1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States CONCEPTS GRADE K 1 GRADE 2 GRADE 3 GRADE 4 5 A. With assistance, read and analyze the text of the Declaration of Independence to determine important principles that it contains including inalienable rights, government by the consent of the governed and the redress of grievances. the principles of the Declaration of Independence to the historical time periods being studied and to current events. Purposes and principles of the Declaration of Independence B. Identify reasons Identify and Explain and give
for making rules within the school. explain why cities make laws. examples of how laws and rules are made and changed within a community. give examples of how laws are made and changed within the state. Explain the purposes of the Missouri Constitution. purposes of the U.S. Constitution. With assistance, research and analyze the text of the U.S. Constitution to determine important principles such as limited government, rule of law, majority minority rights, separation of powers, checks and balances and popular sovereignty. Constitution to the historical time periods being studied and to current events. Purposes and principles of the Constitution C. Discuss the concept of individual rights. Discuss how individual rights are protected. Examine how individual rights are protected within a community. Examine how individual rights are protected within our Explain the major purpose of the Bill of Rights. Identify important principles in the Bill of Rights. Apply the principles of the Bill of Rights to historical time periods being studied and to current events. Purposes and principles of the Bill of Rights 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States (con’t) CONCEPTS GRADE K GRADE 1 GRADE 2 3 GRADE 4 5 D. Give examples of being an active and informed citizen in your classroom or community. Analyze how being an active and informed citizen makes a difference in your community. List the consequences of citizens not actively participating in their communities. Explain how the State of Missouri relies on responsible citizen participation and draw implications for how people should participate. Examine ways by which citizens have effectively voiced opinions, monitored government, and brought about change both past and present. Analyze ways by citizens have effectively voiced opinions, monitored government, and brought about change both past and present. Role of citizens and governments in carrying out constitutional principles E. Describe the Describe the Describe the
B. Analyze peaceful resolution of disputes by the courts, or legitimate authorities in Missouri. Analyze peaceful resolution of disputes by courts or other legitimate authorities in U.S. history from early settlement to c. 1800. Analyze peaceful resolution of disputes by courts or other legitimate authorities in U.S. history from c. 1800 –2000. Dispute resolution C. Describe why groups need to make decisions and how those decisions are made in families and classrooms. Describe how authoritative decisions are made, enforced and interpreted within schools and local communities. Distinguish the responsibilities and powers of government officials at various levels and branches of government in authoritative decision making. Describe how authoritative decisions are made, enforced and interpreted by the state government across historical time periods and/or in current events. Explain how authoritative decisions are made, enforced and interpreted by the federal government across historical time periods and/or current events. Analyze how authoritative decisions are made, enforced and interpreted by the federal government across historical time periods and current events. Processes of governmental systems in decision making D. Describe and responsibilities of people in authority in families and in groups. Describe roles and responsibilities of people in government, such as a judge, mayor, police, city council member, in a community. Identify and explain the concept of branches and functions of government. Identify and explain the functions of the three branches of government in Missouri. Identify and explain the functions of the three branches of government in the federal government. Distinguish between powers and functions of state and national government in the past and present. Functions of governmental systems
3a. Knowledge of continuity and change in the history of Missouri and the United States CONCEPTS GRADE K GRADE 1 GRADE 2 3 4 GRADE 5 A. Compare the culture and people in our community across multiple time periods. Describe the migration of native Americans to Missouri prior to European settlement in the state. Describe the discovery, exploration and early settlement of Missouri by European immigrants. Describe the reasons African peoples were enslaved and brought to Missouri. Describe the migrations of native Americans prior to 1800. Describe the discovery, exploration and early settlement of America by Europeans prior to 1800. Describe the reasons African peoples were enslaved and brought to the Americas prior to 1800. Outline the territorial expansion of the United States. Describe the impact of migration on immigrants and the United States c. Understand the movement of people from many regions of the to North America B. Create a personal history. Compare your family’s life in the past and present. Compare and contrast our community in the past and the present. Compare and contrast the changing habitats, resources, art and daily lives of native American people in regions of the U.S. Examine cultural interactions and conflicts among Native Americans, European immigrants and enslaved and free African-Americans in Missouri. Examine changing cultural interactions and conflicts among Missourians after the Civil War. Examine cultural interactions and conflicts among Native Americans, Immigrants from Europe, and enslaved and free Africans and African Americans prior to c. 1800. Examine cultural interactions and conflicts among Native Americans, European Americans and African Americans from c. 1800 – 2000. Historical perspective / Thinking / Passage of time
3a. Knowledge of continuity and change in the history of Missouri and the United States CONCEPTS GRADE K 1 2 GRADE 3 GRADE 4 GRADE 5 C. Describe the contributions of people typically studied in K-5 programs associated with national holidays. (See teacher resources for illustrative examples) Describe the contributions of people typically studied in K-5 programs associated with national holidays. (See teacher resources for illustrative examples) Describe the contributions of inventors or pioneers in their field who influenced progress in our nation. (See teacher resources for illustrative examples) Identify and describe the historical significance of the individuals from Missouri who have made contributions to our and nation. (See teacher resources for illustrative examples) Identify and describe the contributions of historically significant individuals to America and the United States prior to c. 1800. (See teacher resources for illustrative examples) Identify and describe the contributions of historically significant individuals to the United States from c. 1800 – 2000. (See teacher resources for illustrative examples) Knowledge of the contributions of significant persons in U.S. history. D. Explain the causes of the American Revolution, including the perspectives of patriots, loyalists, Native Americans, African Americans and European allies. Explain the factors that contributed to the colonists’ success. Perspectives on the American Revolution 3a. Knowledge of continuity and change in the history of Missouri and the United States GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 E.
Describe examples of scarcity within your family and school. Describe examples of opportunity cost within your family and school. Describe examples of needs and wants within your family and school. Describe examples of scarcity within your school and community. Describe examples of and services within your school and community. Describe consumers and producers and the relationship to goods and services within your school and community. Describe consumption and production and the relationship to goods and services within your region. Demonstrate how people use money to buy and sell goods and services. Demonstrate how people barter to exchange goods and services. Explain the relationship of income, labor, and wages. Compare and contrast private and public and services. Define natural, capital and human resources. Define economy. Explain supply and demand. Compare and contrast saving and financial investment. Explain the relationship between profit and loss in economic decisions. Distinguish natural, capital and human resources. Explain how scarcity, supply and demand, opportunity costs, income, labor, wages and other economic concepts affect our nation’s past, present and future. Knowledge of basic economic concepts B. Describe a personal cost-benefit situation. Conduct a personal cost-benefit analysis. Conduct a public cost- benefit analysis. Understanding the consequences of economic decisions C. Define taxes and explain how taxes are generated and used. Explain how the government utilizes to provide goods and services. various types of taxes and their purposes D.
and present, that influence changes in our state’s economy. and present, that influence changes in state and regional economies. and present, that influence changes in our nation’s economy. Use an economic lens to describe the impact of migration on the immigrants and the United States c. Factors that influence the economy
5. Knowledge of major elements of geographical study and analysis and their relationship to changes in society and the environment CONCEPTS K GRADE 1 2 GRADE 3 GRADE 4 GRADE 5 A. Identify maps as representations of real places. With assistance, read, construct, and use maps of familiar places such as the classroom, the home, the bedroom etc. Match legend symbols to map features. Identify globes as representations of real places. With assistance, read, construct, and use maps which have a title and key. Describe how maps are created for different purposes such as a school fire drill, a trip to the zoo etc. Use a compass rose to identify cardinal directions on a map. Read and construct maps with title and key. Identify the properties and use of different types of maps for a variety of purposes. Read and construct historical and current maps. Construct and interpret historical and current maps Use geographic sources to acquire information, answer questions and problems. Construct maps for relevant social studies topics. Reading and constructing maps B. Apply positional words to locations within the classroom Locate a place by pointing it out on a map and by describing its relative location. Name and locate the regions in your community. Name and locate regions of the world. Name and locate major cities, rivers, regions, and states which border Missouri. Describe and use absolute location using a grid system. Name and locate specific regions, states, capitals, systems and mountain ranges in the United States based on historical or current topics. Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics. Locate and describe real places, using absolute and relative location. Understanding the concept of location to make predictions and solve problems.
5. Knowledge of major elements of geographical study and analysis and their relationship to changes in society and the environment CONCEPTS GRADE K GRADE 1 2 GRADE 3 GRADE 4 GRADE 5 C. Identify physical characteristics of your community. (See teacher resources for illustrative examples) Describe human characteristics of your community. (See teacher resources for illustrative examples) Identify and describe physical characteristics of the world. (See teacher resources for illustrative examples) Identify and describe physical characteristics of the student’s region in Missouri. (See teacher resources for illustrative examples) Describe human characteristics of the student’s region in Missouri. (See teacher resources for illustrative examples) Identify and compare physical geographic characteristics of Missouri. (See teacher resources for illustrative examples) Describe human geographic characteristics of Missouri. (See teacher resources for illustrative examples) Identify and compare physical characteristics of specific regions within the nation. Identify and compare diverse geographic characteristics of the nation. Describe and analyze physical characteristics of the nation. Describe and analyze diverse human characteristics of the nation. Understanding the concept of place D. Describe how people of Missouri are affected by, depend on, adapt to and change their physical environments in the past and in the present. Analyze how people are affected by, depend on, adapt to and change their physical environments in the past and in the present. Evaluate how people are affected by, depend on, to and change their physical environments in the past and in the present. Relationships within places Environment Interactions
5. Knowledge of major elements of geographical study and analysis and their relationship to changes in society and the environment CONCEPTS GRADE K GRADE 1 GRADE 2 3 4 GRADE 5 E. Describe different types of communication and transportation and identify their advantages and disadvantages. Describe how transportation and communication systems have facilitated the movement of people, products, and ideas. Describe how changes in communication and transportation technologies affect people’s lives. Analyze how changes in communication and transportation technologies affect people’s lives. Evaluate how changes in communication and transportation technologies affect people’s lives. Understanding relationships between and among places F. Define the concept of regions as places which have unifying political, physical, or cultural characteristics. Identify examples of different regions in Missouri. (See teacher resources for illustrative examples) Describe why people of different groups settle more in one place or region than another. Identify regions in Missouri. Compare regions in Missouri. (See teacher resources for illustrative examples) Identify different regions in the United States and analyze how their characteristics affect people who live there. Describe different regions in the United States and analyze how characteristics affect people who live there. Understanding relationships between and among regions
5. Knowledge of major elements of geographical study and analysis and their relationship to changes in society and the environment CONCEPTS GRADE K GRADE 1 2 GRADE 3 GRADE 4 5 G. Explain how geography affects the way people live Explain how geography affected important events in Missouri history. Use geography to interpret the past and predict future consequences as appropriate to topics or eras discussed. Use geography to interpret the past, explain the present and plan for the future as appropriate to topics or eras discussed. Use a geographic lens to describe the impact of migration on the immigrants and the United States c. Using geography to interpret, explain and predict 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions CONCEPTS GRADE K GRADE 1 GRADE 2 3 GRADE 4 GRADE 5 A. Describe cultural characteristics of your family and class members including language, celebrations, customs, holidays, artistic expression, food, dress, and traditions. Describe cultural characteristics of your school and community. (See teacher resources for illustrative examples) Compare the cultural characteristics of regions in the state. (See teacher resources for illustrative examples) Compare the cultural characteristics of regions in Missouri. (See teacher resources for illustrative examples) Compare cultural characteristics across historical time periods in U.S. history prior to c. 1800. (See teacher resources for illustrative examples) Compare cultural characteristics across historical time periods in the U.S. post c.1800 (See teacher resources for illustrative examples) Describe the cultural impact of migration on the immigrants and the United States c. 1800-2000. Cultural characteristics of all people
E. Examine the changing roles of Native Americans, Immigrants, African Americans, women and others in Missouri history. Examine roles among Native Americans, Immigrants, African Americans, women and others from early migrations to c. 1800. Examine the changing roles among Native Americans, Immigrants, African Americans, women and others from 1800-2000. Changing of roles of various groups
7. Knowledge of the use of tools of social science inquiry CONCEPTS GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 A. Label and analyze different social studies’ sources with guidance and support from an adult. Use artifacts to information on social studies’ topics. (See teacher resources for illustrative examples) Identify and analyze primary and secondary social studies’ sources in classroom discussion with guidance and support from an adult. Identify and use artifacts to share information on social studies’ topics. (See teacher resources for illustrative examples) Describe and analyze primary and secondary social studies’ sources in classroom discussion with guidance and support. Select and use artifacts to share information on social studies’ topics. (See teacher resources for illustrative examples) Select and analyze primary and secondary social studies’ sources to determine importance with guidance and support. Create and use artifacts to information on social studies’ topics. (See teacher resources for illustrative examples) Select, analyze, and evaluate primary and secondary social studies’ sources with guidance and support. Analyze and use artifacts to share information on social studies’ topics. (See teacher resources for illustrative examples) Identify, select, analyze, and evaluate resources to create a product of social science inquiry. Evaluate and use artifacts to share information on social studies' topics. (See teacher resources for illustrative examples) Identify, select, analyze, and evaluate resources to create a product of social science inquiry B. Use visual tools to communicate information. Create visual tools to communicate information. Use visual tools and informational texts to communicate information. With guidance and support, use visual and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas. Use visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas with guidance and support, as needed. Create products such as maps, graphs, timelines, charts and models, diagrams etc. to communicate information and understanding. Use visual to interpret, draw conclusions, make predictions, and communicate information and ideas. Create and present products such as maps, graphs, timelines, charts and models, diagrams etc. to communicate information and understanding on social studies’ topics. Use visual tools to communicate information and ideas
7. Knowledge of the use of of social science inquiry CONCEPTS K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 C. Explain the difference between fact and opinion in social studies’ topics. Explain the concept of point of view in social studies’ topics. Identify facts and opinions in social studies’ topics. Identify point of view in social studies’ topics. Distinguish between fact and opinion and recognize bias and of view in social studies’ topics. Explain how facts and opinions affect point of view and/or bias in social studies’ topics. Identify, research, and defend a point of view/position on a social studies’ topic. Understanding and supporting fact, opinion, bias and point of view in sources. D. Share findings about a social studies’ topic. Share findings about a social studies’ topic. Share research about a social studies’ topic. Present social studies’ research to an audience using appropriate sources. With assistance, conduct and present social studies’ research to an audience appropriate sources. Conduct and present social studies’ research to an audience appropriate sources. Conducting and presenting research with appropriate resources.
7. Knowledge of the use of tools of social science inquiry CONCEPTS GRADE K 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 E. Ask questions and find answers, with assistance. Ask supporting questions and find answers social studies’ topics, with assistance. Develop supporting questions about social studies’ topics, with assistance. Describe a process to answer those questions Discuss types of sources that would be helpful in exploring social studies’ questions. Generate supporting questions social studies’ topics. Use in a process to investigate a social studies’ question. Use appropriate sources to investigate social studies’ questions. Generate compelling research questions about a social studies’ topic. a research process to a compelling social studies’ question. Identify and use appropriate resources for investigating a compelling social studies’ question. Generate compelling research questions about a social studies’ topic. Create and apply a research process to investigate a compelling social studies’ question. Evaluate and use appropriate resources for investigating a compelling social studies’ question. Developing a research plan and identifying resources F. Investigate an appropriate social studies’ question and results with assistance, if needed. Research an appropriate social studies’ question and share results with an audience. Conduct and present research on a social studies’ question to an audience, using appropriate sources. Conducting and presenting research with appropriate resources G. Research and defend a point of view/position on a social studies’ question. Supporting a point of view aaaa