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Recognize
that culture is learned behavior that includes customs, beliefs, rules, life ways,
language, food, and clothing. 1.1.1 a |
Daily
Life in 1621 - What was life like for the Wampanoag and the Pilgrims?
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Recognize people
learn customs from their culture. 1.1.1 b | |
Explain the
culture of the family and community. 1.1.1 c | |
Recognize people
use diverse languages to communicate with one another. 1.1.1 d |
- Greeting Friends From Other Places - Students will be introduced to map reading by examining the "Afghanistan, Land in Crisis" map (available in print or online). Students will practice different types of greetings, and learn how children in Afghanistan might greet one another.
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Define multiculturalism.
1.1.2 a | |
Explain
the culture of a place. 1.1.2 b | |
Describe the
importance of diverse beliefs, customs, and traditions of families. 1.1.2
c | |
Understand
individual differences in languages, beliefs, and customs that may be unique to
one’s culture. 1.1.3 a | |
Retell stories from
diversely selected folk tales, myths, and legends. 1.1.3 b
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- Fairy Tales - Google directory of fairy tales
- Folk and Fairy Tales - Yahoo directory of folk and fairy tales
- Folk Tales of Kids, by Kids, for Kids - a storybook created by young international story tellers!
- Myths and Folktales - DMOZ directory of myths and folktales
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Recognize
that workers who provide services earn money to meet needs and wants. 1.2.1
a | - Workers
and their Hats - drag the headgear to the correct jobs
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Recognize that
people advertise goods and services through different forms of communication.
1.2.1 b | |
Identify
how people exchange goods and services. 1.2.1 c |
- Business
Buddies - Students learn the differences between goods and services and producers
and consumers (Author - Laurie Ayers)
-
Money
is what we use to buy basic needs - food, clothing, and shelter - and
wants - things people would like to have. - a one page poster  |
Describe the
requirements of various jobs and the characteristics of a job well performed.
1.2.1 d | - Recognizing
Appropriate Clothing for the Job - Help Firefighter Fran get dressed for work.
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Describe how
specialized jobs contribute to the production of goods and services. 1.2.1
e | |
Recognize
that goods and services are exchanged worldwide. 1.2.2 a
| |
Give
examples of industries and the resources needed to operate industries. 1.2.2
b | - How
People Make Sneakers - from Mister Rodgers' Neighborhood
- Identify
Natural Resources, Capital Resources, or Human Resources in this drag and
drop activity.
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Identify
examples of goods and services in the home, school, and community. 1.2.2
c |
Goods
- things that people make or grow that you can buy - a one page poster  - What
Places Do You Have in Your Neighborhood? - this story will read itself to
you. After students are familiar with the story, you can use a version
that asks your students to do the reading.
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Distinguish
the difference between goods and services. 1.2.3 a |
- Business
Buddies - Students learn the differences between goods
and services and producers and consumers (Author
- Laurie Ayers)
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Differentiate
between consumers and producers. 1.2.3 b |
- Business
Buddies - Students learn the differences between goods and services and producers
and consumers (Author - Laurie Ayers)
Little
Bill the Producer! - This lesson (from EconEd Link) teaches the most basic
vocabulary about production. People who make goods and provide services are called
producers. - Slide
show followed by a quiz on producers and consumers
- Match
producers and the products they make by dragging images from one row to another
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Recognize
that maps and globes are representations or models of specific places. 1.3.1
a | - Create
a Tennis Ball Globe - students create a Tennis Ball Globe, allowing
them to see how a spherical Earth can be shown as one type of flat map
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Use map symbols
and legends to identify locations and directions. 1.3.1 c |
- Can You
Read a Map? - Use a map to answer questions
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Interpret
symbols that represent various forms of geographic data and use these symbols
to identify locations and directions. 1.3.1 d | |
Define what
cardinal directions are. 1.3.2 a | |
Locate places
using cardinal directions on maps and globes. 1.3.2 b |
- Cardinal Directions and the Compass Rose - from World Atlas
- Compass
Rose - The compass rose is a design on a map that shows directions. It shows
north, south, east, west, northeast, northwest, southeast, and southwest. (printable
worksheet from Enchanted Learning)
-
The Orientometer ( Where You Can Win "Cardinal Points") - You're
standing on the center square at dawn, and the sun is rising to your right. That's
EAST. Now see how many of the following directions you can find. [scroll down
and then click on the word Orientometer]
- Where
is Japan - (Author - Sandi King)
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Locate
cities, states, countries, continents, and major bodies of water on maps and globes.
1.3.2 c | - Puzzle
Maps from iKnowThat.com - (natural features) From
the Physical Features section select Continents and Ocean. After
selecting the map you will be asked to register. Click on "Maybe
Later," to go to the game. The game has a "Read it
to Me" button.
- Continents and Oceans can also be found at Label
Maps or Clue Maps
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Describe the
concept of human features as in cities, buildings, farms, roads, and railroads.
1.3.2 d | |
Locate
and name the places in school and the neighborhood. 1.3.2 e | |
Identify the
geographic location of the United States and Tennessee on a globe and a map.
1.3.2 f | |
Estimate
distances such as from home to school. 1.3.2 g | |
Explain how
land is used for different tasks in the local area. 1.3.3.a
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Define
natural resources and explain how people are dependent on them. 1.3.3.b | |
Compare and
contrast natural and artificial features of the earth. 1.3.3.c |
- Puzzle Maps from
iKnowThat.com - (natural features only) From the
Physical Features section select; Gulf Region, Bay Area, Plains Region,
Canyon Region, or Continents and Ocean. After selecting one you will
be asked to register. Click on "Maybe Later," to go
to the game. Each game has a "Read it to Me" button.
- You
can find similar activities at Label
Maps or Clue Maps
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Describe what
weather is. 1.3.3.d | |
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Recognize
the United States Constitution as the basis for the laws in our country. 1.4.1
a | |
Categorize
rules and laws we follow as members of a family, school, and community. 1.4.1
b | |
Explain
the purpose of government and give examples of laws that establish order, provide
security, and control conflict. 1.4.1 c |
- Our Government
at Ben's Guide to U. S. Government asks, "Why do we need a Government?"
five pages provide an answer (K-2)
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Understand
that community governments employ various service workers. 1.4.2 a
| - Take
a Tour of City Hall - animated, interactive tour from Kids Next Door ( a HUD
site)
- Your Neighborhood
at Ben's Guide to Government features the many people who are there to help
you. (click on a building to learn about the people) (K-2)
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Identify leaders
in the community, state, and nation. 1.4.2 b |
- Meet the Mayors - Mayors
around the country are included in this database provided by the U.S. Conference
of Mayors.
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Describe
the relationship between local, state, and national government. 1.4.2
c | - The
Three Branches of U.S. Government - at Ben's Guide to U. S. Government
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Define citizenship
and responsibility. 1.4.3 a | |
Examine the rights
and responsibilities of the individual in relation to his or her social group,
such as family, peer group, and school class. 1.4.3 b | |
Categorize responsibilities
that citizens have to their community, state, and country. 1.4.3 c | |
Design a set
of rules or laws for a home, classroom, or community. 1.4.3 d | |
Recognize family
and school rules as compared with those from another culture. 1.4.3
e | |
Recite
and explain the meaning of the Pledge of Allegiance. 1.4.4 a |
- Ben's
Guide to U. S. Government has a copy of the Pledge
-
The
Pledge of Allegiance - a one page poster  |
Understand that
voting is a way of making choices and decisions. 1.4.4 b | |
Explain how
selected customs, symbols, and celebrations reflect an American love of individualism
and inventiveness. 1.4.4 c | Match
the Symbols - print the page as a review worksheet
- Symbols
of U.S. Government can be seen at Ben's Guide to Government
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Explain selected
national and state patriotic symbols such as the United States and Tennessee flags.
1.4.4 d | - The
Tennessee flag from 50 States.com
- Tennessee
Flag Printout - print this page to color (from Enchanted Learning)
- The
Flag of the United States - from the Betsy Ross flag to the current 50 star
flag.
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Recognize
some early forms of communication and how communication has changed over time.
1.5.1 a | |
Recognize
that other countries have a longer history than the United States. 1.5.1
b | |
Identify
contributions of diverse historical figures that have influenced the community,
state, and nation. 1.5.1 c | |
Distinguish between
the past, present, and future. 1.5.2 a | |
Recognize major
events in American history. 1.5.2 b | |
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Work
independently and cooperatively to accomplish goals. 1.6.1 a
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Recognize
individuals have responsibilities to the group whether as a leader or as a member.
1.6.1 b | |
Recognize
the importance of individuals and families as part of neighborhoods. 1.6.1
c | |
Describe
the unique features of one’s nuclear and extended families. 1.6.2
a | |
Give
examples of the tension between the wants and needs of individuals and groups,
and concepts such as fairness, equity, and justice. 1.6.2 b |
When
Wants Become Needs - Needs are what you must have. Needs are essential. Wants
are what you would like to have. Wants are nice to have. But sometimes wants can
become needs. (use this as a whole class activity) |
Recognize
that cooperation is necessary in working with a group to complete a task.
1.6.2 c | |