Month Core Content Standard Essential Questions I Can Statements Priority Vocabulary Resources & Assessments 8/1/2012 SS-05-4.1.1 Students will use geographic (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States. DOK 3 SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. DOK 2 SS-05-4.1.3 Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States. SS-05-4.1.4 Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams). I can use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges). I can analyze patterns of movement and settlement in the U.S. I can use geographic tools to locate and describe physical characteristics by their absolute location. I can describe how physical features influence human activity in the U. S. I can explain how natural disasters and human interaction can impact location. Essential Essential Condensed Condensed Geography Landform Longitude Latitude Climate Physical maps Political maps Natural resources Movement Place Location Absolute location Relative location Physical features/characteristics Natural disaster Encylomedia TCI Textbook Nystrom Brainpop Bensguide.gov Americaslibrary.com Econ and Me Adventures in Econ for Us History Thinkfinity.org National Archives KET Mission Us Econ Ed Link Library of Congress
9/1/2012 SS-05-2.1.1 Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences. DOK 2 I can Identify early cultures in the U.S history (e.g. Native Americans, Spanish, English, French and West Africans). I can analyze similarities and differences in early cultures. Important Culture Conquistadors Colonist Explorer Slavery Elements of Culture (language, beliefs, customs, etc.) 9/1/2012 SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). I can explain patterns of human settlement in early U.S. I can explain how the patterns of movement were influenced by climate, landforms, bodies of water. Essential Landforms Climate Human settlement 9/1/2012 SS-05-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion). DOK 2 I can describe how the physical environment promoted and restricted human activities during Colonization and Expansion. I can describe how the physical environment promoted and restricted human activities during Important Colonization and Expansion. Environment Human-environment Interaction Colonization Expansion 9/1/2012 SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational). I can describe how individuals/groups may have different views about the use of land. Condensed Industrial Residential 9/1/2012 SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, I can use various primary and secondary sources (e.g., artifacts, diaries, maps, Essential Primary Sources Secondary Source Perspective
diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. DOK 3 timelines) to describe significant events in the history of the U.S. and interpret different perspectives. 10/1/2012 SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. DOK 2 I can describe interactions (compromise, cooperation, conflict) that developed between different groups throughout U. S. history. Essential Social interactions Compromise Conflict Cooperation British Parliament 10/1/2012 SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). DOK 2 I can give examples of conflicts between cultural groups. I can describe conflict resolution strategies (compromise, cooperation, communication Essential Social interactions Compromise Conflict Conflict Resolution Cooperation 10/1/2012 SS SS-05-3.4.1 Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3 SS-05-3.4.2 Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, I can describe production, distribution and consumption of goods and services during Colonization, Industrialization, Twentieth Century to Present. I can describe how new knowledge, technology/tools and specialization increase/decreased Important Important Consumption Distribution Production Colonization Industrialization Specialization
SS-05-5.2.3 Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education. DOK 3 I can compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation, and education. Important Colonization Industrialization 11/1/2012 SS-05-3.1.1 Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. DOK 2 I can describe and explain how scarcity has affected people throughout U. S. historical periods to make economic choices. (use of productive resources-natural, human, capital). Essential Scarcity/limited resources Natural resources resources Capital resources Opportunity cost Economics Economy Opportunity cost 11/1/2012 SS-05-3.3.1 Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. DOK 2 I can give examples of various markets in different periods of U. S. History. I can explain similarities and differences in markets. Important Barter/trade Market Consumer Producer Competition Supply Demand Price Increase Decrease Goods Services Wants/needs Free enterprise 11/1/2012 SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, I can describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Important Colonization Settlement Revolution A New Nation Expansion Conflict Industrialization
2/1/2013 SS-05-1.2.1 Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify importantnational/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch. DOK 2 I can identify the Executive, Legislative and Judicial Branch of the U.S. government. I can explain the duties of each branch of government. I can identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges). Associated with each branch. Essential Executive Legislative Judicial Veto Congress Senate House of Representatives Supreme CourtPresident Cabinet 2/1/2013 SS-05-1.2.2 Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial). DOK 2 I can explain why it is important to have shared power between levels and branches of government. Essential Local State Federal/National Mayor Governor 2/1/2013 SS-05-1.3.2 Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society. DOK 3 I can describe the rights and responsibilities of U.S. citizens. I can explain what a responsible citizen must do to preserve a democratic society. (e.g. vote, pay taxes, volunteer, and etc.) Essential Rights Taxes Volunteer Voting Civic 3/1/2013 SS-05-2.2.1 Students will describe social institutions (government, economy, social institutions in the U. S. (government, economy, education, religion, and family) Condensed Social institutions Economy Economics
education, religion, family) in the United States and explain their role in the growth and development of the nation. and explain their role in the development of the nation. 3/1/2013 SS-05-3.2.1 Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services I can explain how profits caused entrepreneurship during expansion and industrialization. Condensed Profit Entrepreneur Risk 3/1/2013 SS-05-3.3.2 Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world. I can explain how competition among consumers and producers causes the price of goods in our state, nation, andworld to increase and decrease. (supply and demand). I can explain how supply and demand affects price of goods in our world. Condensed Barter/trade Market Consumer Producer Competition Supply Demand Price Increase Decrease Services Wants/needs Free enterprise 3/1/2013 SS-05-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services. I can define interdependence. I can give examples of how all people in the world depend on each other for goods and services. Interdependence Condensed Goods Services