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Standard # 6 History
Each student will have used processes and resources of historical inquiry and will have acquired knowledge and basic understandings of Colorado, United States, and world
history.
Standard # 7 Geography
Each student will have used geographic tools to locate and derive information about people and their cultures, places and environments, and will have acquired knowledge and basic understandings of geography.
Standard # 8 Economics
Each student will have acquired knowledge and basic understandings of the principles of economics and economic systems.
Standard # 9 Civics
Each student will have acquired knowledge and basic understandings of civics including government systems, American government (local, state, and national levels), the Constitution, and one's citizenship responsibilities.
Kindergarten Social Studies
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standards.
Time Allocation
Twenty minutes daily for the entire year.
Texts/Materials
Literature Based Social Studies Materials, Newbridge
Primary Atlas--Big Book, Rand McNally
Themes/Topics
Introductory Map Skills
Self/School/Community
Projects/Speakers/Field Trips
Local Community Businesses and Government Offices
Kindergarten Grade Level Expectations
History
A. Identified beginning, middle and end-of-year
B. Described self and family members and how they change over time
C. Created timelines for activities participated in throughout the school year
Geography
A. Understood what maps, globes and other geographic tools represent and how they are used
B. Recognized that a map is a view from above
C. Used a map of school to find locations
D. Located North and South Pole on a globe
E. Identified features such as rivers, lakes, and mountains on a map and globe
F. Recognized the difference between United States maps, world maps, and globes
G. Defined Bailey as a community and discussed how communities change over time
Civics
A. Learned about responsibilities and rules at home, in school, and the community
B. Identified people in the local community and at school who have the authority to enforce rules
C. Recognized the flag as a symbol of the United States
D. Repeated the Pledge of Allegiance with a group
Economics
A. Identified places where people get things they need
B. Distinguished between needs and wants
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Grade 1 Social Studies
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standards.
Time Allocation
Eighty hours per year (one hour per day) alternating social studies and science units.
Texts/Materials
Literature Based Social Studies Materials
Map Essentials, National Geographic School Publishing, 2001
Current Event Publication
Themes/Topics
Introductory Map Skills
Columbus
The First Thanksgiving
City/Country
Transportation
Self/Family/Friends
Current Events
Projects/Speakers/Field Trips
Train Museum
Grade 1 Expectations
History
A. Differentiated broad categories of historical time such as "long, long ago", "yesterday", "today" and "tomorrow"
B. Sequenced pictures in a story
C. Retold a story in sequence
D. Constructed a timeline of her/his day and week
E. Sequenced events in her/his own life using a simple timeline
F. Discussed national holiday traditions and origins
Geography
A. Explained that maps show views from above
B. Used a key to identify objects on a map
C. Understood symbols used in a map key
D. Recognized the symbols of north, south, east, and west on a map
E. Identified directional orientation (North, South, East, and West) on a map
F. Observed physical features of the neighborhood around the school
G. Explained that a globe is a model of the earth
H. Identified the United States and its border countries on a map and on a globe
I. Described characteristics of farms, towns, cities and suburbs
J. Began to identify characteristics of the lifestyles of people who live on farms, and those who live in towns, cities and suburbs
Civics
A. Discussed ways people show friendship and respect for others
B. Discussed the importance of recognizing the feelings of others
C. Described how people work together
D. Listed rules for working in a group
E. Discussed examples of majority rule
F. Identified behaviors at school that are helpful and non-helpful
G. Explained why cities and towns have laws
H. Recited the Pledge of Allegiance
I. Demonstrated a continuing awareness of current events
Economics
A. Identified examples of food produced and resources available in cities, towns, and farms
B. Explained how farms meet people's basic need for food
C. Defined a factory as a place where things are made
D. Listed some "raw" goods and some manufactured goods
E. Identified types of workers and the jobs they do
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Grade 2 Social Studies
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations, and upon completion of their program of studies, the District's content standards.
Time Allocation
Eighty hours per year (one hour per day) alternating social studies and science units.
Texts/Materials
Literature Based Social Studies Materials
Map Essentials, National Geographic School Publishing, 2001
Current Event Publication
Themes/Topics
Map Skills
America's Important Symbols, People, and Events
Family Heritage
Celebrations and Traditions Around the World
Current Events
Projects/Speakers/Field Trips
International Feast
Hiwan Homestead
World Cultures--Guest Speakers
America's Important People Biographies
Grade 2 Expectations
History
A. Distinguished between past, present and future time
B. Discussed why ancestors are important
C. Created a personal family timeline
D. Discussed the lives of children in the past
E. Discussed the lives of "grandparents" and/or other "senior" citizens
F. Constructed a brief oral narrative describing a past event
G. Identified resources for learning about the past and gathered information about the past from books, oral histories, photographs, scrapbooks, and biographies
H. Identified the main idea of historical stories
I. Described various holidays, celebrations, and traditions and their origins from around the world
J. Displayed an awareness of our country's symbols, important people, and events.
Geography
A. Used basic skills to locate the United States, Colorado, Denver and Bailey on a map and globe
B. Demonstrated directional orientation (North, East, South, West)
C. Applied map keys and symbols
D. Identified North America as a continent
E. Recognized the difference between states and countries on a map of North America
F. Located North and South America and the Atlantic and Pacific Ocean on a blank map
G. Located Canada, the United States and Mexico on a blank map
H. Labeled the Rocky Mountains and the Mississippi River on a blank map of the United States
I. Understood how human activity can change the nature of regions (for example, deforestation)
J. Observed similarities and differences in people and places
K. Identified elements of culture such as food, dress, music, arts and traditions
L. Identified landforms on a map
M. Defined basic landform vocabulary such as peninsula, island, bay, and plateau
Civics
A. Explained the need for family rules
B. Displayed awareness of our country's symbols
C. Demonstrated understanding that our state is part of a country called the United States
D. Recited the Pledge of Allegiance and recognized it as a statement of our country's foundation
E. Recognized the National Anthem as part of our country's heritage
F. Described things people from history have done to be responsible citizens
G. Named individuals and told about the contributions they made
H. Demonstrated a continuing awareness of current events
Economics
A. Described some of the ways students depend on people to satisfy their needs
B. Defined the difference between consumer and producer
C. Discussed needs for food, clothing, shelter, care and how those needs are met
D. Identified places where people acquire basic goods/services
E. Discussed how work and earnings meet needs
F. Described how we are dependent on people from different places for goods and services
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Grade 3 Social Studies
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations, and upon completion of their program of studies, the District's content standards.
Time Allocation
Eighty hours per year (one hour per day) alternating social studies and science units.
Texts/References
Classroom Atlas, Rand McNally, 1997
Literature Based Social Studies Materials
Famous Native American Series, Newbridge, 2002
Native American Regions Series, Heinemann Classroom, 2002
Map Essentials, National Geographic School Publishing, 2001
Current Event Publication
Themes/Topics
Map Skills
Native Americans and Their Communities
Current Events
Projects/Speakers/Field Trips
Denver Art Museum--Native American Exhibits
Native American speakers, artists, and storytellers for final "celebration"
Native American Region Written Projects
Native American Region Art Projects
Assessments
Teacher Constructed Unit Tests
Written Report
Geography Mastery
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and work quality. Each student also receives a rating that shows the student's performance level on the standards. The rating is based upon the student's attainment of grade level expectations through standards assessments.
Grade 3 Expectations
History
A. Sequenced events by days, weeks, months and years.
B. Read and constructed timelines as related to Native Americans' arrival and migration throughout North America.
C. Gathered information about the past from books, oral histories, pictures, and biographies.
D. Identified how diaries, historical photographs and artwork are used to record history of the Native Americans.
E. Identified ways that a Native American community helped and supported itself.
F. Identified the influence of Native American culture on our local community.
G. Compared a Native American community to that of a school or local community.
H. Demonstrated knowledge of Native Americans (for example, dress, housing, customs, leaders, land and natural resources)
I. Compared evidence we have from Native Americans to show how they lived prior to the arrival of Europeans.
J. Discussed the migration of Native Americans and the affects that the white man had on them.
K. Identified cause-and-effect relationships in a sequence of events.
L. Recognized that Native Americans had different traditions based on their individual beliefs and values and compared them to our family's traditions and beliefs.
Geography
A. Used map skills: map key, map symbols, compass rose, simple map scale.
B. Interpreted, used, and distinguished various representations of the earth such as maps, globes, and photographs.
C. Demonstrated an understanding of the globe (for example, hemispheres).
D. Located oceans, continents, the equator and prime meridian on a blank map of the world.
E. Located the Nile, Amazon, and the Mississippi Rivers.
F. Located the Rocky Mountains, the Andes Mountains and the Himalayas.
G. Located the Amazon Rain Forest and the Sahara Desert.
H. Located 25 states in the United States.
I. Used various special maps.
J. Used compass directions to locate one place in relation to another.
K. Described the culture and lifestyles of Native Americans who lived in different regions.
L. Understood how environment affected the lives of Native Americans.
Civics
A. Demonstrated an awareness of the responsibilities of a citizen in a community.
B. Identified and explained the significance of Native Americans who served as leaders in their communities.
C. Compared duties of Native American children in their communities with that of students in their communities.
D. Identified special ceremonies that are part of communities.
E. Demonstrated a continuing awareness of current events.
Economics
A. Discussed the ways that Native Americans met needs for food and shelter.
B. Explained how supply and demand affects the resources in a community.
C. Explained the concept of trade as it relates to Native Americans.
D. Compared the ways that products were made long ago to ways they are made today.
E. Defined the meaning of "wealth" in different cultures/tribes.
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Grade 4 Social Studies Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standards
Time Allocation
Thirty-five minutes daily for the entire year.
Texts/References
Classroom Atlas, Rand McNally, 1997
A Rendezvous With Colorado History, Sterling Ties Publication, 1999
States and Regions, Harcourt, Brace and Javonovich, 2000
Map Essentials, National Geographic School Publishing, 2001
Current Event Publication--Colorado Studies Weekly, Studies Weekly
Themes/Topics
Map Skills
Regions of the United States
Colorado History
Current Events
Projects/Speakers/Field Trips
Colorado History Museum
Assessments
Geography Mastery
Map Skills Assessment
Colorado History Test
United States Regions Tests
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and work quality. Each student also receives a rating that shows the student's performance level on the standards. The rating is based upon the student's attainment of grade level expectations through standards assessments.
Grade 4 Expectations
History
A. Gathered historical data from primary and secondary sources (for example, biographies, maps, newspapers, diaries, letters, photographs, and artwork).
B. Used timelines to understand historical chronologies of regions in the United States as well as Colorado and Bailey.
C. Categorized important people, events, and concepts into Colorado's historical periods through the use of timelines and vocabulary.
D. Categorized important people, events and concepts into the histories of regions within the United States through the use of timelines and vocabulary.
E. Demonstrated knowledge of Colorado's history (people and culture, patterns of settlement, land use, symbols, timelines, events, conflicts, government).
F. Recognized how the presence, interactions, and contributions of various groups and cultures affected the state of Colorado.
G. Gave examples of how the beliefs of people are reflected in the celebrations and practices of people living in Colorado.
H. Gave examples of forms of expression that depict the history, daily life and beliefs of various people in Colorado's history (for example, ballads, folk tales, and architecture).
I. Identified cause-and-effect relationships in a sequence of events.
J. Described the impact of various technological developments on the regions of the United States and Colorado (irrigation, transportation, communication).
Geography
A. Used map skills: map legend, inset map, compass, coordinates, latitude, longitude, degrees, scale.
B. Demonstrated understanding of the globe: latitude and longitude.
C. Used different kinds of special use maps to compare regions (for example, products, population density, and resource maps).
D. Located the 50 states of the United States on a blank map.
E. Identified the five regions of the United States on a blank map.
F. Identified major cities in each of the regions of the United States on a blank map.
G. Identified major physical features of the United States that includes rivers, mountains, and lakes.
H. Compared and contrasted regional characteristics of the United States: industry, history, cultures, landforms, natural resources, and climate.
I. Identified and described regions of the United States in terms of physical and human characteristics.
J. Explained how regions in the United States change over space and time.
K. Discussed the use, distribution and preservation of natural resources.
L. Described the kinds of experiences and beliefs that people of the United States share in common.
M. Used maps to compare and contrast historic factors that have changed land use in a region.
N. Described how cultures are impacted by physical environments.
O. Explained how human-induced factors can change the environment (for example, development vs. conservation).
Civics
A. Identified the difference in a city, county and state.
B. Demonstrated knowledge of Colorado's symbols.
C. Identified and explained the significance of Coloradans who served as leaders in the state.
D. Identified official sites where the Colorado flag flies and the reasons citizens show honor at these sites.
E. Demonstrated a continuing awareness of current events.
Economics
A. Discussed how different kinds of jobs are related to human and natural resources in different regions of the United States.
B. Compared and contrasted the economic features of regions of the United States.
C. Predicted how growth will impact resources and the natural environment in the United States.
D. Provided examples of different ways that resources are utilized and distributed.
E. Recognized that some goods and services are provided by our state and local governments (for example, schools, roads, parks).
F. Explained how government raises money by taxing to pay for goods and services it provides.
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Grade 5 Social Studies Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level benchmarks and, upon completion of their program of studies, the District's content standards.
Time Allocation
Thirty-five minutes per day for the entire year.
Texts/References
Classroom Atlas, Rand McNally, 1997
History of US, Oxford Press, 1999
Our Country, Steck-Vaughn, 1997
United States History, Harcourt, Brace and Javonovich, 2000
Map Essentials, National Geographic School Publishing, 2001
Atlas of U.S. History, Nystrom, 2000
Current Event Publication
Themes/Topics
Map Skills
Mayas, Incas, Aztecs, and Mound Builders
Early Explorers
The Louisiana Purchase
Colonial America Lewis and Clark
The American Revolution The War of 1812
Building our Government
Current Events
The Declaration of Independence
The Constitution
The Bill of Rights
Projects/Speakers/Field Trips
Colorado State Legislature Visit
Assessments
Geography Mastery
Teacher constructed tests and quizzes
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and work quality. Each student also receives a rating that shows the student's performance level on the standards. The rating is based upon the student's attainment of grade level expectations through standards assessments.
Grade 5 Expectations
History
A. Demonstrated a chronological understanding of the Colonial Era (1500-1754) including characteristics of English colonies in North America; differences among Spanish, French and English colonies; the interaction of Native American, black and colonial cultures, the "planting" and nurturing of new societies.
B. Demonstrated a chronological understanding of the study of the Revolutionary Era (1754-1783) including the causes of the revolution, the establishment of the government through the Declaration of Independence and the consequences of the Revolution.
C. Constructed various timelines of American history form pre-Columbian times to 1812, highlighting landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections.
D. Categorized important people, events, and concepts into appropriate historical periods through the use of timelines and vocabulary.
E. Posed and answered questions about key events in the history of the early United States.
F. Analyzed historical narratives to identify the facts the author involved has provided, and evaluated the credibility of the generalization or interpretation the author has presented.
G. Located on a United States map major physical features, bodies of water, exploration and trade routes, and the states that entered the union up to 1812.
H. Described the growth and change in America from colonial times to 1812 with emphasis on territorial exploration, expansion, and settlement (for example, Northwest Ordinance, Louisiana Purchase, and Lewis and Clark Expedition).
I. Described the physical, cultural, historical, and economic differences among the three colonial regions: New England colonies, middle colonies, and southern colonies.
J. Explained the causes, major figures, and consequences of the American Revolution (for example, "No taxation without representation," Intolerable Acts, Paul Revere's Ride, Declaration of Independence, George Washington, Thomas Jefferson, Valley Forge).
K. Studied and analyzed the ideas set forth in the United States Constitution and the Bill of Rights as related to British and American heritage (for example, the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Articles of Confederation).
L. Described the challenges faced by the new United States government, with emphasis on the writing of the new constitution in 1787 and the struggles over ratification and the addition of the Bill of Rights.
M. Described religious developments in the colonial United States (for example, the Salem Witch Trials and the Great Awakening).
Geography
A. Located the fifty states and capitals on a blank map.
B. Located ten major countries of the world.
C. Located all major physical features of the United States.
D. Located the ancient Mezoamerican civilizations.
E. Located the voyages of the major European explorers.
F. Located the activities of the slave trade.
G. Analyzed maps in order to discover and summarize information about Colonial America.
H. Organized information obtained through the reading of maps.
I. Examined and explained human impact on the landscape/environment.
J. Understood and described how the environment can affect human settlement.
K. Analyzed the importance of distance in human interaction.
L. Described and discussed the reasons for human migrations.
M. Deducted geographical reasons for human settlements in specific areas.
N. Compared patterns of land use in Colonial America.
O. Analyzed the impact that human migration has had on regions and countries.
Civics
A. Discussed why immigrants came to America.
B. Discussed the Declaration of Independence.
C. Discussed basic parts and concepts of the United States Constitution.
D. Identified the three branches of the United States government and the basic functions of each branch.
E. Described the rights and responsibilities of an American citizen.
F. Described the need for federal laws.
G. Demonstrated an awareness of school government.
H. Demonstrated a continuing awareness of current events through a variety of resources.
Economics
A. Discussed trade as part of early American history.
B. Discussed limited resources and scarcity in early America.
C. Described the impact that the search for gold had on the discovery of America.
D. Explained how people made a living in the different regions of Colonial America.
E. Identified how cities' economic activity in early America was affected by their location.
F. Discussed how the economies of the north and south began to divide the United States early
in its history.
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