OCSD5 Common Core Curriculum Guide

1st Grade Social Studies

Pacing Included
DRAFT

We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave their time and professional knowledge to modify the curriculum pacing guides. Their efforts have contributed to the world-class instructional resources available within our district.

Facilitators Jacqueline Jamison Dr. Elrica C. Glover Audrey Hallingquest Dr. Derrick James Karen James Tammie Jenkins Heath Owen Tonya Ramey Laura Steele Dyisha Taylor

Kindergarten Mozella Isaac Dr. Teresa Jennings First Grade Jennifer Fanning Ayenne Smith Second Grade Jackie Hogges Faye Thompson

ELA Dabetta Smith Dyrease Jackson Mable Wright David Pasley Angelica Gentile Michele Johnson Rosalyn Florence Dr. Wanda Brockington Ti-esha Williams-Vaughn Katie Jensen

Science Lynn Rivers Mary Robinson Tawana Howell Crystal Bryant Rolanda Jenkins Lisa Benton Dr. Andrea Matthews Marcellina Guinyard Dawn Peebles Teal Ryant

Math Chinyeaka Ihekweazu Monik Ellis Latasha Murray Denise James Tracy Brown Kimberly Broughton Paul Rosser Aronda Frazier Sharlene Foster

Social Studies Terry Walling Andrea Perkins Audrey Irick Marilyn Doctor Lynette Milhouse Greg Smith Jordan Knight

Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

The Purpose of Our Common Core Curriculum Guides The 2013-2014 Orangeburg Consolidated School District Five Common Core Curriculum Guides provide an overview of key instructional shifts, Common Core State Standards (CCSS) best practices, and upcoming changes to South Carolina assessments. Each curriculum guide offers pacing suggestions, instructional strategies, resources, and assessment items. Our common core curriculum guides provide school-to-school continuity as we work together to build a worldclass school system. Common Core State Standards Background The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing, but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public comment, receiving nearly 10,000 responses. The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live. These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based. Source: http://www.corestandards.org/about-the-standards

Smarter Balanced Assessment Consortium South Carolina has elected to use the Smarter Balanced Assessment Consortium (Smarter Balanced) as the vehicle for assessing the Common Core State Standards. Smarter Balanced is a state-led consortium working to develop nextgeneration assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010. The assessments are scheduled to be administered to students in South Carolina and other states in the consortium beginning in the 2014-15 school year. The work of Smarter Balanced is guided by the belief that a high-quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed regardless of disability, language or subgroup. Smarter Balanced involves experienced educators, researchers, state and local policymakers and community groups working together in a transparent and consensus-driven process. Smarter Balanced Assessment Item Specifications: Selected response (SR) multiple choice Constructed response (CR) Performance Task (PT) Technology enhanced item (TEI) To view sample assessments items, visit: http://www.smarterbalanced.org/sample-items-and-performance-tasks/ To view Smarter Balanced Scoring guidelines, visit: http://sbac.portal.airast.org/Practice_Test/resources.html#scoringGuides Common Core State Standards School Year Implementation Timeline The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The standards will be fully implemented in school year 2014-15 as outlined in the following table: School Year Expectations from the SC State Department of Education 2011-2012 Transition Year 2012-2013 Transition Year 2013-2014 Bridge Year 2014-2015 Full Implementation

Orangeburg Consolidated School District Five Assessment Schedule DATES ASSESSMENT st th Aug 21 Aug 29 Pre-Diagnostic Benchmark Sept 23 Sept 27 Oct 28 Nov 1
th th st rd th

District Assessment District Assessment Comprehensive Benchmark District Assessment

Dec 9 Dec 17 Feb 3 Feb 7

rd rd

th

th

March 3 March 11
th

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Comprehensive Benchmark Post Diagnostic Benchmark

May 19 May 27th

South Carolina Bridge Year Assessments

During the bridge year, our students will take the PASS, EOCEP, and HSAP assessments in 2014. Commonalities between CCSS and PASS will be assessed in ELA and Math. In order to ensure students success on these assessments, teachers are still expected to utilize items that mirror the format of their upcoming standardized test. To increase the rigor of these items, students should cite evidence and explain their answers. These practices align with the expectations of the Common Core State Standards. Elementary and Middle School Grades 3-8 Content Area Assessment Testing Dates for 2013-2014 ELA Writing PASS Day 1: March 18, 2014 Day 2: March 19, 2014 th Make-up Testing through March 25 ELA Reading and Research PASS May 6, 2014 Math PASS May 7, 2014 Science or Social Studies (Grades 3, 5, 6, PASS May 8, 2014 8) Science (Grades 4 & 7) PASS May 8, 2014 Social Studies (Grades 4 & 7) PASS May 9, 2014 th All Content Areas - Make-up Testing PASS Through May 16

High School High School Assessment Program (HSAP) Content Area Testing Dates for 2013-2014 ELA Session 1: October 22, 2013 Session 2: October 23, 2013 Math All Content Areas - Make-up Testing ELA MATH All Content Areas - Make-up Testing ELA Math Make-up Testing October 24, 2013 Through November 1, 2013 Session 1: April 1, 2014 Session 2: April 2, 2014 April 3, 2014 Through April 18, 2014 Session 1: July 15, 2014 Session 2: July 16, 2014 July 17, 2014 No make-up dates for summer HSAP testing

High School End of Course Examination Program (EOCEP) Test Testing Dates for 2013-2014 English I Tentative Dates: Fall: December 3, 2013 January 27, 2014 Algebra I Spring: May 1-10, 2014 Biology Summer: July 1-31, 2014 United States History & the Constitution

Common Core Instructional Shifts There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

Shift 1 Shift 2

Balancing Informational & Literary Text

Shifts in ELA/Literacy Students read a true balance of informational and literary texts. Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Students engage in rich and rigorous evidence based conversations about text. Writing emphasizes use of evidence from sources to inform or make an argument. Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Knowledge in the Disciplines

Shift 3

Staircase of Complexity

Shift 4 Shift 5

Text-based Answers Writing from Sources

Shift 6

Academic Vocabulary

Academic Vocabulary The Common Core State Standards (CCSS) define academic vocabulary words as the words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or that children would encounter in conversation. These words often relate to other more familiar words that students use. For example, rather than watch, observe. They are also words that help students understand oral directions and classroom instructional dialog. They also help students to comprehend text across different content areas- including math, science, and social studies/history. Vocabulary words are often categorized into three tiers. Tier 1 words: These words are basic vocabulary or the more common words most children will know. They include highfrequency words and usually are not multiple meaning words. Tier 2 words: Less familiar, yet useful vocabulary found in written text and shared between the teacher and student in conversation. The Common Core State Standards refers to these as general academic words. Somet imes they are referred to as rich vocabulary. These words are more precise or subtle forms of familiar words and include multiple meaning words. Instead of walk for example, saunter could be used. These words are found across a variety of domains. Tier 3 words: CCSS refers to these words as domain specific; they are critical to understanding the concepts of the content taught in schools. Generally, they have low frequency use and are limited to specific knowledge domains. Examples would include words such as isotope, peninsula, refinery. They are best learned when teaching specific content lessons, and tend to be more common in informational text. Source: http://www.learninga-z.com/commoncore/academic-vocabulary.html

Informational Text in Social Studies

The Common Core State Standards (CCSS) defines "informational text" as a broad category of nonfiction resources, including: biographies; autobiographies; books about history, social studies, science, and the arts; technical texts (including how-to books and procedural books); and literary nonfiction. The CCSS stress the importance of focused instruction using informational text with students. Informational text is designed to make it easier for the reader to find information. This includes using such eye-catching features as section heads, bold-faced terms, table of contents, glossary, captioned photos, art, and info-graphics (graphs, tables, charts and diagrams, etc.) When selecting informational resources for students, text quality should be judged for its accuracy, the expertise and credibility of the writer, and the currency of the information presented. The developmental appropriateness of the writing, clarity and directness of the language should also be considered. Why is Increasing the Reading of Informational Text Important? Traditional reading instruction has always relied heavily on literature and fictional text. Studies show that only 7-15% of classroom time is spent studying informational text. Yet by sixth grade, most of what students are required to read is nonfiction. What's more, 80% of all adult reading is devoted to expository or nonfiction text. If students are to better comprehend science, social studies, and math text - as well as meet the common core reading and writing requirements for graduation - then we need to increase their exposure to informational texts early in their formal schooling. Teaching students the skills and strategies to successfully read and comprehend informational text is critical to their future success in higher education and the workplace. The English Language Arts [ELA] Common Core State Standards recommend more reading of informational text with a ratio of literary to informational as follows: Grade Span K-4 5-8 9-12 Literary 50% 45% 30% Informational 50% 55% 70%

The use of primary sources in Social Studies instruction addresses informational text in Common Core State Standards for ELA and Literacy in History/Social Studies, Science, and Technical subjects. The CCSS specify four types of informational text: literary nonfiction, expository, argument or persuasion, and procedural. (Visit the Common Core State Standards Initiative website, at www.corestandards.org, for more information about the excerpts quoted below.) Literary nonfiction includes shorter texts, such as personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience. Autobiographies, biographies, other narrative nonfiction, informational picture books, and informational poetry often fit into this category. Expository texts utilize various text structures, such as description, cause and effect, comparison and contrast, problem and solution, question and answer, and temporal sequence. Argument or persuasion texts provide evidence with the intent of influencing the beliefs or actions of the target audience. These texts typically include claims, evidence, and warrants to explain how the evidence is linked to the claims. Writers of persuasion or argument also make appeals appeals to the authors credibility, to the audiences needs, or to reason and evidence. Procedural texts provide step-by-step guidelines that describe how to complete a task. They often include a materialsneeded section and graphics that illustrate the process, Authors of informational text employ a variety of structures to assist the reader in finding information quickly and efficiently. These might include a table of contents, an index, bold or italicized text, glossaries for specialized vocabulary, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs

and charts. Unlike narratives that tell a story across time in a linear fashion, informational text is often (though not always) non-linear. It is popular with skillful and non-skillful readers as it is usually topical and readers can locate a text on nearly any topic of interest. Some examples of types of informational text include cause and effect books, all about books, question and answer books, and most reference texts. Source: http://www.learninga-z.com/commoncore/informational-text.html

Common Core Best Practices

CLOSE READING What is it?
A close reading is a careful and purposeful reading of a text. Its an encounter with the text where students really focus on what the author had to say, what the authors purpose was, what the words mean, and what the structure of the text tells us.

How do I use it?

In a close reading, we have to have students reread the text. We give them questions; text dependent questions that require that they go back into the text and search for answers. These arent simply recall questions, just the facts of the text, but rather questions that allow students to think about the text, and the authors purpose, the struc ture, and the flow of the text. Close reading requires that students actually think and understand what they are reading.

What does it look like?

Steps in Close Reading 1. First Read: Key Ideas and Details Set the purpose for reading and have students read text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. The first read should be without building background; students should be integrating their background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes. Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc. 2. Second Read: Craft and Structure For a second, close read, select a portion or chunk of the text that is close read worthy. That is, have students reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. After rereading, students discuss the text with partners or in small groups, focusing on the authors craft and organizational patterns. This may include vocabulary choices, text structure or text features that the author included. Use a text dependent question to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding. 3. Third Read: Integration of Knowledge and Ideas The third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several texts or media. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet. Have the students journal a response to a text dependent question. Focus the discussion on the text evidence.

Source: http://www.learninga-z.com/commoncore/close-reading.html Beth Burke, A Close Look At Close Reading: Scaffolding Students with Complex Text

Grade 1 Foundations of Social Studies: Families American Flag - http://www.pbs.org/americaresponds/theamericanflag.html Cardinal Directions Map Game http://www.sfsocialstudies.com/g1/u2/index.html Community Workers - http://teacher.scholastic.com/commclub Earth www.earth.google.com Fair Play - http://www.scholastic.com/cliffordbebig/teachers/lesson-plan-09.htm Fun School www.funschool.com How Government Affects Us http://pbskids.org/democracy/govandme Kid Info www.kidinfo.com Kids Space www.kids-space.org Kids Page for SC http://www.scstatehouse.gov/studentpage/index.shtml Make a Family Tree http://www.littleexplorers.com/crafts/familytree/paper/ National Geographic www.nationalgeographic.com Primary games www.primarygames.com Scholastic www.scholastic.com Smithsonian Museums http://www.si.edu/museums/ South Carolina Museums http://www.sciway.net/lib/museums.htmlThe Smithsonian Institution www.si.edu This Day in History http://www.history.com/this-day-in-history.do Weekly Reader www.weeklyreader.com Why We Have Laws http://library.thinkquest.org/5873/whydowe.htm

Week of August 19 - August 23 th rd Aug. 19 - 23 Indicator 1-3.1 Describe the fundamental principles of American democracy, including respect for the rights, opinions, and property of others; fair treatment for all; and respect for the rules by which we live. Instructional Strategies Teach the procedures for completing the Daily Oral Analogies. Go over a few examples with students. This week, your focus should be on creating a classroom community where all students feel respected and loved. 1. Conduct a classroom meeting where children will discuss the rules for classroom meeting times. Children should create rules that will guide classroom discussions and sharing times. Examples of rules: (a) off-limit topics include brand-name toys, movies, video games, and TV; (b) put-downs, name-calling, etc. are things that violate the safety of our well-being. Record these rules on a Class Constitution and have all children sign and date the constitution. Hang this constitution in a high-traffic area of the classroom where all students will be reminded of the promise they have made to the classroom. 2. After creating a Class Constitution, lead a class discussion about our rights and responsibilities as learners. Create a T-chart that lists these rights and responsibilities. Rights We have the right to learn. Responsibilities We are responsible for our own learning.

th

rd

3. Have students find their true skin colors using multi-cultural colored paint. Have students mix colors until they find their color. Have a class discussion around using true skin color names instead of calling others black or white. Have students create self-portraits using their skin-color paint. Create a classroom portrait and display the selfportraits. Have a class discussion around the number of skin colors there may be in the world. 4. Have a class celebration (or tea party) to celebrate the classroom guidelines that you have set up. 5. Have a class discussion about how we are all the same and different use students shoes as a conversation starter. 6. Provide hand-held mirrors to let children inspect their own faces and a large mirror at child level so they can see themselves full-size with their friends. 7. Make Who Am I? snapshots of childrens hands or the backs of their heads. Have a guessing game for identifying the photos, then display them as an alternative class portrait. 8. Have children create family portraits and make a class book entitled Our Families. 9. Ask the children to make an All About Me Box. Each child takes a shoebox and decorates it with pictures or things that tell about him/her. Student puts about 8 items inside the box that tell about him/her. (pictures, favorite books, trophies, baseball). Resources Daily Oral Analogies: Grade 1 Booklet. Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses Diversity Education: Religion

Resources on WatchKnowLearn: Support Documents and Teacher Literature: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507 Teaching tolerance. (1997). Starting small: Teaching tolerance in preschool and the early grades. Montgomery, AL: Southern Poverty Law Center. Kriete, Roxann. (2002). The Morning Meeting Book. Turner Falls, MA: Northeast Foundation for Children, Inc. Wong, Harry; and Wong, Rosemary. (1991). The First Days of School. Sunnyvale, CA: Harry K. Wong Publications. Assessment 1. A colony is a place ruled by a country that is _____. 0 smaller

0 bigger
0 nearby 0 far away 2. Who ruled the 13 colonies? 0 the king of Spain 0 the Pilgrims 0 the king of England 0 Nathan Hale 3. The ware between the colonies and England lasted _____. 0 one year 0 many years 0 six months 0 two years 4. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone?

5. Complete a matching activity where students match the names of important colonists with the job they performed.

Week of August 26 -30 th August 26 28th Indicator 1-3.1 Describe the fundamental principles of American democracy, including respect for the rights, opinions,

th

th

and property of others; fair treatment for all; and respect for the rules by which we live. Instructional Strategies Teach the procedures for completing the Daily Oral Analogies. Go over a few examples with students. This week, your focus should be on creating a classroom community where all students feel respected and loved. 1. Conduct a classroom meeting where children will discuss the rules for classroom meeting times. Children should create rules that will guide classroom discussions and sharing times. Examples of rules: (a) off-limit topics include brand-name toys, movies, video games, and TV; (b) put-downs, name-calling, etc. are things that violate the safety of our well-being. Record these rules on a Class Constitution and have all children sign and date the constitution. Hang this constitution in a high-traffic area of the classroom where all students will be reminded of the promise they have made to the classroom. 2. After creating a Class Constitution, lead a class discussion about our rights and responsibilities as learners. Create a T-chart that lists these rights and responsibilities. Rights We have the right to learn. Responsibilities We are responsible for our own learning.

3. Have students find their true skin colors using multi-cultural colored paint. Have students mix colors until they find their color. Have a class discussion around using true skin color names instead of calling others black or white. Have students create self-portraits using their skin-color paint. Create a classroom portrait and display the selfportraits. Have a class discussion around the number of skin colors there may be in the world. 4. Have a class celebration (or tea party) to celebrate the classroom guidelines that you have set up. 5. Have a class discussion about how we are all the same and different use students shoes as a conversation starter. 6. Provide hand-held mirrors to let children inspect their own faces and a large mirror at child level so they can see themselves full-size with their friends. 7. Make Who Am I? snapshots of childrens hands or the backs of their heads. Have a guessing game for identifying the photos, then display them as an alternative class portrait. 8. Have children create family portraits and make a class book entitled Our Families. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson The Colonies Became Free

Student Edition 202-205, 206-207

Teacher Edition 202a-207a

Workbook 54

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes D is for Democracy by Elissa Grodin What is a Constitution? By William David Thomas Jane Addams: Champion of Democracy by Judith Bloom Fradin The Voice of the People: American Democracy in Action by Betsy Maestro Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses

 Diversity Education: Religion Resources on WatchKnowLearn: Citizenship Claymation How to Show Community and Good Citizenship You the People Citizenship Rap Boom Boom Pow Parody Democracy in America Law and Order US Citizenship Process Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. A colony is a place ruled by a country that is _____. 0 smaller

0 bigger
0 nearby 0 far away 2. Who ruled the 13 colonies? 0 the king of Spain 0 the Pilgrims 0 the king of England 0 Nathan Hale 3. The ware between the colonies and England lasted _____. 0 one year 0 many years 0 six months 0 two years 4. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone? 5. Complete a matching activity where students match the names of important colonists with the job they performed.

Week of Sept. 2 nd Sept. 2 Indicator

nd

- Sept. 6

th

Labor Day (Holiday) Instructional Strategies Labor Day (Holiday) Resources Labor Day (Holiday) Assessment Labor Day (Holiday)

Week of Sept. 2 -Sept. 6 rd th Sept. 3 - Sept. 6 Indicator 1-3.1 Describe the fundamental principles of American democracy, including respect for the rights, opinions, and property of others; fair treatment for all; and respect for the rules by which we live. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 1. Vocabulary: colony 1. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 2. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 3. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country? 4. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 5. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair? 6. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 7. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 8. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson The Colonies Became Free

nd

th

Student Edition 202-205, 206-207

Teacher Edition 202a-207a

Workbook 54

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes D is for Democracy by Elissa Grodin What is a Constitution? By William David Thomas Jane Addams: Champion of Democracy by Judith Bloom Fradin The Voice of the People: American Democracy in Action by Betsy Maestro

Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses Diversity Education: Religion Resources on WatchKnowLearn: Citizenship Claymation How to Show Community and Good Citizenship You the People Citizenship Rap Boom Boom Pow Parody Democracy in America Law and Order US Citizenship Process Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507 Assessment 1. A colony is a place ruled by a country that is _____. 0 smaller 0 bigger 0 nearby 0 far away 2. Who ruled the 13 colonies? 0 the king of Spain 0 the Pilgrims 0 the king of England 0 Nathan Hale 3. The ware between the colonies and England lasted _____. 0 one year 0 many years 0 six months 0 two years 4. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone? 5. Complete a matching activity where students match the names of important colonists with the job they performed.

Week of Sept. 9 - Sept. 13 th th Sept. 9 - Sept. 13 Indicator 1-4.1 Illustrate different elements of community life, including typical jobs; the interdependence of family, school, and the community; and the common methods of transportation and communication. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 2. Vocabulary: Flag community country transportation communicate invention inventor 1. Ask children to imagine that they are trying to describe their school to people in the future. Have them work in groups of three or four to create time capsules. Give each group a large envelope to decorate and label __ School in the year __. Have each child draw a picture and/or dictate a sentence telling one thing about the school. Place each groups entries in its envelope and exchange envelopes. Ask children if they were surprised to learn what other groups thought. 2. Read School History poem on p. T E 28a. 3. Read student text p. 28-31. See questions: What are Andrew and Mr. Jones doing? Is the school in a bigger or smaller building now than it used to be? Why might Andrews school have been in a smaller building many years ago? Which picture shows how the school looked in the past? How are the children in the two pictures the same? How are they different? How are the classrooms different? What do you think a classroom of the future might look like? What would happen if more and more children started going to Andrews school? 4. Read student text p. 32-33. See questions: Why didnt Mary McLeod Bethune go to school when she was a little girl? How old was Mary when she finally started school? Why do you think Mary wanted to teach her family the things she learned at school? What did Mary McLeod Bethune do to help African American children? 5. Read student text p. 34-35. See questions: What do the pictures on p. 34 show? How do you think children used each of these things? How do you or other children you know carry books to school today? How do children use the calculator? The notebook? The lunch box? How are things we use in school today different from those used in the past? Why can kinds of tools we use at school change? 6. Name some familiar school staff, such as the gym teacher, art teacher, or principal. Have volunteers role-play what each worker does. If necessary, prompt children with questions about the staff members role at school. Make a list on the board of teachers in your school and what they do. 7. Give children a grade-level appropriate math problem such as 2 + 2 =? Show one child in each pair how to use a calculator to compute the answer. Direct the other child to find the answer using pencil and paper. Then have children exchange roles. Discuss how tools have made some school tasks go more quickly for children today. 8. Create an oversized two-column chart, with the title The Way We Do It. Label one column school and the other column home. Then have children draw pictures and/or describe in words how they do one thing every day at school and one thing every day at home. 9. Read My Busy Day on p. TE 14a. 10. Read student text p. 14-17. See questions: What does Andrew do first in the morning? Does he brush his teeth before or after he eats breakfast? What else do you think Andrews does each morning? What does Andrews class do every morning? What does your class do each morning at school? Why do we put our hands over our hearts when we say the Pledge of Allegiance? Which activity on the Our Day list do you think will take the most time? Which activity on the Our Day list do you think would be the most fun? Why? 11. Read student text p. 18-19. See questions: How do you think Ruby felt about being the only African American child in her whole school? Why did some people not want Ruby to go to their school? How did Ruby show she had courage or that she was brave? Why was Ruby the only child in Mrs. Henrys class? How was Rubys second year at school better than her first? 12. Writhe the following on the board: The United States is our ___. Our ___ is red, white, and blue. Have children copy the sentences and draw a picture. 13. Provide children with magazines. Have them cut out pictures that show where people live or work. Encourage them to find a variety of such places large and small, busy or quiet, near or far, from long ago or from today. Ask

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children to sort pictures into places we work or places we live. Have children mount the pictures on construction paper and save them for later use. 14. Read Points of View poem on p. TE 56a. 15. Read student text p. 56-57. See questions: How is a community different from a neighborhood? Look at the photo on p. 56. How would you describe a city community? How are a suburb and a town like a city? How is a town different from a farm community? 16. Read student text p. 58-59. See questions: What did Kims community look like in the past? How has Kims community changed since the past? Look at the picture for clues. Why do you think there are more shops in Kims community now than long ago? What is one way that change might hurt the community? 17. What has changed in your community? 18. Read City Mouse Country Mouse and Two More Mouse Tales. Share the illustrations as you read. Talk about how the artist depicts the two communities. Have partners draw the story settings. One child can draw the city scenes, the other, the country. Have partners present their work and tell how the two communities are alike and different. 19. Ask children to draw pictures to show how they get to school each day. When children are finished, have them hold up their pictures and identify the modes of transportation used. Make a pictogram to show the results. 20. Read poem Getting There on p. TE 124a. 21. Read student text p. 124-125. See questions: What are some ways people can move from place to place in a big city? Which pictures show ways to move goods? Why is it important to move peanuts from farms to stores? 22. Read student text p. 126-127. See questions: Look at the smaller picture. What is coming out of the back of the truck? Why do people need concrete? What do you think happens in the mixing drum? What does a delivery truck do? What is the part where the driver sits called? What is a tow truck used for? Does a tow truck give people a good or a service? How do you think fuel gets from the tank into the containers underground? 23. Create a word web around the word transportation and the phrases on land, on water, and in the air. Ask children to pick a favorite mode of transportation. Write the word vertically on chart paper. Help children create a poem for the mode of transportation by suggesting a word or phrase for each letter. 24. Have children play the game Telephone. Ask children to sit in a large circl e. Start a message around the circle by whispering to the first child Mr. Watson, come here. I want you! Have each child whisper the message to the next child. When the message gets around the circle, have the last child say it out loud. 25. Read the poem Ive Been Working on the Railroad on p. TE 246a. 26. Read student text p. 246-249. See questions: When two people are together, what do they use besides words to communicate? What inventions are used to communicate besides the printing press and the telephone? With whom do you communicate? What do you communicate? What way of bookmaking did the printing press replace? How did the invention of the printing press increase the spread of information? What had to be put in place before people miles away from each other could talk by telephone? How do you think people far away from each other communicated before the telephone was invented? How do you think people listened to music before Thomas Edison invented the phonograph? How are the activities of Bell and Edison alike and different? Why do you think astronauts need to communicate from space? 27. Read student text p. 250-251. See questions: How do you think peoples lives changed after they got telephones in their homes? How did people use a box telephone? What was the first telephone wires made of? How did the invention of the dial on the phone change the way people used the telephone? How are our phones today different from the ones in the picture? 28. Have children look through magazines to find pictures of things people use to get from one place to another. Have children create a collage with the pictures. 29. Read poem Over Land on p. TE 252a. 30. Read student text p. 252-253. See questions: What provides the power for a bicycle to move? What provides the power for a car to move? Which way of travel came first the bicycle or the Model T car? How are the ways shown on the time line alike? 31. Read student text p. 256-257. See questions: What did Mae Jemison grow up to become? What experiments did Mae Jemison perform in space for the NASA space program? How does Mae Jemison stand out from other people? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Learning About My School Home and School Different Kinds of Communities From Place to Place Inventors and Inventions

Student Edition 28-31, 32-33, 34-35 14-17, 18-19 56-57, 58-59 124-125, 126-127 246-249, 250-251

Teacher Edition 28a-35a 14a-21a 56a-61a 124a-127a 246a-251a

Workbook 9 5 16 32 65

How Has Travel Changed

252-253, 256-257

252a-257a

66

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books A Day in the Life of a Dancer and A Day in the Life of a Musician by Linda Hayward We Help Out at School by Amanda Miller At Work: Long Ago and Today by Lynnette Brent The U.S. Air Force by Matt Doeden The U.S. Army by Matt Doeden I Drive a Garbage Truck by Sarah Bridges Meet the Principal by Elizabeth Vogel Police Officers in our Community by Michelle Ames Resources on Discovery Education: Citizenship in the Community City, Suburb, and Rural Communities Communities Around the World A Community at Work How Communities Grow and Change Community Rules and Laws How Communities Are Alike and Different Where We Live, Work and Play: Public Places Away We Go: All About Transportation Lets Explore: In the City Exploring the Diversity of Life: Forest School Resources on WatchKnowLearn: Community Helpers How to Show Community and Good Citizenship Time to Fight a Fire: Online Read Aloud Community Helpers Learn About Jobs and Occupations Classroom Community Community Helpers Jobs What is a Community? Transportation: Eggy on the Move Song Transportation Song Innovative Transportation Development of Transportation Transportation in the 1800s The Future of Transportation Zoodle the Puppet Talks About Transportation Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Draw pictures of two different communities. 2. A town community is not as big as a _____. city farm 3. Cars, truck, and vans are kinds of _____. needs jobs transportation 4. What is your job at school?

to learn

to eat

5. Long ago people traveled by _____. Today people travel by _____.

Week of Sept. 16 - Sept. 20 th th Sept. 16 - Sept. 20 Indicator 1-4.1 Illustrate different elements of community life, including typical jobs; the interdependence of family, school, and the community; and the common methods of transportation and communication. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 3. Vocabulary: Flag community country transportation communicate invention inventor 1. Ask children to imagine that they are trying to describe their school to people in the future. Have them work in groups of three or four to create time capsules. Give each group a large envelope to decorate and label __ School in the year __. Have each child draw a picture and/or dictate a sentence telling one thing about the school. Place each groups entries in its envelope and exchange envelopes. Ask children if they were surprised to learn what other groups thought. 2. Read School History poem on p. T E 28a. 3. Read student text p. 28-31. See questions: What are Andrew and Mr. Jones doing? Is the school in a bigger or smaller building now than it used to be? Why might Andrews school have been in a smaller building many years ago? Which picture shows how the school looked in the past? How are the children in the two pictures the same? How are they different? How are the classrooms different? What do you think a classroom of the future might look like? What would happen if more and more children started going to Andrews school? 4. Read student text p. 32-33. See questions: Why didnt Mary McLeod Bethune go to school when she was a little girl? How old was Mary when she finally started school? Why do you think Mary wanted to teach her family the things she learned at school? What did Mary McLeod Bethune do to help African American children? 5. Read student text p. 34-35. See questions: What do the pictures on p. 34 show? How do you think children used each of these things? How do you or other children you know carry books to school today? How do children use the calculator? The notebook? The lunch box? How are things we use in school today different from those used in the past? Why can kinds of tools we use at school change? 6. Name some familiar school staff, such as the gym teacher, art teacher, or principal. Have volunteers role-play what each worker does. If necessary, prompt children with questions about the staff members role at school. Make a list on the board of teachers in your school and what they do. 7. Give children a grade-level appropriate math problem such as 2 + 2 =? Show one child in each pair how to use a calculator to compute the answer. Direct the other child to find the answer using pencil and paper. Then have children exchange roles. Discuss how tools have made some school tasks go more quickly for children today. 8. Create an oversized two-column chart, with the title The Way We Do It. Label one column school and the other column home. Then have children draw pictures and/or describe in words how they do one thing every day at school and one thing every day at home. 9. Read My Busy Day on p. TE 14a. 10. Read student text p. 14-17. See questions: What does Andrew do first in the morning? Does he brush his teeth before or after he eats breakfast? What else do you think Andrews does each morning? What does Andrews class do every morning? What does your class do each morning at school? Why do we put our hands over our hearts when we say the Pledge of Allegiance? Which activity on the Our Day list do you think will take the most time? Which activity on the Our Day list do you think would be the most fun? Why? 11. Read student text p. 18-19. See questions: How do you think Ruby felt about being the only African American child in her whole school? Why did some people not want Ruby to go to their school? How did Ruby show she had courage or that she was brave? Why was Ruby the only child in Mrs. Henrys c lass? How was

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Rubys second year at school better than her first? 12. Writhe the following on the board: The United States is our ___. Our ___ is red, white, and blue. Have children copy the sentences and draw a picture. 13. Provide children with magazines. Have them cut out pictures that show where people live or work. Encourage them to find a variety of such places large and small, busy or quiet, near or far, from long ago or from today. Ask children to sort pictures into places we work or places we live. Have children mount the pictures on construction paper and save them for later use. 14. Read Points of View poem on p. TE 56a. 15. Read student text p. 56-57. See questions: How is a community different from a neighborhood? Look at the photo on p. 56. How would you describe a city community? How are a suburb and a town like a city? How is a town different from a farm community? 16. Read student text p. 58-59. See questions: What did Kims community look like in the past? How has Kims community changed since the past? Look at the picture for clues. Why do you think there are more shops in Kims community now than long ago? What is one way that change might hurt the community? 17. What has changed in your community? 18. Read City Mouse Country Mouse and Two More Mouse Tales. Share the illustrations as you read. Talk about how the artist depicts the two communities. Have partners draw the story settings. One child can draw the city scenes, the other, the country. Have partners present their work and tell how the two communities are alike and different. 19. Ask children to draw pictures to show how they get to school each day. When children are finished, have them hold up their pictures and identify the modes of transportation used. Make a pictogram to show the results. 20. Read poem Getting There on p. TE 124a. 21. Read student text p. 124-125. See questions: What are some ways people can move from place to place in a big city? Which pictures show ways to move goods? Why is it important to move peanuts from farms to stores? 22. Read student text p. 126-127. See questions: Look at the smaller picture. What is coming out of the back of the truck? Why do people need concrete? What do you think happens in the mixing drum? What does a delivery truck do? What is the part where the driver sits called? What is a tow truck used for? Does a tow truck give people a good or a service? How do you think fuel gets from the tank into the containers underground? 23. Create a word web around the word transportation and the phrases on land, on water, and in the air. Ask children to pick a favorite mode of transportation. Write the word vertically on chart paper. Help children create a poem for the mode of transportation by suggesting a word or phrase for each letter. 24. Have children play the game Telephone. Ask children to sit in a large circle. Start a message around the circle by whispering to the first child Mr. Watson, come here. I want you! Have each child whisper the message to the next child. When the message gets around the circle, have the last child say it out loud. 25. Read the poem Ive Been Working on the Railroad on p. TE 246a. 26. Read student text p. 246-249. See questions: When two people are together, what do they use besides words to communicate? What inventions are used to communicate besides the printing press and the telephone? With whom do you communicate? What do you communicate? What way of bookmaking did the printing press replace? How did the invention of the printing press increase the spread of information? What had to be put in place before people miles away from each other could talk by telephone? How do you think people far away from each other communicated before the telephone was invented? How do you think people listened to music before Thomas Edison invented the phonograph? How are the activities of Bell and Edison alike and different? Why do you think astronauts need to communicate from space? 27. Read student text p. 250-251. See questions: How do you think peoples lives changed after they got telephones in their homes? How did people use a box telephone? What was the first telephone wires made of? How did the invention of the dial on the phone change the way people used the telephone? How are our phones today different from the ones in the picture? 28. Have children look through magazines to find pictures of things people use to get from one place to another. Have children create a collage with the pictures. 29. Read poem Over Land on p. TE 252a. 30. Read student text p. 252-253. See questions: What provides the power for a bicycle to move? What provides the power for a car to move? Which way of travel came first the bicycle or the Model T car? How are the ways shown on the time line alike? 31. Read student text p. 256-257. See questions: What did Mae Jemison grow up to become? What experiments did Mae Jemison perform in space for the NASA space program? How does Mae Jemison stand out from other people? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Learning About My School

Student Edition 28-31, 32-33, 34-35

Teacher Edition 28a-35a

Workbook 9

Home and School Different Kinds of Communities From Place to Place Inventors and Inventions How Has Travel Changed

14-17, 18-19 56-57, 58-59 124-125, 126-127 246-249, 250-251 252-253, 256-257

14a-21a 56a-61a 124a-127a 246a-251a 252a-257a

5 16 32 65 66

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books A Day in the Life of a Dancer and A Day in the Life of a Musician by Linda Hayward We Help Out at School by Amanda Miller At Work: Long Ago and Today by Lynnette Brent The U.S. Air Force by Matt Doeden The U.S. Army by Matt Doeden I Drive a Garbage Truck by Sarah Bridges Meet the Principal by Elizabeth Vogel Police Officers in our Community by Michelle Ames Resources on Discovery Education: Citizenship in the Community City, Suburb, and Rural Communities Communities Around the World A Community at Work How Communities Grow and Change Community Rules and Laws How Communities Are Alike and Different Where We Live, Work and Play: Public Places Away We Go: All About Transportation Lets Explore: In the City Exploring the Diversity of Life: Forest School Resources on WatchKnowLearn: Community Helpers How to Show Community and Good Citizenship Time to Fight a Fire: Online Read Aloud Community Helpers Learn About Jobs and Occupations Classroom Community Community Helpers Jobs What is a Community? Transportation: Eggy on the Move Song Transportation Song Innovative Transportation Development of Transportation Transportation in the 1800s The Future of Transportation Zoodle the Puppet Talks About Transportation Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Draw pictures of two different communities. 2. A town community is not as big as a _____. city farm 3. Cars, truck, and vans are kinds of _____. needs jobs transportation 4. What is your job at school? to learn to eat 5. Long ago people traveled by _____. Today people travel by _____.

Week of Sept. 23 - Sept. 27 rd th Sept. 23 - Sept. 27 Indicator 1-4.2 Compare the daily lives of families together in America and across the world, including the roles of family members; typical food, clothing, and shelter; and the ways that families earn a living. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 4. Vocabulary: group tools goods service volunteer 1. Ask each child to draw a picture that tells something about himself or herself. Help children put their initials, but not their names, or their pictures. Use clothespins to suspend childrens pictures from a length of twine. Then have children use their pictures to get to know each other better. Point to a picture and ask if children can figure out who the artist is. Read poem Groups on p. TE 8a. Read student text p. 8-9. See questions: What things that Andrew likes do you like? What different things do you like? What groups does Andrew belong to? What groups do you belong to? Read student text p. 10-11. See questions: Why didnt Carl Stotz think it was fun to play baseball? What changes did Carl Stotz make in the game? Create an oversized two-column chart, with the title The Way We Do It. Label one column school and the other column home. Then have children draw pictures and/or describe in words how they do one thing every day at school and one thing every day at home. Read My Busy Day on p. TE 14a. Read student text p. 14-17. See questions: What does Andrew do first in the morning? Does he brush his teeth before or after he eats breakfast? What else do you think Andrews does each morning? What does Andrews class do every morning? What does your class do each morning at school? Why do we put our hands over our hearts when we say the Pledge of Allegiance? Which activity on the Our Day list do you think will take the most time? Which activity on the Our Day list do you think would be the most fu n? Why? Read student text p. 18-19. See questions: How do you think Ruby felt about being the only African American child in her whole school? Why did some people not want Ruby to go to their school? How did Ruby show she had courage or that she was brave? Why was Ruby the only child in Mrs. Henrys class? How was Rubys second year at school better than her first? Writhe the following on the board: The United States is our ___. Our ___ is red, white, and blue. Have children copy the sentences and draw a picture. Create a Hands on the Job chart similar to the one shown. Have children trace their hands on two different colors of paper. Children then write or draw one thing they do to help at home on one hand and a way they help at school on the other hand. Read poem Little Helper on p. TE 94a. Read student text p. 94-97. See questions: What jobs can you do by yourself? Compare two jobs that you can do. Tell how Ben knows when he has done a job well. Why might family members work together to do some jobs? What other jobs might Bens family do together? What is your big job in school? How might you be rewarded for a job well done at school? Your job is to go to school and learn. Why is this important job? What things does Ben need to know to do his special job? What special jobs might you do in art class? Tell how you might know when someone else has done a job well. Help children make a class list of jobs people do at home. Invite volunteers to select a job and act it out for the class. The other children can use the list to figure out which job is being done. Read poem When I Grow Up on p. TE 108a. Read student text on p. 108-111. See questions: What goods do the workers on this page provide? What are some examples of goods you use in your home? Your school? Your community? How might the plumber and the teacher know they have done a good job? What are other examples of services you might use in your home? Your school? Your community? Was the lemonade Ben sold at his stand a good or a service? How do you know? How do these workers help others meet their needs? Are there any volunteers in your school? What do they do? Which job pictured provides goods? Which jobs provide services? Read student text p. 112-113. See questions: Who does Kids Kitchen help? Why might a volunteer be considered a good citizen? What should the children working a t Kids Kitchen do if they need to make more

rd

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2. 3. 4. 5.

6. 7.

8.

9. 10.

11. 12.

13. 14. 15.

16.

sandwiches in a week than they usually do? What has Sagen done that is a good example of caring? 17. Read student text p. 114-115. See questions: How did Clara Barton learn to help people? Clara Barton helped soldiers who were on different sides during the Civil War. What kind of a citizen do you think she was? What made Clara Barton a famous volunteer? When might people need help of the Red Cross? 18. Play I Spy a Job have one partner give clues about a worker. Children take turns spying workers. Encourage children to use lesson vocabulary. 19. Cut out paper-doll outlines of people. You might want to have children work with partners and have them decorate the paper does according to various jobs. 20. Read student text p. 258-261. See questions: Where do you think the picture of the world was taken from? What country does Monika live in? Which child lives in Argentina? Africa? What ways, besides clothing, can people be alike and different? What is one food that Monika eats? H ow is Estas food different from Daisukes? Imagine that one of the children from around the world is coming to visit you. You want to bake cookies for the child but do not know how. What can you do? 21. Read student text p. 262-263. See questions: Why do you think many Chinese people settled in San Francisco when they came to the United States? Why do you think where Laurence Yep lived is called Chinatown? What shows Laurence Yeps love of individualism and sets him apart from other writers? How are Joseph Bruchac and Laurence Yep alike and different? What important award has two of Laurence Yeps books won? 22. Read student text p. 264-265. See questions: Why do we say something when we leave another person? How might people say good-bye without using words? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Getting to Know Andrew Home and School Bens Jobs Welcome to Job Day Life around the World

Student Edition 8-9, 10-11 14-17, 18-19 94-97, 108-111, 112-113, 114-115 258-261, 262-263, 264-265

Teacher Edition 8a-13a 14a-21a 94a-99a 108a-115a 158a-265a

Workbook 3 5 25 29 68

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Counting Around the World Resources on WatchKnowLearn: Muslim Children Around the World Song: Peaceful World Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Make a chart of jobs at home list the job and the helper. 2. What is a job? 0 a game people play 0 work people do 0 a place people live 0 food people eat 3. Which one of these people is a service worker?

0 farmer 0 cook 0 baker 0 plumber 4. In which country are you most likely to eat rice cakes? 0 Hungary 0 Argentina 0 Japan 0 Tanzania

Week of Sept. 30 - Oct. 4 th th Sept. 30 - Oct. 4 Indicator 1-4.2 Compare the daily lives of families together in America and across the world, including the roles of family members; typical food, clothing, and shelter; and the ways that families earn a living. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 5. Vocabulary: group job tools goods service volunteer 1. Ask each child to draw a picture that tells something about himself or herself. Help children put their initials, but not their names, or their pictures. Use clothespins to suspend childrens pictures from a length of twine. Then have children use their pictures to get to know each other better. Point to a picture and ask if children can figure out who the artist is. Read poem Groups on p. TE 8a. Read student text p. 8-9. See questions: What things that Andrew likes do you like? What different things do you like? What groups does Andrew belong to? What groups do you belong to? Read student text p. 10-11. See questions: Why didnt Carl Stotz think it was fun to play baseball? What changes did Carl Stotz make in the game? Create an oversized two-column chart, with the title The Way We Do It. Label one column school and the other column home. Then have children draw pictures and/or describe in words how they do one thing every day at school and one thing every day at home. Read My Busy Day on p. TE 14a. Read student text p. 14-17. See questions: What does Andrew do first in the morning? Does he brush his teeth before or after he eats breakfast? What else do you think Andrews does each morning? What does Andrews class do every morning? What does your class do each morning at school? Why do we put our hands over our hearts when we say the Pledge of Allegiance? Which activity on the Our Day list do you think will take the most time? Which activity on the Our Day list do you think would be the most fun? Why? Read student text p. 18-19. See questions: How do you think Ruby felt about being the only African American child in her whole school? Why did some people not want Ruby to go to their school? How did Ruby show she had courage or that she was brave? Why was Ruby the only child in Mrs. Henrys c lass? How was Rubys second year at school better than her first? Writhe the following on the board: The United States is our ___. Our ___ is red, white, and blue. Have children copy the sentences and draw a picture. Create a Hands on the Job chart sim ilar to the one shown. Have children trace their hands on two different colors of paper. Children then write or draw one thing they do to help at home on one hand and a way they help at school on the other hand. Read poem Little Helper on p. TE 94a. Read student text p. 94-97. See questions: What jobs can you do by yourself? Compare two jobs that you can do. Tell how Ben knows when he has done a job well. Why might family members work together to do some jobs? What other jobs might Bens family do together? What is your big job in school? How might you be rewarded for a job well done at school? Your job is to go to school and learn. Why is this important job?

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2. 3. 4. 5.

6. 7.

8.

9. 10.

11. 12.

What things does Ben need to know to do his special job? What special jobs might you do in art class? Tell how you might know when someone else has done a job well. 13. Help children make a class list of jobs people do at home. Invite volunteers to select a job and act it out for the class. The other children can use the list to figure out which job is being done. 14. Read poem When I Grow Up on p. TE 108a. 15. Read student text on p. 108-111. See questions: What goods do the workers on this page provide? What are some examples of goods you use in your home? Your school? Your community? How might the plumber and the teacher know they have done a good job? What are other examples of services you might use in your home? Your school? Your community? Was the lemonade Ben sold at his stand a good or a service? How do you know? How do these workers help others meet their needs? Are there any volunteers in your school? What do they do? Which job pictured provides goods? Which jobs provide services? 16. Read student text p. 112-113. See questions: Who does Kids Kitchen help? Why might a volunteer be considered a good citizen? What should the children working at Kids Kitchen do if they need to make more sandwiches in a week than they usually do? What has Sagen done that is a good example of caring? 17. Read student text p. 114-115. See questions: How did Clara Barton learn to help people? Clara Barton helped soldiers who were on different sides during the Civil War. What kind of a citizen do you think she was? What made Clara Barton a famous volunteer? When might people need help of the Red Cross? 18. Play I Spy a Job have one partner give clues about a worker. Children take turns spying workers. Encourage children to use lesson vocabulary. 19. Cut out paper-doll outlines of people. You might want to have children work with partners and have them decorate the paper does according to various jobs. 20. Read student text p. 258-261. See questions: Where do you think the picture of the world was taken from? What country does Monika live in? Which child lives in Argentina? Africa? What ways, besides clothing, can people be alike and different? What is one food that Monika eats? How is Estas food different from Daisukes? Imagine that one of the children from around the world is coming to visit you. You want to bake cookies for the child but do not know how. What can you do? 21. Read student text p. 262-263. See questions: Why do you think many Chinese people settled in San Francisco when they came to the United States? Why do you think where Laurence Yep lived is called Chinatown? What shows Laurence Yeps love of individualism and sets him apart from other writers? How are Joseph Bruchac and Laurence Yep alike and different? What important award has two of Laurence Yeps books won? 22. Read student text p. 264-265. See questions: Why do we say something when we leave another person? How might people say good-bye without using words? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Getting to Know Andrew Home and School Bens Jobs Welcome to Job Day Life around the World

Student Edition 8-9, 10-11 14-17, 18-19 94-97, 108-111, 112-113, 114-115 258-261, 262-263, 264-265

Teacher Edition 8a-13a 14a-21a 94a-99a 108a-115a 158a-265a 3 5 25 29 68

Workbook

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Counting Around the World Resources on WatchKnowLearn: Muslim Children Around the World Song: Peaceful World Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm

See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Make a chart of jobs at home list the job and the helper. 2. What is a job? 0 a game people play 0 work people do 0 a place people live 0 food people eat 3. Which one of these people is a service worker? 0 farmer 0 cook 0 baker 0 plumber 4. In which country are you most likely to eat rice cakes? 0 Hungary 0 Argentina 0 Japan 0 Tanzania

Week of Oct. 7 - Oct. 11 th th Oct. 7 - Oct. 11 Indicator 1-4.3 Identify the ways that families and communities in America and around the world cooperate and compromise with one another in order to obtain goods and services to meet their needs and wants. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 6. Vocabulary: job needs wants Create a Hands on the Job chart similar to the one shown. Have children trace their hands on two different colors of paper. Children then write or draw one thing they do to help at home on one hand and a way they help at school on the other hand. 2. Read poem Little Helper on p. TE 94a. 3. Read student text p. 94-97. See questions: What jobs can you do by yourself? Compare two jobs that you can do. Tell how Ben knows when he has done a job well. Why might family members work together to do some jobs? What other jobs might Bens family do together? What is your big job in school? How might you be rewarded for a job well done at school? Your job is to go to school and learn. Why is this important job? What things does Ben need to know to do his special job? What special jobs might you do in art class? Tell how you might know when someone else has done a job well. 4. Help children make a class list of jobs people do at home. Invite volunteers to select a job and act it out for the class. The other children can use the list to figure out which job is being done. 5. Ask children to suppose that theyre going on a trip together. Have each child draw a picture of one thing to take. Then pack the pictures in a class shoe box. Suggest a situation that reflects a need, such as: Im thirsty! Did anyone pack a drink? Select a volunteer to check the box. Next suggest a situation that reflects a want, etc. 6. Read poem What Do I Need? on p. TE 100a. 7. Read student text p. 100-101. See questions: What are some similarities in the ways families might meet their needs? What are some differences in the ways families might meet their needs? What do you think Bens gift is? What are some ways people get the things they need and want? 8. Read student text p. 102-103. See questions: What does the chart show? Which word on the chart tells that you are looking at toys from long ago? What word on the chart means the same as today? In what ways are the bicycles from THEN and NOW alike? Why do toys and other things change? How do people learn about changes in toys? 9. Write the following sentence on the board: Thanks for giving me ___. I needed that. Thanks for giving me ___. I wanted that. Have children complete the sentences and make cards for the parents. 10. Tell children that before there was money, people used to trade things. They would trade something they already have for something they didnt have. Set up a trading post and have children pretend to exchange something they have for something they want or need. 11. Read student text p. 104-105. See questions: Which things shown on p. 104 can Ben buy with 70 cents or less? What is an example of a person wanting more than he or she can have? What are some examples of choices families make when buying things? What would you do if you were Ben and you wanted to buy the comb? 12. Have each child cut out three items that he or she would like to have (want). Have students make a list of the things they could do in order to obtain their wants. 13. Describe a market to children. Then have them create a fruit market in the classroom, using fruit, signs, paper bags, and paper money. Invite some children to sell the fruit and others to buy it. 14. Read student text p. 238-239. See questions: How do people pay for goods at the market? Why do sellers need a market? What would you do if you wanted to buy your grandparents two flowers but you only have money for one? Support your choice. 15. Read aloud To Market, To Market by Anne Miranda. Ask children what is real about the story and what is not real. Have them draw one of the vegetables the woman buys for soup. Resources 1. Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Needs and Wants

th

th

Student Edition 100-101, 102-103

Teacher Edition 100a-103a

Workbook 27

Spending and Saving Bens Jobs Visiting the Market

104-105 94-97, 238-239

104a-107a 94a-99a 238a-241a

28 25 62

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: How Our Economy Works: All about Earning Money and Spending Money Service Workers: And the Services they Provide Production Workers: And the Goods they Make Goods and Services Economics in our age: Goods and Services Consumer, Producer and Goods Products that Workers Make Supply and Demand Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Which one is a need? 0 a TV 0 computer game 0 pet 0 food 2. A place to live is a ____. 0 school 0 need 0 want 0 job 3. Write one thing you need and one thing you want. 4. Getting a haircut is considered a ____. 0 good 0 service 5. You just bought groceries at the store. You have purchased _________.

Week of Oct. 14 - Oct. 18 th th Oct. 14 - Oct. 18 Indicator 1-4.3 Identify the ways that families and communities in America and around the world cooperate and compromise with one another in order to obtain goods and services to meet their needs and wants. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 7. Vocabulary: job needs wants 1. Create a Hands on the Job chart similar to the one shown. Have children trace their hands on two different colors of paper. Children then write or draw one thing they do to help at home on one hand and a way they help at school on the other hand. 2. Read poem Little Helper on p. TE 94a. 3. Read student text p. 94-97. See questions: What jobs can you do by yourself? Compare two jobs that you can do. Tell how Ben knows when he has done a job well. Why might family members work together to do some jobs? What other jobs might Bens family do together? What is your big job in school? How might you be rewarded for a job well done at school? Your job is to go to school and learn. Why is this important job? What things does Ben need to know to do his special job? What special jobs might you do in art class? Tell how you might know when someone else has done a job well. 4. Help children make a class list of jobs people do at home. Invite volunteers to select a job and act it out for the class. The other children can use the list to figure out which job is being done. 5. Ask children to suppose that theyre going on a trip together. Have each child draw a picture of one thing to take. Then pack the pictures in a class shoe box. Suggest a situation that reflects a need, such as: Im thirsty! Did anyone pack a drink? Select a volunteer to check the box. Next suggest a situation that reflects a want, etc. 6. Read poem What Do I Need? on p. TE 100a. 7. Read student text p. 100-101. See questions: What are some similarities in the ways families might meet their needs? What are some differences in the ways families might meet their needs? What do you think Bens gift is? What are some ways people get the things they need and want? 8. Read student text p. 102-103. See questions: What does the chart show? Which word on the chart tells that you are looking at toys from long ago? What word on the chart means the same as today? In what ways are the bicycles from THEN and NOW alike? Why do toys and other things change? How do people learn about changes in toys? 9. Write the following sentence on the board: Thanks for giving me ___. I needed that. Thanks for giving me ___. I wanted that. Have children complete the sentences and make cards for the parents. 10. Tell children that before there was money, people used to trade things. They would trade something they already have for something they didnt have. Set up a trading post and have children pretend to exchange something they have for something they want or need. 11. Read student text p. 104-105. See questions: Which things shown on p. 104 can Ben buy with 70 cents or less? What is an example of a person wanting more than he or she can have? What are some examples of choices families make when buying things? What would you do if you were Ben and you wanted to buy the comb? 12. Have each child cut out three items that he or she would like to have (want). Have students make a list of the things they could do in order to obtain their wants. 13. Describe a market to children. Then have them create a fruit market in the classroom, using fruit, signs, paper bags, and paper money. Invite some children to sell the fruit and others to buy it. 14. Read student text p. 238-239. See questions: How do people pay for goods at the market? Why do sellers need a market? What would you do if you wanted to buy your grandparents two flowers but you only have money for one? Support your choice. 15. Read aloud To Market, To Market by Anne Miranda. Ask children what is real about the story and what is not real. Have them draw one of the vegetables the woman buys for soup. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Needs and Wants Spending and Saving

th

th

Student Edition 100-101, 102-103 104-105

Teacher Edition 100a-103a 104a-107a

Workbook 27 28

Bens Jobs Visiting the Market

94-97, 238-239

94a-99a 238a-241a

25 62

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: How Our Economy Works: All about Earning Money and Spending Money Service Workers: And the Services they Provide Production Workers: And the Goods they Make Goods and Services Economics in our age: Goods and Services Consumer, Producer and Goods Products that Workers Make Supply and Demand Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Which one is a need? 0 a TV 0 computer game 0 pet 0 food 2. A place to live is a ____. 0 school 0 need 0 want 0 job 3. Write one thing you need and one thing you want. 4. Getting a haircut is considered a ____. 0 good 0 service 5. You just bought groceries at the store. You have purchased _________.

Week of Oct. 21 - Oct. 25 st th Oct. 21 - Oct. 24 Indicator 1-4.4 Explain the concept of scarcity and the way it forces individuals and families to make choices about which goods and services they can obtain. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 8. Vocabulary: 1. Have children draw a picture of juice spilled from a glass. Then discuss with them the benefits of cleaning the liquid with a sponge rather than a paper towel. Have children include a sponge in their drawing. Ask them to caption the drawing with Save Paper!/Wipe Up With a Sponge. 2. Read student text p. 170-173. See questions: What natural resource is used to make the things around Debbie? Why does Debbie call reduce, reuse, and recycle the 3Rs? What is item 3 on the Please Reduce! list? Where are the children putting the things they are recycling? What is the boy recycling? What are some things you can recycle? Why might you be considered a good citizen if you recycle? Many cardboard juice containers have an aluminum foil lining. Do you think they can be recycled? 3. Read student text p. 174-175. See questions: What kinds of animals are in the circles? What might you do to let people know about endangered animals? 4. Have children make a poster asking people to help save one of the endangered animals shown on the text p. 174175. Have children include a title and a drawing on their poster. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Caring For Our Resources

st

th

Student Edition 170-173, 174-175

Teacher Edition 170a-175a

Workbook 44

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Dutch Traders Experience a Scarcity of Beaver Fur Trade Between the Dutch and Native Americans The Difference Between Wants and Needs Sam Struggles With What to Buy Resources on WatchKnowLearn: Economics Scarcity and Opportunity Cost Windpower The Busy World of Richard Scarry Imagine That Water Power

Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. You can reduce the use of electricity by ___. 0 walking instead of riding 0 saving bags and boxes 0 using less toothpaste

0 turning off lights 2. Reducing your electricity can help you save ___. 0 money 0 time 0 paper 0 plastic 3. The things you recycle can be made into things that are ___. 0 old 0 new 0 trash 0 alive 4. Name two things you can recycle. Week of Oct. 21 th Oct. 25 Indicator
st

- Oct. 25

th

Professional Development/Workdays Instructional Strategies Professional Development/Workdays Resources Professional Development/Workdays Assessment Professional Development/Workdays

Week of Oct. 28 - Nov. 1 th st Oct. 28 - Nov. 1 Indicator 1-4.4 Explain the concept of scarcity and the way it forces individuals and families to make choices about which goods and services they can obtain. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 9. Vocabulary: 1. Have children draw a picture of juice spilled from a glass. Then discuss with them the benefits of cleaning the liquid with a sponge rather than a paper towel. Have children include a sponge in their drawing. Ask them to caption the drawing with Save Paper!/Wipe Up With a Sponge. 2. Read student text p. 170-173. See questions: What natural resource is used to make the things around Debbie? Why does Debbie call reduce, reuse, and recycle the 3Rs? What is item 3 on the Please Reduce! list? Where are the children putting the things they are recycling? What is the boy recycling? What are some things you can recycle? Why might you be considered a good citizen if you recycle? Many cardboard juice containers have an aluminum foil lining. Do you think they can be recycled? 3. Read student text p. 174-175. See questions: What kinds of animals are in the circles? What might you do to let people know about endangered animals? 4. Have children make a poster asking people to help save one of the endangered animals shown on the text p. 174175. Have children include a title and a drawing on their poster. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Caring For Our Resources

th

st

Student Edition 170-173, 174-175

Teacher Edition 170a-175a

Workbook 44

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Dutch Traders Experience a Scarcity of Beaver Fur Trade Between the Dutch and Native Americans The Difference Between Wants and Needs Sam Struggles With What to Buy Resources on WatchKnowLearn: Economics Scarcity and Opportunity Cost Windpower The Busy World of Richard Scarry Imagine That Water Power Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. You can reduce the use of electricity by ___. 0 walking instead of riding 0 saving bags and boxes 0 using less toothpaste 0 turning off lights

2. Reducing your electricity can help you save ___. 0 money 0 time 0 paper 0 plastic 3. The things you recycle can be made into things that are ___. 0 old 0 new 0 trash 0 alive

4. Name two things you can recycle.

Week of Nov. 4 - Nov. 8 th th Nov. 4 - Nov. 8 Indicator 1-3.2 Identify ways that all citizens can serve the common good, including serving as public officials and participating in the election process. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 10. Vocabulary: leader citizen vote capital 1. Ask each child to draw a picture or pantomime to tell about a rule from home or school. Direct children to choose rules that they have to follow often. As children share their rules, ask them who they think made each rule and way it might be important to follow it. Read student text. P. 70-71. See questions: What is the job of a police officer like Officer Taylor? What are some laws that Officer Taylor wants you to follow? Why do communities need leaders? Read student text p. 72-73. See questions: Why did Jane Addams start Hull House? What is one way you could help people in your community? Why was winning the Nobel Peace Prize such an honor for Jane Addams? Invite children to write a class letter to a school or community leader. Discuss laws identified in Lesson 4 or others children know. Have them choose a few laws they feel are important and dictate sentences telling why the laws are good for the community. Provide a mayor costume, such as a special hat or coat. Ask a child with good leadership qua lities to start out as classroom mayor (or have children vote to select a mayor). Tell children that this job will rotate. Have other children play the role of classroom council leaders. Together, the mayor and the leaders can think of problems in the classroom and can then suggest ways to solve these problems. Tell children that people can vote not only for leaders but also for other choices, such as things to do or places to go. Have children suggest four places they would like to visit for a field trip such as a zoo, science museum, or aquarium. List the places on the board. Name each place and ask children to raise their hand to vote for the place they would most like to visit. Remind children to vote only once. When the class has finished voting, add the votes and circle the place with the most votes. Then have the children draw a picture of the place. Read student text p. 218-221. See questions: Why do people display posters to encourage people to vote? Who are some leaders that citizens vote for? What would you do if you were asked to vote for people you knew nothing about? Who works in the Georgia state capitol besides the governor? What do you see in the scene on the seal of the state of Georgia? Why is the President of the United States an important person? After the President wins the election, how long does he or she keep the job? Read student text p. 222-223. See questions: How did Eleanor Roosevelt know that there were problems in our country? Why do you think Eleanor Roosevelt is a citizen hero? Fill in a tally sheet to look like the results of a vote for Funniest Animals. Make the results close. Hand out the filled in tally sheets. Have groups count the number of tally marks for each candidate. The group that accurately counts up the tallies first is the winner. Extend the exercise by adding new votes to the original tally.

th

th

2. 3. 4.

5.

6.

7.

8. 9.

Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Community Leaders and Laws Choosing Our Countrys Leaders

Student Edition 70-7172-73 218-221, 222-223

Teacher Edition 70a-73a 218a-223a

Workbook 19 57

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Historic Speeches Election Day Vote Button Other Resources: Flocabulary The Presidential Election song Resources on WatchKnowLearn: Civil Rights: Let Freedom Ring Rap Support Documents Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. The leader of a community is called a _________. 2. Who can vote in the United States? 3. A governor is the leader of a ________? 4. In our country, citizens vote for President every __________. 5. The governor works with other state leaders to help make __________.

Week of Nov. 11 - Nov. 15 th th Nov. 11 - Nov. 15 Indicator 1-3.2 Identify ways that all citizens can serve the common good, including serving as public officials and

th

th

participating in the election process. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 11. Vocabulary: leader citizen vote capital 1. Ask each child to draw a picture or pantomime to tell about a rule from home or school. Direct children to choose rules that they have to follow often. As children share their rules, ask them who they think made each rule and way it might be important to follow it. 2. Read student text. P. 70-71. See questions: What is the job of a police officer like Officer Taylor? What are some laws that Officer Taylor wants you to follow? Why do communities need leaders? 3. Read student text p. 72-73. See questions: Why did Jane Addams start Hull House? What is one way you could help people in your community? Why was winning the Nobel Peace Prize such an honor for Jane Addams? 4. Invite children to write a class letter to a school or community leader. Discuss laws identified in Lesson 4 or others children know. Have them choose a few laws they feel are important and dictate sentences telling why the laws are good for the community. 5. Provide a mayor costume, such as a special hat or coat. Ask a child with good leadership qu alities to start out as classroom mayor (or have children vote to select a mayor). Tell children that this job will rotate. Have other children play the role of classroom council leaders. Together, the mayor and the leaders can think of problems in the classroom and can then suggest ways to solve these problems. 6. Tell children that people can vote not only for leaders but also for other choices, such as things to do or places to go. Have children suggest four places they would like to visit for a field trip such as a zoo, science museum, or aquarium. List the places on the board. Name each place and ask children to raise their hand to vote for the place they would most like to visit. Remind children to vote only once. When the class has finished voting, add the votes and circle the place with the most votes. Then have the children draw a picture of the place. 7. Read student text p. 218-221. See questions: Why do people display posters to encourage people to vote? Who are some leaders that citizens vote for? What would you do if you were asked to vote for people you knew nothing about? Who works in the Georgia state capitol besides the governor? What do you see in the scene on the seal of the state of Georgia? Why is the President of the United States an important person? After the President wins the election, how long does he or she keep the job? 8. Read student text p. 222-223. See questions: How did Eleanor Roosevelt know that there were problems in our country? Why do you think Eleanor Roosevelt is a citizen hero? 9. Fill in a tally sheet to look like the results of a vote for Funniest Animals. Make the results close. Hand out the filledin tally sheets. Have groups count the number of tally marks for each candidate. The group that accurately counts up the tallies first is the winner. Extend the exercise by adding new votes to the original tally. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Community Leaders and Laws Choosing Our Countrys Leaders

Student Edition 70-7172-73 218-221, 222-223

Teacher Edition 70a-73a 218a-223a

Workbook 19 57

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Historic Speeches Election Day Vote Button Other Resources: Flocabulary The Presidential Election song Resources on WatchKnowLearn:

 Civil Rights: Let Freedom Ring Rap Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. The leader of a community is called a _________. 2. 3. 4. 5. Who can vote in the United States? A governor is the leader of a ________? In our country, citizens vote for President every __________. The governor works with other state leaders to help make __________.

Week of Nov. 18 - Nov. 22 th nd Nov. 18 - Nov. 22 Indicator 1-3.2 Identify ways that all citizens can serve the common good, including serving as public officials and participating in the election process. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 12. Vocabulary: leader citizen vote capital 1. Ask each child to draw a picture or pantomime to tell about a rule from home or school. Direct children to choose rules that they have to follow often. As children share their rules, ask them who they think made each rule and way it might be important to follow it. 2. Read student text. P. 70-71. See questions: What is the job of a police officer like Officer Taylor? What are some laws that Officer Taylor wants you to follow? Why do communities need leaders? 3. Read student text p. 72-73. See questions: Why did Jane Addams start Hull House? What is one way you could help people in your community? Why was winning the Nobel Peace Prize such an honor for Jane Addams? 4. Invite children to write a class letter to a school or community leader. Discuss laws identified in Lesson 4 or others children know. Have them choose a few laws they feel are important and dictate sentences telling why the laws are good for the community. 5. Provide a mayor costume, such as a special hat or coat. Ask a child with good leadership qu alities to start out as classroom mayor (or have children vote to select a mayor). Tell children that this job will rotate. Have other children play the role of classroom council leaders. Together, the mayor and the leaders can think of problems in the classroom and can then suggest ways to solve these problems. 6. Tell children that people can vote not only for leaders but also for other choices, such as things to do or places to go. Have children suggest four places they would like to visit for a field trip such as a zoo, science museum, or aquarium. List the places on the board. Name each place and ask children to raise their hand to vote for the place they would most like to visit. Remind children to vote only once. When the class has finished voting, add the votes and circle the place with the most votes. Then have the children draw a picture of the place. 7. Read student text p. 218-221. See questions: Why do people display posters to encourage people to vote? Who are some leaders that citizens vote for? What would you do if you were asked to vote for people you knew nothing about? Who works in the Georgia state capitol besides the governor? What do you see in the scene on the seal of the state of Georgia? Why is the President of the United States an important person? After the President wins the election, how long does he or she keep the job? 8. Read student text p. 222-223. See questions: How did Eleanor Roosevelt know that there were problems in our country? Why do you think Eleanor Roosevelt is a citizen hero? 9. Fill in a tally sheet to look like the results of a vote for Funniest Animals. Make the results close. Hand out the filled in tally sheets. Have groups count the number of tally marks for each candidate. The group that accurately counts up the tallies first is the winner. Extend the exercise by adding new votes to the original tally. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Community Leaders and Laws Choosing Our Countrys Leaders

th

nd

Student Edition 70-7172-73 218-221, 222-223

Teacher Edition 70a-73a 218a-223a

Workbook 19 57

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Historic Speeches Election Day Vote Button

Other Resources: Flocabulary The Presidential Election song Resources on WatchKnowLearn: Civil Rights: Let Freedom Ring Rap Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. The leader of a community is called a _________. 2. 3. 4. 5. Who can vote in the United States? A governor is the leader of a ________? In our country, citizens vote for President every __________. The governor works with other state leaders to help make __________.

Week of Nov. 25 - Nov. 29 th th Nov. 25 - Nov. 26 Indicator 1-3.1 Describe the fundamental principles of American democracy, including respect for the rights, opinions, and property of others; fair treatment for all; and respect for the rules by which we live. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 13. Vocabulary: colony 1. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 2. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 3. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country? 4. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 5. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair? 6. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 7. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 8. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson The Colonies Became Free

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Student Edition 202-205, 206-207

Teacher Edition 202a-207a

Workbook 54

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community

Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses Diversity Education: Religion

Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. A colony is a place ruled by a country that is _____. 0 smaller 0 bigger 0 nearby 0 far away 2. Who ruled the 13 colonies? 0 the king of Spain 0 the Pilgrims 0 the king of England 0 Nathan Hale 3. The ware between the colonies and England lasted _____. 0 one year 0 many years 0 six months 1 two years 4. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone? 5. Complete a matching activity where students match the names of important colonists with the job they performed. Nov. 27 - Nov. 29 Indicator
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Thanksgiving (Holiday) Instructional Strategies Thanksgiving (Holiday) Resources Thanksgiving (Holiday) Assessment Thanksgiving (Holiday)

Week of Dec. 2 - Dec. 6 nd th Dec. 2 - Dec. 6 Indicator 1-3.1 Describe the fundamental principles of American democracy, including respect for the rights, opinions, and property of others; fair treatment for all; and respect for the rules by which we live. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 14. Vocabulary: colony 1. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 2. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 3. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country? 4. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 5. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair? 6. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 7. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 8. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson The Colonies Became Free

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th

Student Edition 202-205, 206-207

Teacher Edition 202a-207a

Workbook 54

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community

Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses Diversity Education: Religion

Resources on WatchKnowLearn:

Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. A colony is a place ruled by a country that is _____. 0 smaller 0 bigger 0 nearby 0 far away 2. Who ruled the 13 colonies? 0 the king of Spain 0 the Pilgrims 0 the king of England 1 Nathan Hale 3. The ware between the colonies and England lasted _____. 0 one year 1 many years 1 six months 0 two years 4. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone? 5. Complete a matching activity where students match the names of important colonists with the job they performed.

Week of Dec. 9 - Dec. 13 th th Dec. 9 - Dec. 13 Indicator 1-3.1 Describe the fundamental principles of American democracy, including respect for the rights, opinions, and property of others; fair treatment for all; and respect for the rules by which we live. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 15. Vocabulary: colony 1. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 2. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 3. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country? 4. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 5. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair? 6. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 7. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 8. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson The Colonies Became Free

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th

Student Edition 202-205, 206-207

Teacher Edition 202a-207a

Workbook 54

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community

Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses Diversity Education: Religion

Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Departme nt of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. A colony is a place ruled by a country that is _____. 0 smaller 0 bigger 0 nearby 0 far away 2. Who ruled the 13 colonies? 0 the king of Spain 0 the Pilgrims 0 the king of England 2 Nathan Hale 3. The ware between the colonies and England lasted _____. 0 one year 2 many years 2 six months 1 two years 4. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone? 5. Complete a matching activity where students match the names of important colonists with the job they performed.

Week of Dec. 16 - Dec. 20 th th Dec. 16 - Dec. 20 Indicator 1-3.1 Describe the fundamental principles of American democracy, including respect for the rights, opinions, and property of others; fair treatment for all; and respect for the rules by which we live. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 16. Vocabulary: colony 1. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 2. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 3. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country? 4. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 5. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair? 6. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 7. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 8. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson The Colonies Became Free

th

th

Student Edition 202-205, 206-207

Teacher Edition 202a-207a

Workbook 54

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Pinterest: Kids Books About Democracy Leo the Late Bloomer by Robert Krauss The Little Engine That Could by Watty Piper Edward the Emu by Kevin Henkes Chrysanthemum by Kevin Henkes Owen by Kevin Henkes Julius the Baby of the World by Kevin Henkes Resources on Discovery Education: The Constitution and Constitution Day: A Beginners Guide Heroes of American History Citizenship in the Community

Community Rules and Laws Holiday Facts and Fun: Martin Luther King Day Where We Live, Work, and Play: Businesses Diversity Education: Religion

Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Departm ent of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment A colony is a place ruled by a country that is _____. 0 smaller 0 bigger 0 nearby far away Who ruled the 13 colonies? 0 the king of Spain 0 the Pilgrims the king of England 0 Nathan Hale The ware between the colonies and England lasted _____. one year many years six months two years 1. When did the leaders of the colonies agree on the Declaration of Independence? What right did it give everyone?

2. Complete a matching activity where students match the names of important colonists with the job they performed.

Week of Dec. 23 - Dec. 27 rd th Dec. 23 - Dec. 27 Indicator Instructional Strategies

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Winter Break Winter Break Resources Winter Break Assessment Winter Break

Week of Dec. 30 - Jan. 3 th rd Dec. 30 - Jan. 3 Indicator Instructional Strategies

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Winter Break Winter Break Resources Winter Break Assessment Winter Break Week of Jan. 6 - Jan. 10 th th Jan. 6 - Jan. 10 Indicator 1-3.3 Summarize the contributions to democracy that have been made by historic and political figures in the United States, including Benjamin Franklin, Thomas Jefferson, Dorothea Dix, Frederick Douglass, Mary McLeod Bethune, and Franklin D. Roosevelt. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 17. Vocabulary: colony 1. Ask each child to draw a picture that tells something about himself or herself. Help children put their initials, but not their names, or their pictures. Use clothespins to suspend childrens pictures from a length of twine. Then have children use their pictures to get to know each other better. Point to a picture and ask if children can figure out who the artist is. 2. Read poem Groups on p. TE 8a. 3. Read student text p. 8-9. See questions: What things that Andrew likes do you like? What different things do you like? What groups does Andrew belong to? What groups do you belong to? 4. Read student text p. 10-11. See questions: Why didnt Carl Stotz think it was fun to play baseball? What changes did Carl Stotz make in the game? 5. Ask children to imagine that they are trying to describe their school to people in the future. Have them work in groups of three or four to create time capsules. Give each group a large envelope to decorate and label __ School in the year __. Have each child draw a picture and/or dictate a sentence telling one thing about the school. Place each groups entries in its envelope and exchange envelopes. Ask children if they were surprised to learn what other groups thought. 6. Read School History poem on p. TE 28a. 7. Read student text p. 28-31. See questions: What are Andrew and Mr. Jones doing? Is the school in a bigger or smaller building now than it used to be? Why might Andrews school have been in a smaller building many years ago? Which picture shows how the school looked in the past? How are the children in the two pictures the same? How are they different? How are the classrooms different? What do you think a classroom of the future might look like? What would happen if more and more children started going to Andrews school? 8. Read student text p. 32-33. See questions: Why didnt Mary McLeod Bethune go to school when she was a little girl? How old was Mary when she finally started school? Why do you think Mary wanted to teach her family the things she learned at school? What did Mary McLeod Bethune do to help African American children? 9. Read student text p. 34-35. See questions: What do the pictures on p. 34 show? How do you think children used each of these things? How do you or other children you know carry books to school today? How do children use the calculator? The notebook? The lunch box? How are things we use in school today different from those used in the past? Why can kinds of tools we use at school change? 10. Name some familiar school staff, such as the gym teacher, art teacher, or principal. Have volunteers role-play what each worker does. If necessary, prompt children with questions about the staff members role at school. Make a list on the board of teachers in your school and what they do. 11. Give children a grade-level appropriate math problem such as 2 + 2 =? Show one child in each pair how to use a calculator to compute the answer. Direct the other child to find the answer using pencil and paper. Then have children exchange roles. Discuss how tools have made some school tasks go more quickly for children today.
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12. Read student text p. 68-69. See questions: What did Harriet Tubman work hard to do? What do you think to be treated fairly means? What was the Underground Railroad? Do you agree that Harriet Tubman was a brave woman? What can you tell people about Harriet Tubman? 13. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 14. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 15. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country? 16. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 17. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair? 18. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 19. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 20. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship. 21. Invite children to tell about special days in their home, such as birthdays or visits by grandparents. Explain to children that a holiday is a special day celebrated by all American s at the same time, such as Valentines Day, Mothers Day, and Halloween. Have children draw a picture of how they celebrate a holiday and label the picture. 22. Read student text p. 212-215. See questions: Why is a holiday special? What are some holidays that are not shown? What did Martin Luther King, Jr. believe? Why might people listen to a speech by Dr. King? What do we call our countrys leader? Why do you think we honor George Washington and Abraham Lincoln? What good leaders do you know? Why is this person a good leader? 23. Read student text p. 216-217. See questions: If you could spend time teaching yourself something, what would it be? What do you think makes a good storyteller? Why did the states fight in a war when Lincoln was president? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Getting to Know Andrew Learning About My School Special Things We Do The Colonies Become Free We Celebrate Holidays

Student Edition 8-9, 10-11 28-31, 32-33 62-65, 66-67, 68-69 202-205, 206-207 212-215, 216-217

Teacher Edition 8a-13a 28a-35a 62a-69a 202a207a 212a-217a 3-4 9 18 54 56

Workbook

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Animated Hero Classics: Benjamin Franklin Heroes of American History Discovering Language Arts: Beginner: Style, Structure, and Tone Animated Hero Classics: General George Washington Finding Information with Thomas Jefferson

 Thomas Jeffersons Vision of a Republic Writing the Official Copy Resources on WatchKnowLearn: Franklin Roosevelt Biography

Assessment 1. What did Frederick Douglass do during the Civil War? 2. Benjamin Franklin was an inventor who invented a special kind of reading glasses. Tell how these have helped us today. 3. Mary McLeod Bethune couldnt go to school until she was 9 years old. What contri bution did Bethune make towards education? Week of Jan. 13 - Jan. 17 th th Jan. 13 - Jan. 14 Indicator Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday
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Professional Development/Workday

Week of Jan. 13 - Jan. 17 th th Jan. 15 - Jan. 17 Indicator 1-3.3 Summarize the contributions to democracy that have been made by historic and political figures in the United States, including Benjamin Franklin, Thomas Jefferson, Dorothea Dix, Frederick Douglass, Mary McLeod Bethune, and Franklin D. Roosevelt. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 18. Vocabulary: colony 1. Ask each child to draw a picture that tells something about himself or herself. Help children put their initials, but not their names, or their pictures. Use clothespins to suspend childrens pictures from a length of twine. Then have children use their pictures to get to know each other better. Point to a picture and ask if children can figure out who the artist is. 2. Read poem Groups on p. TE 8a. 3. Read student text p. 8-9. See questions: What things that Andrew likes do you like? What different things do you like? What groups does Andrew belong to? What groups do you belong to? 4. Read student text p. 10-11. See questions: Why didnt Carl Stotz think it was fun to play baseball? What changes did Carl Stotz make in the game? 5. Ask children to imagine that they are trying to describe their school to people in the future. Have them work in groups of three or four to create time capsules. Give each group a large envelope to decorate and label __ School in the year __. Have each child draw a picture and/or dictate a sentence telling one thing about the school. Place each groups entries in its envelope and exchange envelopes. Ask children if they were surprised to learn what other groups thought. 6. Read School History poem on p. TE 28a. 7. Read student text p. 28-31. See questions: What are Andrew and Mr. Jones doing? Is the school in a bigger or smaller building now than it used to be? Why might Andrews school have been in a smaller building many years ago? Which picture shows how the school looked in the past? How are the children in the two pictures the same? How are they different? How are the classrooms different? What do you think a classroom of the future might look like? What would happen if more and more children started going to Andrews school? 8. Read student text p. 32-33. See questions: Why didnt Mary McLeod Bethune go to school when she was a little girl? How old was Mary when she finally started school? Why do you think Mary wanted to teach her family the things she learned at school? What did Mary McLeod Bethune do to help African American children? 9. Read student text p. 34-35. See questions: What do the pictures on p. 34 show? How do you think children used each of these things? How do you or other children you know carry books to school today? How do children use the calculator? The notebook? The lunch box? How are things we use in school today different from those used in the past? Why can kinds of tools we use at school change? 10. Name some familiar school staff, such as the gym teacher, art teacher, or principal. Have volunteers role-play what each worker does. If necessary, prompt children with questions about the staff members role at school. Make a list on the board of teachers in your school and what they do. 11. Give children a grade-level appropriate math problem such as 2 + 2 =? Show one child in each pair how to use a calculator to compute the answer. Direct the other child to find the answer using pencil and paper. Then have children exchange roles. Discuss how tools have made some school tasks go more quickly for children today. 12. Read student text p. 68-69. See questions: What did Harriet Tubman work hard to do? What do you think to be treated fairly means? What was the Underground Railroad? Do you agree that Harriet Tubman was a brave woman? What can you tell people about Harriet Tubman? 13. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 14. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 15. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country?

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th

16. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 17. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair? 18. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 19. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 20. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship. 21. Invite children to tell about special days in their home, such as birthdays or visits by grandparents. Explain to children that a holiday is a special day celebrated by all American s at the same time, such as Valentines Day, Mothers Day, and Halloween. Have children draw a picture of how they celebrate a holiday and label the picture. 22. Read student text p. 212-215. See questions: Why is a holiday special? What are some holidays that are not shown? What did Martin Luther King, Jr. believe? Why might people listen to a speech by Dr. King? What do we call our countrys leader? Why do you think we honor George Washington and Abraham Lincoln? What good leaders do you know? Why is this person a good leader? 23. Read student text p. 216-217. See questions: If you could spend time teaching yourself something, what would it be? What do you think makes a good storyteller? Why did the states fight in a war when Lincoln was president? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Getting to Know Andrew Learning About My School Special Things We Do The Colonies Become Free We Celebrate Holidays

Student Edition 8-9, 10-11 28-31, 32-33 62-65, 66-67, 68-69 202-205, 206-207 212-215, 216-217

Teacher Edition 8a-13a 28a-35a 62a-69a 202a207a 212a-217a

Workbook 3-4 9 18 54 56

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Animated Hero Classics: Benjamin Franklin Heroes of American History Discovering Language Arts: Beginner: Style, Structure, and Tone Animated Hero Classics: General George Washington Finding Information with Thomas Jefferson Thomas Jeffersons Vision of a Republic Writing the Official Copy Resources on WatchKnowLearn: Franklin Roosevelt Biography Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. What did Frederick Douglass do during the Civil War? 2. Benjamin Franklin was an inventor who invented a special kind of reading glasses. Tell how these have helped us today. 3. Mary McLeod Bethune couldnt go to school until she was 9 years old. What contribution did Bethune make towards education?

Week of Jan. 20 - Jan. 24 th Jan. 20 Indicator Instructional Strategies

th

th

Professional Development/Workday Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday Week of Jan. 20 - Jan. 24
st th th th

Jan. 21 - Jan. 24 Indicator 1-3.3 Summarize the contributions to democracy that have been made by historic and political figures in the United States, including Benjamin Franklin, Thomas Jefferson, Dorothea Dix, Frederick Douglass, Mary McLeod Bethune, and Franklin D. Roosevelt. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 19. Vocabulary: colony 1. Ask each child to draw a picture that tells something about himself or herself. Help children put their initials, but not their names, or their pictures. Use clothespins to suspend childrens pictures from a length of twine. Then have children use their pictures to get to know each other better. Point to a picture and ask if children can figure out who the artist is. 2. Read poem Groups on p. TE 8a. 3. Read student text p. 8-9. See questions: What things that Andrew likes do you like? What different things do you like? What groups does Andrew belong to? What groups do you belong to? 4. Read student text p. 10-11. See questions: Why didnt Carl Stotz think it was fun to play baseball? What changes did Carl Stotz make in the game? 5. Ask children to imagine that they are trying to describe their school to people in the future. Have them work in groups of three or four to create time capsules. Give each group a large envelope to decorate and label __ School in the year __. Have each child draw a picture and/or dictate a sentence telling one thing about the school. Place each groups entries in its envelope and exchange envelopes. Ask children if they were surprised to learn what other groups thought. 6. Read School History poem on p. TE 28a. 7. Read student text p. 28-31. See questions: What are Andrew and Mr. Jones doing? Is the school in a bigger or smaller building now than it used to be? Why might Andrews school have been in a smaller building many years ago? Which picture shows how the school looked in the past? How are the children in the two pictures the same? How are they different? How are the classrooms different? What do you think a classroom of the future might look like? What would happen if more and more children started going to Andrews school? 8. Read student text p. 32-33. See questions: Why didnt Mary McLeod Bethune go to school when she was a little girl? How old was Mary when she finally started school? Why do you think Mary wanted to teach her family the things she learned at school? What did Mary McLeod Bethune do to help African American children?

9. Read student text p. 34-35. See questions: What do the pictures on p. 34 show? How do you think children used each of these things? How do you or other children you know carry books to school today? How do children use the calculator? The notebook? The lunch box? How are things we use in school today different from those used in the past? Why can kinds of tools we use at school change? 10. Name some familiar school staff, such as the gym teacher, art teacher, or principal. Have volunteers role-play what each worker does. If necessary, prompt children with questions about the staff members role at school. Make a list on the board of teachers in your school and what they do. 11. Give children a grade-level appropriate math problem such as 2 + 2 =? Show one child in each pair how to use a calculator to compute the answer. Direct the other child to find the answer using pencil and paper. Then have children exchange roles. Discuss how tools have made some school tasks go more quickly for children today. 12. Read student text p. 68-69. See questions: What did Harriet Tubman work hard to do? What do you think to be treated fairly means? What was the Underground Railroad? Do you agree that Harriet Tubman was a brave woman? What can you tell people about Harriet Tubman? 13. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 14. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 15. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country? 16. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 17. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair? 18. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 19. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 20. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship. 21. Invite children to tell about special days in their home, such as birthdays or visits by grandparents. Explain to children that a holiday is a special day celebrated by all American s at the same time, such as Valentines Day, Mothers Day, and Halloween. Have children draw a picture of how they celebrate a holiday and label the picture. 22. Read student text p. 212-215. See questions: Why is a holiday special? What are some holidays that are not shown? What did Martin Luther King, Jr. believe? Why might people listen to a speech by Dr. King? What do we call our countrys leader? Why do you think we honor George Washington and Abraham Lincoln? What good leaders do you know? Why is this person a good leader? 23. Read student text p. 216-217. See questions: If you could spend time teaching yourself something, what would it be? What do you think makes a good storyteller? Why did the states fight in a war when Lincoln was president? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Getting to Know Andrew Learning About My School Special Things We Do The Colonies Become Free We Celebrate Holidays

Student Edition 8-9, 10-11 28-31, 32-33 62-65, 66-67, 68-69 202-205, 206-207 212-215, 216-217

Teacher Edition 8a-13a 28a-35a 62a-69a 202a207a 212a-217a

Workbook 3-4 9 18 54 56

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Animated Hero Classics: Benjamin Franklin Heroes of American History Discovering Language Arts: Beginner: Style, Structure, and Tone Animated Hero Classics: General George Washington Finding Information with Thomas Jefferson Thomas Jeffersons Vision of a Republic Writing the Official Copy Resources on WatchKnowLearn: Franklin Roosevelt Biography Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. What did Frederick Douglass do during the Civil War? 2. Benjamin Franklin was an inventor who invented a special kind of reading glasses. Tell how these have helped us today. 3. Mary McLeod Bethune couldnt go to school until she was 9 years old. What contribution did Bethune make towards education?

Week of Jan. 27 - Jan. 31 th st Jan. 27 - Jan. 31 Indicator 1-3.3 Summarize the contributions to democracy that have been made by historic and political figures in the United States, including Benjamin Franklin, Thomas Jefferson, Dorothea Dix, Frederick Douglass, Mary McLeod Bethune, and Franklin D. Roosevelt. Instructional Strategies

th

st

Daily Oral Analogies: See grade 1 booklet Week 20. Vocabulary: colony 1. Ask each child to draw a picture that tells something about himself or herself. Help children put their initials, but not their names, or their pictures. Use clothespins to suspend childrens pictures from a length of twine. Then have children use their pictures to get to know each other better. Point to a picture and ask if children can figure out who the artist is. 2. Read poem Groups on p. TE 8a. 3. Read student text p. 8-9. See questions: What things that Andrew likes do you like? What different things do you like? What groups does Andrew belong to? What groups do you belong to? 4. Read student text p. 10-11. See questions: Why didnt Carl Stotz think it was fun to play baseball? What changes did Carl Stotz make in the game? 5. Ask children to imagine that they are trying to describe their school to people in the future. Have them work in groups of three or four to create time capsules. Give each group a large envelope to decorate and label __ School in the year __. Have each child draw a picture and/or dictate a sentence telling one thing about the school. Place each groups entries in its envelope and exchange envelopes. Ask children if they were surprised to learn what other groups thought. 6. Read School History poem on p. TE 28a. 7. Read student text p. 28-31. See questions: What are Andrew and Mr. Jones doing? Is the school in a bigger or smaller building now than it used to be? Why might Andrews school have been in a smaller building many years ago? Which picture shows how the school looked in the past? How are the children in the two pictures the same? How are they different? How are the classrooms different? What do you think a classroom of the future might look like? What would happen if more and more children started going to Andrews school? 8. Read student text p. 32-33. See questions: Why didnt Mary McLeod Bethune go to school when she was a little girl? How old was Mary when she finally started school? Why do you think Mary wanted to teach her family the things she learned at school? What did Mary McLeod Bethune do to help African American children? 9. Read student text p. 34-35. See questions: What do the pictures on p. 34 show? How do you think children used each of these things? How do you or other children you know carry books to school today? How do children use the calculator? The notebook? The lunch box? How are things we use in school today different from those used in the past? Why can kinds of tools we use at school change? 10. Name some familiar school staff, such as the gym teacher, art teacher, or principal. Have volunteers role-play what each worker does. If necessary, prompt children with questions about the staff members role at school. Make a list on the board of teachers in your school and what they do. 11. Give children a grade-level appropriate math problem such as 2 + 2 =? Show one child in each pair how to use a calculator to compute the answer. Direct the other child to find the answer using pencil and paper. Then have children exchange roles. Discuss how tools have made some school tasks go more quickly for children today. 12. Read student text p. 68-69. See questions: What did Harriet Tubman work hard to do? What do you think to be treated fairly means? What was the Underground Railroad? Do you agree that Harriet Tubman was a brave woman? What can you tell people about Harriet Tubman? 13. Invite children to tell about the activities they do or see on Independence Day. Model the discussion by telling what events you attend, such as a picnic, parade, ball game, or fireworks display. Give each child a chance to speak. Then have children draw a picture of one of the activities. 14. Read Time for Freedom poem on p. TE 202a. Discuss why the Pilgrims wanted freedom. 15. Read student text p. 202-205. See questions: England was separated from its North American colonies by the Atlantic Ocean. Do you think England was close to America or far away? How many original colonies were ruled by England? What did the colonists want? How did many leaders in the colonies clearly let everybody know that they wanted to be free? How did George Washington help our country? Why did Nathan Hale say he regretted that he could die only one time for his country? The ware lasted longer than you have been alive. Do you think the American Revolution was a long war? Why do you think the colonists were able to keep fighting for almost eight years? What is the difference between a colony and a country? 16. Discuss the importance of citizenship. Point out to children that Nathan Hale is a model of good citizenship. Explain that a good citizen thinks not only of his or her rights but the rights of others. Tell children that Nathan Hale so much believed that his cause the right of all Americans to be free that he volunteered to spy on English soldiers in New York. Unfortunately, he was caught by them and hanged. He was only 21 years old. His bravery, however, inspired the colonists in their war against England. 17. Read student text p. 206-207. See questions: How do you think young Ben learned math all by himself? Do you think Poor Richards Almanac included advice about using time wisely or stories about talking animals? Why might Franklin have decided to make a special type of glasses and a rocking chair?

18. Point out on a map the Atlantic Ocean, with the United States to the west and Europe to the east. Then point out the 13 American colonies and England. Ask children to draw and label the ocean, the colonies and England. 19. Have students act out the colonial leaders discussing why they want to be free. Have children conduct a signing of the Declaration of Independence using a feather to sign their names at the bottom of the document. 20. Read The Midnight Ride of Paul Revere by Longfellow to the class. Tell children that this is the famous poem about Paul Revere, who rode a horse from Boston to Lexington, Massachusetts, warning people that the British were coming. Use the illustrations to discuss the poem with students. Ask students to tell about how Paul Revere exhibited good citizenship. 21. Invite children to tell about special days in their home, such as birthdays or visits by grandparents. Explain to children that a holiday is a special day celebrated by all American s at the same time, such as Valentines Day, Mothers Day, and Halloween. Have children draw a picture of how they celebrate a holiday and label the picture. 22. Read student text p. 212-215. See questions: Why is a holiday special? What are some holidays that are not shown? What did Martin Luther King, Jr. believe? Why might people listen to a speech by Dr. King? What do we call our countrys leader? Why do you think we honor George Washington and Abraham Lincoln? What good leaders do you know? Why is this person a good leader? 23. Read student text p. 216-217. See questions: If you could spend time teaching yourself something, what would it be? What do you think makes a good storyteller? Why did the states fight in a war when Lincoln was president? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Getting to Know Andrew Learning About My School Special Things We Do The Colonies Become Free We Celebrate Holidays

Student Edition 8-9, 10-11 28-31, 32-33 62-65, 66-67, 68-69 202-205, 206-207 212-215, 216-217

Teacher Edition 8a-13a 28a-35a 62a-69a 202a207a 212a-217a

Workbook 3-4 9 18 54 56

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Animated Hero Classics: Benjamin Franklin Heroes of American History Discovering Language Arts: Beginner: Style, Structure, and Tone Animated Hero Classics: General George Washington Finding Information with Thomas Jefferson Thomas Jeffersons Vision of a Republic Writing the Official Copy Resources on WatchKnowLearn: Franklin Roosevelt Biography Assessment 1. What did Frederick Douglass do during the Civil War? 2. Benjamin Franklin was an inventor who invented a special kind of reading glasses. Tell how these have helped us today. 3. Mary McLeod Bethune couldnt go to school until she was 9 years old. What contribution did Bethune make towards education?

Week of Feb. 3
rd

rd th

- Feb. 7

th

Feb. 3 - Feb. 7 Indicator 1-2.1 Explain the making and enforcing of laws as a basic function of government. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 20. Vocabulary: law leader citizen vote capital enforce 1. Ask each child to draw a picture or pantomime to tell about a rule from home or school. Direct children to choose rules that they have to follow often. As children share their rules, ask them who they think made each rule and way it might be important to follow it. 2. Read student text. P. 70-71. See questions: What is the job of a police officer like Officer Taylor? What are some laws that Officer Taylor wants you to follow? Why do communities need leaders? 3. Read student text p. 72-73. See questions: Why did Jane Addams start Hull House? What is one way you could help people in your community? Why was winning the Nobel Peace Prize such an honor for Jane Addams? 4. Invite children to write a class letter to a school or community leader. Discuss laws identified in Lesson 4 or others children know. Have them choose a few laws they feel are important and dictate sentences telling why the laws are good for the community. 5. Provide a mayor costume, such as a special hat or coat. Ask a child with good leadership qualities to start out as classroom mayor (or have children vote to select a mayor). Tell children that this job will rotate. Have other children play the role of classroom council leaders. Together, the mayor and the leaders can think of problems in the classroom and can then suggest ways to solve these problems. 6. Tell children that people can vote not only for leaders but also for other choices, such as things to do or places to go. Have children suggest four places they would like to visit for a field trip such as a zoo, science museum, or aquarium. List the places on the board. Name each place and ask children to raise their hand to vote for the place they would most like to visit. Remind children to vote only once. When the class has finished voting, add the votes and circle the place with the most votes. Then have the children draw a picture of the place. 7. Read student text p. 218-221. See questions: Why do people display posters to encourage people to vote? Who are some leaders that citizens vote for? What would you do if you were asked to vote for people you knew nothing about? Who works in the Georgia state capitol besides the governor? What do you see in the scene on the seal of the state of Georgia? Why is the President of the United States an important person? After the President wins the election, how long does he or she keep the job? 8. Read student text p. 222-223. See questions: How did Eleanor Roosevelt know that there were problems in our country? Why do you think Eleanor Roosevelt is a citizen hero? 9. Fill in a tally sheet to look like the results of a vote for Funniest Animals. Make the results close. Hand out the filled-in tally sheets. Have groups count the number of tally marks for each candidate. The group that accurately counts up the tallies first is the winner. Extend the exercise by adding new votes to the original tally. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Community Leaders and Laws Choosing Our Countrys Leaders

Student Edition 70-7172-73 218-221, 222-223

Teacher Edition 70a-73a 218a-223a

Workbook 19 57

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Historic Speeches Election Day

 Vote Button Other Resources: Flocabulary The Presidential Election song Resources on WatchKnowLearn: Civil Rights: Let Freedom Ring Rap Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. The leader of a community is called a _________. 2. Who can vote in the United States? 3. A governor is the leader of a ________? 4. In our country, citizens vote for President every __________. The governor works with other state leaders to help make __________.

Week of Feb. 10 - Feb. 14 th th Feb. 10 - Feb. 14 Indicator 1-2.1 Explain the making and enforcing of laws as a basic function of government. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 20. Vocabulary: law leader citizen vote capital enforce 1. Ask each child to draw a picture or pantomime to tell about a rule from home or school. Direct children to choose rules that they have to follow often. As children share their rules, ask them who they think made each rule and way it might be important to follow it. 2. Read student text. P. 70-71. See questions: What is the job of a police officer like Officer Taylor? What are some laws that Officer Taylor wants you to follow? Why do communities need leaders? 3. Read student text p. 72-73. See questions: Why did Jane Addams start Hull House? What is one way you could help people in your community? Why was winning the Nobel Peace Prize such an honor for Jane Addams? 4. Invite children to write a class letter to a school or community leader. Discuss laws identified in Lesson 4 or others children know. Have them choose a few laws they feel are important and dictate sentences telling why the laws are good for the community. 5. Provide a mayor costume, such as a special hat or coat. Ask a child with good leadership qualities to start out as classroom mayor (or have children vote to select a mayor). Tell children that this job will rotate. Have other children play the role of classroom council leaders. Together, the mayor and the leaders can think of problems in the classroom and can then suggest ways to solve these problems. 6. Tell children that people can vote not only for leaders but also for other choices, such as things to do or places to go. Have children suggest four places they would like to visit for a field trip such as a zoo, science museum, or aquarium. List the places on the board. Name each place and ask children to raise their hand to vote for the place they would most like to visit. Remind children to vote only once. When the class has finished voting, add the votes and circle the place with the most votes. Then have the children draw a picture of the place. 7. Read student text p. 218-221. See questions: Why do people display posters to encourage people to vote? Who are some leaders that citizens vote for? What would you do if you were asked to vote for people you knew nothing about? Who works in the Georgia state capitol besides the governor? What do you see in the scene on the seal of the state of Georgia? Why is the President of the United States an important person? After the President wins the election, how long does he or she keep the job? 8. Read student text p. 222-223. See questions: How did Eleanor Roosevelt know that there were problems in our country? Why do you think Eleanor Roosevelt is a citizen hero? 9. Fill in a tally sheet to look like the results of a vote for Funniest Animals. Make the results close. Hand out the filled-in tally sheets. Have groups count the number of tally marks for each candidate. The group that accurately counts up the tallies first is the winner. Extend the exercise by adding new votes to the original tally. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Community Leaders and Laws Choosing Our Countrys Leaders

th

th

Student Edition 70-7172-73 218-221, 222-223

Teacher Edition 70a-73a 218a-223a

Workbook 19 57

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Historic Speeches Election Day Vote Button

Other Resources: Flocabulary The Presidential Election song Resources on WatchKnowLearn: Civil Rights: Let Freedom Ring Rap

Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. The leader of a community is called a _________. 2. Who can vote in the United States? 3. A governor is the leader of a ________? 4. In our country, citizens vote for President every __________. The governor works with other state leaders to help make __________. Week of Feb. 17 - Feb. 21 Feb. 17 Indicator Professional Development/Workday Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday
th th st

Week of Feb. 17 21 th st Feb. 18 Feb. 21 Indicator 1-2.2 Summarize the concept of authority and give examples of people in authority, including school officials, public safety officers, and government officials. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 20. Vocabulary: law leader 1. Tell children that people can vote not only for leaders but also for other choices, such as things to do or places to go. Have children suggest four places they would like to visit for a field trip such as a zoo, science museum, or aquarium. List the places on the board. Name each place and ask children to raise their hand to vote for the place they would most like to visit. Remind children to vote only once. When the class has finished voting, add the votes and circle the place with the most votes. Then have the children draw a picture of the place. 2. Read student text p. 218-221. See questions: Why do people display posters to encourage people to vote? Who are some leaders that citizens vote for? What would you do if you were asked to vote for people you knew nothing about? Who works in the Georgia state capitol besides the governor? What do you see in the scene on the seal of the state of Georgia? Why is the President of the United States an important person? After the President wins the election, how long does he or she keep the job? 3. Read student text p. 222-223. See questions: How did Eleanor Roosevelt know that there were problems in our country? Why do you think Eleanor Roosevelt is a citizen hero? 4. Fill in a tally sheet to look like the results of a vote for Funniest Animals. Make the results close. Hand out the filled-in tally sheets. Have groups count the number of tally marks for each candidate. The group that accurately counts up the tallies first is the winner. Extend the exercise by adding new votes to the original tally. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Community Leaders and Laws

th

st

Student Edition 70-7172-73

Teacher Edition 70a-73a

Workbook 19

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Historic Speeches Election Day Vote Button Other Resources: Flocabulary The Presidential Election song Resources on WatchKnowLearn: Civil Rights: Let Freedom Ring Rap Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment

1. The leader of a community is called a _________. 2. Who can vote in the United States? 3. A governor is the leader of a ________? 4. In our country, citizens vote for President every __________. 5. The governor works with other state leaders to help make __________. Week of Feb. 24 - Feb. 28 th th Feb. 24 - Feb. 28 Indicator 1-2.2 Summarize the concept of authority and give examples of people in authority, including school officials, public safety officers, and government officials. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 20. Vocabulary: law leader 1. Tell children that people can vote not only for leaders but also for other choices, such as things to do or places to go. Have children suggest four places they would like to visit for a field trip such as a zoo, science museum, or aquarium. List the places on the board. Name each place and ask children to raise their hand to vote for the place they would most like to visit. Remind children to vote only once. When the class has finished voting, add the votes and circle the place with the most votes. Then have the children draw a picture of the place. 2. Read student text p. 218-221. See questions: Why do people display posters to encourage people to vote? Who are some leaders that citizens vote for? What would you do if you were asked to vote for people you knew nothing about? Who works in the Georgia state capitol besides the governor? What do you see in the scene on the seal of the state of Georgia? Why is the President of the United States an important person? After the President wins the election, how long does he or she keep the job? 3. Read student text p. 222-223. See questions: How did Eleanor Roosevelt know that there were problems in our country? Why do you think Eleanor Roosevelt is a citizen hero? 4. Fill in a tally sheet to look like the results of a vote for Funniest Animals. Make the results close. Hand out the filled-in tally sheets. Have groups count the number of tally marks for each candidate. The group that accurately counts up the tallies first is the winner. Extend the exercise by adding new votes to the original tally. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Community Leaders and Laws
th th

Student Edition 70-7172-73

Teacher Edition 70a-73a

Workbook 19

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Historic Speeches Election Day Vote Button Other Resources: Flocabulary The Presidential Election song Resources on WatchKnowLearn: Civil Rights: Let Freedom Ring Rap Support Documents:

Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. The leader of a community is called a _________. 2. Who can vote in the United States? 3. A governor is the leader of a ________? 4. In our country, citizens vote for President every __________. The governor works with other state leaders to help make __________.

Week of Mar. 3 - Mar. 7

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Mar. 3 - Mar. 7 Indicator 1-2.3 Illustrate ways that government affects the lives of individuals and families, including taxation that provides services such as public education and health, roads, and security. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 25. Vocabulary: taxation public service 1. 2. Tell why the government makes laws like the one that says drivers must slow down when they near a school. Demonstrate responsible citizenship within the school community and local and national communities. Ask students if they pay to come to school. Ask them who they think pays the teachers salaries. Discuss that the state pays the teachers using tax money. Discuss other jobs that are funded through taxes (police, fireman, road maintenance). Demonstrate responsible citizenship within the school community and local and national communities. Introduce the purpose for paying taxes, and the state services that are provided with the money (teachers, police officers, roads, etc.) Demonstrate responsible citizenship within the school community and local and national communities.

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Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Government Services

Student Edition E23

Teacher Edition E23

Workbook

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Resources on WatchKnowLearn: Libertys Kids: The Intolerable Acts

Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Draw a picture of a place in your community that the government provides thanks to your tax dollars. 2. The government sees to your free public education. Draw your school and write one thing you learned in school. 3. What is one job in your community that is paid for with tax dollars?

Week of Mar. 10 - Mar. 14 th th Mar. 10 - Mar. 14 Indicator 1-2.3 Illustrate ways that government affects the lives of individuals and families, including taxation that provides services such as public education and health, roads, and security. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 25. Vocabulary: taxation public service 1. Tell why the government makes laws like the one that says drivers must slow down when they near a school. Demonstrate responsible citizenship within the school community and local and national communities. 2. Ask students if they pay to come to school. Ask them who they think pays the teachers salaries. Discuss that the state pays the teachers using tax money. Discuss other jobs that are funded through taxes (police, fireman, road maintenance). Demonstrate responsible citizenship within the school community and local and national communities. 3. Introduce the purpose for paying taxes, and the state services that are provided with the money (teachers, police officers, roads, etc.) Demonstrate responsible citizenship within the school community and local and national communities. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Government Services

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Student Edition E23

Teacher Edition E23

Workbook

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Resources on WatchKnowLearn: Libertys Kids: The Intolerable Acts Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Draw a picture of a place in your community that the government provides thanks to your tax dollars. 2. The government sees to your free public education. Draw your school and write one thing you learned in school. 3. What is one job in your community that is paid for with tax dollars?

Week of Mar. 17 - Mar. 21

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Mar. 17 - Mar. 21 Indicator 1-2.4 Summarize the possible consequences of an absence of government. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 27. Vocabulary: 1. Ask children to name their favorite game or sport. Write childrens suggestions on the board. Then, have children make a drawing showing something about their favorite game or sport. Have a sports section of a newspaper or magazine available for reference. Ask children if there are rules for playing their game or sport. 2. Read student text p. 22-25. See questions: Which of these rules do you have in your class? Why is raising your hand to talk a good rule? What could happen if there wasnt a rule for walking in the halls? Do you think there should be a rule for playing ball outside? Why or why not? How are rules at home and school alike? How are they different? Who else helps you follow rules at school? What can Andrew do to make sure he understands the rules? What are some rules a principal might ask children to follow? How might grown-ups in Andrews classroom help him follow the rules? How do you feel about the rules you have to follow at home and school? 3. Read student text p. 26-27. See questions: What is the first step the children use to solve the problem? Why do you think it is so important to start by naming the problem? What can Andrew and his friends do to find out more about their problem? How does talking about the best way to solve a problem help? How do Andrew and his friends solve their problem? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Rules We Follow

Student Edition 22-25, 26-27

Teacher Edition 22a-27a

Workbook 7-8

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Respect and Following Rules Being a Good Sport about Rules Following the Rules Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Name one rule at school that we could not function without. 2. Name one rule at home that we could not function without. 3. Name one rule in the community that we could not function without.

Week of Mar. 24 - Mar. 28 th th Mar. 24 - Mar. 27 Indicator 1-2.4 Summarize the possible consequences of an absence of government. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 27. Vocabulary: 1. Ask children to name their favorite game or sport. Write childrens suggestions on the board. Then, have children make a drawing showing something about their favorite game or sport. Have a sports section of a newspaper or magazine available for reference. Ask children if there are rules for playing their game or sport. 2. Read student text p. 22-25. See questions: Which of these rules do you have in your class? Why is raising your hand to talk a good rule? What could happen if there wasnt a rule for walking in the halls? Do you think there should be a rule for playing ball outside? Why or why not? How are rules at home and school alike? How are they different? Who else helps you follow rules at school? What can Andrew do to make sure he understands the rules? What are some rules a principal might ask children to follow? How might grown-ups in Andrews classroom help him follow the rules? How do you feel about the rules you have to follow at home and school? 3. Read student text p. 26-27. See questions: What is the first step the children use to solve the problem? Why do you think it is so important to start by naming the problem? What can Andrew and his friends do to find out more about their problem? How does talking about the best way to solve a problem help? How do Andrew and his friends solve their problem? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Rules We Follow

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Student Edition 22-25, 26-27

Teacher Edition 22a-27a

Workbook 7-8

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Respect and Following Rules Being a Good Sport about Rules Following the Rules Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Name one rule at school that we could not function without. 2. Name one rule at home that we could not function without. 3. Name one rule in the community that we could not function without.

Week of Mar. 31 Apr. 4 st th Mar. 31 - Apr. 4 Indicator 1-2.4 Summarize the possible consequences of an absence of government. Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 27. Vocabulary: 1. Ask children to name their favorite game or sport. Write childrens suggestions on the board. Then, have children make a drawing showing something about their favorite game or sport. Have a sports section of a newspaper or magazine available for reference. Ask children if there are rules for playing their game or sport. 2. Read student text p. 22-25. See questions: Which of these rules do you have in your class? Why is raising your hand to talk a good rule? What could happen if there wasnt a rule for walking in the halls? Do you think there should be a rule for playing ball outside? Why or why not? How are rules at home and school alike? How are they different? Who else helps you follow rules at school? What can Andrew do to make sure he understands the rules? What are some rules a principal might ask children to follow? How might grown-ups in Andrews classroom help him follow the rules? How do you feel about the rules you have to follow at home and school? 3. Read student text p. 26-27. See questions: What is the first step the children use to solve the problem? Why do you think it is so important to start by naming the problem? What can Andrew and his friends do to find out more about their problem? How does talking about the best way to solve a problem help? How do Andrew and his friends solve their problem? Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Rules We Follow

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Student Edition 22-25, 26-27

Teacher Edition 22a-27a

Workbook 7-8

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Respect and Following Rules Being a Good Sport about Rules Following the Rules Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Name one rule at school that we could not function without. 2. Name one rule at home that we could not function without. 3. Name one rule in the community that we could not function without.

Week of Apr. 7 - Apr. 11 th Apr. 7 - Apr. 11st Indicator 1-1.1 Identify a familiar area of the neighborhood or local community on a simple map, using the legend and basic map symbols Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 30. Vocabulary: state ocean continent map community neighborhood 1. Have children draw pictures either of their homes or their schools. Give each child a strip of paper with the name of his/her street or the name of the schools street on it. Have children paste the labels onto the backs of their pictures. As children share their work, have them tell the name of the street on which their homes or school is located. Children who live on the same street might line up to show their pictures and neighborhoods. 2. Read student text p. 50-53. See questions: What is the name of Kims street? What is the number of her house on Maple Street? Why do you think most addresses have a street name and a number? Tell how Kim uses street names to find her home on the map. Find Kims house on the map. Is the school near her house? Explain. How is a big neighborhood different from a small neighborhood? How are people in these neighborhoods alike? How can people in a neighborhood help each other? How does the mail carrier help the people in Kims neighborhood? How does a mail carrier know where to take each letter? 3. Read student text p. 54-55. See questions: What is the purpose of a map key? What play equipment does this park have? 4. Help children organize their desks in two rows with a path in between. Direct each child to develop one desk into a home. Have children use props or make signs to individualize their desk-homes. They might show its color or building material, or decorate its front yard with flowers, or use classroom props to show typical activities. Invite children to take you on a tour of their neighborhood. 5. Display several maps in the classroom. Include maps of the United States, North America, and the world. Direct children to the appropriate map, and show them how to trace their state, the United States of America, and the continent of North America. Have them cut out the shapes they traced. Then ask children if they can tell in which cutouts their community belongs. 6. Read student text p. 74-77. See questions: What does the picture Kim is point to show? How is Kims community like your community? How is it different? What is the name of Kims state? What other states touch your states? What continent is the United States a part of? How do you know? How can you tell land from water on a map? What are the names of the worlds four oc eans? Do you live near an ocean? If so, which one? What are the names of the seven continents? 7. Read How to Make an Apple Pie and See the World by Marjorie Priceman. Display the map at the beginning of the book. Have children compare it with the map on p. 76-77. Read the story sharing the pictures. As the storyteller arrives in each new place, locate it on a wall map. Have children point to the corresponding location on the map in their books. Finally, help children trace the storytellers route. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Welcome to My Neighborhood Where in the World Do I Live?

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Student Edition 50-53, 54-55 74-77

Teacher Edition 50a-55a 74a-79a

Workbook 14, 15 20

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Maps and the Globe Me on the Map

Different Types of Maps Finding Places on the Map Models and Maps Beginning Maps: Models and Places Maps and Globes What is a Map? Understanding Maps: Key to Everywhere

Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Have students find various familiar places on a neighborhood map. 2. Have students draw a map of their bedroom at home and give oral directions on how to walk from the door to the bed, etc. 3. Have students draw maps of their homes and write directions around the home. Week of Apr. 14 - Apr. 18 th th Apr. 14 - Apr. 18 Indicator Instructional Strategies Spring Break (Holiday) Resources Spring Break (Holiday) Assessment Spring Break (Holiday)
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Spring Break (Holiday)

Week of Apr. 21 - Apr. 25 st th Apr. 21 - Apr. 25 Indicator 1-1.1 Identify a familiar area of the neighborhood or local community on a simple map, using the legend and basic map symbols Instructional Strategies Daily Oral Analogies: See grade 1 booklet Week 30. Vocabulary: state ocean continent map community neighborhood 1. Have children draw pictures either of their homes or their schools. Give each child a strip of paper with the name of his/her street or the name of the schools street on it. Have children paste the labels onto the backs of their pictures. As children share their work, have them tell the name of the street on which their homes or school is located. Children who live on the same street might line up to show their pictures and neighborhoods. 2. Read student text p. 50-53. See questions: What is the name of Kims street? What is the number of her house on Maple Street? Why do you think most addresses have a street name and a number? Tell how Kim uses street names to find her home on the map. Find Kims house on the map. Is the school near her house? Explain. How is a big neighborhood different from a small neighborhood? How are people in these neighborhoods alike? How can people in a neighborhood help each other? How does the mail carrier help the people in Kims neighborhood? How does a ma il carrier know where to take each letter? 3. Read student text p. 54-55. See questions: What is the purpose of a map key? What play equipment does this park have? 4. Help children organize their desks in two rows with a path in between. Direct each child to develop one desk into a home. Have children use props or make signs to individualize their desk-homes. They might show its color or building material, or decorate its front yard with flowers, or use classroom props to show typical activities. Invite children to take you on a tour of their neighborhood. 5. Display several maps in the classroom. Include maps of the United States, North America, and the world. Direct children to the appropriate map, and show them how to trace their state, the United States of America, and the continent of North America. Have them cut out the shapes they traced. Then ask children if they can tell in which cutouts their community belongs. 6. Read student text p. 74-77. See questions: What does the picture Kim is point to show? How is Kims community like your community? How is it different? What is the name of Kims state? What other states touch your states? What continent is the United States a part of? How do you know? How can you tell land from water on a map? What are the names of the worlds four oceans? Do you live near an oc ean? If so, which one? What are the names of the seven continents? 7. Read How to Make an Apple Pie and See the World by Marjorie Priceman. Display the map at the beginning of the book. Have children compare it with the map on p. 76-77. Read the story sharing the pictures. As the storyteller arrives in each new place, locate it on a wall map. Have children point to the corresponding location on the map in their books. Finally, help children trace the storytellers route. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Welcome to My Neighborhood Where in the World Do I Live?

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Student Edition 50-53, 54-55 74-77

Teacher Edition 50a-55a 74a-79a

Workbook 14, 15 20

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources on Discovery Education: Maps and the Globe Me on the Map

Different Types of Maps Finding Places on the Map Models and Maps Beginning Maps: Models and Places Maps and Globes What is a Map? Understanding Maps: Key to Everywhere

Resources on WatchKnowLearn: Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Have students find various familiar places on a neighborhood map. 2. Have students draw a map of their bedroom at home and give oral directions on how to walk from the door to the bed, etc. 3. Have students draw maps of their homes and write directions around the home.

Week of Apr. 28th - May 2

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Apr. 28 - May 2 Indicator 1-1.2 Compare schools and neighborhoods that are located in different settings around the world. Instructional Strategies Daily Oral Analogies: See grade 2 booklet Week 2. Vocabulary: community 1. Provide children with magazines. Have them cut out pictures that show where people live or work. Encourage them to find a variety of such places large and small, busy or quiet, near or far, from long ago or from today. Ask children to sort pictures into places we work or places we live. Have children mount the pictures on construction paper and save them for later use. 2. Read Points of View poem on p. TE 56a. 3. Read student text p. 56-57. See questions: How is a community different from a neighborhood? Look at the photo on p. 56. How would you describe a city community? How are a suburb and a town like a city? How is a town different from a farm community? 4. Read student text p. 58-59. See questions: What did Kims community look like in the past? How has Kims community changed since the past? Look at the picture for clues. Why do you think there are more shops in Kims community now than long ago? What is one way that change might hurt the community? 5. What has changed in your community? 6. Read City Mouse Country Mouse and Two More Mouse Tales. Share the illustrations as you read. Talk about how the artist depicts the two communities. Have partners draw the story settings. One child can draw the city scenes, the other, the country. Have partners present their work and tell how the two communities are alike and different. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Learning About My School Home and School Different Kinds of Communities From Place to Place Inventors and Inventions How Has Travel Changed

Student Edition 28-31, 32-33, 34-35 14-17, 18-19 56-57, 58-59 124-125, 126-127 246-249, 250-251 252-253, 256-257

Teacher Edition 28a-35a 14a-21a 56a-61a 124a-127a 246a-251a 252a-257a

Workbook 9 5 16 32 65 66

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books A Day in the Life of a Dancer and A Day in the Life of a Musician by Linda Hayward We Help Out at School by Amanda Miller At Work: Long Ago and Today by Lynnette Brent The U.S. Air Force by Matt Doeden The U.S. Army by Matt Doeden I Drive a Garbage Truck by Sarah Bridges Meet the Principal by Elizabeth Vogel Police Officers in our Community by Michelle Ames Resources on Discovery Education: Citizenship in the Community City, Suburb, and Rural Communities Communities Around the World A Community at Work How Communities Grow and Change Community Rules and Laws How Communities Are Alike and Different Where We Live, Work and Play: Public Places

 Away We Go: All About Transportation Lets Explore: In the City Exploring the Diversity of Life: Forest School Resources on WatchKnowLearn: Community Helpers How to Show Community and Good Citizenship Time to Fight a Fire: Online Read Aloud Community Helpers Learn About Jobs and Occupations Classroom Community Community Helpers Jobs What is a Community? Transportation: Eggy on the Move Song Transportation Song Innovative Transportation Development of Transportation Transportation in the 1800s The Future of Transportation Zoodle the Puppet Talks About Transportation Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Draw pictures of two different communities. 2. A town community is not as big as a _____. city farm 3. Cars, truck, and vans are kinds of _____. needs jobs transportation 4. What is your job at school? to learn to eat 5. Long ago people traveled by _____. Today people travel by _____.

Week of May 5 - May 9 th th May 5 - May 9 Indicator 1-1.2 Compare schools and neighborhoods that are located in different settings around the world. Instructional Strategies Daily Oral Analogies: See grade 2 booklet Week 2. Vocabulary: community 1. Provide children with magazines. Have them cut out pictures that show where people live or work. Encourage them to find a variety of such places large and small, busy or quiet, near or far, from long ago or from today. Ask children to sort pictures into places we work or places we live. Have children mount the pictures on construction paper and save them for later use. 2. Read Points of View poem on p. TE 56a. 3. Read student text p. 56-57. See questions: How is a community different from a neighborhood? Look at the photo on p. 56. How would you describe a city community? How are a suburb and a town like a city? How is a town different from a farm community? 4. Read student text p. 58-59. See questions: What did Kims community look like in the past? How has Kims community changed since the past? Look at the picture for clues. Why do you think there are more shops in Kims community now than long ago? What is one way that change might hurt the community? 5. What has changed in your community? 6. Read City Mouse Country Mouse and Two More Mouse Tales. Share the illustrations as you read. Talk about how the artist depicts the two communities. Have partners draw the story settings. One child can draw the city scenes, the other, the country. Have partners present their work and tell how the two communities are alike and different. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Learning About My School Home and School Different Kinds of Communities From Place to Place Inventors and Inventions How Has Travel Changed

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Student Edition 28-31, 32-33, 34-35 14-17, 18-19 56-57, 58-59 124-125, 126-127 246-249, 250-251 252-253, 256-257

Teacher Edition 28a-35a 14a-21a 56a-61a 124a-127a 246a-251a 252a-257a

Workbook 9 5 16 32 65 66

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books A Day in the Life of a Dancer and A Day in the Life of a Musician by Linda Hayward We Help Out at School by Amanda Miller At Work: Long Ago and Today by Lynnette Brent The U.S. Air Force by Matt Doeden The U.S. Army by Matt Doeden I Drive a Garbage Truck by Sarah Bridges Meet the Principal by Elizabeth Vogel Police Officers in our Community by Michelle Ames Resources on Discovery Education: Citizenship in the Community City, Suburb, and Rural Communities Communities Around the World A Community at Work How Communities Grow and Change Community Rules and Laws How Communities Are Alike and Different Where We Live, Work and Play: Public Places

 Away We Go: All About Transportation Lets Explore: In the City Exploring the Diversity of Life: Forest School Resources on WatchKnowLearn: Community Helpers How to Show Community and Good Citizenship Time to Fight a Fire: Online Read Aloud Community Helpers Learn About Jobs and Occupations Classroom Community Community Helpers Jobs What is a Community? Transportation: Eggy on the Move Song Transportation Song Innovative Transportation Development of Transportation Transportation in the 1800s The Future of Transportation Zoodle the Puppet Talks About Transportation Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Draw pictures of two different communities. 2. A town community is not as big as a _____. city farm 3. Cars, truck, and vans are kinds of _____. needs jobs transportation 4. What is your job at school? to learn to eat 5. Long ago people traveled by _____. Today people travel by _____.

Week of May 12 - May 16 th th May 12 May 16

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Indicator 1-1.3 Identify various natural resources (e.g., water, animals, plants, minerals) around the world. Break Instructional Strategies Daily Oral Analogies: See grade 2 booklet Week 4. Vocabulary: mountain plain lake river natural resources 1. Have children cut out a magazine photograph of a mountain, plain, hill, lake, river, or ocean. Then have children paste the photograph on paper. Have children identify the land and water features in their paragraph. Write the landform or body of water on an index card. Invite children to select a card at random and show it to the class. Ask children to tell which photograph the card describes. 2. Read student text p. 150-153. See questions: What is the main idea of the paragraph? What kind of weather might you find on a mountain? A beach is often next to an ocean. What can you do at the beach? How are a lake and an ocean alike? How are they different? How is the water in a river different from the water in most lakes? What kinds of activities could you do in a river? 3. Read student text p. 154-155. See questions: Where is the continent of North America on the globe? Where is the United States on the globe? Where is your state on the globe? Where is your local community on the globe? Look at the map. Are the mountains to the east or west of the river and lake? 4. Have partners write features of a mountain or lake. Invite partners to prompt each other with clues from their list, asking Where am I? Partners should provide clues until the location is recognized. 5. Have groups use modeling clay on a tray to create a landform model of a river flowing into a lake. Groups may add water to their model. Have a partner slowly spin the globe. Then have the partner stop the spinning by placing a finger on the globe. This spot is the starting place. Then have the other partner trace the most direct route from the starting place to the United States to the home region to the approximate location of the home state, saying the direction of the route (north, south, east, west). Have partners change roles. Repeat the game until all partners have had a turn. 6. Invite children, one by one, to hold up small items that belong to them, such as an apple, pencil, barrette, coin, or mitten. Ask children to tell what they think each item is made of. Prompt them by asking, Is it made of wood? Of plastic? 7. Read student text p. 156-159. See questions: What can the natural resources be used for? What are some natural resources in your community? How would you make a chair from a tree? What are some ways you use oil or gas at home? Remember the kinds of transportation you learned about? What do you think happens to cars, trucks, airplanes, and trains when they dont have gasoline? Why did John Muir work to create national parks so that people could make things from natural resources, or so that people could enjoy natural resources? 8. Read student text p. 160-161. See questions: What step did Tara take to help take care of Earth? Why does Tara Church ask volunteers to help plant trees? How have Tara shown that she feels a responsibility for all people? What is one of the things that Tree Musketeers volunteers do to help Earth? Write your answer. 9. Read student text p. 162-163. See questions: What did Elvia Niebla learn in school about trees and soil? How do rules keeping the air and water clean help forests? 10. Write the following on the board: Protect _________. We need this natural resource for _________. Have children copy and complete the sentences. Then have them illustrate their posters. 11. Have children draw a tree. Have children label the roots, stem, and leaves of the tree. Remind children that even though the roots are under ground, they are an important part of the tree because they take in water. 12. Have children draw a picture of juice spilled from a glass. Then discuss with them the benefits of cleaning the liquid with a sponge rather than a paper towel. Have children include a sponge in their drawing. Ask them to caption the drawing with Save Paper!/Wipe Up With a Sponge. 13. Read student text p. 170-173. See questions: What natural resource is used to make the things around Debbie? Why does Debbie call reduce, reuse, and recycle the 3Rs? What is item 3 on the Please Reduce! list? Where are the children putting the things they are recycling? What is the boy recycling? What are some things you can recycle? Why might you be considered a good citizen if you recycle? Many cardboard juice containers have an aluminum foil lining. Do you think they can be recycled? 14. Read student text p. 174-175. See questions: What kinds of animals are in the circles? What might you do to let people know about endangered animals? 15. Have children make a poster asking people to help save one of the endangered animals shown on the text p.

174-175. Have children include a title and a drawing on their poster. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Looking at Our Land and Water Our Earths Resources Caring for Our Resources

Student Edition 150-153, 154-155 156-159, 160-161, 162-163 170-173, 174-175

Teacher Edition 150a-155a 156a-163a 170a-175a

Workbook 40, 41 42 44

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources: Natures Riches by Roy A Gallant Natural Resources by Louise Spilsbury Natural or Man Made? By Kelli Hicks Earths Resources by Steve Parker Conservation and Natural Resources by Jackie Ball Hands-On Projects About Saving the Earths Resources by Krista West Scarcity by Janeen Adil Protecting Our Natural Resources by Rebecca Hirsch Environment and Natural Resources by Pamela Fehl Career Opportunities in Agriculture, Food, and Natural Resources by Susan Echaore-McDavid Sustaining Earths Energy Resources by Ann Heinrichs Conservation by Christine Petersen This is Our Earth by Laura Lee Benson Saving Oceans and Wetlands by Jen Green Lets Reuse by Sara Elizabeth Nelson Pollution and Conservation by Rebecca Hunter The Berenstain Bears Dont Pollute (anymore) by Stan Berenstain Land Preservation by Christine Petersen Resources on Discovery Education: Habitats: Homes for Living Things Reading Rainbow: My Life with the Wave Reading Rainbow: Humphrey the Lost Whale Learning About Natural Resources Animals Around Us A First Look: Plants Taking Care of the Earth A First Look: Water Lets Explore: In the Woods Reduce, Reuse, Recycle Oceans Alive: Introduction to Ocean Life The Importance of Water Uses of Rocks and Minerals The Blue Dragon: What a Waste! Renewable Resources Changes in Habitats What Can Kids Do to Help? Forest Family Forever! Debbie Greenthumb: The Importance of Plants to the World Junior Environmental Scientist: Air: Pollution and Solutions What Can Kids do to Help? Fresh and Salt Water Make the Water Cycle Go Round Nonrenewable Resources Waters Many Uses: Protecting the Natural Resource

Resources on WatchKnowLearn: Renewable Natural Resources Investigating Wisconsin History Using Natures Resources Land and Resources of North America Natural Resources by Study James Water is for Fighting Over Windpower Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Most of the Earth is covered by __________. 0 land 0 rivers 0 oceans 0 mountains 2. What is the highest kind of land? 0 a hill 0 an island 0 a plain 0 a mountain 3. What is one thing plains are good for? 0 swimming 0 growing food 0 climbing 0 looking for seashells 4. Name two kinds of bodies of water. _____________________________________ 5. What natural resource do we need to breathe? 0 air 0 oil 0 soil 0 water 6. Which one of these comes from trees? 0 pencil 0 car 0 glass 0 sweater 7. Name two types of transportation that use gasoline. _____________________________________ _____________________________________ 8. You can reduce the use of electricity by __________. 0 walking instead of riding 0 saving bags and boxes 0 using less toothpaste

_____________________________________

0 turning off lights 9. Reducing you ruse of electricity can help you save __________. 0 money 0 time 0 paper 0 plastic 10. The things you recycle can be made into things that are __________. 0 old 0 new 0 trash 0 alive

Week of May 19 - May 23 th rd May 19 - May 23 Indicator

th

rd

1-1.3 Identify various natural resources (e.g., water, animals, plants, minerals) around the world. Break Instructional Strategies Daily Oral Analogies: See grade 2 booklet Week 4. Vocabulary: mountain plain lake river natural resources 1. Have children cut out a magazine photograph of a mountain, plain, hill, lake, river, or ocean. Then have children paste the photograph on paper. Have children identify the land and water features in their paragraph. Write the landform or body of water on an index card. Invite children to select a card at random and show it to the class. Ask children to tell which photograph the card describes. 2. Read student text p. 150-153. See questions: What is the main idea of the paragraph? What kind of weather might you find on a mountain? A beach is often next to an ocean. What can you do at the beach? How are a lake and an ocean alike? How are they different? How is the water in a river different from the water in most lakes? What kinds of activities could you do in a river? 3. Read student text p. 154-155. See questions: Where is the continent of North America on the globe? Where is the United States on the globe? Where is your state on the globe? Where is your local community on the globe? Look at the map. Are the mountains to the east or west of the river and lake? 4. Have partners write features of a mountain or lake. Invite partners to prompt each other with clues from their list, asking Where am I? Partners should provide clues until the location is recognized. 5. Have groups use modeling clay on a tray to create a landform model of a river flowing into a lake. Groups may add water to their model. Have a partner slowly spin the globe. Then have the partner stop the spinning by placing a finger on the globe. This spot is the starting place. Then have the other partner trace the most direct route from the starting place to the United States to the home region to the approximate location of the home state, saying the direction of the route (north, south, east, and west). Have partners change roles. Repeat the game until all partners have had a turn. 6. Invite children, one by one, to hold up small items that belong to them, such as an apple, pencil, barrette, coin, or mitten. Ask children to tell what they think each item is made of. Prompt them by asking, Is it made of wood? Of plastic? 7. Read student text p. 156-159. See questions: What can the natural resources be used for? What are some natural resources in your community? How would you make a chair from a tree? What are some ways you use oil or gas at home? Remember the kinds of transportation you learned about? What do you think happens to cars, trucks, airplanes, and trains when they dont have gasoline? Why did John Muir work to create national parks so that people could make things from natural resources, or so that people could enjoy natural resources? 8. Read student text p. 160-161. See questions: What step did Tara take to help take care of Earth? Why does Tara Church ask volunteers to help plant trees? How have Tara shown that she feels a responsibility for all people? What is one of the things that Tree Musketeers volunteers do to help Earth? Write your answer. 9. Read student text p. 162-163. See questions: What did Elvia Niebla learn in school about trees and soil? How do rules keeping the air and water clean help forests? 10. Write the following on the board: Protect _________. We need this natural resource for _________. Have children copy and complete the sentences. Then have them illustrate their posters. 11. Have children draw a tree. Have children label the roots, stem, and leaves of the tree. Remind children that even though the roots are under ground, they are an important part of the tree because they take in water. 12. Have children draw a picture of juice spilled from a glass. Then discuss with them the benefits of cleaning the liquid with a sponge rather than a paper towel. Have children include a sponge in their drawing. Ask them to caption the drawing with Save Paper! /Wipe Up With a Sponge. 13. Read student text p. 170-173. See questions: What natural resource is used to make the things around Debbie? Why does Debbie call reduce, reuse, and recycle the 3Rs? What is item 3 on the Please Reduce! list? Where are the children putting the things they are recycling? What is the boy recycling? What are some things you can recycle? Why might you be considered a good citizen if you recycle? Many cardboard juice containers have an aluminum foil lining. Do you think they can be recycled? 14. Read student text p. 174-175. See questions: What kinds of animals are in the circles? What might you do

to let people know about endangered animals? 15. Have children make a poster asking people to help save one of the endangered animals shown on the text p. 174-175. Have children include a title and a drawing on their poster. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Looking at Our Land and Water Our Earths Resources Caring for Our Resources

Student Edition 150-153, 154-155 156-159, 160-161, 162-163 170-173, 174-175

Teacher Edition 150a-155a 156a-163a 170a-175a

Workbook 40, 41 42 44

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources: Natures Riches by Roy A Gallant Natural Resources by Louise Spilsbury Natural or Man Made? By Kelli Hicks Earths Resources by Steve Parker Conservation and Natural Resources by Jackie Ball Hands-On Projects About Saving the Earths Resources by Krista West Scarcity by Janeen Adil Protecting Our Natural Resources by Rebecca Hirsch Environment and Natural Resources by Pamela Fehl Career Opportunities in Agriculture, Food, and Natural Resources by Susan Echaore-McDavid Sustaining Earths Energy Resources by Ann Heinrichs Conservation by Christine Petersen This is Our Earth by Laura Lee Benson Saving Oceans and Wetlands by Jen Green Lets Reuse by Sara Elizabeth Nelson Pollution and Conservation by Rebecca Hunter The Berenstain Bears Dont Pollute (anymore) by Stan Berenstain Land Preservation by Christine Petersen Resources on Discovery Education: Habitats: Homes for Living Things Reading Rainbow: My Life with the Wave Reading Rainbow: Humphrey the Lost Whale Learning About Natural Resources Animals Around Us A First Look: Plants Taking Care of the Earth A First Look: Water Lets Explore: In the Woods Reduce, Reuse, Recycle Oceans Alive: Introduction to Ocean Life The Importance of Water Uses of Rocks and Minerals The Blue Dragon: What a Waste! Renewable Resources Changes in Habitats What Can Kids Do to Help? Forest Family Forever! Debbie Greenthumb: The Importance of Plants to the World Junior Environmental Scientist: Air: Pollution and Solutions What Can Kids do to Help? Fresh and Salt Water Make the Water Cycle Go Round Nonrenewable Resources

 Waters Many Uses: Protecting the Natural Resource Resources on WatchKnowLearn: Renewable Natural Resources Investigating Wisconsin History Using Natures Resources Land and Resources of North America Natural Resources by Study James Water is for Fighting Over Windpower Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Most of the Earth is covered by __________. 0 land 0 rivers 0 oceans 0 mountains 2. What is the highest kind of land? 0 a hill 0 an island 0 a plain 0 a mountain 3. What is one thing plains are good for? 0 swimming 0 growing food 0 climbing 0 looking for seashells 4. Name two kinds of bodies of water. _____________________________________ 5. What natural resource do we need to breathe? 0 air 0 oil 0 soil 0 water 6. Which one of these comes from trees? 0 pencil 0 car 0 glass 0 sweater 7. Name two types of transportation that use gasoline. _____________________________________ _____________________________________ 8. You can reduce the use of electricity by __________. 0 walking instead of riding 0 saving bags and boxes 0 using less toothpaste 0 turning off lights

_____________________________________

9. Reducing you ruse of electricity can help you save __________. 0 money 0 time 0 paper 0 plastic 10. The things you recycle can be made into things that are __________. 0 old 0 new 0 trash 0 alive

Week of May 26 - May 30 th th May 26 May 30 Indicator

th

th

1-1.3 Identify various natural resources (e.g., water, animals, plants, minerals) around the world. Break Instructional Strategies Daily Oral Analogies: See grade 2 booklet Week 4. Vocabulary: mountain plain lake river natural resources 1. Have children cut out a magazine photograph of a mountain, plain, hill, lake, river, or ocean. Then have children paste the photograph on paper. Have children identify the land and water features in their paragraph. Write the landform or body of water on an index card. Invite children to select a card at random and show it to the class. Ask children to tell which photograph the card describes. 2. Read student text p. 150-153. See questions: What is the main idea of the paragraph? What kind of weather might you find on a mountain? A beach is often next to an ocean. What can you do at the beach? How are a lake and an ocean alike? How are they different? How is the water in a river different from the water in most lakes? What kinds of activities could you do in a river? 3. Read student text p. 154-155. See questions: Where is the continent of North America on the globe? Where is the United States on the globe? Where is your state on the globe? Where is your local community on the globe? Look at the map. Are the mountains to the east or west of the river and lake? 4. Have partners write features of a mountain or lake. Invite partners to prompt each other with clues from their list, asking Where am I? Partners should provide clues until the location is recognized. 5. Have groups use modeling clay on a tray to create a landform model of a river flowing into a lake. Groups may add water to their model. Have a partner slowly spin the globe. Then have the partner stop the spinning by placing a finger on the globe. This spot is the starting place. Then have the other partner trace the most direct route from the starting place to the United States to the home region to the approximate location of the home state, saying the direction of the route (north, south, east, and west). Have partners change roles. Repeat the game until all partners have had a turn. 6. Invite children, one by one, to hold up small items that belong to them, such as an apple, pencil, barrette, coin, or mitten. Ask children to tell what they think each item is made of. Prompt them by asking, Is it made of wood? Of plastic? 7. Read student text p. 156-159. See questions: What can the natural resources be used for? What are some natural resources in your community? How would you make a chair from a tree? What are some ways you use oil or gas at home? Remember the kinds of transportation you learned about? What do you think happens to cars, trucks, airplanes, and trains when they dont have gasoline? Why did John Muir work to create national parks so that people could make things from natural resources, or so that people could enjoy natural resources? 8. Read student text p. 160-161. See questions: What step did Tara take to help take care of Earth? Why does Tara Church ask volunteers to help plant trees? How have Tara shown that she feels a responsibility for all people? What is one of the things that Tree Musketeers volunteers do to help Earth? Write your answer. 9. Read student text p. 162-163. See questions: What did Elvia Niebla learn in school about trees and soil? How do rules keeping the air and water clean help forests? 10. Write the following on the board: Protect _________. We need this natural resource for _________. Have children copy and complete the sentences. Then have them illustrate their posters. 11. Have children draw a tree. Have children label the roots, stem, and leaves of the tree. Remind children that even though the roots are under ground, they are an important part of the tree because they take in water. 12. Have children draw a picture of juice spilled from a glass. Then discuss with them the benefits of cleaning the liquid with a sponge rather than a paper towel. Have children include a sponge in their drawing. Ask them to caption the drawing with Save Paper! /Wipe Up With a Sponge. 13. Read student text p. 170-173. See questions: What natural resource is used to make the things around Debbie? Why does Debbie call reduce, reuse, and recycle the 3Rs? What is item 3 on the Please Reduce! list? Where are the children putting the things they are recycling? What is the boy recycling? What are some things you can recycle? Why might you be considered a good citizen if you recycle? Many cardboard juice containers have an aluminum foil lining. Do you think they can be recycled? 14. Read student text p. 174-175. See questions: What kinds of animals are in the circles? What might you do

to let people know about endangered animals? 15. Have children make a poster asking people to help save one of the endangered animals shown on the text p. 174-175. Have children include a title and a drawing on their poster. Resources Daily Oral Analogies: Grade 1 Booklet. Text: Lesson Looking at Our Land and Water Our Earths Resources Caring for Our Resources

Student Edition 150-153, 154-155 156-159, 160-161, 162-163 170-173, 174-175

Teacher Edition 150a-155a 156a-163a 170a-175a

Workbook 40, 41 42 44

Classroom Literature: United States Senate Childrens Literature List Michigans List of Social Studies Trade Books Resources: Natures Riches by Roy A Gallant Natural Resources by Louise Spilsbury Natural or Man Made? By Kelli Hicks Earths Resources by Steve Parker Conservation and Natural Resources by Jackie Ball Hands-On Projects About Saving the Earths Resources by Krista West Scarcity by Janeen Adil Protecting Our Natural Resources by Rebecca Hirsch Environment and Natural Resources by Pamela Fehl Career Opportunities in Agriculture, Food, and Natural Resources by Susan Echaore-McDavid Sustaining Earths Energy Resources by Ann Heinrichs Conservation by Christine Petersen This is Our Earth by Laura Lee Benson Saving Oceans and Wetlands by Jen Green Lets Reuse by Sara Elizabeth Nelson Pollution and Conservation by Rebecca Hunter The Berenstein Bears Dont Pollute (anymore) by Stan Berenstain Land Preservation by Christine Petersen Resources on Discovery Education: Habitats: Homes for Living Things Reading Rainbow: My Life with the Wave Reading Rainbow: Humphrey the Lost Whale Learning About Natural Resources Animals Around Us A First Look: Plants Taking Care of the Earth A First Look: Water Lets Explore: In the Woods Reduce, Reuse, Recycle Oceans Alive: Introduction to Ocean Life The Importance of Water Uses of Rocks and Minerals The Blue Dragon: What a Waste! Renewable Resources Changes in Habitats What Can Kids Do to Help? Forest Family Forever! Debbie Greenthumb: The Importance of Plants to the World Junior Environmental Scientist: Air: Pollution and Solutions What Can Kids do to Help? Fresh and Salt Water Make the Water Cycle Go Round Nonrenewable Resources

 Waters Many Uses: Protecting the Natural Resource Resources on WatchKnowLearn: Renewable Natural Resources Investigating Wisconsin History Using Natures Resources Land and Resources of North America Natural Resources by Study James Water is for Fighting Over Windpower Support Documents: Be sure to preview the social studies support document on the South Carolina Department of Educations website. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Social_Studies.cfm See Kindergarten Social Studies Modules in S3 Curriculum (In the process of being updated) http://scde.mrooms.org/index.php?page=14507

Assessment 1. Most of the Earth is covered by __________. 0 land 0 rivers 0 oceans 0 mountains 2. What is the highest kind of land? 0 a hill 0 an island 0 a plain 0 a mountain 3. What is one thing plains are good for? 0 swimming 0 growing food 0 climbing 0 looking for seashells 4. Name two kinds of bodies of water. _____________________________________ 5. What natural resource do we need to breathe? 0 air 0 oil 0 soil 0 water 6. Which one of these comes from trees? 0 pencil 0 car 0 glass 0 sweater 7. Name two types of transportation that use gasoline. _____________________________________ _____________________________________ 8. You can reduce the use of electricity by __________. 0 walking instead of riding 0 saving bags and boxes 0 using less toothpaste 0 turning off lights

_____________________________________

9. Reducing you ruse of electricity can help you save __________. 0 money 0 time 0 paper 0 plastic 10. The things you recycle can be made into things that are __________. 0 old 0 new 0 trash 0 alive

Week of Jun. 2 nd Jun. 2 Indicator

nd

Teacher Workday Instructional Strategies Teacher Workday Resources Teacher Workday Assessment Teacher Workday