 6. Predicts what might happen if all the producers in a community moved to another location (C) SOCIAL STUDIES (3) CONTENT OBJECfIVE AB. Gives examples of how people use their human and natural resources to derive an income In the United States people use their resources to earn an income. People are willing to exchange their human (labor) and natural (land, minerals, water, etc.) resources because such exchanges provide them with their main source of income. The kinds, amounts and quality of resources controlled by a person determine the amount of income received. 1. Defines the terms human and natural resources (C) 2. Gives examples of human and natural resources (C) 3. Explains why people sell their human and natural resources to businesses (C) 4. Explains why some people earn higher incomes than others (C) 5. Identifies occupations where specialized skills result in high incomes (C) 6. Describes what might happen when a person is unable to use his or her resources to earn an income (C) 7. Explains why a business might choose to not purchase one's labor or natural resources (C) SOCIAL STUDIES (3) CONTENT OBJECfIVE A9. Gives examples of how people use their own labor in productive (useful) ways People own their own labor resources which include varying amounts or degrees of such factors as educational attainment, health, training and experience and innate intellectual and physical abilities. These labor resources are sold to produce goods and services; in return the owner of the labor resources earns an income which is then used to purchase other goods and services. Some people even use their own labor resources to begin or run their own businesses. Not all labor is done to earn income; some physical and/or mental work is voluntarily carried out for causes or organizations deemed valuable or worthwhile to oneself or society. 1. Defmes labor and gives examples of different labor resources (C) 2. Names jobs a member of a household could do to earn an income when working outside the household (C) 3. Explains how physical and/or mental work is a part of the production of goods and/or services (C) 4. Describes the labor skills needed to produce a specific good or service (C) 5. Gives examples of volunteer work conducted by people and explains why such work is undertaken (C) 6. Describes useful things that one could do for school or community (C) SOCIAL STUDIES (3) CONTENT OBJECTIVE A 10. Gives examples of local businesses and name the products or services they provide Local businesses are productive enterprises located within the local community. Their products and services have both generic and trade names. 1. Names where parents work and the goods and/or services those businesses produce, distribute or sell (C) 2. Differentiates between goods and services provided by local business enterprises (C) 3. Identifies local enterprises which produce, distribute or sell given goods and/or services (C) 4. Names the good and/or services produced by major business enterprises of the local community (C) 5. Categorizes local business enterprises on the basis of the goods and/or services they produce (C) 6. Differentiates between services provided by private local businesses and services provided by the local governments (C) SOCIAL STUDIES (3) CONTENT OBJECTIVE A.It Gives examples of how communities in the U.S. provide for public goods and services, e.g., police and fire protection, education, transportation, etc. Goods and services produced by the government are called public or social goods or services. To pay for the production and consumption of goods and services, local governments collect a wide variety of taxes or fees from individuals and businesses. At the local level a large majority of the tax revenues comes from the property tax. Other local taxes include the local option sales tax and business taxes. Fees collected by local governments include such things as parking fees, licenses, water charges, etc. These taxes and fees are used to create government agencies which then dispense the goods and services provided by the local government. 1. Defines the terms public goods and taxes (C) 2. Names public goods and services provided by the local government (C) 3. Identifies agencies or departments of our local government (C) 4. Explains why public goods are not provided by private businesses (C) 5. Compares and contrasts rural, urban and suburban communities as to the types and amounts of public goods and services provided (C) 6. Explains why some communities provide more public goods and services than others (C) 7. Predicts what might happen if the local government stopped providing a specific public good or service (C) 8. Justifies the need for local governments to provide some goods and services for all the citizens (C) SOCIAL STUDIES (3) CONTENT OBJECfIVE A.12. Identifies the values of a society through cultural expressions of music, art, literature, etc. A society is individuals living and working together in a group with common interests or beliefs. As they develop, societies come to value certain ideas, actions or beliefs. A group's culture includes fine arts, literature, etc. 1. Identifies places in a community where cultural expressions are exhibited (C) 2. Explains the idea or theme presented in a picture or painting (C) 3. Identifies songs or types of music currently popular and explains how this music is an expression of the culture (C) 4. Explains why many communities are trying to preserve many of its older, more historic buildings (C) 5. Identifies currently popular authors of children's books and explains why children like those works (C) 6. Produces a painting or drawing which illustrates some value or ideal of importance to the individual (C, A) 7. Explains the importance of libraries, museums, art centers, etc., to a community (C) SOCIAL STUDIES (3) CONTENT OBJECTIVE A 13. Identifies the purpose and need for rules and laws in the community Rules are established principles or standards which determine or guide the action, conduct, habit or customs of a person or group of people. Laws are those rules of conduct established and enforced by the authority or legislation of a given group or community. The purpose of rules and laws in a community is to set those standards desired for personal and group conduct. Rules are needed to serve as the standard against which all types of behavior can be evaluated. Laws specify the results of disobeying community standards. 1. Differentiates between rules and laws in local communities (C) 2. Cites visual evidence of rules and laws of local communities (C) 3. Explains what can happen when rules or laws are not followed (C) 4. Explains why different communities may have different laws or rules (C) S. Predicts what might happen if there were no traffic laws in one's local community (C, A) 6. Explains why all people must be expected to obey a specific law (C) SOCIAL STUDIES (3) CONTENT OBJECTIVE A 14. Identifies the role and duties of local officials Local officials are those officers of the local (town, city or county) government who have been elected or appointed to carry out the desired functions of the community. Local officials include, but are not limited to, such positions as city councilpersons and county commissioners (legislative branch of local government); mayors, city and county managers and heads of such departments as safety, health, recreation and roads (executive branch of local government); and the judges of various local level courts Gudicial branch of local government). The specific duties of some officials are designated by the state charter or legislation creating the local government. Other duties are determined by the mandates of the local community or county. 1. Names the executive position and identifies the person holding the position for the local community (C) 2. Identifies some of the duties of the executive position of a local government (C) 3. Explains the sources of power of local officials (C) 4. Identifies specific departments of the local government and describes the work done by those departments (C) 5. Explains what citizens can do if they do not like the work of an official of local government (C) 6. Describes the work of local judges and explains why they are a necessary part of local government (C) SOCIAL STUDIES (3) CONTENT OBJECTIVE A.I5. Distinguishes between city, county and state governments City, county and state governments have different officials and departments in various branches of government. Different levels of government conduct different activities depending on the needs of people within their different areas of jurisdiction. The jurisdiction of a city government is within the geographic boundaries defining the city. County governments have jurisdiction over all citizens residing within the geographic boundaries of a county, including those people who also live in cities within the county. The state government has jurisdiction over all residents within the geographic boundaries of the state. 1. Cites examples of cities and counties in the local area (C) 2. Names the state of which one is a resident (C) 3. Explains why state laws take precedence over city and county laws (C) 4. Identifies examples of goods and services provided by city and local governments but not provided by state government (C) 5. Explains why it is most efficient to provide some goods and services at the state level (C) 6. Differentiates between executive leaders of city, county and state governments (C) 7. Identifies the central location of government at the county and state levels (e.g., county seat, state capital) (C) 8. Identifies government workers providing a common service for city, county and state governments (e.g., protection. city police, county sheriff and state patrolman) (C) SOCIAL STIJDIES (3) CON1ENT OBJECfIVE A16. Describes the roles and responsibilities of the citizen The responsibilities of a citizen include, but are not limited to, such activities as making decisions on public officials and issues through voting; obeying the laws of the community, state and nation; serving on juries; and defending the country when necessary. Roles of the citizens include those of potential government worker, observer, critic and representative at home and abroad. 1. Identifies actions a citizen can take to have an effect on local government (C) 2. Explains why it is important for qualified citizens to vote in local, state and national elections (C) 3. Identifies issues in the local community and presents one's views on them (C, A) 4. Explains why, when traveling, it is desirable for one to be a good representative of the school, community, state or nation (C) 5. Explains how one can become a government worker or an appointed or elected government official (C) 6. Predicts what might happen if the citizens did not stay aware of what was happening in the community, state or nation (C) 7. Defends the right of a person to be critical of government and gives examples of situations calling for criticism (C, A) SOCIAL STUDIES (3) CONTENT OBJECTIVE A 17. Demonstrates the qualities of personal citizenship Personal citizenship refers to the degree (frequency or intensity) and quality (level of excellence) of an individual's participation in the community or nation. One can demonstrate personal citizenship by such diverse activities as voting, obeying rules and laws, being of assistance to others in the community, running for government offices, seeking the views and opinions of others and respecting the rights of others. 1. Gives examples of good citizenship (C) 2. Differentiates between activities demonstrating good citizenship and poor citizenship (C) 3. Identifies behaviors which can be demonstrated in school and which illustrate good citizenship (C) 4. Identifies citizens in the local community who are models of good citizenship (C) 5. Assesses one's own commitment to good citizenship and identifies areas in which behavior can be improved (C, A) SOCIAL STUDIES (3) CONTENT OBJECTIVE Al8. Compares the customs and lifestyles of Native Americans in the history of our country A custom is a practice or usage common to many or to a particular place or class of people. Lifestyle refers to the typical way of life. It includes such human activities as transportation and communication, the provision of food and shelter, recreation and education. Groups of people who lived in the United States before the arrival of European explorers or settlers are Native Americans, who include various tribes of American Indians, Eskimos and Hawaiians. The customs and lifestyles of Native American groups varied widely due to differences in such factors as characteristics of the physical environment, availability of resources, religions or belief systems and group values. 1. Describes the housing of different Indian tribes and explains the relationship between the housing and the resources available in the environments of the different tribes (C) 2. Identifies foods of Native American groups and explains why these were different from group to group (C) 3. Explains why all groups of Native Americans did not wear the same kinds of clothing (C) 4. Identifies important contributions of Native Americans to our society (C) 5. Compares the way of life of American Indians who were primarily hunters with those who were primarily farmers (C) 6. Relates the common modes of transportation of different Native American groups to the environments in which they lived (C) 7. Explains why proper care of the land and its resources was an important value of most Native American groups (C) SOCIAL STUDIES (3) CONTENT OBJECI1VE A.19. Explains commonly accepted symbols and observances of our American heritage Symbols of our American heritage stand for or suggest important things, events or values of the American people and nation. Observances of our American heritage are celebrations -or holidays which have special significance in the nation's past. Included among our most recognized symbols are the flag, national anthem, bald eagle, U.S. Capitol and Statue of Liberty. Our commonly celebrated observances include such holidays as Martin Luther King's birthday, Presidents Day, Memorial Day, Independence Day, Labor Day, Columbus Day and Thanksgiving. 1. Defmesthe term symbol (C) 2. Identifies common symbols of the United States (C) 3. Explains the reason for celebration of major national holidays (C) 4. Labels the appropriate dates for national observances on a calendar and draws a symbol for each observance labeled (C) 5. Explains what recognized national symbols represent (C) 6. Creates a symbol which one feels represents the spirit, ideal or values of the local community (A) 7. Tells the story behind commonly accepted symbols and observances in one's own words (C) 8. Describes ways one can appropriately celebrate given national holidays (C) SOCIAL STUDIES (3) CONTENT OBJECTIVE A20. Identifies contributions of famous people in the history of our country Throughout the years of our nation's existence, many people of all genders, races and creeds have accomplished deeds so significant that they have made their creators famous or well-known to the citizenry. These accomplishments have been made in such diverse fields as government, health, industry, philanthropy and development of social conscience. 1. Identifies well-known presidents of the United States and explains what they are most remembered for (C) 2. Identifies inventions which have changed the American way of life and names the creators of the inventions (C) 3. Identifies Americans who have become well-known because of the way they spoke for or represented the conscience of the nation (C) 4. Identifies women who have become well-known throughout the nation's history (C) 5. Describes the accomplishments of so~e famous minority Americans (C) SOCIAL STUDIES (3) CONTENT OBJECI1VE A21. Compares customs of other countries to customs practiced in the United States A custom is a practice or usage common to a particular place or class of people. Customs include such activities as greetings and goodbyes, celebrations, religious practice and care of the young and aged. 1. Defines the term custom (C) 2. Compares and contrasts how some common holiday is observed in various countries of the world (C) 3. Identifies and compares customs that are common to people in many countries (e.g., the celebration of independence, birthdays and rites of passage, the observance and practice of religion, the recognition and greeting of guests, etc.) (C) 4. Describes how people of various countries prepare special foods or take part in special celebrations or observances (C) 5. Assesses the desirability of cultural diversity within the United States (C,A) SOCIAL STUDIES (3) SKILL OBJECTIVE A 1. Gathers information through reading, listening, observing and surveying Acquiring information means that students receive and comprehend directions, facts and generalizations which they did not previously understand. Observing and listening refer to the acquisition of information through different sense modalities. Acquiring information through reading means that the child is able to follow directions or answer comprehension questions after reading the target passage. Surveying uses questionnaires or interviews to acquire information. 1. Listens to directions and correctly follows them (C) 2. Listens to a story or a .lesson and correctly answers comprehension questions (C) 3. Reads social studies lesson and correctly answers comprehension questions (C) 4. Views an activity and explains its purpose (C) 5. Asks questions which help clarify a lesson (C) 6. Helps develop questions to be asked of adult experts outside of school (C) SOCIAL STUDIES (3) SKILL OBJECllVE A.2. Gathers information using title, table of contents, index, glossary and appendix list Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries. 1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) SOCIAL STUDIES (3) SKIlL OBJECIlVE A.3. Chooses information from a variety of printed sources such as dictionaries, atlases, newspapers and encyclopedias Locates and works with information from a variety of sources refers to independent study or group projects which take students beyond the social studies textbook. Social studies information can also be found in such sources as standard reference works, trade books, photograph collections and the mass media. 1. Uses photograph collections and the non-print mass media to obtain facts and generalizations about other places and people or about social problems (C) 2. Interviews people from other places and cultures or who have special knowledge about a social problem (C) 3. Locates standard references and appropriate trade books in school media center (C) 4. Obtains information from the local community (C) 5. Uses more than one source of information during independent study or group projects (C) SOCIAL STUDIES (3) SKILL OBJECTIVE A4. Conducts an interview using prepared questions Acquiring information means that students receive and comprehend directions, facts and generalizations which they did not previously understand. Observing and listening refer to the acquisition of information through different sense modalities. Acquiring information through reading means that the child is able to follow directions or answer comprehension questions after reading the target passage. Surveying uses questionnaires or interviews to acquire information. 1. Listens to directions and correctly follows them (C) 2. Listens to a story or a lesson and correctly answers comprehension questions (C) 3. Reads social studies lesson and correctly answers comprehension questions (C) 4. Views an activity and explains its purpose (C) 5. Asks questions which help clarify a lesson (C) 6. Helps develop questions to be asked of adult experts outside of school (C) SOCIAL STUDIES (3) SKIll OBJECTIVE A.5. Illustrates data in a variety of graphic forms such as a bar graph, circle graph, pictograph, line graph and timeline Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Produces and reads a simple graph using data drawn from immediate experience, such as birthdays of class members or types of automobiles which pass in front of the school during recess (C) 4. Produces and reads a simple graph, chart or timeline using data based on a survey of the community (C) 5. Produces and reads a timeline based on events in the immediate environment during a day or a week (C) SOCIAL STUDIES (3) SKILL OBJECTIVE A6. Uses information presented in a wide variety of graphic aids Terms such as "explains the message," "analyzes and interprets" or "uses information presented" mean that the student is able to read and interpret graphs, diagrams or photographs. Just as graphs differ in abstractness and complexity, so does the information which can be "read" from them. 1. Gives verbal interpretation when presented with an appropriate graph, diagram or photograph (C) 2. Selects response from multiple choices when presented with an appropriate graph, diagram or photograph (C) 3. Compares and contrasts information when presented with more than one appropriate graph, diagram or photograph (C) 4. Writes a correct sentence or paragraph summarizing information in an appropriate graph, diagram or photograph (C) SOCIAL STUDIES (3) SKILL OBJECTIVE A 7. Arranges events, facts and ideas in a logical and sequential order Events can be sequenced in chronological, causal or logical order. To determine or arrange the sequence means to recognize the time order of events, the cause/effect order of events or the logical relationship between premises and conclusion. 1. Tells a story with events in proper sequence (C) 2. Retells a biography with major events in proper sequence (C) 3. Produces a timeline of events in own life in proper sequence (C) 4. Recognizes probable cause and effect when given a set of events (C) SOCIAL STUDIES (3) SKILL OBJECTIVE A.8. Identifies the main idea from a passage read in class Recalls and tells the main ideas means to name that idea verbally. Discusses the major idea means to restate that idea using different words, to give examples of that idea, to state whether the idea is true, etc. 1. States the main idea after hearing a story, reading a story or reading a lesson (C) 2. Restates the main idea of a story or lesson in own words (C) 3. Gives examples that illustrate the main idea in a story or lesson (C) 4. Explains whether the main idea in a story is real or umeal, true or false or good or bad (C) SOCIAL STUDIES (3) SKILL OBJECTIVE A.9. Composes a title for a graph, chart or table The ability to compose a title for a graph, chart or table is a special case of the ability to identify main ideas. Graphs, charts or tables generally cannot be interpreted unless clearly labeled. The selection of clear labels indicates the ability to recognize and abstract the main ideas represented by the data in the graph, chart or table. 1. Selects an appropriate title for a graph, chart or table from a set of possible titles (C) 2. Invents appropriate title for a graph, chart or table which the student constructed (C) 3. Invents an appropriate title after examining the data displayed in a graph, chart or table (C) SOCIAL STUDIES (3) SKIll. OBJECfIVE A.IO. Distinguishes between fact/opinion and nonfiction/fiction The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that finding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a normative claim is ultimately a matter of judgement or opinion. 1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C) 2. Distinguishes between something that could have happened in reality and something which probably did not really happen (C) SOCIAL STIJDIES (3) SKILL OBJECllVE A 11. Determines whether or not information is pertinent to a topic To determine pertinent information is to identify claims that are relevant to a topic and to stick to a point. Irrelevant claims lead a discussion, line of inquiry or an argument astray. 1. Selects information relevant to a topic from a list of claims (C) 2. Makes relevant claims after being given a topic to discuss (C) 3. Identifies irrelevant statements during a discussion or in a reading passage (C) 4. Explains why a given claim is relevant or irrelevant to a topic (C) SOCIAL STUDIES (3) SKILL OBJECfIVE A.12. Makes predictions and comparisons based on factual information Predictions and comparisons are special cases of drawing conclusions from data. Information may be factual in two senses. In the first sense, information is factual if it contains a claim which can be verified through empirical procedures. A value claim is not factual in that sense. A descriptive claim about the population of one of the states in the United States of America is factual in the first sense. A claim is factual in the second sense if it is supported by a convincing amount of valid and reliable data. 1. Makes reasonable predictions from a set of valid and reliable data (C) 2. Identifies common elements in lists of valid and reliable information (C) SOCIAL STUDIES (3) SKILL OBJECTIVE B.13. Recognizes and states a problem related to topics under study To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 1. Identifies situations requiring some study (C) 2. Describes situations at home, school or community which require citizen decision-making (C) 3. Describes and labels events which have negative effects (C) SOCIAL STUDIES (3) SKILL OBJECflVE B.14. Formulates hypotheses based on evidence To formulate hypotheses is to develop possible explanations for problematic circumstances or to predict possible consequences of proposed solutions to a problem. To evaluate an hypothesis is to question its relevance to the problem under consideration, question the evidence given in support of the hypothesis, question whether the full range of plausible hypotheses has been explicated and compare and contrast rival hypotheses. 1. States an hypothesis and the evidence which supports it (C) 2. Compares and contrasts several hypotheses and the evidence which supports them (C) 3. Modifies hypotheses in the light of new evidence (C) 4. Questions the logical relevance of the hypothesis to the problem (C) SOCIAL STUDIES (3) SKILL OBJEcnVE B.15. Chooses the appropriate resources from which to gather data Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 1. Generates a list of materials and procedures for obtaining information on a given subject (C) 2. Identifies community experts who can provide information about a problem (C) 3. Consults standard references (e.g., encyclopedias, atlases) (C) 4. Consults library sources such as the card catalogue and Reader's Guide (C) 5. Collects information pertinent to topic (C) SOCIAL SWDIES (3) SKILL OBJECTIVE B.16. Proposes alternative possibilities for solution Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices. 1. Lists several ways to reduce the negative effects of a set of circumstances (C) 2. Lists several possible explanations for an intellectual puzzle (C) SOCIAL STUDIES (3) SKILL OBJEcnVE B.l7. Identifies consequences of alternatives Alternatives or choices are options available in a given situation. Each option may produce results which indicate that the choice was true or false or good or bad. Results may also be immediate or projected. It is possible to describe likely outcomes for each option. To make a decision is to select the alternative which is most likely true or most likely to produce good rather than bad effects. 1. Lists the possible solutions to a given problem (C) 2. Lists the possible outcomes to be expected if the solution is true when the problem is an intellectual puzzle (C) 3. Lists the possible desirable and undesirable outcomes when the problem is an ethical issue (C) 4. Selects the alternative which is most likely true, that is the alternative which will most likely produce the predicted effects, when the problem is an intellectual puzzle (C) 5. Selects the alternative which will most likely produce good rather than bad effects when the problem is an ethical issue (C) 6. Accepts consequences which indicate that the alternative chosen was false when the problem is an intellectual puzzle (C) SOCIAL STUDIES (3) SKILL OBJECTIVE B.IB. Chooses a reasonable solution to a problem A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 1. Lists alternative possible solutions to the problem (C) 2. Lists the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) SOCIAL STUDIES (3) SKILL OBJECTIVE C.19. Participates as a leader and/or follower in a structured small-group activity As contributing members of a democratic society, citizens must be able to work constructively with others. The ability to pass from dominant positions to support positions in group settings is a vital aspect of this ability In the completion of work by a small number of people, a large job may be broken down into smaller components. Fulfillment of delegated duties is then the responsibility of the individual participants. Successful completion of the larger goal depends on the ability of the individual participants to complete their portions of the work. 1. Names rules for working in groups (C) 2. Contributes to the completion of a cooperative task (A) 3. Selects leaders for a small group activity (A) 4. Takes turns in a group activity (A) 5. Completes a partial task of a small group project (A, P) SOCIAL STUDIES (3) SKIll OBJECfIVE C.20. Observes set rules of procedure The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 1. Follows rules for class discussion (A) 2. Listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) SOCIAL STUDIES (3) SKILL OBJECTIVE D.21. Relates cause and effect relationship among events and dates Each action happens because of one or more reasons. Each action also has a resulting impact or influence. One event may cause another to happen. 1. Applies cause and effect reasoning to social interaction in the school (e.g., explains possible effects of students calling each other names, or pushing in line or failing to do homework) (C) 2. Applies cause and effect reasoning to social interaction in the family (e.g., provides alternative explanations for why an adult, such as a parent, might be irritable) (C) 3. Applies cause and effect reasoning to social interaction in the community (e.g., explains what might happen if people drive too fast, fail to pay their taxes or let their yards and houses become run down) (C) 4. Provides a plausible ending to a story and explains how the events in the ending were caused by other events in the story (C) 5. Provides a plausible beginning when provided with only the ending to a story and explains how the events in the ending were caused by the events in the beginning (C) SOCIAL STUDIES (3) SKILL OBJECfIVE D.22. Relates the past to the present in the study of change and continuity in human affairs Over time change occurs in all societies; however, some basic activities or patterns do not change, but have a sense of continuity. Many current happenings have their roots in events from the past, and these happenings are better understood if their antecedents are understood. 1. Explains how the growth of cities is related to developments in transportation (C) 2. Explains how changes in the American family are related to economic changes in American life (C) 3. Traces current religions to their origins and explains how religions have influenced major events in history (C) SOCIAL STUDIES (3) SKILL OBJECllVE D.23. Makes use of the time system and calendar To keep and record time, several systems and devises are used. A calendar is a systematic organization of days into twelve months with each month ranging in length from twenty-eight to thirty-one days. Events of importance are noted on the calendar and time may be measured by using the organized system as reference points. 1. Names each of the twelve months in sequence (C) 2. Sorts months by groups of three into four seasons (C) 3. Calculates the time between events on a calendar (C) 4. Keeps a personal calendar for projects, homework and extracurricular activities (C) 5. Locates important historical dates on calendar, such as the birthdates or dates of death of national leaders (C) 6. States whether a given month has 28, 29, 30 or 31 days (C) SOCIAL STUDIES (3) SKIll OBJECTIVE D.24. Arranges in chronological order a series of experiences, e.g., personal timeline, family timeline, etc. Experiences or events are happenings, which may be personal or historical in context. Events happen in sequence, one following another. Arranging events in sequence means to put them in the order in which they occurred. The Christian system of chronology uses a time line with the birth of Christ as the mark separating centuries before and after zero. 1. States sequence of important holidays from the beginning of school through the end of summer (C) 2. Sorts modes of transportation, communication, occupation or housing from three different centuries into correct sequence (C) SOCIAL STUDIES (3) SKILL OBJECTIVE E.25. Illustrates that any part of the earth's surface can be shown and located on a map The planet on which we live is covered with diverse surfaces. Land, water and climate interact to create an abundance of types of landscapes on the earth. Color, labeling and sometimes texture are used by cartographers when making maps to represent real characteristics on the earth's surface. 1. Creates maps of a localized area (C) 2. Identifies landmarks and natural features on a map of a localized area (C) 3. Explains what particular symbols on a map represent (C) SOCIAL STUDIES (3) SKILL OBJECTIVE E.26. Develops correct map concepts of shape, area, distance and location Maps attempt, as accurately as possible, to symbolically represent features on the earth. Good proportional sizing between objects, relative position and outlines are used by cartographers to create two-dimensional, reduced scale models of a threedimensional world. 1. Identifies continents by shape (C) 2. Differentiates maps showing large areas and small areas (C) 3. Explains relative location of landmarks from map data (C) 4. Describes distance between objects on a map (C) SOCIAL STUDIES (3) SKIlL OBJEcnVE E.2? Identifies specific land and water area by their shapes and sizes, e.g., island, bay, peninsula, etc. The surface of the earth may be characterized as having both wet areas and dry areas. The wet areas are primarily composed of oceans, rivers and lakes, while the dry areas are composed of continents and islands. These areas are recognizable by their physical characteristics and are labeled with place names. 1. Matches the names of continents to their location on a globe or map (C) 2. Matches the names of oceans to their location on a map and globe (C) 3. Describes the shapes of the continents (C) SOCIAL STUDIES (3) SKILL OBJECIlVE E.28. Uses cardinal and intermediate directions on a map or globe, such as Nand S, NE and SE The points on the earth which correspond to the rotational axis form the foundation of a grid system of locating places on the surface of the planet. By orienting a person or map toward the point roughly in line with the star Polaris and identifying the apparent path of solar objects in the sky, a standardized frame of reference is established by which location may be determined. 1. Identifies the direction "north" relative to a point on a map (C) 2. Explains the relative position of two points on a map using cardinal directions (C) 3. Labels a compass rose on a simple map (C) 4. Identifies the cardinal direction quadrant of a point on a map (C) SOCIAL STUDIES (3) SKILL OBJECTIVE E.29. Uses a map key to determine specific locations Symbolic figures on a map are used as a representation of real places or things on the earth. The symbols are often non-standardized; therefore, cartographers include a list of the symbols and their meanings so maps may be correctly interpreted. 1. Locates key symbols on a map (C) 2. States the meaning of specific map symbols (C) 3. Identifies important features on a map using the map key (C) SOCIAL STUDIES (3) SKILL OBJECI1VE E.30. Identifies and locates the earth's four hemispheres The earth may be divided into halves of equal area, hemispheres, by the use of imaginary dividing lines. Using the halfway points between the poles as a divider, a northern and southern hemisphere can be delineated. Eastern and western hemispheres can be arbitrarily assigned by an inscribed line from the North pole to the South Pole and back to the North Pole following the 0 degree and 180 degree meridians of longitude. 1. Defines the term hemisphere (C) 2. Names the four hemispheres (C) 3. Locates the northern and southern hemispheres on a globe (C) 4. Locates the eastern and western hemispheres on a globe (C) 5. Identifies the dividing lines of the northern and southern hemispheres (C) 6. Identifies the dividing lines of the eastern and western hemispheres (C) SOCIAL STUDIES (3) SKILL OBJECTIVE E.31. Locates exact places by use of letter number grid A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the map will thus have its own identifying location using a coordinate system of numbers or numbers and letters. 1. Locates a place on a map using a letter-number grid (C) 2. Identifies the letter-number coordinates of a place on a map (C) 3. Identifies the east/west and north/south grid lines of a map (C) SOCIAL STUDIES (3) SKIll OBJECI1VE E.32. Identifies basic map symbols and explains that they stand for real things and places Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 1. Identifies the meaning of symbols on a map (C) 2. Distinguishes land and water features on a map (C) 3. Locates information for a specific purpose on a map (C) 4. Produces a map of a familiar area with a map key (C) SOCIAL STUDIES (3) SKILL OBJECflVE .33. Uses length of familiar units of measure to determine distance on maps Cartographers attempt to produce accurate representations of features on the earth in their two-dimensional models of the earth's surface. Spaces between points on the earth are proportionally represented in these models. Actual units of length may be determined from the model using information included in the map key or legend. 1. Defines the term map scale (C) 2. Locates map scales on various maps (C) 3. Explains how to draw a map to scale (C) 4. Computes actual distances based on map measurements (C) 5. Creates a map of a familiar place which includes a map scale (C) SOCIAL STUDIES (3) SKIll OBJECIlVE E.34. Uses a key to interpret information on a map Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 1. Identifies the meaning of symbols on a map (C) 2. Distinguishes land and water features on a map (C) 3. Locates information for a specific purpose on a map (C) 4. Produces a map of a familiar area with a map key (C) SOCIAL STUDIES (3) SKILL OBJECTIVE E.35. Determines the purpose of a map by examining title and content Each representation of the earth's surface done by a cartographer will have a name which in some way aids in the determination of the reason it was created. Interpretation of the data in the representation may also give users insight into the representation's reason for being. 1. Locates the title of a map (C) 2. Explains the purpose of a map based on information in the map (C) 3. Chooses an appropriate map for a particular purpose (C) 4. Generates an appropriate title for a map (C) SOCIAL STUDIES (3) SKILL OBJECTIVE E.36. Determines the type of map needed for a specific purpose Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. 1. Gives examples of special purpose maps (C) 2. Differentiates general and special purpose maps (C) 3. Identifies the type of map needed for a specific purpose (C) 4. Selects appropriate maps for specific purposes (C) FOURTH GRADE SOCIAL STUDIES OBJECTIVES WITH FURTHER DEFINITIONS Copyright c 1990 Georgia Department of Education, Division of Instructional Media SOCIAL STUDIES (4) CONTENT OBJECTIVE A 1. Identifies the characteristics of the earth's geographic patterns, e.g., deserts, grasslands, tropical rainforests, etc. Geographic patterns are distributions or configurations on the earth's surface. Geographic patterns are given character by naturally occurring physical phenomena, primarily by geology, topography (shape and elevation of land), climate, vegetation and combinations of these. 1. Identifies and locates major mountain chains, deserts, plains and rivers using a world physical map (C) 2. Describes specific geographic patterns (C) 3. Relates features on a physical map to images of the same features on an aerial photograph or satellite image (C) SOCIAL STUDIES (4) CONTENT OBJECTIVE A2. Names ways that regions may be identified, e.g., cultural, political, economic, etc. Regions, areas that display unity in terms of selected criteria, can take countless forms depending on the factors used to delimit and identify them. Political power or government can form the basis of regions-nations, provinces, countries and cities. Language and religion can be the basis for recognition of large culture areas encompassing several countries. A region can reflect a predominance of a human activity such as agriculture, urban development, recreation or industry. 1. Identifies a school region by locating homes of pupils on a community map and enclosing the locations with a boundary (C) 2. Explains why states are examples of regions (C) 3. Explains the major features of a given cultural or economic region (C) 4. Differentiates between cultural and physical features of a given region (C) 5. Points out physical and human differences between places using maps and globes (e.g., population distribution, economic activity, language, etc.) (C) 6. Compares and contrasts political regions on a variety of scales (C) 7. Compares and contrasts five thematic maps of world regions (e.g., climate, vegetation, population, industry, etc.) and compares their boundaries (C) 8. Devises regions and gives reasons for one's choices (C, A) 9. Establishes criteria to group similar sections of the country or world and uses the criteria to delimit regions (C) SOCIAL STUDIES (4) CONTENT OBJECfIVE A3. Explains that political regions are defined by legal boundaries, e.g., county, state, nation A boundary is a border or line that indicates the limit of an area. A legal boundary sets the territorial limit of a political or governmental region's realm of jurisdiction as defined by law. On maps boundaries of counties, states and nations are indicated by lines, dots, dashes or a combination of these demarcations. 1. Locates the boundaries of one's home county and names surrounding counties (C) 2. Locates the boundaries of a state (C) 3. Identifies boundaries of the United States (C) 4. Identifies and explains the meaning of symbols on the key of a map which represent political boundaries (C) 5. Explains how the legal boundaries of a political entity are determined (C) 6. Explains the purpose of boundaries between political regions (C) SOCIAL STUDIES (4) CONTENT OBJECTIVE A4. Explains how people adapt to and modify their environments Places or physical environments have advantages and disadvantages for human settlement and activity. There are positive and negative effects of interactions between humans and their physical surroundings, both for humans and the environment. People develop ways of living suited to the features of the physical setting in which they live. Land use and occupance can alter relationships between components of the ecosystem and intentionally or unintentionally improve, damage or even destroy elements of the environment. 1. DefInes the term environment (C) 2. IdentifIes different types of land use using the symbols and shading of a map (C) 3. Describes the adaptations made by people in order to survive in difficult or harsh environments (C) 4. Explains why similar activities are undertaken in different ways in diverse environments (C) 5. Describes how the environment of an area could be changed to permit various types of human activities (C) 6. Describes changes in the environment made by American colonists (C) 7. Compares and contrasts land use practices of different cultural groups living in similar environments (C) 8. Assesses positive and negative impacts of human activities on a given environment or ecosystem (C) 9. Assesses ways that personal choices can modify the environment (C, A) 10. Hypothesizes about the environmental factors which account for particular adaptations in housing, clothing and subsistence of a given group of people (C) SOCIAL STUDIES (4) CONTENT OBJECTIVE A5. Recognizes that there is an unequal distribution of natural resources on the earth Natural resources are all the basic gifts of nature - above, on or below the surface of the earth and include such things as land, climate, minerals, fish, forests, oil and natural harbors along coastlines. The quality and quantity of natural resources are not evenly spread or distributed on the earth. Some countries such as the United States are blessed with an abundance of natural resources; other countries such as Japan have few natural resources in great quantity. Even when several countries possess the same natural resources, seldom is the quality of the resource the same in all locations. 1. Defines the term natural resources (C) 2. Names natural resources found in the local area but not in other areas (C) 3. Names natural resources not found in the local area or state and explains how citizens and businesses obtain these resources when they are needed (C) 4. Identifies natural resources found in abundance in one state but not found or found in smaller amounts in other states (C) 5. Ranks nations of the world on their production of a specific natural resource (oil, timber, gold, etc.) using reference materials (C) 6. Categorizes countries of the world as being relatively rich or poor in their abundance and quality of natural resources (C) 7. Develops a map which illustrates the geographic distribution of a specific natural resource on the earth's surface (C) 8. Evaluates the economic development of a state or region relative to its supply of natural resources (c, A) SOCIAL STUDIES (4) CONTENT OBJECTIVE A.6. Gives examples of how people use and conserve natural resources as they make products and services in various parts of the world Natural resources are all the basic gifts of nature - above, on or below the surface of the earth and include such things as land, climate, minerals, fish, forests, oil and natural harbors along coastlines. These resources are used in the production of goods (e.g., clothing, housing, food, etc.) and services (e.g., transportation routes, recreation, tourism, etc.). Conserving or conservation is using resources carefully and wisely, that is, increasing productivity by getting more output out of the same or less input. Ways of making more efficient use of nature resources include, but are not limited to, such techniques as recycling, the development of new technologies, pollution control and changing our patterns of consumption. 1. Defines the terms natural resources and conservation (C) 2. Lists ways people depend on and use resources in the environment (e.g., vegetation, soil, minerals, etc.) (C) 3. Distinguishes between renewable and nonrenewable natural resources (C) 4. Analyzes photos, maps and the local environment to determine ways people use, abuse and protect resources (C) 5. Describes an environmental stress zone (fragile environment) and identifies the causes and nature of change in the environment (e.g., rainforests of Brazil, north slopes of Alaska, etc.) (C) 6. Identifies environmental issues and charts their effects on the local area, state, country and world (e.g., acid rain, soil erosion, deforestation, waste disposal, etc.) (C) 7. Describes types of action that may be taken in response to environmental abuse (C, A) SOCIAL STUDIES (4) CONTENT OBJECTIVE A 7. Gives examples of how climate conditions or the distribution of natural resources may affect the goods produced in an area, especially agricultural Climate refers to the particular weather of an area over a long period of time, as exhibited by temperature, precipitation and wind velocity. Natural resources are gifts of nature (land, fertility of the soil, water, timber, mineral deposits and climatic conditions. Areas tend to specialize in the production of goods made from natural resources abundant to the area. Because different areas of the world have different climatic conditions, they do not attempt to produce all possible agricultural crops but specialize in those products most suited to the climate of the area. 1. Identifies and describes different climatic regions of the world (C) 2. Identifies crops which require specific climatic conditions (e.g, rice, coffee, bananas, etc.) (C) 3. Explains why areas usually produce goods related to or made from natural resources found in the area (C) 4. Gives examples of how harsh climatic conditions can greatly limit the agricultural products of an area (e.g., deserts, tundra, etc.) 5. Explains why specific agricultural crops are grown in some areas but not in others (e.g., oranges, cotton, cranberries) (C) 6. Explains how the availability of water resources for transportation and a . source of power can affect the goods produced in an area (C) 7. Differentiates between agricultural crops of the high, middle and low latitudes (C) 8. Compares and contrasts the crops grown in similar climatic regions (C) 9. Predicts the economic activities of an area using natural resource maps (C) 10. Hypothesizes as to why some countries (e.g., Canada, United States, Australia, etc.) are large agricultural producers (C) SOCIAL STUDIES (4) CONTENT OBJECTIVE A.8. Gives examples of products in the home, school, and community which have been imported from another country or which are made in the U.S. and are sold in other countries Products which have been brought into the United States from other countries are imports. Products which are made in the United States and then sold and sent to another country are exports. 1. Lists imported products in the home and maps the locations where they were manufactured (C) 2. Names and locates the countries of origin of popular foreign-made cars in the community (C) 3. Identifies products produced locally and shipped throughout the world and explains why people in other countries want those products (C) 4. Provides evidence that many basic needs can be met shopping locally while others may only be fulfilled in special settings (C) 5. Analyzes methods of transportation used to move products among places and explains why those methods are used (C) 6. Describes how one might be a part of the export-import trade in coming years (C) 7. Identifies patterns of trade between the United States and other countries and names our country's major trading partners (C) 8. Analyzes how the movement of products can have effects in other parts of the world (e.g., rock and roll music, jeans, soft drinks, etc.) (C) SOCIAL STUDIES (4) CONTENT OBJECIlVE A9. Gives examples of how land, labor, tools and entrepreneurship are used in the production of goods and services in various parts of the world Natural resources include land or soil, mineral deposits, climatic conditions and other gifts of nature. Labor includes the health, education, strength and skills of people available for work. Entrepreneurs, people who direct the production process, are also an important element of human resources. Tools are those resources that have been created by human effort and saved, to be used in the production of goods and services. Producers in different parts of the world use these scarce productive resources as efficiently as possible to maximize output. 1. Defines the terms land, labor, tools and entrepreneurship (C) 2. Explains how scarcity forces choice when producing goods or services (C) 3. Identifies the steps and factors of production involved in producing a specific product (C) 4. Identifies similarities and differences in how various countries produce schooling, homes and transportation services using land, labor, tools and entrepreneurship (C) 5. Explains why a similar item might be produced differently in various regions or countries (C) SOCIAL STUDIES (4) CONTENT OBJECTIVE A to. Explains how producers and consumers exchange goods and services in order to satisfy their wants and needs in various parts of the world Individuals, groups, regions and countries often specialize in the production of particular goods and in the performance of particular services. This leads to the output of more goods or services than the producers themselves wish to consume. In such situations, producers exchange their surpluses for other goods and services produced by people elsewhere, and everyone is better off as a result. The simplest form of exchange is barter or the direct trading of goods or services between people. Since barter is usually inconvenient, money was developed to facilitate exchange. Throughout history a wide variety of items have been used as money by various cultures and countries. Today, money of different countries may vary widely in shape, material, size, etc., but most people exchange goods and services using some form of money. 1. Identifies forms of money used in the United States (e.g., cash, checks, credit cards, etc.) (C) 2. Names currencies of major trading partners of the United States (C) 3. Compares and contrasts the paper money and coinage of different countries (C) 4. Identifies problems associated with a barter system of exchange (C) 5. Explains how money facilitates the exchange of goods and services (C) 6. Explains how tourists obtain the currency of countries they visit before making their purchases (C) 7. Predicts problems that would occur if money weren't available for use (C) SOCIAL STUDIES (4) CONTENT OBJECfIVE All. Describes the interdependence of people in economic systems Normally, the work to be done in any economy is divided among various members of the labor force. Workers tend to specialize, or concentrate their efforts, in certain kinds of tasks for which they have particular talents or for which they have been trained. Specialization takes place because it is much more productive to become very good in one line of work than to be marginally good or poor trying to do several different kinds of work. Specialization leads to the division of labor, a process by which most goods produced today are the result of the participation of many individuals. An effect of specialization and division of labor is interdependence. Under division of labor workers must depend on each other to complete the entire production process. When people, regions or organizations specialize they are dependent on other specialists to produce the goods and services they are not well suited to produce. 1. Defines the terms specialization and division of labor (C) 2. Gives examples of people, business firms and regions of the United States which specialize in the production of goods and/or services (C) 3. Describes the building of a house and lists different materials used in building the house and their sources (C) 4. Explains how people who work on assembly lines, using the division of labor, depend on all other workers taking part in the production process (C) 5. Explains how people who specialize are dependent on each other (C) 6. Gives examples of how people in the United States depend on people and businesses in other countries of the world (C) 7. Assesses advantages and disadvantages of using specialization and divi..sion of labor to produce needed goods and services (C) 8. Identifies problems which can result when people or nations become more interdependent (C) 9. Hypothesizes as to what might happen if all the specialists in a particular line of work in the community were to relocate to other communities (C) SOCIAL STUDIES (4) CONTENT OBJECflVE A 12. Determines that ways of living change over time and explains ways these changes occur (past to present) Ways of living include the activities with which people obtain the goods and services they desire, communicate, move from place to place, become educated and culturally literate and worship. Changes in these ways of living, either gradual or rapid, are brought about by changing technology, increased levels of human capital and education, increased interactions with people of other countries and cultures, improved methods of communication and transportation and war and other forms of conflict. 1. Explains changes in farming practices over time (C) 2. Identifies major changes in ways of living that have taken place in the local area and explains why they have happened (C) 3. Describes how ways of life have changed as people have moved, over time, from rural areas to urban areas (C) 4. Explains how new transportation systems can change patterns of movement and human activities (C) 5. Identifies resources that have changed in value over time as technology has developed and explains how people have used those resources in new ways (C) 6. Explains how one's way of life could be changed by war or a major change in a country's relationship with other countries (C) 7. Gives examples of how trade with other countries changes the way of life of a people or nation (C) 8. Develops a classification scheme and classifies ways in which places may change over time, e.g., buildings, activities, etc. (C) 9. Evaluates the effects of technological changes in transportation and communication on people's ways of life (c, A) SOCIAL STUDIES (4) CONTENT OBJEcnVE A.l3. Identifies the values of a society through cultural expressions of music, art, literature, etc. A society is individuals living and working together in a group with common interests or beliefs. As they develop, societies come to value certain ideas, actions or beliefs. A group's culture includes fine arts, literature, etc. 1. Identifies places in regions and nations where expressions of regional or national culture are exhibited (C) 2. Explains central ideas or themes presented in various forms of cultural expression (C, A) 3. Names works of literature which reflect regional or national culture and describes the themes presented (C) 4. Explains how historic buildings reflect the values of a society (C) 5. Compares and contrasts types of music popular in different cultures and hypothesizes as to why these types of music are popular (C) 6. Produces a form of cultural expression (e.g., drawing, painting, poem, song, cartoon, etc.) which illustrates some value or ideal important to the individual (C, A) SOCIAL STUDIES (4) CONTENT OBJECI1VE A14. Describes the contributions and cultural influences of Native Americans in Georgia's early history The way of life of the two largest Native American populations in early Georgia, the Creeks and the Cherokees, involved maximum use of the environment. The Indians living near Savannah gave Oglethorpe permission to settle there. A noted Indian, Sequoyah, later made the significant contribution of developing the method by which the Cherokee language could be written. The influence of Native Americans on Georgia's history is further evidenced by the rivers and places having Indian names; mounds and artifacts which can be visited or observed in museums; and foods, artistic styles, etc. which are evidenced even today. 1. Identifies sites of early Indian residence in Georgia and locates them on a map (C) 2. Lists geographic places or features in Georgia having Indian names (e.g., Okefenokee Swamp, Oconee and Ocmulgee Rivers; Allatoona Lake and Amicalola Falls) (C) 3. Identifies noted Indians in the early years of Georgia and describes their accomplishments (C) 4. Explains the importance of Native American acceptance of the settlers to the establishment of the Georgia colony (C) 5. Describes how early Native Americans and settlers used the natural environment to meet their needs (C) SOCIAL STUDIES (4) CONTENT OBJECTIVE . A 15. Discusses the frrst European settlement founded in Georgia The first permanent settlement in Georgia was Savannah. In 1732 King George II of Great Britain granted a charter to settle parts of present day Georgia to James Edward Oglethorpe. On February 12, 1733, Oglethorpe arrived at Yamacraw Bluff on the Savannah River and began the first city of Georgia--Savannah. Settlers supported by Oglethorpe and his fellow trustees were given goods to last one year and 50 acres of land. The land was split into a small lot for the family in Savannah, five acres for the family garden just beyond the city and a forty-five acre farm farther out in the country. Settlers first had to use materials of the local environment to become builders and farmers. Homes were built using available lumber, and crops were planted to provide food for the colonists. Settlers worked hard and improved their land, soon building larger homes. 1. Names the first permanent settlement of Georgia and locates it on a map of the state (C) 2. Identifies the role of James Edward Oglethorpe, Tomochichi and Mary Musgrove in the beginning of Savannah (C) 3. Describes how Savannah was built (C) 4. Explains why Savannah's location was good (C) 5. Hypothesizes how settlers might have felt when they saw the place they would settle after a lengthy time at sea (C, A) 6. Researches to find reasons why George n granted Oglethorpe the charter (C) SOCIAL STUDIES (4) CONTENT OBJECTIVE A16. Identifies Georgia's symbols and observances indicating their importance to our heritage Symbols of Georgia's heritage are devices which stand for or suggest important things, events or values of the people of the state. Observances of Georgia's heritage are celebrations or holidays which have special significance in the story or history of the state's past. Included among our most recognized symbols are the brown thrasher, the state bird, which sometimes nests in the branches of the state flower, the Cherokee Rose; the live oak, the state tree, which reminds us of hardships met by our first settlers; the bobwhite quail, the state bird, and the largemouth bass, the state fish, which symbolize Georgians' love for wildlife; the honeybee, the state insect, reminding us that Georgians' believe in hard work; the azalea, the state wildflower, and the shark tooth, the state fossil. The Great Seal contains two mottos - the front motto of "Wisdom, Justice, Moderation" reminds us to seek wisdom and do right, and the front motto "Agriculture and Commerce" reminds us to work hard. The flag also stands for the state and remind us that Georgia is a southern state. Noted observances include those recognized nationally (e.g., Independence Day, Presidents Day, etc.) and those unique to Georgia and the south such as Georgia Day and Confederate Memorial Day. Throughout the state special events are held to celebrate the founding of a town or a special event in the life of a town or area (e.g., Onion Festival, Blessing of the Shrimp Fleet, Sea Island Festival and Georgia Mountain Fair). Events such as these help to keep the customs of a town or area alive and pass this heritage on to the coming generations. 1. Names the state flower, tree, bird, etc., and explains their significance to the state's past (C) 2. Describes the state flag and explains how it represents Georgia's southern heritage (C) 3. Describes celebrations which represent important events in the history or economic life of the state or local community (C) 4. Identifies the national holiday most related to Confederate Memorial Day (C) 5. Describes ways one's family observes dates and events significant to the history of Georgia (C) 6. Explains the meanings of the mottos on the state seal (C) SOCIAL STUDIES (4) CONTENT OBJECI1VE AI7. Identifies famous Georgians and cities accomplishments made by them Throughout the years of Georgia's existence, many people of all genders, races and creeds have accomplished deeds so significant that they have made their creators famous or well-known to citizens of the state and nation. These significant accomplishments have been made in such diverse fields as government, industry, arts and entertainment, sports and development of the social conscience of the state and nation. 1. Identifies Georgians who have held major offices in national government (C) 2. Identifies significant Georgians from the past and present who reside or have resided in or near the local community (C) 3. Identifies the inventions or work for which Georgians in the fields of agriculture, industry and commerce have become well known (C) 4. Identifies noted Georgians in the fields of fine arts, entertainment and sports and cites the accomplishments or works for which they are best known (C) 5. categorizes famous Georgians as to the area of contribution for which they are best noted (C) 6. Explains why one Georgian's work for racial equality is known throughout the world (C) 7. Predicts which Georgians still alive will be remembered by others in the state, nation and world one hundred years from now (C, A) SOCIAL STUDIES (4) CONTENT OBJECTIVE A18. Recognizes the role and importance of the government of our state The role of state government is to legislate, execute and evaluate laws designed to regulate the behavior of citizens, businesses and institutions and provide services needed on a statewide level. The legislative branch has the power to make laws in areas not specifically granted to the national government; the executive branch is charged with carrying out and enforcing those laws; the protection of the rights of citizens and determining the constitutionality of laws passed by the legislative branch is the domain of the judicial branch. State governments often work with local level governments in the enforcement of laws, provision of services and solution of statewide problems. The importance of state government becomes clear when one realizes that many of the services it provides (e.g., operating colleges and universities, building roads, educating children, etc.) would not or could not be provided efficiently by a myriad of local governments operating in isolation. 1. Names the present governor of the state and describes some of the duties of that state office (C) 2. Locates the seat or center of state government the state capital (C) 3. Names the three branches of state government and describes the function of each (C) 4. Gives example of state government offices or services found in the local community (C) 5. Explains the difference between local laws and state laws (C) 6. Identifies a current problem facing state government and describes what is being done to alleviate or solve the problem (C) 7. Predicts what traveling throughout the state would be like if there were no statewide traffic laws or regulations (C) SOCIAL STUDIES (4) CONTENT OBJECI1VE A.19. Examines the role of a responsible citizen in the community and state A responsible citizen of a community or state is expected to take part in such activities as paying taxes, voting, obeying the laws of the community and state, serving on juries and being knowledgeable about issues and problems facing the community and state. Responsible citizens also act as evaluators or critics of actions proposed or undertaken by local and state governments. 1. Explains the importance of voting to elect local and state government officials (C) 2. Identifies local and state elections as ways qualified voters can select their government representatives (C) 3. Identifies ways a citizen can make views known to other citizens and officials of community and state government (C) 4. Identifies issues and problems affecting the community and state and expresses one's views on those issues (C, A) 5. Predicts what might happen if citizens were never critical of the actions or proposals for action of local and state government (C) 7. Defends the right of a person to be critical of government and gives examples of situations caIling for criticism (A) SOCIAL STUDIES (4) SKILL OBJECTIVE A 1. Locates information in a variety of print and non-print sources, e.g., books, newspapers, atlases, glossaries, photographs, graphs, etc. Locates and works with information from a variety of sources refers to independent study or group projects which take students beyond the social studies textbook. Social studies information can also be found in such sources as standard reference works, trade books, photograph collections and the mass media. 1. Uses photograph collections and the non-print mass media to obtain facts and generalizations about other places and people or about social problems (C) 2. Interviews people from other places and cultures or who have special knowledge about a social problem (C) 3. Locates standard references and appropriate trade books in school media center (C) 4. Obtains information from the local community (C) 5. Uses more than one source of information during independent study or group projects (C) SOCIAL STUDIES (4) SKILL OBJECTIVE A2. Collects information through reading, listening, observing and surveying Acquiring information means that students receive and comprehend directions, facts and generalizations which they did not previously understand. Observing and listening refer to the acquisition of information through different sense modalities. Acquiring information through reading means that the child is able to follow directions or answer comprehension questio~ after reading the target passage. Surveying uses questionnaires or interviews to acquire information. 1. Listens to directions and correctly follows them (C) 2. Listens to a story or a lesson and correctly answers comprehension questions (C) 3. Reads social studies lesson and correctly answers comprehension questions (C) 4. Views an activity and explains its purpose (C) 5. Asks questions which help clarify a lesson (C) 6. Helps develop questions to be asked of adult experts outside of school (C) SOCIAL STUDIES (4) SKILL OBJECTIVE A3. Selects the main idea from a reading passage or listening activity Main idea(s) refers to the central theme or themes of a message. Main ideas might take one or more of several forms. They might be generalizations; the moral of a lesson; the most important direction(s) in a set of directions; a set of causes or effects; or the outstanding characteristic(s) of a person, place, thing or event. Students demonstrate reading or listening comprehension by identifying and explaining main ideas. 1. Selects the photograph or drawing which best illustrates the main idea(s) of a story or lesson (C) 2. States the main idea(s) of a story or lesson by using a single word, phrase or sentence (C) 3. Locates the topic sentence in a written passage (C) 4. States the moral of a story or lesson (C) 5. Selects main idea from either written, auditory or visual sources (C) SOCIAL STUDIES (4) SKILL OBJECfIVE A4. Forms outlines of designated reading materials Takes notes means that the reader, listener or observer is able to abstract the essence of a message. Develops outlines means that the student is able to express that abstracted message in outline form. Outlining requires the student to sort main ideas from subordinate ideas and to express the relationship of the latter to the former. 1. Identifies main ideas and subordinate ideas in a written or spoken message (C) 2. Expresses the chronological or logical sequence of main ideas by sequencing those topics in an outline (C) 3. Expresses the relationship of subordinate ideas to main ideas by listing the subordinate ideas as subtopics in an outline (C) 4. Uses a standard outline format (C) SOCIAL STUDIES (4) SKILL OBJECTIVE AS. Arranges time-related events into chronological order, using timelines when feasible Events can be sequenced in chronological, causal or logical order. To determine or arrange the sequence means to recognize the time order of events, the cause/effect order of events or the logical relationship between premises and conclusion. 1. Tells a story with events in proper sequence (C) 2. Retells a biography with major events in proper sequence (C) 3. Produces a timeline of events in own life in proper sequence (C) 4. Recognizes probable cause and effect when given a set of events (C) SOCIAL STUDIES (4) SKILL OBJECTIVE A6. Organizes information into useable and efficient forms, e.g., graphs, charts, tables, outlines Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Produces and reads a simple graph, chart or timeline using data based on a survey of the community (C) 4. Interprets themes of graphic displays produced in newspapers or magazines written for children or adults (C) 5. Produces a graph, chart, table or timeline using data from history or one of the social sciences (C) SOCIAL STUDIES (4) SKILL OBJECfIVE A 7. Analyzes and interprets pictographs, circle graphs, bar graphs, diagrams and photographs to answer selected questions at varying levels of difficulty Terms such as "explains the message," "analyzes and interprets" or "uses information presented" mean that the student is able to read and interpret graphs, diagrams or photographs. Just as graphs differ in abstractness and complexity, so does the information which can be "read" from them. 1. Gives verbal interpretation when presented with an appropriate graph, diagram or photograph (C) 2. Selects response from multiple choices when presented with an appropriate graph, diagram or photograph (C) 3. Compares and contrasts information when presented with more than one appropriate graph, diagram or photograph (C) 4. Writes a correct sentence or paragraph summarizing information in an appropriate graph, diagram or photograph (C) SOCIAL STUDIES (4) SKILL OBJECTIVE AB. Analyzes information from two or more sources for agreements, contradictions, facts and opinions Information is always processed through one or more frames of reference. Therefore, two or more sets of information about the same topic will differ to the extent that the sources of information had different frames of reference. First, one must recognize the importance of drawing information from more than one source. Second, one must recognize the importance of comparing information from different sources to identify the effects of different points of view. 1. Compares and contrasts several accounts of the same event (C) 2. Identifies contradictions in accounts of the same event (C) 3. Locates several accounts of the same event when given a research topic (C) 4. Identifies inconsistent opinions in accounts of the same event (C) 5. Identifies similarities in accounts of the same event (C) SOCIAL STUDIES (4) SKIll OBJECTIVE A9. Distinguishes between fact and opinion The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that rmding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a normative claim is ultimately a matter of judgement or opinion. 1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C) 2. Distinguishes between something that could have happened in reality and something which probably did not really happen (C) . SOCIAL STUDIES (4) SKILL OBJECTIVE B.lO. Identifies and states a problem related to topics under study To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 1. Identifies situations requiring some study (C) 2. Describes situations at home, school or community which require citizen decision-making (C) 3. Describes and labels events which have negative effects (C) 4. Identifies a set of circumstances which the student cannot explain, such as "Why does a flat map distort geographic features of the earth?" or "Holding all other things constant, why is the average temperature of the atmosphere inversely related to altitude?" (C) SOCIAL STUDIES (4) SKIll OBJECTIVE B.Il. Suggests alternative solutions when given a problem Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices. 1. lists several ways to reduce the negative effects of a set of circumstances (C) 2. lists several possible explanations for an intellectual puzzle (C) 3. lists several possible courses of action when faced with an ethical issue (C) 4. Categorizes choices of behavior in addressing a given problem (C) 5. Lists several possible outcomes if a problem is left unresolved (C) SOCIAL STUDIES (4) SKILL OBJECTIVE B.l2. Plans for research and gathers data Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 1. Generates a list of materials and procedures for obtaining information on a given subject (C) 2. Identifies community experts who can provide information about a problem (C) 3. Consults standard references (e.g., encyclopedias, atlases) (C) 4. Consults library sources such as the card catalogue and Reader's Guide (C) 5. Collects information pertinent to topic (C) SOCIAL STUDIES (4) SKILL OBJECIlVE B.l3. Chooses the appropriate resource from which to gather data Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 1. Generates a list of materials and procedures for obtaining information on a given subject (C) 2. Identifies community experts who can provide information about a problem (C) 3. Consults standard references (e.g., encyclopedias, atlases) (C) 4. Consults library sources such as the card catalogue and Reader's Guide (C) 5. Collects information pertinent to topic (C) SOCIAL STUDIES (4) SKILL OBJECTIVE B.14. Decides which data would be necessary to support or disprove hypotheses Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 1. Generates a list of materials and procedures for obtaining information on a given subject (C) 2. Identifies community experts who can provide information about a problem (C) 3. Consults standard references (e.g., encyclopedias, atlases) (C) 4. Consults library sources such as the card catalogue and Reader's Guide (C) 5. Collects information pertinent to topic (C) SOCIAL STUDIES (4) SKIll OBJECTIVE B.I5. Makes a decision based on data Alternatives or choices are options available in a given situation. Each option may produce results which indicate that the choice was true or false or good or bad. Results may also be immediate or projected. It is possible to describe likely outcomes for each option. To make a decision is to select the alternative which is most likely true or most likely to produce good rather than bad effects. 1. Lists the possible solutions to a given problem (C) 2. Lists the possible outcomes to be expected if the solution is true when the problem is an intellectual puzzle (C) 3. Lists the possible desirable and undesirable outcomes when the problem is an ethical issue (C) 4. Decides whether possible outcomes are immediate or long range (C) 5. Selects the alternative which is most likely true, that is the alternative which will most likely produce the predicted effects, when the problem is an intellectual puzzle (C) 6. Selects the alternative which will most likely produce good rather than bad effects when the problem is an ethical issue (C) 7. Accepts consequences which indicate that the alternative chosen was false when the problem is an intellectual puzzle (C) 8. Accepts responsibility for making an ethically undesirable choice (C) SOCIAL STUDIES (4) SKILL OBJECllVE B.16. Chooses a solution to the problem after applying the evidence A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times; the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 1. Lists alternative possible solutions to the problem (C) 2. Lists the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) SOCIAL STUDIES (4) SKILL OBJECTIVE C.l7. Assumes different roles in a group As contributing members of a democratic society, citizens must be able to work constructively with others. The ability to pass from dominant positions to support positions in group settings is a vital aspect of this ability In the completion of work by a small number of people, a large job may be broken down into smaller components. Fulfillment of delegated duties is then the responsibility of the individual participants. Successful completion of the larger goal depends on the ability of the individual participants to complete their portions of the work. 1. Names rules for working in groups (C) 2. Contributes to the completion of a cooperative task (A) 3. Selects leaders for a small group activity (A) 4. Takes turns in a group activity (A) 5. Completes a partial task of a small group project (A, P) 6. Assigns group members to tasks for the completion of a group project (C, A) SOCIAL STUDIES (4) SKILL OBJECTIVE C.l8. Lists tasks to be completed by group members As contributing members of a democratic society, citizens must be able to work constructively with others. The ability to pass from dominant positions to support positions in group settings is a vital aspect of this ability In the completion of work by a small number of people, a large job may be broken down into smaller components. Fulfillment of delegated duties is then the responsibility of the individual participants. Successful completion of the larger goal depends on the ability of the individual participants to complete their portions of the work. 1. Names rules for working in groups (C) 2. Contributes to the completion of a cooperative task (A) 3. Selects leaders for a small group activity (A) 4. Takes turns in a group activity (A) 5. Completes a partial task of a small group project (A, P) 6. Assigns group members to tasks for the completion of a group project (C, A) SOCIAL STUDIES (4) SKIlL OBJECTIVE C.19. Participates in activities by following rules The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 1. Follows rules for class discussion (A) 2. Listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) SOCIAL STUDIES (4) SKILL OBJECI1VE C.20. Shows respect and fairness toward others In social interactions citizens in a democratic society should exhibit behaviors that show no bias toward people different from themselves or those with differing beliefs. Such citizens are able to equally respect the rights and property of those with whom they come in contact. 1. Asks permission before using another student's possessions (A) 2. Listens when others are speaking (A) 3. Waits in line for one's tum at an activity (A) 4. Shares school resources with others (A) SOCIAL STUDIES (4) SKill. OBJECflVE C.21. Listens and obtains information from diverse sources Personal beliefs are made, modified, change or strengthened based on data gathered from external origins. A large number of these external origins exist in the form of reference materials and the beliefs of others expressed in various media or in person. 1. Interviews a relative for historical information (C, A) 2. Interprets stated positions of politicians (C, A) 3. Compares and contrasts two opinions on an issue (C, A) 4. Surveys classmates on opinions about a current issue (C) SOCIAL SnTDIES (4) SKIll. OBJECTIVE C.22. Gives reasons for advocated position Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 1. Explains one's position on a topic of current events (C, A) 2. Lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) SOCIAL STUDIES (4) SKILL OBJECTIVE C23. Engages in discussion with others In a society in which all persons are guaranteed the right to express their own opinions, citizens must be able to engage in face-to-face exchanges of ideas. Respect for the right of others to have differing opinions and the ability to accept compromise solutions to problems are important aspects of such idea exchanges. 1. Generates solutions to a class problem (C) 2. Describes a problem in current events from a personal point of view (C, A) 3. Gives opinions on choices for a class activity (A) SOCIAL STUDIES (4) SKILL OBJECTIVE D.24. Uses calendar to find dates of special events and determine length of time between events To keep and record time, several systems and devises are used. A calendar is a systematic organization of days into twelve months with each month ranging in length from twenty-eight to thirty-one days. Events of importance are noted on the calendar and time may be measured by using the organized system as reference points. 1. Names each of the twelve months in sequence (C) 2. Sorts months by groups of three into four seasons (C) 3. Calculates the time between events on a calendar (C) 4. Keeps a personal calendar for projects, homework and extracurricular activities (C) 5. Locates important historical dates on calendar, such as the birthdates or dates of death of national leaders (C) 6. States whether a given month has 28, 29, 30 or 31 days (C) 7. Gives reason for number of days, weeks and months in year (C) SOCIAL STUDIES (4) SKIll OBJECfIVE D.25. Describes the relation between rotation of the earth and day and night The planet earth turns on its axis once in a twenty-four hour period. The time when anyone point on the globe is nearest the sun is light (day). The time when that point is turned away from the sun is dark (night). 1. Places a model of the earth in correct positions to simulate day and night for any specific place on the globe (C) 2. States which side of the earth is night and which side is day when shown a line drawing of the earth in relation to the sun (C) 3. Draws a diagram of the earth in relation to the sun and indicates which side of the earth is day and which is night (C) SOCIAL STUDIES (4) SKILL OBJECTIVE D.26. Uses definite time concepts, e.g., second, minute, yesterday Time is measured in units of increasing length from second to minute, hour, day, month, year, decade, century, etc. 1. Uses the correct terms for time when describing specific events and when they happened (C) 2. States the hour and minute when school begins and ends (C) 3. States the day, month and year for important events in personal life, such as own birthday (C) SOCIAL STUDIES (4) SKILL OBJECTIVE 0.27. Uses indefinite time concepts such as long ago, before, after Terms such as long ago, before, and after show the relationship between events in the past and the present time. 1. Correctly uses indefinite terms to tell a story or relate an historical event (C) 2. Places events in correct sequence, using terms such as before and after, when explaining the relationship of one event to another (C) 3. Distinguishes between ancient and modern times by using terms such as long ago and recently (C) SOCIAL STUDIES (4) SKILL OBJECTIVE D.28. Relates sequence and chronology in personal experiences Experiences or events are happenings, which may be personal or historical in context. Events happen in sequence, one following another. Arranging events in sequence means to put them in the order in which they occurred. The Christian system of chronology uses a time line with the birth of Christ as the mark separating centuries before and after zero. 1. States sequence of important holidays from the beginning of school through the end of summer (C) 2. Sorts modes of transportation, communication, occupation or housing from three different centuries into correct sequence (C) SOCIAL STUDIES (4) SKILL OBJECTIVE D.29. Makes simple timelines related to personal experience and historical events A line or continuum may be used to show the order in which things happen. Any specific event or activity, whether in an individual's life or in history, may be put in sequence on such a line or continuum. 1. Constructs a list of events and places them in order on a continuum (C) 2. Constructs a list of favorite American heros and places them on a timeline (C) SOCIAL STUDIES (4) SKILL OBJECTIVE E.30. Identifies the nature of a sphere Models of geographic features may be made in many different ways. These models are useful in understanding the complexity of an abstract concept. The fact that the world on which we live is an example of modeling using a three-dimensional representation of the planet. 1. Tells why a globe is sphere-shaped (C) 2. Gives examples of objects of similar shape as the earth (C) 3. Differentiates a sphere from a circle (C) SOCIAL STUDIES (4) SKILL OBJECIlVE E.31. Describes the axis of the earth and meaning of rotation An imaginary line, or axis, through the earth connects the North and South Poles. It is around this line that the planet turns while also revolving around the sun. The turning on the imaginary line maintains the twenty-four hour cycle which causes night and day on the surface. 1. Defines the terms axis and rotation (C) 2. Demonstrates rotation using a globe (C) 3. Identifies the North and South Poles as two fixed points on the earth's axis (C) 4. Differentiates between rotation and revolution (C) SOCIAL STUDIES (4) SKILL OBJECTIVE E.32. Indicates how the earth's revolution causes the seasons to change The planet on which we live moves about its star, the sun, in a cycle lasting approximately 365 1/4 days. This coupled with this slant of the earth on the imaginary line running between the poles causes cyclic changes in overall weather patterns in many parts of the world. Those areas slanted towards the sun are generally warmer than those slanted away from it. For the northern hemisphere, the warmest months are July, July and August. From the southern hemisphere, the warmest months are December, January and February. 1. Defines the terms revolution, axis and seasons (C) 2. Interprets a diagram to describe the earth's tilt and revolution around the sun and relates these factors to changes in seasons (C) 3. Explains why some areas of the earth are warmer than others at any given time due to the slant of the earth (C) 4. Explains the difference in the time of the seasons in the northern and southern hemispheres (C) 5. Demonstrates, using a globe, why seasons are not the same in all areas of the earth (C) SOCIAL STUDIES (4) SKIll. OBJECIlVE E.33. Combines scale and direction to locate features on a map/globe Specific places on a map or globe may be identified relative to other places once a fixed reference point is identified. From such a point, a distance scale and cardinal and intermediate directions may be used together to locate another point. 1. Locates a specific map point relative to another established point using a distance scale and cardinal and intermediate directions (C) 2. Locates a point on a globe relative to a fixed point using a distance scale and cardinal and intermediate directions (C) 3. Explains the location of a point on a map using a distance scale and cardinal and intermediate directions (C) SOCIAL STUDIES (4) SKILL OBJECllVE E.34. Uses grid systems, cardinal and intermediate directions to determine specific locations A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the map will thus have its own identifying location using a coordinate system of numbers or numbers and letters. 1. Locates a place on a map using a letter-number grid (C) 2. Identifies the letter-number coordinates of a place on a map (C) 3. Identifies the east/west and north/south grid lines of a map (C) 4. Locates a place on a map using latitude and longitude (C) 5. Identifies the location of a place relative to another using cardinal and intermediate directions (C) SOCIAL STUDIES (4) SKILL OBJECTIVE E.35. Identifies and locates the seven continents and major oceans on a map Earth is made of both land and water areas. The seven major bodies of land are identified with unique, non-political labels called continents. The five major bodies of salt water, which are called oceans, are given specific labels to identify these physical features. 1. Names the four oceans and seven continents (C) 2. Locates the seven continents on a blank outline map of the world (C) 3. Locates the four oceans on a blank outline map of the world (C) SOCIAL STUDIES (4) SKILL OBJECfIVE E.36. Explains that a map scale compares a map distance with a real distance on the earth Cartographers attempt to produce accurate representations of features on the earth in their two-dimensional models of the earth's surface. Spaces between points on the earth are proportionally represented in these models. Actual units of length may be determined from the model using information included in the map key or legend. 1. Defines the term map scale (C) 2. Locates map scales on various maps (C) 3. Explains how to draw a map to scale (C) 4. Computes actual distances based on map measurements (C) 5. Creates a map of a familiar place which includes a map scale (C) SOCIAL STUDIES (4) SKILL OBJECTIVE E.37. Uses map scales to measure distance between two places Cartographers attempt to produce accurate representations of features on the earth in their two-dimensional models of the earth's surface. Spaces between points on the earth are proportionally represented in these models. Actual units of length may be determined from the model using information included in the map key or legend. 1. Defines the term map scale (C) 2. Locates map scales on various maps (C) 3. Explains how to draw a map to scale (C) 4. Computes actual distances based on map measurements (C) 5. Creates a map of a familiar place which includes a map scale (C) SOCIAL STUDIES (4) SKILL OBJECTIVE E.38. Uses map keys to differentiate between natural and cultural features on the earth's surface Cartographers use color, labels, symbols and sometimes texture in their representations of the earth's surface to differentiate various features including those that are man-made or cultural and those that are not made by man but are natural occurring. Many symbols and colors are standardized and are used by cartographers, while others will be peculiar to the purpose of the map of the cartographer. A legend is often provided to aid in interpretation. 1. Identifies natural features shown on a map (C) 2. Identifies cultural or man-made features shown on a map (C) 3. Distinguishes between natural and cultural features on map (C) 4. Identifies symbols used on a map (C) 5. Explains the meaning of symbols representing cultural and natural features on a map (C) SOCIAL STUDIES (4) SKILL OBJECTIVE E.39. Uses inset maps Sometimes a cartographer is unable to provide all necessary information about a place on the earth in one representation at a given scale. In such instances, smaller representations may be set within the main model. These smaller models may be larger scale or smaller scale than the main model and will be accompanied by their own scale. 1. Identifies the term inset map (C) 2. Locates places on an inset map (C) 3. Explains that inset maps may show a close-up view or far away view of a place as a way to add information to a main map (C) 4. Compares the scale of an inset map to its main map (C) 5. Computes real distances from an inset map (C) SOCIAL STUDIES (4) SKILL OBJECTIVE EAO. Examines a map's content and title to determine its purpose Each representation of the earth's surface done by a cartographer will have a name which in some way aids in the determination of the reason it was created. Interpretation of the data in the representation may also give users insight into the representation's reason for being. 1. Locates the title of a map (C) 2. Explains the purpose of a map based on information in the map (C) 3. Chooses an appropriate map for a particular purpose (C) 4. Generates an appropriate title for a map (C) SOCIAL STUDIES (4) SKILL OBJECI1VE E.41. Determines the type map needed for a specific purpose Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. 1. Gives examples of special purpose maps (C) 2. Differentiates general and special purpose maps (C) 3. Identifies the type of map needed for a specific purpose (C) 4. Selects appropriate maps for specific purposes (C) SOCIAL STUDIES (4) SKILL OBJECTIVE E.42. Compares maps and make inferences from them Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. By accessing various types of maps and synthesizing information from them, users are able to gain information, generate theories or draw conclusions that would not have been available from a single source. 1. Identifies special purpose maps needed for specific information (C) 2. Locates information in multiple map sources to support or refute claims made by others (C) 3. Collects economic and/or political data using map references (C) 4. Draws conclusions based on information in multiple map references (C) SOCIAL STUDIES (4) SKIll OBJEcnVE E.43. Uses map keys to interpret a variety of maps Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 1. Identifies the meaning of symbols on a map (C) 2. Distinguishes land and water features on a map (C) 3. Explains the purpose of a map based on information in a map key (C) 4. Locates information for a specific purpose on a map (C) FIFTH GRADE SOCIAL STUDIES OBJECTIVES WITH FURTHER DEFINITIONS copyright c 1990 Georgia Department of Education, Division of Instructional Media SOCIAL STUDIES (5) CONTENT OBJECTIVE Al. Identifies selected regions for study within the United States The states of the United States are grouped by geographic location into six to ten clusters based on physical proximity and cultural and historical similarities. 1. Defines the term region (C) 2. Identifies the names of regions shown on a blank map (C) 3. Labels regions of the United States on a blank map (C) 4. Explains why given regions of the United States are given specific names (C) 5. Identifies criteria which can be used to group states into different regions (C) 6. Identifies New England, Middle Atlantic, Southeastern, Midwestern, Southwestern, Northwestern, Mountain and Pacific states (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE A2. Identifies and locates climatic patterns within each region of the United States The states of the United States are grouped into clusters that have certain long term weather patterns which include precipitation and temperature. Climatic patterns are affected by latitude and natural features. 1. Identifies regions according to climate type (e.g., humid subtropical) (C) 2. Categorizes regions according to long term temperature trends (C) 3. Categorizes regions according to long term precipitation trends (C) 4. Describes the temperature and precipitation patterns characteristic of a climate type (C) 5. Explains how latitude and natural features affect the climate of specific groups of states (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE A.3. Identifies and locates topographical features within each region of the U.S. The states of the United States are often grouped into clusters physically distinguished by land and water features. These land and water features may be labeled in a general sense by geographic terms or in a specific sense by their place names. 1. Defines canyon, fall line, gulf, hill, lake, mountain, ocean, piedmont, plateau, plain, river, sea and other topographical terms (C) 2. Locates specific topographic features on a map of the United States (C) 3. Identifies a specific topographic feature of a region given a short description (C) 4. Gives examples of land and water features of a specific region (C) 5. Relates topographical features to other geographic characteristics (e.g., climate, cultural, etc.) (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE A4. Relates how the natural resources and physical features influence human activity in each region of the U.S. The states of the United States are often grouped into clusters within which are materials found in nature that are useful or necessary for human life. Each cluster has land and water traits that distinguish it from other clusters. The inhabitants of the various clusters make use of the naturally occurring materials in order to meet survival needs and/or commercial and trade needs. Family life, customs (ethnic, racial, religious), recreation and work may all be affected by both the naturally occurring materials and land and water traits of an area. 1. Defines and gives examples of natural resources (C) 2. Describes how the people of a region use the natural resources of that region (C) 3. Describes how the people of a region take advantage of the physical features of that region (C) 4. Identifies ways family life interacts with the physical features of an area (C) 5. Explains how businesses rely on natural resources (C) 6. Distinguishes between physical features that might be helpful to business and those which might be a hindrance to business (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE A5. Defines scarcity as a basic imbalance between relatively unlimited wants and relatively limited resources available to satisfy these wants Human beings need certain things in order to survive, and there are other things that humans desire in order to make their lives more comfortable. Planet Earth, however, has only a finite level of naturally occurring materials which can be used to supply the demands and desires of all its lifeforms, and these are not always available to all. Nor are the human resources necessarily available. Lack of availability is scarcity. 1. Defines scarcity (C) 2. Explains how human demands on the environment are related to the wants and needs of the society (C) 3. Gives examples of past, present or future events in which scarcity was, is or will be a major concern (C) 4. Generates possible solutions to current problems of scarcity in the world (C, A) SOCIAL STUDIES (5) CONTENT OBJECI1VE A6. Cites examples of how unequal distribution of limited resources leads to specialization among individuals and regions of the U.S. Since no person or cluster of states has all the materials needed for survival and comfort each capitalizes on the assets that it does possess and trades with other persons or groups of states to fill deficits. Regions and individuals are generally unable to provide for all of their own needs and therefore market the skills or goods they do possess in order to get money to purchase the specialized skills or goods of others. 1. Names important resources for a specific region (C) 2. Gives examples of specialization of labor in various types of work (C) 3. Identifies major agricultural regions of the United States (C) 4. Compares and contrasts the natural resources of two regions of the United States (C) 5. Explains how people of one region of the United States are able to get the resources necessary for their way of life (C) 6. Explains why certain industries locate in specific regions of the country (C) 7. Explains why transportation efficiency increases the degree of specialization (C) SOCIAL STUDIES (5) CONTENT OBJECI1VE B.7. Identifies the Indian civilizations found in America and describes the impact of the cultural contributions made by Indian tribes toward the development of the U.S. The land area of the United States was populated by aboriginal peoples for thousands of years prior to the explorations of Christopher Columbus and other early navigators. These Native Americans had developed societies of varying degrees of sophistication. Those residing in areas where resources were abundant developed lifestyles that included permanent villages with some evolving into great cities that were centers of trade, government, writing, art and science. In areas where food supplies were less stable, nomadic cultures developed. Regardless of the level of sophistication of the tribe, however, each made special use of the natural resources that were available. As colonists and settlers of European descent spread across the continents, knowledge and skills of the Native Americans became important resources for people learning to survive in new environments. Even in modem times, there is evidence of the knowledge and skills of the Native Americans which have been assimilated into the broad American way of life. 1. Names Indian tribes living in the United States before European exploration (C) 2. Identifies things that European settlers learned from the Native Americans (C) 3. Explains contributions of Native Americans to agriculture (C) 4. Compares and contrasts the food, shelter, and clothing of Native Americans of various regions (C) 5. Identifies games played by Native Americans (C) 6. Identifies natural landforms and bodies of water which have been given Indian names (C) SOCIAL STUDIES (5) CONTENT OBJEcnVE B.8. Describes the period of exploration and colonization in America After 1492, several seafaring nations of Europe sent expeditions to the New World. Many, at first, sought a way around the continents to gain easy access to the rich trade potential in Asia. Others saw business ventures to be made in the Americas and set about to exploit the newly discovered land and the people residing on it. Permanent settlement by Europeans began in the early sixteenth century. Settlers came from Europe primarily to make money or to gain religious freedom. As the number of settlers increased, rule by mother countries was often overthrown in favor of independent governments selected by local inhabitants. 1. Identifies nations that colonized the New World (C) 2. Explains the importance of the voyage of Magellan (C) 3. Names major European explorers of the New World and explains their contributions (C) 4. Compares and contrasts the settlement strategies of the Spanish, English and French in the New World (C) 5. Explains how settlers governed themselves when they lived far from their mother country (C) 6. Describes problems encountered by colonists in the New World (C) 7. Explains the significance of the fur trade (C) 8. Justifies the search for a Northwest Passage (C) 9. Generalizes about the characteristics of colonists of different regions (C) SOCIAL STUDIES (5) CONfENT OBJECTIVE B.9. Illustrates that the settlement of various groups had a significant impact on the development of the New England, Middle and Southern colonies in America In New England, various religious groups and the geography led to the development of small farms and a strong economic dependence on the sea. In the south, predominantly English settlers raised several cash crops on increasingly large farms. These settlers belonged mostly to the Church of England. In the Middle Colonies, people from a variety of European countries settled, bringing various religious backgrounds. Cash crops were grown and trade through shipping was important. 1. Compares and contrasts the religious backgrounds of people living in the New England, Middle and Southern colonies (C) 2. Explains the influence of Puritans' beliefs on New England society (C) 3. Explains reasons for settlements around ports (C) 4. Justifies a colonist's decision to leave his homeland (C, A) SOCIAL STUDIES (5) CONTENT OBJECTIVE CIO. Examines the causes and effects of the American Revolutionary War Colonists and colonial assemblies grew independent as a result of the vast geographic distance between Parliament and the King and the colonies. Disagreements about taxation without representation brought this independent attitude to the forefront and resulted in the creation of a Continental Congress. The colonies declared that they were independent states, and they formed a loose association in order to fight for independence. The effect of the war was the emergence of the new nation called the United States. 1. Defines the term revolution (C) 2. Describes colonists' reaction to the taxes imposed on them and products they used (C) 3. Contrasts the British and American views on taxes levied by the Parliament of Great Britain (C) 4. Explains the purpose of the Articles of Confederation (C) 5. Analyzes the relative power of the Constitution and the Articles of Confederation (C) 6. Develops a defense for the actions of the Sons of Liberty (C, A) SOCIAL STUDIES (5) CONTENT OBJECTIVE C1l. Cites the primary factors which led to the adoption of the Declaration of Independence Antagonism between the American colonies and Great Britain began over taxation of the colonists to help support the British troops guarding the northern and western frontiers. Parliament in Great Britain contained no colonial delegates and, therefore, in many colonists' minds was not empowered to tax. Acts of rebellion and resistance grew from the end of the French and Indian War in 1763, through two Continental Congresses, until the final act of severance in 1776. 1. Identifies actions and beliefs that caused the Declaration of Independence to be signed (C) 2. Describes acts of the Sons of Liberty that precipitated the signing of the Declaration of Independence (C) 3. Traces the events that led to the signing of the Declaration of Independence (C) 4. Evaluates the relative strength of the arguments that support the Declaration of Independence (C, A) SOCIAL STUDIES (5) CONTENT OBJECTIVE C.12. Examines the Declaration of Independence as a major statement of the American values system The Declaration of Independence outlines the rights and liberties of all free persons as viewed by the delegates at the Second Continental Congress. This outline reflects the attitudes and beliefs that guided the lives of the founding fathers and is now part of the national philosophy on personal liberty. 1. Names the parts of the Declaration of Independence (C) 2. Identifies the rights of citizens as described by the Declaration of Independence (C) 3. Explains the importance of the rights described by the Declaration of Independence (C) 4. Gives examples of violations of the rights described by the Declaration of Independence (C) 5. Explains how the Declaration of Independence reflects the ideals of the American people (C) 6. Identifies current struggles in the United States and other countries for the same rights as those claimed by the authors of the Declaration of Independence (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE C.l3. Examines the events which led to the Constitutional Convention of 1787 The Articles of Confederation, the basis for government operation in the United States after independence from Great Britain, provided for a weak central government, which led to numerous disputes between the states. As a result, the states sent representatives to a Constitutional Convention to make revisions in the Articles. The result, however, was the creation of the Constitution which eventually was ratified by the states. 1. Identifies problems which led to the Constitutional Convention of 1787 (C) 2. Differentiates between weak and strong central governments (C) 3. Explains the form of representation in the federal government under the Articles of Confederation (C) 4. Describes issues causing controversy among the states prior to the ratification of the Constitution (C) 5. Assesses weaknesses of the Articles of Confederation (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE C.l4. Identifies the structure of government as described in the Constitution that evolved to deal with basic political issues in the United States The Constitutional Convention of 1787 divided the United States government into three branches. The three branches were the legislative, which makes the laws; executive, which enforces the laws; and judicial, which interprets the laws. A system of checks and balances was instituted to divide power among the executive, judicial and legislative bodies. The legislative body was made bicameral as a compromise between the states of large and small populations. 1. Identifies the three branches of the federal government (C) 2. Explains the major functions of each of the three branches of the federal government (C) 3. Identifies the leader in each branch of government (C) 4. Explains the reason for the bicameral national legislature (C) 5. Identifies ways that the Constitution was an improvement over the Articles of Confederation (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE C15. Identifies well-known and influential leaders from the early American period . From 1763 until the first government was formed under the Constitution, there were many men and women who led in the struggle to make the United States a free and independent nation. 1.. Identifies the three Georgians who signed the Declaration of Independence (C) 2. Identifies patriot leaders in the Revolutionary War and the role each played (C) 3. Describes the role of major contributors to the Declaration of Independence (C) 4. Describes the role of major contributors to the drafting of the Constitution and the Bill of Rights (C) 5. Assesses the role of noted Americans who were important in developing the national government of the United States (C) SOCIAL STUDIES (5) CONTENT OBJEcnVE 0.16. Describes the growing differences between the North and South which resulted in the Civil War in America Economic, political and cultural patterns of the states of the north and the south became less and less similar during the period between the adoption of the Constitution and the Civil War (the antebellum period.) Large farms dependent on slavery were important to the southern economy while the northern economy was concentrated on manufacturing goods and trade. The South maintained a rural lifestyle while cities began to grow in the North. The North, more heavily populated, had a larger percentage of the nation's railroads, industries and money than did the South. 1. Identifies the sources of cheap labor in the antebellum South and North (C) 2. Distinguishes among immigrants, indentured servants and slaves (C) 3. Compares the resources of the North and South in the antebellum period (C) 4. Compares and contrasts the antebellum economies of the North and South (C) 5. Hypothesizes why most Southerners would have been less likely to be abolitionists than Northerners (C, A) SOCIAL STUDIES (5) CONTENT OBJECTIVE D.17. Identifies events and conditions which affected the country during the period of Reconstruction Between 1865 and 1877, various forces affected the rebuilding of the South and its reassimilation into the Union. The Freedmen's Bureau was set up to assist freed slaves, while southern whites attempted to rebuild their economic and political system. The 13th, 14th and 15th amendments to the Constitution were passed to ensure that the rights of freed slaves were protected. However, when the Union forces withdrew from Georgia the positive changes made during Reconstruction stopped. 1. Defines the terms carpetbagger, scalawag and Reconstruction (C) 2. Describes lincoln's plan for reuniting the North and South after the Civil War (C) 3. Gives examples of Black Codes and explains their purpose (C) 4. Explains how the 13th, 14th and 15th amendments to the Constitution were supposed to help freed slaves (C) 5. Explains the importance of Reconstruction to the rebuilding of the South (C) 6. Explains the tasks assigned to the Freedmen's Bureau (C) SOCIAL STUDIES (5) CONTENT OBJECllVE D.t8. Traces the migration and settlement of people that had an impact on the expansion and development of the American west The purchase of Louisiana in 1803 from France and the subsequent exploration of Lewis and Oark began a process of permanent settlement of the American West. Highways and railroads, in conjunction with major rivers and canals, speeded the process. The availability of cheap land and the discovery of gold and silver encouraged more and more Americans to move westward. 1. Identifies major trails, rivers and canals used by settlers of the West (C) 2. Identifies causes and effects of the California Gold Rush (C) 3. Describes the effect of homesteading in the westward movement of the population (C) 4. Compares and contrasts the reasons for moving west of the Forty-niners and the homesteaders (C) 5. Assesses the significance of the Indian Wars in the settlement of the American West (C) 6. Evaluates the importance of the railroad in the development of the American West (C) SOCIAL STUDIES (5) CONTENT OBJECI1VE E.19. Describes the major factors involving immigration that led to a stronger nation From the mid-nineteenth to the early twentieth century there were large influxes of people from Europe and Asia who sought to settle in the United States for economic, political and religious reasons. These people brought with them a rich mix of cultural backgrounds and ambitions that helped to build modem America. Initially used as a cheap labor force, these new Americans often worked long hours under poor conditions to provide for themselves and their families. Their labor helped make the United States a major manufacturing nation, and they were major settlers in many parts of the West. Over time, these people became important, contributing members of the society. 1. Defines the term "melting pot" as it relates to immigration in the United States (C) 2. Identifies the geographic sources of the two major waves of immigration in the United States (C) 3. Describes how immigrants were used as cheap labor by industry (C) 4. Differentiates between reasons for immigration in the first and second waves (C) 5. Justifies the proposition that immigrants have made the United States a stronger nation (C, A) SOCIAL STUDIES (5) CONTENT OBJECTIVE E.20. Explains the United States' role in world affairs During the late nineteenth and early twentieth centuries, the United States began to undergo a change of status in its relationship with other nations around the globe. Industrial growth gave the nation a financial clout that it had not previously enjoyed. Involvement in the building of the Panama Canal, the Spanish-American War and World War I contributed to the growing status of the United States as a world power. 1. Identifies territory gained by the United States during the expansionist period from the late 1800s to the early 1900s (C) 2. Lists territories acquired by the United States during the late nineteenth and early twentieth centuries (C) 3. Describes the roles of the United States in the building of the Panama Canal (C) 4. Identifies the causes of the Spanish-American War and World War I (C) 5. Explains major causes for the involvement of the United States in World War I (C) 6. Gives examples of a growing presence of the United States around the world during the late 1800s and early 1900s unrelated to wartime efforts (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE E.21. Characterizes new inventions and new technology that changed American lifestyles in the 19th century The 19th century was a period which saw the implementation of new equipment designed to increase the speed of production of goods and make fanning and industry more efficient. Power sources were found to meet the needs of new industries. New devices speeded communication and transportation and united our country. 1. Explains the concept of invention (C) 2. Gives examples of technology that changed the lives of Americans in the 19th century (C) 3. Categorizes inventions of the 19th century that aided industry, communication, agriculture and transportation (C) 4. Explains the nature of given technological inventions (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE E.22. Defines "economic system" as the institutions, values, factors and activities that provide a framework for economic decision making All societies must decide the basic economic questions of what goods and services to produce, which ones to forego or postpone and when and how to transfer productive resources from one use to another. Decisions must also be made about how much effort to devote to increasing total outputs as well as how to divide the total output of the society among its members. These decisions all hinge on how economic resources are allocated, and different societies have different approaches to making decisions about resource allocation. These differing approaches are determined by the collection of institutions, laws, controlling values or beliefs and human motivations of the individuals who collectively make up the society. 1. Defines the term economic system (C) 2. Describes the economic system of the United States (C) 3. Compares how decisions are made in a market economy such as the United States and a command economy such as the Soviet Union (C) 4. Explains how the economic system of a people can be changed (C) 5. Explains factors which affect business decisions in the United States economy (C) 6. Describes the role of various institutions which are a part of the economy of the United States (C) 7. Assesses the relative importance of values which underlay the economy of the United States (e..g, freedom, risk-taking, efficiency, justice, etc.) SOCIAL STUDIES (5) CONTENT OBJECTIVE E.23. Identifies the three basic questions asked by any society regarding production from scarce natural and human resources Who decides what will be produced? What factors of production will be used and how? How will the results of production be distributed? A problem which must be faced by all people and societies is the lack of sufficient natural, human and capital resources to produce all the goods and services we could desire. Consequently, we must make choices in order to obtain the maximum satisfaction from available resources. The choices are what goods and services will be produced, how they will be produced and to whom they will be distributed. 1. Describes how the three basic economic questions are answered in the market system of the United States (C) 2. Gives examples of supply and demand working to allocate products (C) 3. Explains why different methods of production are used to make various goods and services (C) 4. Explains the process whereby materials are gathered, goods and services are produced and products are distributed to consumers (C) 5. Explains the concept of profit (C) 6. Justifies the position that consumers determine what is produced in the United States economy (C, A) SOCIAL STUDIES (5) CONTENT OBJECTIVE F.24. Examines the Crash of 1929 and the resulting New Deal program The Crash of 1929 was a catastrophic drop in the value of stocks in October, 1929. Farmers had been experiencing a long-term economic slump which had reduced the amount of cash they had available for the purchase of goods. Thus, industry had a smaller market for its goods and was forced to layoff workers. The problem of lack of cash was exacerbated by investors who borrowed money in order to invest in the stock market. These problems climaxed with a major devaluing of the stock market which led many investors to plunge into bankruptcy. The subsequent closing of many of the nation's banks, high unemployment and the inability of the private sector to solve these problems forced President Franklin Roosevelt and the Congress to develop unprecedented legislation which provided for the basic needs of the people, created jobs and revived the economy. 1. Describes the Crash of 1929 (C) 2. Identifies causes and effects of the crash of 1929 (C) 3. Gives examples of New Deal programs (C) 4. Explains the relationship of the Crash of 1929 to the Great Depression and legislation designed to end that depression (C) 5. Discusses the chronological order of the major events of the Great Depression (C) 6. Justifies the enactment of the New Deal programs (C, A) SOCIAL STUDIES (5) CONTENT OBJECIlVE F.25. Describes the World War II era The United States became directly involved in World War IT in 1941 following the bombing of Pearl Harbor by the Japanese. Through nationwide efforts, the United States was able to enter the war on two fronts, the Pacific and European. In May, 1945, the war in Europe came to an end. By August of 1945, the Japanese surrendered after the United States dropped atomic bombs on two Japanese cities. 1. Identifies major events of the World War IT era (C) 2. Describes major battles and campaigns of World War II (C) 3. Explains how the United States became involved in World War II (C) 4. Gives examples of how Americans at home helped in the war effort (C) 5. Differentiates between the goals of the Allied and Axis powers in World War II (C) 6. Describes the Holocaust and explains its origins (C, A) 7. Presents arguments for and against the dropping of the atomic bomb on two cities of Japan (C, A) SOCIAL STUDIES (5) CONTENT OBJECTIVE F.26. Gives examples of how specialization, interdependence and technology are used and practiced in various regions by individuals, firms and cities A network of mutual reliance exists between and within the regions of the United States. This network extends to all levels of the society from the personal to the business to the civic. Since no single region is able to supply all of the raw materials and manufactured goods for its people, each uses the resources that it has and works to trade those for things that it does not have. 1. Gives examples of specialization of specific geographic regions (C) 2. Describes how businesses are dependent on other business, individuals and regions (C) 3. Explains how specialization by individuals produces interdependence between individuals (C) 4. Distinguishes between situations involving or requiring specialization and those involving or requiring the use of generalists (C) 5. Identifies advantages and disadyantages of both specialization and self- reliance or independence (C) 6. Proposes how specialization and technology could be used to more efficiently produce a good or service (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE F.27. Explains how people in all economic systems engage in certain basic economic activities (e.g., producing, exchanging, consuming, saving and investing) For meeting the needs of its members, every society has a system which includes the creation of goods and services and the consumption of the goods and services. Modern societies use systems that make use of money Those who consume less than they produce can use their excess money as savings or investments in order to make even more money. 1. Distinguishes between goods and services (C) 2. Identifies economic activities undertaken by people in alI economic systems (C) 3. Compares and contrasts money utilized in different countries (C) 4. Explains the relationship between producers and consumers in an economy (C) 5. Explains how goods and services may be exchanged using money or some other medium (C) 6. Compares consumption data for a selected good (energy, food, etc.) in several countries of the world and explains differences found (C) SOCIAL STUDIES (5) CONTENT OBJECfIVE F.28. Explores the values of the United States through the cultural expressions of art, music, literature, etc. As a country develops, it organizes a way of life that includes customary beliefs, social norms and material traits of a racial, religious or social nature. Societies have different ways of expressing their cultures. Frequently a group's culture includes art, music and literature when examined will reflect what is valuable or important to the society. 1. Suggests values expressed by a particular painting (C, A) 2. Identifies factors that influenced the creation of jazz (C) 3. Explains how slave songs expressed the feelings of the slaves (C) 4. Identifies values which may be associated with the production of various cultural expressions (c, A) 5. Listens to works of American composers and literary figures and relates ideas expressed to events experienced by creators of the works (C, A) 6. Identifies trends in literature, art and music over time and explains their relationship to social and political developments (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE F.29. Explains how the value system of a society exerts great influence on the attitudes and behavior of people The beliefs, attitudes and actions of an individual are not determined in isolation. They are heavily influenced by the culture, religion, politics and economics of the society at large. To distinguish groups of people and understand their motives, one must first have knowledge of the generalized beliefs of the people of a society. 1. Explains how laws influence the behavior of people (C) 2. Gives examples of being influenced by parents and close friends (C) 3. Describes how societal institutions such as schools, churches and social organizations influence people's attitudes and behaviors (C) 4. Explains how people learn accepted behavior in a society (C) 5. Predicts responses to a given situation by people of differing cultures (C, A) SOCIAL STUDIES (5) CONTENT OBJEcnVE F.30. Identifies the role of the citizen in the decision-making process of government of the United States Members of our representative democracy, as part of their civic duty, have the responsibility to make informed choices when voting for government officials and legislation. They communicate with elected officials, lobby, contribute to campaigns and sometimes participate in public demonstrations. 1. Identifies steps in the decision-making process (C) 2. Gives examples of events which require decision-making (C) 3. Identifies officials elected by citizens at local, state and federal levels (C) 4. Describes the voting procedure in the United States (C) 5. Explains various ways citizens of the United States help make national decisions (C) SOCIAL STUDIES (5) CONTENT OBJECf1VE F.3l. Examines the events that have brought rapid changes in American society since World War II The post-World War II era was a time of great transformation in the ways of life for the people of the United States. There was an increase in service jobs and more women in the work force. An explosion in technology accelerated changes in communication, manufacturing, transportation and commerce. The population increased rapidly but began leveling off towards the end of the century. The move from rural to urban areas continued, and agricultural jobs declined. Legislation brought about great changes in the area of civil rights for various minorities. 1. Identifies key events in space exploration and explains how space exploration has changed American society (C) 2. Describes the changes in the work of women since World War II (C) 3. Describes how technology has made manufacturing more efficient since World War II (C) 4. Describes how communication has changed since World War II (C) 5. Gives examples of how technology has affected the daily life of Americans since World War II 6. Examines the women's rights movement (C) 7. Analyzes patterns of residence, levels of education and forms of recreation since 1950 (C) 8. Evaluates the impact of technology on American agriculture since World War II (C, A) SOCIAL STIJDIES (5) CONTENT OBJECTIVE F.32. Identifies well-known and influential Americans from the modern era Many modern Americans have left their mark on the society of the United States by setting trends, representing national moods or effecting far reaching changes. Entertainment, politics, sports, religion, exploration, science and technology are all areas in which specific people have excelled and contributed to the development of the society. 1. Names the current president and vice-president of the United States (C) 2. Identifies significant events in the terms of modern American presidents (C) 3. Identifies famous modern American scientists, industrialists, sports figures, religious leaders, etc., and describes their major contribution(s) to society (C) 4. Categorizes famous entertainers by the medium in which they were best known (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE G.33. Identifies the geographic regions in Canada The provinces of Canada may be classified into five to eight groups according to their physical features or location. 1. Identifies geographic regions of Canada (C) 2. Identifies major geographic features of each region in Canada (C) 3. Identifies the general location of a given region of Canada (C) 4. Describes the landforms of a given geographic region of Canada (C) 5. Explains the interrelationship between climatic patterns and latitudes of Canadian regions (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE G.34. Identifies and locates climatic patterns within Canada Regions of Canada can be differentiated based on their general long term weather patterns. Latitude, altitude and nearness to bodies of water contribute to long term weather conditions. 1. Identifies regions of Canada according to climate type (C) 2. Describes temperature and precipitation patterns characteristic of a climate type (C) 3. Categorizes Canadian regions according to long term temperature and precipitation trends (C) 4. Identifies factors influencing weather in Canada and gives examples of the interplay of these factors (e.g., high altitude and prevailing winds) (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE G.35. Identifies and locates topographical features within Canada Each region of Canada is physically distinguished from other regions by its land and water features. These land and water features may be labeled by geographic terms or by their place names. 1. Locates and labels major land and water features using a map of Canada (C) 2. Differentiates between land and water features of a specific region (C) 3. Identifies a specific topographic feature of a region given a short description of the feature (C) SOCIAL STUDIES (5) CONTENT OBJECTIVE G.36. Relates how the natural resources and physical features influence human activity in each region Canada is divided into several geographic zones having similar land and water features and long term temperature and precipitation patterns. Within each zone, the inhabitants make use of the naturally occurring materials in order to meet survival needs and/or commercial and trade needs. Recreation and work may be affected by the geographic features of the region. 1. Gives examples of natural resources found in Canada (C) 2. Describes how the people of various regions in Canada are influenced by the physical features and natural resources of their area (C) SOCIAL STUDIES (5) CONTENT OBJECIlVE G.37. Describes the period of exploration and colonization of Canada The British claimed lands in Canada based on the explorations of John Cabot in 1497 and 1498. The French claimed Canadian lands based on the explorations of Jacques Cartier in 1534 and 1535. With the subsequent settling of Quebec in 1608 and additional explorations, Samuel de Champlain strengthened the claims of the French in Canada. Britain gained Canada as a result of the French and Indian War and allowed French language and customs to be maintained by the French in Quebec. The colonial period of Canada did not end until 1867 with the British North America Act. 1. Identifies nations that sent explorers to Canada (C) 2. Names important explorers of Canada and identifies the geographic locations of their explorations (C) 3. Describes various ways by which colonial Canadians made a living (C) 4. Compares and contrasts the independence movements in the United States and Canada (C) 5. Explains how Canada became a bilingual country (C) 6. Identifies the patterns of exploration, settlement and economic development in colonial Canada (C) SOCIAL STUDIES (5) CON1ENT OBJECTIVE G.38. Discuss the structure of government that evolved in Canada The Canadian system of election of government officials is very similar to that of the United States. Laws are made in a Parliament headed by a prime minister chosen by the members of the House of Commons. The people elect the members of the House of Commons. The Parliament is also made up of Senators whose names are recommended by the Prime Minister to the Governor-General. The Governor-General is representative of the Queen of Great Britain because Canada is a part of the British Commonwealth of Nations. The name of the Governor-General is submitted by the Prime Minister for her approval. The Queen acts as Canada's head of state. Provinces and towns and cities also form governments to make decisions on local matters and problems. Canada is an independent sovereign democracy, and it is a federal state, with ten largely self-governing provinces and two territories controlled by the central government. 1. Identifies the two houses of Canada's Parliament (C) 2. Names the head of state for Canada (C) 3. Explains how members and leaders in Canada's Parliament are chosen (C) 4. Differentiates between the method of selection of members of the Congress of the United States and the Parliament of Canada (C) SOCIAL STUDIES (5) , CONTENT OBJECTIVE G.39. Illustrates that Canada is a modem industrial nation of the world Canada has rich natural resources that make it a leader in mining and lumbering as well as agriculture. It is the world's leading producer of zinc and a major exporter of newsprint, wood pulp and food. These abundant natural resources are used in a multitude of manufacturing enterprises which make Canada a leading industrial nation. 1. Identifies the major natural resources of Canada (C) 2. Locates geographic areas of lumbering, grain production and oil reserves in Canada (C) 3. Gives examples of categories of production in which Canada is a world leader (C) 4. Describes the types of agricultural crops that Canada produces in sufficient abundance to export (C) 5. Identifies specific manufactured products made from natural resources found in Canada (C) SOCIAL STUDIES (5) CONTENT OBJECI1VE GAO. Explains how the United States and Canada are interdependent Canada and the United States have developed mutually beneficial trade policies. Such policies include the trading of manufactured foods as well as natural resources. Over time, this relationship has grown to the point that each nation has come to need the other in order to maintain its own economic prosperity. Thus, policies have also been created for sharing responsibility for improved transportation and communication between the nations in order to expedite trade. 1. Defines the term interdependent (C) 2. Identifies natural resources and manufactured goods that Canada exports to the United States (C) 3. Identifies natural resources and manufactured goods that the United States exports to Canada (C) 4. Gives examples of joint development projects between the United States and Canada (C) 5. Assesses economic and environmental problems mutual to both Canada and the United States (C, A) SOCIAL STUDIES (5) SKILL OBJECTIVE A.I. Locates main ideas in multiple types of sources (e.g., nonprint, specialized references, periodicals, newspapers, atlases, yearbooks, government publications, etc.) Main idea(s) refers to the central theme or themes of a message. Main ideas might take one or more of several forms. They might be generalizations; the moral of a lesson; the most important direction(s) in a set of directions; a set of causes or effects; or the outstanding characteristic(s) of a person, place, thing or event. Students demonstrate reading or listening comprehension by identifying and explaining main ideas. 1. Selects the photograph or drawing which best illustrates the main idea(s) of a story or lesson (C) 2. States the main idea(s) of a story or lesson by using a single word, phrase or sentence (C) 3. Locates the topic sentence in a written passage (C) 4. States the moral of a story or lesson (C) 5. Selects main idea from either written, auditory or visual sources (C) SOCIAL STUDIES (5) SKILL OBJECTIVE A2. Develops outlines through reading, listening or viewing Takes notes means that the reader, listener or observer is able to abstract the essence of a message. Develops outlines means that the student is able to express that abstracted message in outline form. Outlining requires the student to sort main ideas from subordinate ideas and to express the relationship of the latter to the former. 1. Identifies main ideas and subordinate ideas in a written or spoken message (C) 2. Expresses the chronological or logical sequence of main ideas by sequencing those topics in an outline (C) 3. Expresses the relationship of subordinate ideas to main ideas by listing the subordinate ideas as subtopics in an outline (C) 4. Uses a standard outline format (C) SOCIAL STUDIES (5) SKILL OBJECI1VE A3. Uses features of books for information: table of contents, glossary, index, appendix, bibliography Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries. 1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) SOCIAL STUDIES (5) SKILL OBJECTIVE A4. Distinguishes between fact and opinion relating to regions/cultures The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that rmding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a normative claim is ultimately a matter of judgement or opinion. 1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C) 2. Distinguishes between descriptive claims and value claims (C) SOCIAL STUDIES (5) SKILL OBJECTIVE A5. Develops and interprets charts, tables, timelines, graphs, diagrams and other graphic aids Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Produces and reads a simple graph, chart or timeline using data based on a survey of the community (C) 4. Interprets themes of graphic displays produced in newspapers or magazines written for children or adults (C) 5. Produces a graph, chart, table or timeline using data from history or one of the social sciences (C) SOCIAL STUDIES (5) SKILL OBJECTIVE A6. Distinguishes between primary and secondary sources and determines respective uses Primary sources are first-hand accounts of the past. Usually, they date closely in time to the events under study. Secondary sources are derived from primary sources. Often, letters, diaries, newspaper accounts, business records and old photographs are primary sources. Biographies, textbooks and reference books are examples of secondary sources. 1. Categorizes examined sources as secondary or primary (C) 2. Sorts the content of a newspaper or magazine article ideas which did or did not come from eye witnesses (C) SOCIAL STUDIES (5) SKILL OBJECTIVE A 7. Determines sequence of events and identifies cause and effect relationships Identifies cause and effect relationships means the ability to (1) differentiate between those relationships which probably are causal and those which probably are not, (2) recognize those events which probably have multiple causes rather than a single cause, (3) determine the probable direction of causation and recognize that some cause/effect relationships are bi-directional and (4) recognize that the existence of causal relationships is difficult to demonstrate. 1. States causal claims as tentative or probable rather than certain (C) 2. Gives an example of possible bi-directional causality (i.e., instances in which two variables may be both cause and effect) (C) 3. States more than one possible cause of an effect (C) 4. Identifies the cause (independent variable) and the effect (dependent variable) in a straightforward example (C) 5. Gives an example of a possible noncausal relationship (C) 6. States alternative possible causes (rival hypotheses) when given a causal claim (C) SOCIAL STUDIES (5) SKILL OBJECfIVE AB. Analyzes artifacts related to specific regions and cultures An artifact is a product of human workmanship. To compare, analyze and evaluate artifacts means to determine their approximate age, the location in which they were produced and the culture which produced them. 1. Identifies the culture and region which produced a given artifact (C) 2. Identifies possible uses for a given artifact (C) 3. Compares and contrasts cultures given representative sets of artifacts (C) 4. Analyzes the general level of civilization of a culture when given a set of representative artifacts (C) SOCIAL STUDIES (5) SKIll OBJECIlVE A9. Analyzes interpretations of the same event from multiple types of sources Analyzing interpretations of the same event from multiple sources means that the interpretation of an event is determined in part by an observer's frame of reference, perspective or point of view. Scholars tend not to see differing interpretations as clearly right or wrong, but as more or less complete and as reflecting the beliefs, values and assumptions of the person making the interpretation. 1. Compares and contrasts different interpretations of a event (C) 2. Identifies important differences in the frames of reference of two or more interpreters of an event (C) 3. Evaluates the expertise of two or more interpreters of an event (C) 4. Identifies possible bias in the frames of reference of two or more interpreters of an event (C) SOCIAL STUDIES (5) SKILL OBJECTIVE A 10. Formulates questions related to regions and cultures To formulate questions means to develop an informed, insightful and relevant line of inquiry. The questions may be factual, i.e., about important matters of fact relevant to history or the social sciences. They may be definitional, i.e., about the meaning of key terms within history or the social sciences. Or they may be normative, i.e., about what should or should not be done or have been done in relation to some topic in history or the social sciences. 1. Asks important, relevant normative questions when given a topic in history or the social sciences (C) 2. Asks important, relevant questions about matters of fact when given a topic in history or the social sciences (C) 3. Asks important, relevant questions about definitional issues when given a topic in history or the social sciences (C) SOCIAL STUDIES (5) SKILL OBJECTIVE B.ll. Identifies and defines a problem related to regions and cultures To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 1. Describes and labels problems using language that is precise and relatively free of emotive loading (C) 2. Describes situations which keep a person, society or region from being as successful as they might be (C) 3. Identifies a set of circumstances which the student cannot explain, such as "Why does a flat map distort geographic features of the earth?" or "Holding all other things constant, why is the average temperature of the atmosphere inversely related to altitude?" (C) SOCIAL STUDIES (5) SKILL OBJECTIVE B.12. Formulates possible alternatives or solutions to a problem Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices. 1. Lists several ways to reduce the negative effects of a set of circumstances (C) 2. Lists several possible explanations for an intellectual puzzle (C) 3. Lists several possible courses of action when faced with an ethical issue (C) 4. Categorizes choices of behavior in addressing a given problem (C) 5. Lists several possible outcomes if a problem is left unresolved (C) SOCIAL STUDIES (5) SKILL OBJECTIVE B.l3. Collects evidence using appropriate, reliable data Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 1. Generates a list of materials and procedures for obtaining information on a given subject (C) 2. Identifies community experts who can provide information about a problem (C) 3. Consults standard references (e.g., encyclopedias, atlases) (C) 4. Consults library sources such as the card catalogue and Reader's Guide (C) 5. Collects information pertinent to topic (C) 6. Evaluates which sources would be most relevant for a given subject (C) SOCIAL STUDIES (5) SKILL OBJECTIVE B.l4. Chooses a reasonable solution from among the various alternatives A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 1. Lists alternative possible solutions to the problem (C) 2. Recognizes the communal nature of problems and attempts to reach consensus concerning the meaning of the problem statement and of proposed solutions (C) 3. Lists the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) 4. Selects one choice, when the evidence is adequate to support one choice, or explains why a choice is premature (C) SOCIAL SlUDIES (5) SKILL OBJECTIVE B.15. Identifies areas for future study Future study refers to the investigation of problems which are either not presented or not resolved in text material or classroom lectures. Future study may entail library research the collection of original data and the application of problem solving skills. 1. Reviews textbook to locate interesting topics which have been left out or given cursory treatment (C) 2. Compares multiple resources on the same topic for contrasting interpretations (C) 3. Examines bibliography in textbook to locate books or articles which present contrasting interpretations or detailed treatments of interesting topics (C) 4. Examines standard references in media center for contrasting interpretations or detailed treatments of interesting topics (e.g. newspapers, periodicals) (C) 5. Keeps notebook for listing topics which might be amenable to original research (C) SOCIAL STUDIES (5) SKILL OBJECllVE C.l6. Works within a group, following set rules of procedure, to complete an assigned task The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 1. Follows rules for class discussion (A) 2. Listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) SOCIAL STUDIES (5) SKILL OBJECTIVE C.17. Demonstrates through classroom activities the necessity for rules in an ordered society The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 1. Follows rules for class discussion (A) 2. Listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) SOCIAL STUDIES (5) SKILL OBJECfIVE C.I8. Works with others using democratic principles In a society in which all persons are guaranteed the right to express their own opinions, citizens must be able to engage in face-to-face exchanges of ideas. Respect for the right of others to have differing opinions and the ability to accept compromise solutions to problems are important aspects of such idea exchanges. 1. Generates solutions to a class problem (C) 2. Shares personal experiences related to a current lesson or topic (C, A) 3. Gives opinions on choices for a class activity (A) 4. Participates in a civic improvement project (c, A) 5. Contributes to the completion of a cooperative oral presentation on a relevant topic (C, A) SOCIAL STUDIES (5) SKILL OBJECTIVE C.19. Uses alternative methods of managing conflict In situations involving social interaction, differences of opinion may result among group members. Such dissension or conflict may be resolved by generation of a set of options which could be used to settle the differences. Alternative options should then be judged before a decision is reached. 1. Appeals to an outside source to resolve group conflict (C, A) 2. Lists alternatives to resolve a conflict in a group (C, A) 3. Shows the ability to compromise in group situations (A) .SOCIAL STUDIES (5) SKILL OBJECTIVE C20. Listens to and respects the views of others Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions. 1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or national government (c, A) SOCIAL STUDIES (5) SKILL OBJECIlVE C.2!. Uses many sources to obtain current information and opinions Personal beliefs are made, modified, change or strengthened based on data gathered from external origins. A large number of these external origins exist in the form of reference materials and the beliefs of others expressed in various media or in person. 1. Interprets stated positions of politicians (C, A) 2. Compares and contrasts two opinions on an issue (C, A) 3. Surveys classmates on opinions about a current issue (C) 4. Interviews school officials and students on a relevant topic (C) SOCIAL STUDIES (5) SKILL OBJECI1VE C.22. Obtains information by asking appropriate questions in interviews The gathering of data for decision-making often requires gaining access to the personal knowledge and beliefs of others through direct contact. Clarification of information during such exchanges is accomplished through careful inquiry with those whose knowledge and views are being sought 1. Develops questions to be used in a interview (C) 2. Asks relevant questions of people being interviewed (C, A) 3. Summarizes an interview developed to obtain information about an historical event (C) 4. Analyzes the importance of questions to the conduct of an interview (C, A) SOCIAL STUDIES (5) SKILL OBJECTIVE C.23. Evaluates the reliability of information gathered One aspect of decision-making is the ability to judge the worth or accuracy of data used to make decisions. The valuing of the data is dependent on a variety of factors which must each be weighed to give an assessment of the accuracy of the data. 1.. Explains sources of bias in collected data (C) 2. Distinguishes fact from opinion in print and non-print material (C) 3. Illustrates how individual perception may differ from person to person (C) 4. Identifies possible areas of unreliability in personal interviews (C) SOCIAL STUDIES (5) SKILL OBJECTIVE C.24. Identifies goals and priorities Successful completion of cooperative tasks depends on the ability of members to clearly define desired ends or objectives. When more than one end or objective is acceptable for a situation or problem, one should first rate or rank the relative desirability of achieving each option. 1. States a group's goals for a cooperative project (C, A) 2. Identifies tasks for the completion of a group task (C) 3. Prioritizies tasks for completion of a group task (C, A) SOCIAL STUDIES (5) SKILL OBJECTIVE C.25. Formulates and defends positions on an issue Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 1. Explains one's position on a topic of current events (C, A) 2. Lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) SOCIAL STUDIES (5) SKILL OBJECTIVE C.26. States reasons for an advocated position Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 1. Explains one's position on a topic of current events (C, A) 2. Lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) SOCIAL STUDIES (5) SKILL OBJECTIVE C.27. Recognizes the right of others to hold differing positions Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions. 1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or national government (C, A) SOCIAL STUDIES (5) SKILL OBJECTIVE C.28. Participates in planning for effective action in civic affairs Citizens in a democratic society have many opportunities to be involved in community or public activities to support their personal views. Involvement may be improved and made more efficient by setting goals, organizing and prioritizing tasks and initiating action in a systematic way. 1. Plans a campaign for a school election (C, A) 2. Plans for political action on a current issue (C, A) 3. Seeks the support of public officials for a stated position (C, A) 4. Takes part in the activities of community action groups (C, A) 5. Explains various means by which one's opinions or ideas can be promoted (C) SOCIAL STUDIES (5) SKILL OBJECI1VE C.29. Presents viewpoint to others Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 1. Explains one's position on a topic of current events (C, A) 2. Lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) SOCIAL STUDIES (5) SKILL OBJEcnVE D.30. Computes differences between time zones Different areas of longitude have different times based on their position in relationship to the Prime Median (0 degrees). The number of hours that separate time zones is calculated using approximately 15 degrees of longitude per time zone. 1. Determines the number of hours difference between any points on the globe (C) 2. States whether one zone is ahead or behind another in time (C) 3. Explains the clock time at various places on the Earth at any given point of time (C) SOCIAL STUDIES (5) SKILL OBJECTIVE D.3l. Demonstrates the relationship between earth movements and the length of day and the passage of seasons The planet earth makes one orbit around the sun in approximately 365 days. It turns on its axis once every twenty-four hours. The changes in the amount of daylight and darkness and the changes in the seasons are a result of the earth's movements. 1. Explains that the earth moves around the sun in a calendar year (C) 2. Explains that the earth moves around its axis once in twenty-four hours (C) 3. Moves a model of the earth around the sun to show how the tilt of the earth's axis affects the seasons (C) 4. Describes the placement of the earth in relation to the sun during a given period of the calendar year (C) SOCIAL STUDIES (5) SKILL OBJECllVE D.32. Uses definite time concepts as second, minute, decade and century when describing events Time is measured in units of increasing length from second to minute, hour, day, month, year, decade, century, etc. 1. Uses the correct tenns for time when describing specific events and when they happened (C) 2. States the day, month and year for important historical events, such as the beginning of World War n (C) 3. States the century in which an important historical event occurred when given the year (C) SOCIAL STUDIES (5) SKILL OBJECIlVE D.33. Computes the length of time between two given dates To keep and record time, several systems and devises are used. A calendar is a systematic organization of days into twelve months with each month ranging in length from twenty-eight to thirty-one days. Events of importance are noted on the calendar and time may be measured by using the organized system as reference points. 1. Calculates the time between events on a calendar (C) 2. Keeps a personal calendar for projects, homework and extracurricular activities (C) 3. Locates important historical dates on calendar, such as the birthdates or dates of death of national leaders (C) 4. States whether a given month has 28, 29, 30 or 31 days (C) 5. Gives reason for number of days, weeks and months in year (C) SOCIAL STUDIES (5) SKILL OBJECllVE D.34. Makes timeline sequencing a series of events A line or continuum may be used to show the order in which things happen. Any specific event or activity, whether in an individual's life or in history, may be put in sequence on such a line or continuum. 1. Constructs a list of events and places them in order on a continuum (C) 2. Constructs a list of favorite American heros and places them on a timeline (C) 3. Constructs a list of events leading to the American Revolution and places them on a timeline (C) 4. Constructs a list of events in a famous exploration, such as Magellan's voyage around the world, and places them on a timeline (C) 5. Constructs a list of events related to an important economic event, such as the Great Depression, and places them on a timeline (C) SOCIAL STUDIES (5) SKILL OBJECTIVE E.35. Identifies map projections and illustrates different ways of showing curved surface on a flat map Map-makers face a fundamental dilemma in attempting to draw the features of a three-dimensional world on a two-dimensional surface. Various technical methods have been devised by map-makers to accomplish this task, but distortions always occur in the representation of some part of the world. 1. Differentiates between several major types of map projections (C) 2. Locates areas of distortion on a map (C) 3. Explains why distortions appear on particular map projections (C) 4. Contrasts representation of particular land areas on different map projections (C) SOCIAL STUDIES (5) SKILL OBJECflVE E.36. Uses circle measurements in degrees, minutes and seconds Measurements of angles are often necessary when determining distance and location on spherical surfaces such as the earth's. Standardized units of measure have been established with basic units and smaller, gradient units for more precise calculations. 1. Differentiates among degrees, minutes and seconds (C) 2. Determines latitude and longitude coordinates of a point in degrees, minutes and seconds (C) 3. Locates points on a map given coordinates in degrees, minutes and seconds (C) 4. Explains the use of degrees, minutes and seconds in locating places on the earth (C) SOCIAL STUDIES (5) SKILL OBJECflVE E.37. Differentiates between natural and cultural features on the earth's surface The outer covering of our planet is characterized by objects of human construction and those which are not of human construction. Making the distinction between these involves being able to tell which objects would not exist were it not for human intervention. Many of these characteristics are large enough to be indicated on two and three-dimensional representations of the planet at varying scales. 1. Defines the terms natural and cultural (C) 2. Distinguishes between natural and cultural features on a map or globe (C) 3. Lists examples of natural and cultural features on the earth's surface (C) SOCIAL STUDIES (5) SKILL OBJECI1VE E.38. Uses cardinal and intermediate directions to locate various cultural/political and natural features on the earth A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the map will thus have its own identifying location using a coordinate system of numbers or numbers and letters. 1. Identifies the east/west and north/south grid lines of a map (C) 2. Locates a place on a map using latitude and longitude (C) 3. Identifies the location of a place relative to another using cardinal and intermediate directions (C) SOCIAL STUDIES (5) SKILL OBJECTIVE E.39. Uses a grid system to find exact locations A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the map will thus have its own identifying location using a coordinate system of numbers or numbers and letters. 1. Identifies "the east/west and north/south grid lines of a map (C) 2. Locates a place on a map using latitude and longitude (C) 3. Identifies the location of a place relative to another using cardinal and intermediate directions (C) SOCIAL STUDIES (5) SKILL OBJECTIVE E.40. Determines direction from the study of maps and globes The points on the earth which correspond to the rotational axis form the foundation of a grid system of locating places on the surface of the planet. By orienting a person or map toward the point roughly in line with the star Polaris and identifying the apparent path of solar objects in the sky, a standardized frame of reference is established by which location may be determined. 1. Identifies the direction "north" relative to a point on a map (C) 2. Explains the relative position of two points on a map using cardinal directions (C) 3. Orients a map to magnetic north (C) 4. Identifies the cardinal direction quadrant of a point on a map (C) SOCIAL STUDIES (5) SKILL OBJECTIVE EAt. Uses map scale to determine distance Cartographers attempt to produce accurate representations of features on the earth in their two-dimensional models of the earth's surface. Spaces between points on the earth are proportionally represented in these models. Actual units of length may be determined from the model using information included in the map key or legend. 1. Defines the term map scale (C) 2. Locates map scales on various maps (C) 3. Explains how to draw a map to scale (C) 4. Computes actual distances based on map measurements (C) 5. Creates a map of a familiar place which includes a map scale (C) SOCIAL STUDIES (5) SKILL OBJECTIVE .42. Demonstrates that scale can be expressed in alternative formats Cartographers create representations of the earth's surface which have distances proportional to real distances. Actual units of length may be computed from the model using information included in the legend. Such information on proportional distances may be given in words, fractional numbers, ratios or graphically represented. 1. Lists different ways by which map scale may be expressed (C) 2. Explains how actual distances are computed using the various alternative formats for showing map scale (C) 3. Converts one form of expression of scale to another (C) 4. Writes a map scale in several different ways (C) SOCIAL STUDIES (5) SKILL OBJECflVE E.43. Uses map keys and legends to correctly interpret resource, product, historic, physical, political and economic maps Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 1. Explains the purpose of a map based on information in a map key (C) 2. Locates information for a specific purpose on a map (C) SOCIAL STUDIES (5) SKILL OBJECTIVE E.44. Draws conclusions based on multiple pieces of information included on maps Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. Some models provide both special and general purpose information on the same map. 1. Chooses appropriate maps with information for a specific purpose (C) 2. Uses multiple components of a map in support of a hypothesis (C) 3. Draws conclusions based on several types of information on a map (C) 4. Locates multiple types of information on a map to support or refute claims by others (C) SOCIAL STUDIES (5) SK.Ill OBJECfIVE E,45. Uses maps and globes to explain geographical settings of historical and current events A more comprehensive understanding of a world occurrence may be gained by the analysis of cartographers' plane or spherical surface representative models of the area in which the occurrence happened. Gazetteers or indexes to atlases may be used to find grid coordinates for places which may then be found on the model. 1. Locates regions of interest on a map or globe (C) 2. Locates appropriate maps for a specific purpose (C) 3. Uses an index or gazetteer to find grid coordinates of a place of interest (C) 4. Draws conclusions about historical and current events based on information in maps (C) SOCIAL STUDIES (5) SKILL OBJECTIVE .46. Makes generalizations about human activities in a geographic region using map information Plane surface representative models of the earth's surface may be created for a variety of purposes. General purpose models and specific purpose models may serve as reference sources for a variety of data collection needs. Many of these models focus on the effects of people on the earth or give information about their culture. 1. Chooses appropriate maps to gather information about human activity in a specific region (C) 2. Uses multiple maps to gather data in support of a conclusion about the people of a geographic region (C) 3. Draws conclusions about human activity in a region based on information in several maps (C) 4. Locates multiple types of information on a map or maps to refute or support statements about human activity in a region (C) SOCIAL STUDIES (5) SKILL OBJECTIVE E.47. Translates geographic data into simple bar graphs Plane surface representative models of the earth's surface may be created for a variety of purposes. General and specific purpose models may serve as the reference sources for a variety of data collection needs. Such data may then be synthesized by users for particular purposes and presented in a variety of graphic formats. 1. Isolates specific information on maps for a particular purpose (C) 2. Locates appropriate maps as sources for specific information (C) 3. Creates bar graphs of data from maps (C) 4. Diagrams information from maps for presentation (C) SIXTH GRADE SOCIAL STUDIES OBJECTIVES WITH FURTHER DEFINITIONS copyright c 1990 Georgia Department of Education, Division of Instructional Media SOCIAL STUDIES (6) , CONTENT OBJECflVE A.I. Identifies selected regions for study within the cultural areas of the Middle East, Europe and Africa - South of the Sahara A cultural area is a geographic region that is defined by common languages, religions, political customs, economic activities or other similar cultural elements. The regions within cultural areas of the Middle East are Southwest Asia and North Africa. The regions within Europe are Mediterranean Europe, Western Europe, Scandinavia, Northern Europe, Central Europe and Eastern Europe. The regions within "Africa - South of the Sahara are Western Africa, Eastern Africa, Central Africa and Southern Africa. Each region includes individual countries. 1. Locates the regions of the Middle East, Europe and Africa - South of the Sahara (C) 2. Locates the individual countries within each region of the Middle East, Europe and Africa - South of the Sahara (C) 3. Explains cultural characteristics common to all regions within each cultural area (C) 4. Distinguishes regions within cultural areas (C) SOCIAL STUDIES (6) CONTENT OBJECTIVE A.2. Identifies and locates climatic patterns within each region The major climate zones are subdivided into smaller zones, called climatic patterns, which are areas within a region and are determined by location, landforms, moisture and temperature. Regions of the Middle East, Europe and Africa - South of the Sahara can be identified as having one or more of these climatic patterns. 1. Locates the major climatic patterns within the Middle East, Europe and Africa - South of the Sahara on a world or regional map (C) 2. States the major features of the climatic patterns of the Middle East, Europe and Africa - South of the Sahara (C) 3. States climatic pattern of countries or areas within a region (C) 4. Labels the major climatic patterns of the Middle East, Europe and Africa - South of the Sahara (C) 5. Represents major climatic patterns on a map (C) 6. Classifies regions by climatic pattern (C) SOCIAL STUDIES (6) CONTENT OBJECTIVE A3. Identifies and locates topographical features within each region Natural and man-made topographical features make up the configuration of the earth's surface. These features include relief pattern of landforms such as mountains, hills, plateaus, plains, rivers, valleys, canyons, islands, archipelagos, peninsulas, gulfs, bays, tributaries, etc. Each of the regions, Middle East, Europe and Africa - South of the Sahara, has identifiable topographical features. 1. Names the major topographical features of the Middle East, Europe and Africa - South of the Sahara (C) 2. Locates the major topographical features of the Middle East, Europe and Africa - South of the Sahara (C) 3. Describes the characteristics of the major topographical features of the Middle East, Europe and Africa - South of the Sahara in terms of shape, elevation, length or area (C) 4. Labels the major topographical features of the Middle East, Europe and Africa - South of the Sahara (C, P) 5. Categorizes regions according to common topographical features (C) 6. Verifies topographical features on a map by using symbols, shading or color-coding (C) SOCIAL STUDIES (6) , CONTENT OBJECflVE A4. Relates how the natural resources and physical features influence human activity in each region People on the earth use the earth's natural resources and physical features in a natural or altered form. Activities of people in a given region of the world will also be affected by the natural resources and physical features in that region. 1. Gives examples of natural resources (C) 2. Identifies major natural resources located in the Middle East, Europe and Africa - South of the Sahara (C) 3. Identifies the major topographical features of the Middle East, Europe and Mrica - South of the Sahara (C) 4. Describes how activities of people in the Middle East, Europe and Mrica - South of the Sahara are affected by natural resources and physical features of the region (C) S. Compares the lifestyles of people in the Middle East with those of the people of Europe and Mrica - South of the Sahara (C) 6. Generalizes about types of activities possible because of natural resources of the Middle East, Europe and Mrica - South of the Sahara (C) SOCIAL STUDIES (6) CONTENT OBJECTIVE AS. Defines scarcity as a basic imbalance between relatively unlimited wants and relatively limited resources available to satisfy these wants Resources are materials needed for the production of goods and services. Resources may be natural (soil, minerals, forests, etc.), human (labor, services, etc.) or financial (capital for investment or tools). When people have wants and/or needs that cannot be met with available resources, there is a scarcity of those resources. 1. Defines the terms scarcity and resources (C) 2. Cites examples of scarcity (C) 3. Describes a situation in the Middle East, Europe and Mrica - South of the Sahara in which there is a scarcity of some resource (C) 4. Explains how wants and/or needs can be met when there is a scarcity of natural resources (C) SOCIAL STUDIES (6) CONTENT OBJECTIVE A.6. Cites examples of how unequal distribution of limited resources leads to specialization among individuals and regions Resources may be natural (soil, minerals, forests, etc.), human (labor, services) or financial (capital for investment or tools). Specialization is concentrating one's efforts in an activity or field. Distribution is the arrangement or frequency of occurrence of a phenomenon over an area. Resources are arranged unequally over the earth. This uneven distribution leads people or regions of the world to become skilled using available or alternative resources. 1. Defines the terms resource, unequal distribution and specialization (C) 2. Describes a situation in which a region of the world has resources lacking in other regions (C) 3. Describes a situation in which a region has developed certain occupations because of the resources available or unavailable in the region (C) 4. Explains trade among nations as a result of the development of specialties based on resources (C) 5. Compares trade among the nations of the Middle East, Europe and Africa - South of the Sahara and the rest of the world as a result of the development of specialties based on resources (C) 6. Compares natural resources of various regions of the world and generalizes about types of specialized occupations that may have developed in these regions (C) SOCIAL STUDIES (6) , CONTENT OBJECTIVE B.7. Identifies various ethnic groups found in regions of the Middle East, Europe and Mrica - South of the Sahara and describes impacts on the development of the regions by these groups (linguistic patterns, cultural contributions, etc.) Ethnic groups are identified as groups of people sharing a common cultural background. These groups may include people who were born in or migrated to an area. Ethnic groups are identified as people who share a common heritage. The shared characteristics of that common heritage include languages, religion, art, architecture, music, customs and traditions. 1. Names the various ethnic groups that were native to the Middle East, Europe and Mrica - South of the Sahara (C) 2. Identifies the ethnic groups that migrated into each region (C) 3. Describes the expressions of culture such as language, religion, art, music, etc., associated with the development of each of the native groups of the Middle East, Europe and Mrica - South of the Sahara (C) 4. Describes the expressions of culture such as language, religion, art, music, etc., associated with the development of the Middle East, Europe and Africa - South of the Sahara as a result of ethnic groups of the region (C) 5. Explains the relationships between a particular aspect of a culture (e.g., Afrikaans in South Africa) and the ethnic groups (African and Dutch) from which it was derived (C) SOCIAL STUDIES (6) , CONTENT OBJECI1VE B.B. Traces the migrations and settlement of various groups which have had an impact on the development of each region Ethnic groups that migrate into a region bring with them the characteristics of the culture they left. Upon moving into the new region, they begin to exchange goods and services and to spread expressions of the culture they left such as language, religion and customs. Over a period of time the two cultures either assimilate or one becomes dominant. 1. Names the various ethnic groups that migrated into the Middle East, Europe and Africa - South of the Sahara (C) 2. Identifies the regions of the world from which the various ethnic groups of the Middle East, Europe and Africa - South of the Sahara came (C) 3. Describes the cultural characteristics of the various ethnic groups that migrated into the Middle East, Europe and Africa - South of the Sahara (C) 4. Describes the effects of the ethnic groups that migrated into the Middle East, Europe and Africa - South of the Sahara on the culture of the native ethnic groups (C) SOCIAL STUDIES (6) , CONTENT OBJECfIVE E.9. Explains how people in all economic systems engage in certain basic economic activities (e.g., producing, exchanging, consuming, saving and investing) An economic system is the way in which the people of a country produce, distribute and use goods and services. Regardless of the type of economic system, people are involved to some degree in the basic processes that make it work-producing, exchanging, consuming, saving and investing. 1. Describes how people engage in producing goods and services in various economic systems (C) 2. Gives examples of how people engage in consuming goods and services in various economic systems (C) 3. Explains how people engage in exchanging goods and services in various economic systems (C) 4. Describes how people engage in saving money in various economic systems (C) 5. Gives examples of how people engage in investing capital and human resources in various economic systems (C) 6. Explains how people engage in producing goods and services in the Middle East, Europe and Africa - South of the Sahara (C) 7. Describes how people engage in consuming goods and services in the Middle East, Europe and Africa - South of the Sahara (C) 8. Explains how people engage in exchanging goods and services in the Middle East, Europe and Africa - South of the Sahara (C) 9. Gives examples of how people engage in saving money in the Middle East, Europe and Africa - South of the Sahara (C) 10. Describes how people engage in investing capital and human resources in the Middle East, Europe and Africa - South of the Sahara (C) SOCIAL STUDIES (6) \ CONTENT OBJECTIVE C.lO. Trace the important historical developments of the regions of the Middle East, Europe and Africa South of the Sahara History is a written or chronological record of significant events over time. The historical events may be unique to a region or may be common to a whole cultural area. 1. Outlines the early development of the native groups and the coming of other ethnic groups in the Middle East and Europe (C) 2. Outlines the early development of the native groups and the coming of other ethnic groups including Europeans in Africa South of the Sahara (C) 3. Outlines modem historical events of the Middle East such as the Suez Canal, the Arab-Israeli conflicts, terrorism and other significant events in recent history (C) 4. Outlines modem historical events of Europe such as World Wars I and II, the building/fall of the Berlin Wall, democracy in Eastern Europe and other significant events in recent history (C) 5. Outlines modem historical events in Africa South of the Sahara such as independence of African nations, famine in Ethiopia, apartheid in South Africa and other significant events in recent history (C) 6. Makes a timeline indicating the arrival of the various ethnic groups in the Middle East, Europe and Africa South of the Sahara (C, P) 7. Describes the impact of the various ethnic groups that migrated into the Middle East, Europe and Africa South of the Sahara (C, A) SOCIAL STUDIES (6) \ CONTENT OBJECTIVE CIL Traces the important political developments of each region Political developments are those activities related to governing or determining policy. At different times during the development of these regions, there have been various forms of government. Changes and happenings related to governments have affected the economic, social and cultural life of people in these regions. 1. Identifies early forms of government for civilizations in the Middle East, Europe and Africa - South of the Sahara (C) 2. Identifies the current forms of government of the countries of the Middle East, Europe and Africa - South of the Sahara (C) 3. Describes various influences which have changed the governments of the countries of the Middle East, Europe and Africa - South of the Sahara (C) 4. Describes the events leading up to the current forms of government in countries of the Middle East, Europe and Africa - South of the Sahara (C) SOCIAL STUDIES (6) \ CONTENT OBJECflVE C.12. Traces the important social and cultural developments of each region Cultural developments are changes in customary beliefs, social forms and material traits of a racial, religious or social group. The Middle East, Europe and Africa South of the Sahara each have identifiable social and cultural characteristics. Changes and events related to identifiable social and cultural characteristics have impacted the daily activities of people living in each region. 1. Identifies cultural characteristics of the various ethnic groups in the Middle East, Europe and Africa - South of the Sahara (C) 2. Identifies ethnic groups that are the result of mixing cultures (e.g., Anglo - Saxon) (C) 3. Describes the establishment of various civilizations such as the Sumerians and Babylonians in the Middle East (C, A) 4. Describes the establishment various civilizations such as the Greeks, Romans and the Moors in Europe (C, A) 5. Describes changes in the social and cultural life of the native inhabitants of the Middle East, Europe and Africa - South of the Sahara because of the influence of ethnic groups that migrated into the region (C) 6. Identifies facts of the cultural and social life of modem people of the Middle East, Europe and Africa - South of the Sahara attributable to various ethnic groups that migrated into the region (C) SOCIAL STUDIES (6) , CONTENT OBJECTIVE C.l3. Traces the important economic developments of each region The economic developments of a region are the ways in which the goods (including food) and services people produce became organized, distributed and consumed. 1. Describes the development of agriculture in the regions of the Middle East, Europe and Africa - South of the Sahara (C) 2. Describes the development of industry in the regions of the Middle East, Europe and Africa - South of the Sahara (C) 3. Describes the influence of ethnic groups that migrated into the regions of the Middle East, Europe and Africa - South of the Sahara on the development of agriculture and/or industry (C) 4. Relates the natural resources of the Middle East, Europe and Africa South of the Sahara to the development of agriculture and/or industry (C) 5. Explains how cultural influences such as religious beliefs have influenced the development of agriculture and/or industry in the Middle East, Europe and Africa - South of the Sahara (C, A) 6. Analyzes trade relationships in the development of industry and/or agriculture in the Middle East, Europe and Africa - South of the Sahara (C) SOCIAL STUDIES (6) CONTENT OBJECTIVE D.l4. Explores the values of a society through the cultural expressions of art, music, literature, etc. A society is individuals living and working together. As a society becomes organized, it develops a culture or way of life that includes customary beliefs, social forms and material traits of a racial, religious or social nature. Societies have different ways of expressing their cultures. Frequently a group's culture includes art, music and literature which when examined will reflect what is valuable or important to the society. 1. Identifies the kind of art, music, literature or architecture associated with a particular society (C, A) 2. Examines photographs of art works by artists from the Middle East, Europe and Africa - South of the Sahara and discusses what was important to the artist and/or society (C, A) 3. listens to musical works by musicians from the Middle East, Europe and Africa - South of the Sahara and discusses what was important to the artist and/or society (C, A) 4. Reads pieces of literature written by authors from the Middle East, Europe and Africa - South of the Sahara and discusses what was read in terms of what was important to the author and/or society (C, A) 5. Compares pictures of various types of architecture from the Middle East, Europe and Africa - South of the Sahara and identifies cultural influences (c, A) SOCIAL STUDIES (6) CONTENT OBJECTIVE D.tS. Explains how the value system of a society exerts great influence on the attitudes and behavior of people The beliefs, attitudes and actions of an individual are not determined in isolation. They are heavily influenced by the culture, religion, politics and economics of the society at large. To distinguish groups of people and understand their motives, one must first have knowledge of the generalized beliefs of the people of a society. 1. Identifies the religious beliefs of a particular culture groups (C) 2. Identifies religious, political and economic institutions which affect people's attitudes, beliefs and actions (C) 3. Describes religious beliefs of groups of the Middle East, Europe and Africa - South of the Sahara which have influenced activities of the people in the region (C, A) 4. Describes political beliefs of groups of the Middle East, Europe and Africa - South of the Sahara which have influenced activities of the people in the region (C, A) 5. Identifies contemporary activities in the Middle East, Europe and Africa - South of the Sahara which have been influenced by traditional attitudes of those societies (C, A) 6. Compares and contrasts activities and beliefs in the Middle East, Europe and Africa - South of the Sahara as related to the traditions and values of each culture region (C) SOCIAL STUDIES (6) , CONTENT OBJECTIVE D.l6. Defines "economic system" as the institutions, values, factors and activities that provide a framework for economic decision making An economic system is the way in which the people of a country produce, distribute and use goods and services. Within various economic systems there are values, principles, practices and established organizations which provide a basis for making decisions about what goods and services are produced, how they are distributed and who receives them. 1. Names three types of economic systems (C) 2. Defines traditional, market and command economic systems (C) 3. Identifies the decision-making structures of traditional, market and command economies (C) 4. Explains how a traditional economic system works in a particular country (C) 5. Explains how a command economic system works in a particular country (C) 6. Identifies the type of economic system operating in selected countries of the Middle East, Europe and Africa - South of the Sahara (C) SOCIAL STUDIES (6) , CONTENT OBJECTIVE E.t7. Identifies the political and economic structures that have evolved to deal with basic issues in the Middle East, Europe and Africa - South of the Sahara An economic system is the way in which people produce, distribute and consume goods and services. Economic structures include such elements as markets, savings institutions, private and public enterprises and national banks. Political structures refer to institutions created by governments and include such things as national legislatures or congresses, court systems and regional alliances (e.g., Organization of American States, Southeast Asia Treaty Organization, etc.). 1. Identifies the types of economic systems operating in the regions of the Middle East, Europe and Africa - South of the Sahara (C) 2. Identifies the types of governments operating in the regions of the Middle East, Europe and Africa - South of the Sahara (C) 3. Describes the role of regional alliances in dealing with problems of the Middle East, Europe and Africa - South of the Sahara (C) 4. Describes how the governments and economic systems of the Middle East, Europe and Africa - South of the Sahara provide basic necessities for citizens of the region (C) S. Describes how the governments of the Middle East, Europe and Africa South of the Sahara provide leadership and laws for citizens of the region (C) 6. Compares the economic systems of the Middle East, Europe and Africa - South of the Sahara (C) 7. Compares the governments of the Middle East, Europe and AfricaSouth of the Sahara (C) 8. Compares the standards of living of the people of the Middle East, Europe and Africa - South of the Sahara (C) SOCIAL STUDIES (6) ~ CONTENT OBJECI1VE E.18. Illustrates the role of the citizen in the decision-making process of government and policies in the Middle East, Europe and Africa - South of the Sahara In each of the countries of the Middle East, Europe and Africa - South of the Sahara, there are government structures operating which allow the citizens to function to a greater or lesser degree in electing government officials, making laws and establishing governmental and economic policies. The degree to which a citizen may participate in the decision-making process is determined by the type of government operating in each country. In democracies, citizens playa significant role in the functioning of the government. In totalitarian societies, the decision-making process involves no input from citizens. 1. Compares citizen roles in decision making in several countries within a region (C) 2. Describes the ways in which a citizen is allowed to participate in the various types of government in the countries of the Middle East, Europe and Africa - South of the Sahara (C, A) 3. Explains how citizens who rebel playa role in the decision-making process (C) SOCIAL STUDIES (6) CONTENT OBJECTIVE E.19. Examines major technological advancements that contribute to the growth of each region Technology is the use of various tools and skills to help fill people's needs. As the tools and skills of people have advanced to greater capacity, they have contributed to the growth of various regions. 1. Cites examples of technological advancements in the countries of the Middle East, Europe and Africa - South of the Sahara which have contributed to population growth (C) 2. Explains how technological advancements in the countries of the Middle East, Europe and Africa - South of the Sahara which have contributed to agricultural and industrial growth (C) 3. Describes technological advancements in the countries of the Middle East, Europe and Africa - South of the Sahara which have contributed to raising the standard of living of people in those countries (C) 4. Compares the standard of living in a given country before and after a specific technological advancement (C) 5. Discusses the impact of improved transportation on development of natural resources in a particular region (C) 6. Analyzes the impact of improved communication on governments in a particular region (C) SOCIAL Sl1JDIES (6) , CONTENT OBJECTIVE E.20. Identifies the three basic questions asked by any society regarding production from scarce natural and human resources Who decides what will be produced? What factors of production will be used and how? How will the results of production be distributed? A problem all must face is the lack of sufficient natural, human and capital resources to produce all the goods and services desired. This condition, known as scarcity, forces people to make choices to obtain maximum satisfaction from available resources. The system through which a society makes decisions about who decides which goods and services will be produced, how they will be produced and to whom they will be distributed is the society's economic system. 1. Explains why decisions have to be made concerning the use of natural and human resources (C) 2. Identifies decisions which have to be made in any society regarding the production of goods and services (C) 3. Compares decision making about production among several nations in a region (C) 4. Generalizes about who decides what will be produced, depending on the type of economic and political system (C) 5. Generalizes about what principles will be used to decide what is produced, depending on the type of economic system (C) 6. Generalizes about how goods and services will be distributed, depending on the type of economic system (C) SOCIAL STUDIES (7) \ CONTENT OBJECflVE E.2l. Gives examples of how specialization, interdependence and technology are used and practiced in various regions by individuals, firms and cities Specialization means that some people become skilled in certain jobs. Specialization leads to people becoming more interdependent. Technology is the use of tools and skills to help fill human wants. Individuals, firms and cities may use or practice specialized skills and technology to produce goods and services efficiently if other specialists can distribute the goods and services and return capital from consumers to producers. How these factors are used varies from person to person, business to business and city to city. 1. Explains why trade relationships develop (C) 2. Cites examples of how individuals develop specialized skills and how interdependent trade relationships result (C) 3. Cites examples of how businesses develop specialized skills and how interdependent trade relationships result (C) 4. Cites examples of how cities become associated with the development of specialized skills and how interdependent trade relationships result (C) 5. Cites examples of how individuals develop and use technology to meet the needs of people (C) 6. Cites examples of how businesses develop and use technology to meet the needs of people (C) 7. Cites examples of how cities use technological advances to meet the needs of people (C) 8. Compares the development of specialized skills due to unequal distribution of natural resources in the regions of the Middle East, Europe and Africa - South of the Sahara (C) 9. Compares technological advances developed in the regions of the Middle East, Europe and Africa - South of the Sahara (C) 10. Generalizes about why individuals, business and cities of the Middle East, Europe and Africa - South of the Sahara are interdependent (C) SOCIAL STUDIES (6) CONTENT OBJECTIVE E.22. Explains how nations are interdependent Interdependence among nations is mutual dependence between nations for those natural resources, agricultural products, technological developments or human abilities which cannot be found, grown, produced or developed within anyone nation. 1. Explains trade among nations as interdependence resulting from the unequal distribution of natural resources (C) 2. Explains trade among nations as interdependence resulting from unequal distribution of technology (C) 3. Explains trade among nations as interdependence based upon efficient transportation between the nations (C) 4. Explains the implications for trading partners resulting from interdependence (C, A) 5. Compares natural resource maps of various regions of given nations and discusses the interdependent trade relationships involved (C) 6. Analyzes the consequences for a nation should a trading partner discontinue the trade relationship (C) SOCIAL STUDIES (6) SKILL OBJECTIVE A.I. Locates main ideas in multiple types of sources (e.g., nonprint, specialized references, periodicals, newspapers, atlases, yearbooks, government publications, etc.) Main idea(s) refers to the central theme or themes of a message. Main ideas might take one or more of several forms. They might be generalizations; the moral of a lesson; the most important direction(s) in a set of directions; a set of causes or effects; or the outstanding characteristic(s) of a person, place, thing or event. Students demonstrate reading or listening comprehension by identifying and explaining main ideas. 1. Selects the photograph or drawing which best illustrates the main idea(s) of a story or lesson (C) 2. States the main idea(s) of a story or lesson by using a single word, phrase or sentence (C) 3. Locates the topic sentence in a written passage (C) 4. States the moral of a story or lesson (C) 5. Selects main idea from either written, auditory or visual sources (C) SOCIAL STUDIES (6) SKILL OBJECTIVE A.2. Takes notes and develops outlines through reading, listening or viewing Takes notes means that the reader, listener or observer is able to abstract the essence of a message. Develops outlines means that the student is able to express that abstracted message in outline form. Outlining requires the student to sort main ideas from subordinate ideas and to express the relationship of the latter to the former. 1. Identifies main ideas and subordinate ideas in a written or spoken message (C) 2. Expresses the chronological or logical sequence of main ideas by sequencing those topics in an outline (C) 3. Expresses the relationship of subordinate ideas to main ideas by listing the subordinate ideas as subtopics in an outline (C) 4. Uses a standard outline format (C) SOCIAL STIJDIES (6) SKILL OBJECTIVE A3. Uses features of books for information: table of contents, glossary, index, appendix, bibliography Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries. 1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) SOCIAL STUDIES (6) SKILL OBJECTIVE A4. Distinguishes between fact and opinion relating to Georgia Studies The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that finding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a normative claim is ultimately a matter of judgement or opinion. 1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C) 2. Distinguishes between descriptive claims and value claims (C) SOCIAL STUDIES (6) SKIlL OBJECTIVE AS. Develops and interprets charts, tables, timelines, graphs, diagrams, political cartoons and other graphic aids relating to Georgia Studies Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Produces and reads a simple graph, chart or timeline using data based on a survey of the community (C) 4. Interprets themes of graphic displays produced in newspapers or magazines written for children or adults (C) 5. Produces a graph, chart, table or timeline using data from history or one of the social sciences (C) SOCIAL STUDIES (6) SKILL OBJEcnVE A.6. Distinguishes between primary and secondary sources and determines appropriate uses Primary sources are first-hand accounts of the past. Usually, they date closely in time to the events under study. Secondary sources are derived from primary sources. Often, letters, diaries, newspaper accounts, business records and old photographs are primary sources. Biographies, textbooks and reference books are examples of secondary sources. 1. Categorizes examined sources as secondary or primary (C) 2. Sorts the content of a newspaper or magazine article ideas which did or did not come from eye witnesses (C) SOCIAL STUDIES (6) SKILL OBJECTIVE A 7. Determines sequence of events and identifies cause and effect relationships Identifies cause and effect relationships means the ability to (1) differentiate between those relationships which probably are causal and those which probably are not, (2) recognize those events which probably have multiple causes rather than a single cause, (3) determine the probable direction of causation and recognize that some cause/effect relationships are bi-directional and (4) recognize that the existence of causal relationships is difficult to demonstrate. 1. States causal claims as tentative or probable rather than certain (C) 2. Gives an example of possible bi-directional causality (i.e., instances in which two variables may be both cause and effect) (C) 3. States more than one possible cause of an effect (C) 4. Identifies the cause (independent variable) and the effect (dependent variable) in a straightforward example (C) 5. Gives an example of a possible noncausal claim (C) SOCIAL S1UDIES (6) SKILL OBJECI1VE A.8. Analyzes artifacts related to specific region and culture An artifact is a product of human workmanship. To compare, analyze and evaluate artifacts means to determine their approximate age, the location in which they were produced and the culture which produced them. 1. Identifies the culture and region which produced a given artifact (C) 2. Identifies possible uses for a given artifact (C) 3. Compares and contrasts cultures given representative sets of artifacts (C) 4. Analyzes the general level of civilization of a culture when given a set of representative artifacts (C) SOCIAL STUDIES (6) SKILL OBJECflVE A.9. Analyzes interpretations of the same event from multiple types of sources Analyzing interpretations of the same event from multiple sources means that the interpretation of an event is determined in part by an observers frame of reference. perspective or point of view. Scholars tend not to see differing interpretations as clearly right or wrong, but as more or less complete and as reflecting the beliefs, values and assumptions of the person making the interpretation. 1. Compares and contrasts different interpretations of a event (C) 2. Identifies important differences in the frames of reference of two or more interpreters of an event (C) 3. Evaluates the expertise of two or more interpreters of an event (C) 4. Identifies possible bias in the frames of reference of two or more interpreters of an event (C) SOCIAL STUDIES (6) SKIll OBJECI1VE A 10. Formulates questions related to regions and cultures To formulate questions means to develop an informed, insightful and relevant line of inquiry. The questions may be factual, i.e., about important matters of fact relevant to history or the social sciences. They may be definitional, i.e., about the meaning of key terms within history or the",social sciences. Or they may be normative, i.e., about what should or should not be done or have been done in relation to some topic in history or the social sciences. 1. Asks important, relevant nonnative questions when given a topic in history or the social sciences (C) 2. Asks important, relevant questions about matters of fact when given a topic in history or the social sciences (C) 3. Asks important, relevant questions about definitional issues when given a topic in history or the social sciences (C) SOCIAL STUDIES (6) SKILL OBJECTIVE B.Il. Identifies and defines a problem related to regions and cultures To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 1. Describes and labels problems using language that is precise and relatively free of emotive loading (C) 2. Describes situations which keep a person, society or region from being as successful as they might be (C) 3. Identifies a set of circumstances which the student cannot explain, such as "Holding all other things constant, why is the average temperature of the atmosphere inversely related to altitude?" (C) 4. Identifies political-ethical problems faced by a society (C) SOCIAL STUDIES (6) SKILL OBJEcnVE B.12. Formulates possible alternatives and solutions to a problem Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices. 1. Usts several ways to reduce the negative effects of a set of circumstances (C) 2. Lists several possible explanations for an intellectual puzzle (C) 3. Usts several possible courses of action when faced with an ethical issue (C) 4. Categorizes choices of behavior in addressing a given problem (C) 5. Usts several possible outcomes if a problem is left unresolved (C) SOCIAL STUDIES (6) SKILL OBJEcnVE B.13. Collects evidence using appropriate, reliable data Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 1. Generates a list of materials and procedures for obtaining information on a given subject (C) 2. Identifies community experts who can provide information about a problem (C) 3. Consults standard references (e.g., encyclopedias, atlases) (C) 4. Consults library sources such as the card catalogue and Reader's Guide (C) 5. Collects information pertinent to topic (C) 6. Evaluates which sources would be most relevant for a given subject (C) SOCIAL STUDIES (6) SKILL OBJEcnVE B.14. Chooses a reasonable solution from among the various alternatives A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to m(!.ke a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 1. Usts alternative possible solutions to the problem (C) 2. Recognizes the communal nature of problems and attempts to reach consensus concerning the meaning of the problem statement and of proposed solutions (C) 3. Usts the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) 4. Selects one choice, when the evidence is adequate to support one choice, or explains why a choice is premature (C) SOCIAL STUDIES (6) SKILL OBJECTIVE B.I5. Identifies areas for future study Future study refers to the investigation of problems which are either not presented or not resolved in text material or classroom lectures. Future study may entail library research, the collection of original data and the application of problem solving skills. 1. Reviews textbook to locate interesting topics which have been left out or given cursory treatment (C) 2. Compares multiple resources on the same topic for contrasting interpretations (C) 3. Examines bibliography in textbook to locate books or articles which present contrasting interpretations or detailed treatments of interesting topics (C) 4. Examines standard references in media center for contrasting interpretations or detailed treatments of interesting topics (e.g., newspapers, periodicals) (C) 5. Keeps notebook for listing topics which might be amenable to original research (C) SOCIAL STUDIES (6) SKILL OBJECI1VE C.16. Works within a group, following set rules of procedure, to complete an assigned task The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 1. Follows rules for class discussion (A) 2. Listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (C, A) SOCIAL STUDIES (6) SKILL OBJECflVE C.l? Demonstrates through classroom activities the necessity for rules in an ordered society The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 1. Follows rules for class discussion (A) 2. listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (C, A) SOCIAL STUDIES (6) SKIll.. OBJECTIVE C.t8. Works with others using democratic principles In a society in which all persons are guaranteed the right to express their own opinionst citizens must be able to engage in face-to-face exchanges of ideas. Respect for the right of others to have differing opinions and the ability to accept compromise solutions to problems are important aspects of such idea exchanges. 1. Generates solutions to a class problem (C) 2. Gives opinions on choices for a class activity (A) SOCIAL STUDIES (6) SKIll OBJECTIVE EA8. Uses both physical and political maps of the same areas for clarifying concepts Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. By accessing various types of maps and synthesizing information from them, users are able to gain information, generate theories or draw conclusions that would not have been available from a single source. 1. Identifies special purpose maps needed for specific information (C) 2. Locates information in multiple map sources to support or refute claims made by others (C) 3. Collects economic and/or political data using map references (C) 4. Draws conclusions based on information in multiple map references (C) SOCIAL STUDIES (6) SKILL OBJECTIVE C.19. Uses alternative methods of managing conflict In situations involving social interaction, differences of opinion may result among group members. Such dissension or conflict may be resolved by generation of a set of options which could be used to settle the differences. Alternative options should then be judged before a decision is reached. 1. Appeals to an outside source to resolve group conflict (C, A) 2. Lists alternatives to resolve a conflict in a group (C, A) 3. Shows the ability to compromise in group situations (A) SOCIAL STUDIES (6) SKILL OBJECI1VE C.20. Ustens to and respects the views of others Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions. 1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or national government (C, A) SOCIAL STUDIES (6) SKILL OBJECTIVE C.2l. Uses many sources to obtain current information and opinions Personal beliefs are made, modified, change or strengthened based on data gathered from external origins. A large number of these external origins exist in the form of reference materials and the beliefs of others expressed in various media or in person. 1. Interprets stated positions of politicians (C, A) 2. Compares and contrast two opinions on an issue (C, A) 3. Surveys classmates on opinions about a current issue (C) 4. Interviews school officials and students on a relevant topic (C) SOCIAL STUDIES (6) SKILL OBJECIlVE C.22. Obtains information by asking appropriate questions in interviews The gathering of data for decision-making often requires gaining access to the personal knowledge and beliefs of others through direct contact. Clarification of information during such exchanges is accomplished through careful inquiry with those whose knowledge and views are being sought 1. Develops questions to be used in a interview (C) 2. Asks relevant questions of people being interviewed (C, A) 3. Summarizes an interview developed to obtain information about an historical event (C) 4. Analyzes the importance of questions to the conduct of an interview (C, A) SOCIAL STUDIES (6) SKILL OBJECfIVE C.23. Evaluates the reliability of information gathered One aspect of decision-making is the ability to judge the worth or accuracy of data used to make decisions. The valuing of the data is dependent on a variety of factors which must each be weighed to give an assessment of the accuracy of the data. 1. Explains sources of bias in collected data (C) 2. Distinguishes fact from opinion in print and non-print material (C) 3. Illustrates how individual perception may differ from person to person (C) 4. Identifies possible areas of unreliability in personal interviews (C) SOCIAL STUDIES (6) SKILL OBJECI1VE C.24. Identifies goals and priorities Successful completion of cooperative tasks depends on the ability of members to clearly define desired ends or objectives. When more than one end or objective is acceptable for a situation or problem, one should first rate or rank the relative desirability of achieving each option. 1. States a group's goals for a cooperative project (C, A) 2. Identifies tasks for the completion of a group task (C) 3. Prioritizies tasks for completion of a group task (C, A) SOCIAL STUDIES (6) SKILL OBJECTIVE C.25. Formulates and defends positions on an issue Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 1. Explains one's position on a topic of current events (C, A) 2. lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) SOCIAL STUDIES (6) SKILL OBJECTIVE C.26. States reasons for an advocated position Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 1. Explains one's position on a topic of current events (C, A) 2. Lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) SOCIAL STUDIES (6) SKlLL OBJECTIVE C.27. Recognizes the right of others to hold differing positions Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions. 1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or national government (C, A) SOCIAL STUDIES (6) SKILL OBJECllVE C.28. Participates in planning for effective action in civic affairs Citizens in a democratic society have many opportunities to be involved in community or public activities to support their personal views. Involvement may be improved and made more efficient by setting goals, organizing and prioritizing tasks and initiating action in a systematic way. 1. Plans a campaign for a school election (C, A) 2. Plans for political action on a current issue (C, A) 3. Seeks the support of public officials for a stated position (C, A) 4. Takes part in the activities of community action groups (C, A) 5. Explains various means by which one's opinions or ideas can be promoted (C) SOCIAL STUDIES (6) SKILL OBJECTIVE C.29. Presents viewpoint to others Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to fonnulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 1. Explains one's position on a topic of current events (C, A) 2. lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) SOCIAL STUDIES (6) SKIlL OBJECTIVE D.30. Describes the system of time zones in degrees of longitude as related to the rotation of the earth The parallel lines which measure the distance east and west of the Prime Meridian (0 degrees) on a globe are divided into time zones. The turning of the earth on its axis results in exposure of these zones to sunlight in gradual degrees. 1. Labels time zones on a map (C) 2. Demonstrates the exposure of time zones to the sun with a globe model (C) 3. Explains why the time zone immediately to the east is one hour ahead and the time zone to the west is one hour behind of own time zone (C) SOCIAL STUDIES (6) SKILL OBJECTIVE D31. Describes the relation between the earth's revolution around the sun and a calendar year The planet earth makes one orbit around the sun in approximately 365 days. It turns on its axis once every twenty-four hours. The changes in the amount of daylight and darkness and the changes in the seasons are a result of the earth's movements. 1. Moves a model of the earth around the sun and on its axis to show various times and seasons (C) 2. Explains that the earth moves around the sun in a calendar year (C) 3. Explains that the earth moves around its axis once in twenty-four hours (C) 4. Moves a model of the earth around the sun to show how the tilt of the earth's axis affects the seasons (C) 5. Describes the placement of the earth in relation to the sun during a given period of the calendar year (C) SOCIAL STUDIES (6) SKIll OBJECfIVE D.32. Uses defInite time concepts as decade, century Time is measured in units of increasing length from second to minute, hour, day, month, year, decade, century, etc. 1. Uses the correct terms for time when describing specifIc events and when they happened (C) 2. States the day, month and year for important historical events, such as the beginning of World War II (C) 3. States the century in which an important historical event occurred when given the year (C) SOCIAL STUDIES (6) SKILL OBJECTIVE D.33. Places events in chronological order Experiences or events are happenings, which may be personal or historical in context. Events happen in sequence, one following another. Arranging events in sequence means to put them in the order in which they occurred. The Christian system of chronology uses a time line with the birth of Christ as the mark separating centuries before and after zero. 1. Identifies the correct sequence of a series of major historical events (C) 2. Shows the general sequence of settlement from east to west using a United States map (C) SOCIAL STIJDIES (6) SKILL OBJECTIVE D.34. Figures the length of time between two given dates To keep and record time, several systems and devises are used. A calendar is a systematic organization of days into twelve months with each month ranging in length from twenty-eight to thirty-one days. Events of importance are noted on the calendar and time may be measured by using the organized system as reference points. 1. Calculates the time between events on a calendar (C) 2. Keeps a personal calendar for projects, homework and extracurricular activities (C) 3. Locates important historical dates on calendar, such as the birthdates or dates of death of national leaders (C) SOCIAL STUDIES (6) SKILL OBJECfIVE D.35. Makes timeline sequencing events A line or continuum may be used to show the order in which things happen. Any specific event or activity, whether in an individual's life or in history, may be put in sequence on such a line or continuum. 1. Constructs a list of events and places them in order on a continuum (C) 2. Constructs a list of favorite American heros and places them on a timeline (C) 3. Constructs a list of events in a famous exploration, such as Magellan's voyage around the world, and places them on a timeline (C) 4. Constructs a list of events related to an important economic event, such as the Great Depression, and places them on a timeline (C) SOCIAL STUDIES (6) SKILL OBJECIlVE E.36. Explains seasonal changes in terms of the earth's revolution and axis tilt The planet on which we live moves about its star, the sun, in a cycle lasting approximately 365 1/4 days. This coupled with this slant of the earth on the imaginary line running between the poles causes cyclic changes in overall weather patterns in many parts of the world. Those areas slanted towards the sun are generally warmer than those slanted away from it. For the northern hemisphere, the warmest months are July, July and August. From the southern hemisphere, the warmest months are December, January and February. 1. Defines the terms revolution, axis and seasons (C) 2. Interprets a diagram to describe the earth's tilt and revolution around the sun and relates these factors to changes in seasons (C) 3. Explains why some areas of the earth are warmer than others at any given time due to the slant of the earth (C) 4. Explains the difference in the time of the seasons in the northern and southern hemispheres (C) 5. Demonstrates, using a globe, why seasons are not the same in all areas of the earth (C) SOCIAL STUDIES (6) SKILL OBJECfIVE E.37. Uses different map projections to show that all flat maps have some distortion Map-makers face a fundamental dilemma in attempting to draw the features of a three-dimensional world on a two-dimensional surface. Various technical methods have been devised by map-makers to accomplish this task., but distortions always occur in the representation of some part of the world. 1. Differentiates between several major types of map projections (C) 2. Locates areas of distortion on a map (C) 3. Explains why distortions appear on particular map projections (C) 4. Contrasts representation of particular land areas on different map projections (C) SOCIAL STUDIES (6) SKILL OBJECTIVE E.38. Defines and illustrates orbits The gravitational field of objects with very large masses such as a planet or sun can cause other bodies of lesser mass to become entrapped in a never-ending path around the large body. The trajectories of the smaller bodies are often circular or elliptical and, barring gravitational influences from elsewhere, cause predictable cycles of movement to occur. 1. Defmes the term orbit (C) 2. Gives examples of bodies in orbit around other bodies (C) 3. Lists types of objects in orbit about the earth (C) 4. Ulustrates the orbital paths of the nine planets of the solar system (C) 5. Describes how gravity relates to the revolution of smaller bodies of mass around larger bodies of mass (C) SOCIAL STUDIES (6) \ SKILL OBJECTIVE E.39. Reviews parallel~ and meridians on globes and on flat maps For the purpose of standardizing a scheme to locate places on the earth, a system of perpendicularly intersecting lines has been established. Pairs of these designations or coordinates form an identifier for each point on earth. Latitude lines east and west in concentric circles from the equator to the respective poles. North/south longitudinal lines connect the poles. 1. Defines meridians and parallels (C) 2. Locates points on a map using latitude and longitude (C) 3. Locates points on a globe using latitude and longitude (C) 4. Identifies the latitude and longitude of places on a map or globe (C) SOCIAL STUDIES (6) SKILL OBJECTIVE EAO. Uses the grid system to find exact locations A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the map will thus have its own identifying location using a coordinate system of numbers or numbers and letters. 1. Identifies the east/west and north/south grid lines of a map (C) 2. Locates a place on a map using latitude and longitude (C) 3. Identifies the location of a place relative to another using cardinal and intermediate directions (C) SOCIAL STUDIES (6) SKILL OBJECllVE EAl. Locates natural barriers that influenced exploration, the movement of people and settlements Many physical features of the earth have discouraged the migrations of human populations because of the prohibitions they pose to easy travel. Land and water features have had an impact on the places humans have chosen to dwell and the transportation modes they have developed and used. 1. Identifies major bodies of water that separate the world's people (C) 2. Identifies mountain ranges that divide the people on various continents (C) 3. Points out deserts which have divided people on various continents (C) 4. Locates land and water features that aided in the movement of peoples across large distances (C) SOCIAL STUDIES (6) SKIlL OBJECTIVE EA2. Locates the International Date Line to interpret time zones An imaginary line through the Pacific Ocean, roughly corresponding to the 180th meridian of longitude, was created by an agreement between the countries of the world as part of a world-wide, standardized time-keeping scheme. The calendar date on the eastern side is one day earlier than that on the western side of the line. 1. Draws the approximate location of the International Date Line on a map (C) 2. Points out the International Date Line on a globe (C) 3. Solves time problems involving the crossing of the International Date Line (C) 4. Explains the purpose of the International Date Line as part of the international time zone system (C) SOCIAL STUDIES (6) SKILL OBJECIlVE E.43. Uses atlases to locate and compare maps Books of maps may be general, all-purpose collections, or they may be assembled according to specific themes. Maps contained in such books may cover large areas of the earth, small areas or both, depending on the volume's purpose. Access to different books of maps may allow greater understanding about aspects of a particular place. 1. Defines the term atlas (C) 2. Uses the gazetteer of an atlas to locate places (C) 3. Identifies appropriate special purpose atlases for specific uses (C) 4. Contrasts information from historical atlases and physical atlases which provide information about the same area of the earth (C) 5. Draws conclusions based on the information of several atlas maps (C) SOCIAL STUDIES (6) \ SKIlL OBJEcnVE E.44. Measures and compares different travel routes (air, land and water) Transportation of people and goods from one place to another may be accomplished along various courses. Alternative itineraries may be evaluated by comparing distances, physical features encountered and modes of available transportation. 1. Determines the travel distance between two points on a highway map (C) 2. Identifies the shortest travel route between two points (C) 3. Determines the length of travel routes between multiple points (C) 4. Explains advantages and disadvantages of specific travel routes (C) SOCIAL STUDIES (6) SKILL OBJECTIVE E.45. Uses the map legend to interpret the special use of symbols to present various kinds of information, such as food production, languages and population Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 1. Explains the purpose of a map based on information in a map key (C) 2. Locates information for a specific purpose on a map (C) SOCIAL STUDIES (6) \ SKIlL OBJECTIVE E.46. Compares map(s) and text descriptions of an area to draw inferences from them Cartographers create plane surface representative models of the earth for a variety of uses. Some are general purpose models, while others are designed to provide specific, specialized data. Some models combine aspects of both of these. Additional information about a region may be gathered through the use of text sources. The use of cartographic models and text sources allows the user to gain information, generate theories and draw conclusions that would not have been possible from a single data source. 1. Matches appropriate informative text with maps of an area (C) 2. Draws conclusions about a region based on information in text and on a map (C) 3. Makes inferences about a culture based on text description and maps (C) 4. Predicts problems of settlement in an area based on text descriptions and maps (C) SOCIAL STUDIES (6) SKIlL OBJECI1VE .47. Translates specific information from maps and globes into bar graphs and reads information from bar graphs Plane surface representative models of the earth's surface may be created for a variety of purposes. General and specific purpose models may serve as the reference sources for a variety of data collection needs. Such data may then be synthesized by users for particular purposes and presented in a variety of graphic formats. 1. Isolates specific information on maps for a particular purpose (C) 2. Locates appropriate maps as sources for specific information (C) 3. Creates bar graphs of data from maps (C) 4. Diagrams information from maps for presentation (C) SOCIAL STUDIES (6) \ SKILL OBJECI1VE E.49. Makes generalizations about human activities in a geographic region using map information Plane surface representative models of the earth7s surface may be created for a variety of purposes. General purpose models and specific purpose models may serve as reference sources for a variety of data collection needs. Many of these models . focus on the effects of people on the earth or give information about their culture. 1. Chooses appropriate maps to gather information about human activity in a specific region (C) . 2. Uses multiple maps to gather data in support of a conclusion about the people of a geographic region (C) 3. Draws conclusions about human activity iIi a region based on information in several 1!laps (C) 4. Locates multiple types of information on a map or maps to refute or .upport statements about human activity in a region (C)