\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
 

Social Studies and the World

We Live In

 

First | Second | Third | Fourth | Fifth

Elementary Resources

A Blueprint for Learning

Social Studies

 The Blueprint for Learning is a companion document for the Tennessee Curriculum Standards which are located at www.tennessee.gov/education.  Although the curriculum adopted by the State Board of Education in its entirety remains on the web for additional reference, this reformatted version makes the curriculum more accessible to classroom teachers.

 

Third Grade

First | Second | Third | Fourth | Fifth

Elementary Resources

A Blueprint for Learning - Social Studies

 

CULTURE

 Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The student will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

 


 

Key

Reporting

Category

 

D

 

Recognize that changes in culture occur through the spread of people, languages, ideas, and goods.

D

 

Compare cultural differences in various regions of the United States and the world.

D

 

Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.

I

 

Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.

I

 

Identify and explain the significance of selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from regions around the world.

D

 

Explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the United States, and other nations such as St. Patrick’s Day, Cinco de Mayo, and Kwanzaa.

I

 

Retell the heroic deeds of characters from folktales and legends.

D

 

Compare ethnic and/or cultural celebrations in Tennessee, the United States, and other nations.

 

ECONOMICS

 Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

I

 

Identify ways of earning, spending, and saving money.

A

E

Classify needs and wants using pictures of common items (i.e., food, cleaning products, clothes, candy, makeup).

Wants and needs

Imports & Exports

Identifying Needs

A

E

Using a picture, differentiate the difference between a producer and a consumer.

core knowledge social studies

Producers & Consumers

Producers vs. Consumers

I

 

Analyze a simple budget that allocates money for spending and saving.

I

 

Identify examples of private and public goods and services.

I

 

Identify examples of scarcity.

Scarcity

Ben & Jerry's Graveyard (scarcity)

Lewis & Clark Expedition faces scarcity

I

 

Explain how supply and demand affects the price of a good or service.

Supply & Demand

A

E

Distinguish between imports and exports.

.Imports and exports  

Where do you come from?

A

E

Differentiate between money and barter economies.

Hawaiian Economics Barter for Fish

Will You Take Wampum?

Bartering for Goods

How Money Began

Kids Bank Intro to Money

I

 

Recognize that the world has different agricultural and industrial regions.

A

E

Interpret a map showing agricultural and industrial areas.

Explore Your State

I

 

Explain the characteristics of a technologically expanding global economy.

I

 

Explain the impact of scarcity on interdependence within and among regions.

I

 

Recognize that Tennessee and the United States have different agricultural and industrial regions.

Tennessee Agriculture

Tennessee Geography

I

 

Be aware of how goods and services are interchanged between communities at the local and national levels.

D

 

Trace the development of a product from a natural resource to a finished product.

A

E

Distinguish the difference between a natural resource and finished product.

Natural Resource Adventure

Renewable and non-renewable resources

A Simple Chocolate Bar

How Do People Make...

 


 

GEOGRAPHY

 Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

I

 

Show how the spatial elements of point, line, and area are used on a map or globe.

I

 

Explain the difference between relative and absolute locations.

D

 

Locate places on a map using cardinal and intermediate directions.

A

PG

Recognize and use a map key.

Understanding Maps—Lesson Plans

Lines on Maps and Globes PowerPoint

Types of Maps

A

PG

Find a specific location on a school or community map.

Community Map—Worksheet

Map zone

A

PG

Use absolute and relative locations to identify places on a map (i.e., north, south, east, west, borders, lines of longitude and latitude, the equator, and the north and south poles.)

Latitude Lessons—Lesson Plans

Latitude Description & Quiz

Learning Directions on a Map

A

PG

Utilize skills to locate a place using cardinal directions and symbols given an appropriate map with a key.

Directions & Distance & Quiz

A

PG

Determine the climate of a specific region of the world using a map.

Climate & Quiz

Climate & Global Change

Regional Climate Map

D

 

List the similarities and differences of local places and regions with other places and regions.

Tennessee Quick Facts (each county statistics)

Fact Monster World

I

 

List the basic components of earth’s physical systems (e.g., landforms, water, climate and weather, and erosion and deposition).

I

 

Understand the concept of an ecosystem.

D

 

Describe how environments and regions differ around the world.

A

PG

Identify the major physical components of the world (i.e., oceans, equator, continents, and hemispheres).

Identify Continents--Game

Continents--Quiz

Hemispheres & Quiz

Physical Features

A

PG

Identify basic components of earth’s systems (i.e., landforms, water, climate, and weather).

Illustrated Glossary (interactive w/great visuals)

Exploring Landforms—Lesson Plans

Earth’s Climate Description & Quiz

Landforms-Mountains & Quiz

Landforms--Plains & Plateaus & Quiz

Landforms—Islands & Quiz

Landforms—Oceans & Quiz

Landforms—Lakes & Quiz

Landforms—Rivers & Quiz

Landforms—Other Water Forms & Quiz

Landforms—Other Landforms

Make a Virtual Pond

Understanding Erosion Lesson Plan

A

PG

Differentiate the distinguishing characteristics of ecosystems (i.e., deserts, grasslands, and rainforests).

Illustrated Glossary

What is a Dessert Like?

Dessert Plants

Dessert Animals

What are Grasslands Like?

Grassland Plants

Grassland Animals

Exploring the Rainforest

Rainforest Plants

Rainforest Animals

Other Ecosystems

A

PG

Recognize the identifying characteristics of certain geographic features (i.e., peninsula, islands, continents, mountains, rivers, deserts, oceans, and forests).

Illustrated Glossary

I

 

Understand how technology allows people to adapt the environment to meet their needs.

D

 

Locate the major cities of Tennessee and the world on a map or globe.

I

 

Describe the concept of formal (uniform) regions.

I

 

Define the characteristics that comprise a region.

I

 

Explain how change affects region and place over time.

I

 

Show the population distribution of the state and country.

D

 

Differentiate between urban, suburban, and rural regions.

A

HG

Recognize some of the major components of a culture (i.e., language, clothing, food, art, and music).

Everyone has a Culture  Lesson Plan

Explaining Culture Lesson Plan

Understanding Perspectives of Another Culture Lesson Plan

Opposites in Culture Lesson Plan

Cross Cultural Understanding Lesson Plan

Endangered Cultures Interactive website

World Culture Tour

A

HG

Determine similarities and differences in the ways different cultural groups address basic human needs (i.e., food, water, clothing, and shelter) by interpreting pictures.

Exploring Cultures Web Site

What it means to be "American" Lesson Plan

The Blind Men and the Elephant Lesson Plan about cultural perceptions

A

HG

Interpret a chart or map identifying major cultural groups of the world.

 

A

HG

Recognize major global concerns (i.e., pollution, conservation of natural resources, global warming, and destruction of rainforest).

Rainforests Endangered

Kid’s Page-Polluted

A

HG

Differentiate the cultural population distribution in the United States using a bar graph.

Population Distribution

Population Pasta Activity (the activity link is on the left side)

Population Trash Activity

 

GOVERNANCE AND CIVICS

 Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

I

 

Describe the basic structures of government in the state.

A

GC

Select from a set of visual representations a service provided by the government (i.e., parks, schools, and libraries).

How Does Government Affect Me? Interactive Activity to explain govt. services in community

Ben's Guide to Government in Your Community Interactive Activity to explain govt. services in community

Government Services

D

 

Recognize who makes laws in the state

I

 

Know that governmental agencies exist to protect the environment at local, state, and national levels.

I

 

Describe varied basic structures of governments in the state, nation, and world.

D

 

Examine how regions choose to govern in different ways.

A

GC

Determine the representative acts of a good citizen (i.e., obeying speed limit, not littering, and walking within the crosswalk).

Six Pillars of Character

Character Counts

Character and Citizenship Education - An Educator's Reference Desk Lesson Plan

Be A Super Citizen Activities

D

 

Identify services commonly provided by the state government and contrast with other regions.

I

 

Compare the Tennessee and the United State Constitutions with other governing procedures around the world.

D

 

Identify government officials and explain how they are chosen.

I

 

Explain the concept of the consent of the governed and its importance to the functions of government.

A

GC

Distinguish between conflict and cooperation within group interactions as represented by pictures.

cooperation games

teamwork lesson games

D

 

Identify examples of rights and responsibilities of citizens.

I

 

Describe how public policies are used to address issues of public concern.

D

 

Identify and explain the importance of acts of civic responsibility, including obeying laws and voting.

D

 

Identify diverse historic figures that exemplified good citizenship.

D

 

Identify ordinary people who exemplify good citizenship.

D

 

List the differences between community, city, county, state, and country events which occur.

I

 

Recognize the relationship of local governments to the state, the nation, and the world.

 

HISTORY

 History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

I

 

Identify the heroic deeds of characters from state, national, and global histories.

I

 

Identify historical figures that helped to shape regions.

A

H

Label historical events as past, present, and future.

Using a timeline worksheet

Chronological order graphic organizer

D

 

Describe the order of events by using designation of time periods such as ancient times and modern times.

A

H

Use a timeline to determine the order of a historical sequence of events.

Understanding Timelines: Get in Line worksheet

ReadWriteThink: Lesson Plan: Biographies: Creating Timelines of a Life Lesson Plan

Create Your Own Timeline Timeline Generator goes with above lesson plan

FCAT Reading  Timelines

Education World ® Lesson Planning: Timelines: Timeless Teaching Tool

I

 

Describe how individuals, events, and ideas cause regional change over time.

From Boomtown to Ghost Town

A

H

Read and interpret facts from a historical passage.

Historical Passages for Kids

D

 

Use vocabulary related to chronology, including past, present, and future.

D

 

Describe and measure calendar time by days, weeks, months, and years.

D

 

Create and interpret timelines.

I

 

Identify factors that cause development and change in communities.

I

 

Compare various interpretations of the same time period using evidence such as photographs and interviews.

 

INDIVIDUALS, GROUPS, AND INTERACTIONS

 Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

I

 

Give examples of conflict, cooperation, and interdependence among individuals, groups, and nations.

I

 

Examine the relationships and conflict between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection.

I

 

Give examples of economic, social, or political changes that result from individual or group decisions.

D

 

Identify examples of actions individuals and groups can take to improve the community.

D

 

Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.

 

SOCIAL STUDIES PROCESS STANDARDS

The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.

I

 

Use picture clues and picture captions to aid comprehension to acquire information.

I

 

Use maps, graphs, globes, media, and technology sources to acquire information.

I

 

Discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information.

I

 

Classify information by source, chronology, and importance to analyze data and problem solve.

I

 

Demonstrate an understanding of the data through written, visual, or oral methods to problem solve.

I

 

Prepare and analyze maps, charts, and graphs for historical awareness.

I

 

Construct and analyze timelines for historical awareness.

I

 

Utilize community resources such as field trips, guest speakers, and museums for historical awareness.

I

 

Incorporate the use of technological resources for historical awareness.

top

SOCIAL STUDIES

Fourth Grade

  

CULTURE

 Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The student will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

 


 

Key

Reporting

Category

 

D

 

Describe cultures of Native American tribes.

D

 

Explain how European settlers created a new culture.

D

 

Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns.

M

 

Compare how people from different cultures think about and handle their physical environments and social conditions.

I

 

Show different cultural regions on a map identifying such things as religion, language, and ethnicity.

I

 

Identify the reasons for the establishment of Spanish missions in early American history.

I

 

Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee.

I

 

Identify customs, celebrations, and traditions of various cultural groups in early Tennessee.

I

 

Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee.

 

ECONOMICS

 Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

D

 

Identify the economic motivations for European exploration and colonization.

Lesson on the New World

Explorers in TN

A

E

Analyze the impact of European exploration and colonization on the economy of Tennessee.

Tennessee History for Kids - Settlers

D

 

Describe how Native Americans in Tennessee and the Western Hemisphere met their basic economic needs.

Life of Native Americans in TN

A

E

Interpret a chart of major agricultural produce in Tennessee (i.e., cotton, tobacco, soy beans, rice, corn, cattle, wheat, swine, and sheep).

A Look at Tennessee Agriculture

Tennessee Chart of Major Agricultural Produce

I

 

Analyze how people in different parts of the United States earned a living in the past and do so in the present.

Colonial Family and Community

D

 

Explain the economic patterns of various early Native American groups in Tennessee and the Western Hemisphere.

A

E

Recognize the difference between a barter system and a money system.

Lesson plan on the function of money during Revolutionary War times

Money, Barter, or Credit

Money, Barter or Credit in Jamestown

Barter Lesson Plan

I

 

Identify major industries of colonial America.

Identify major industries of colonial America.

Word Search Puzzle

A

E

Identify major industries of colonial America using a map of the original thirteen colonies.

Tobacco and Slavery – Rags to Riches game

Major Industries Word Search

I

 

Explain the economic patterns of early European colonial governments and their relationships with foreign governments.

Lesson Plan on colonial economics

M

 

Explain and demonstrate the role of money in daily life.

Colonial Economics Game-How should Henry spend his money?

Lessons on Banking and Money

Money in revolutionary times

I

 

Describe the relationship of price to supply and demand and how it affected early American history.

Supply and Demand Interactive Quiz

I

 

Use economic concepts such as supply, demand, and price to help explain events.

Supply and Demand Lesson

Supply and Demand Lesson

A

E

Recognize the concept of supply and demand.

Supply and Demand Concept Activity

Social Studies for Kids – Supply and Demand

Supply and Demand Lesson Plan

I

 

Identify the economic motivations for European exploration and settlement in Tennessee and the Western Hemisphere.

I

 

Examine the location, distribution, and patterns of economic activities and settlement in Tennessee.

I

 

Evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in Tennessee and various regions.

A

E

Read and interpret a passage about a political or economic issue which individuals may respond to with contrasting views (i.e., state taxes, federal taxes, slavery, and Bill of Rights).

Sojourner Truth

Summary of Stamp Act

 

GEOGRAPHY

Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

D

 

Locate major countries of the world involved in early American Development on a map or globe.

Maps of the World

D

 

Locate places on a map using cardinal and intermediate directions, latitude and longitude, and time zones.

Latitude and Longitude Story and Quiz

World Map Quiz

Continent and Oceans Online Tutorial

Continent and Oceans Interactive Game

D

 

Locate the routes of early explorers of North America on a map.

A

G

Identify and use key geographical features on maps (i.e., mountains, rivers, plains, valleys, and forests).

Map Review PowerPoint

Label maps

Geography Quiz

Quiz on major rivers of the United States

Quiz on major landforms of the United States

Interactive Maps – Really Neat!

A

G

Identify on a map the routes of Americas’ explorers (i.e., Columbus, Balboa, Pizarro, and Desoto).

Explorers-Games and Information

Pizarro’s Route and History

Balboa’s Route and History

DeSoto's Route and History

Columbus’s Route and History

Map o f the voyage of Columbus

Maps of Explorers    

Columbus   

Balboa 

A

G

Use latitude and longitude to identify major North American cities on a map (i.e., Boston, Mexico City, Toronto, Charleston, Savannah, Washington, DC, Philadelphia, Sante Fe, and Los Angeles).

Latitude and Longitude Map Game-Hannah’s World

Latitude and Longitude Lesson and Interactive Skill builder Quiz

Where on Earth? Latitude and Longitude Quiz Game

Kinesthetic Lesson Plan

Plan your own road trip using latitude and longitude

Paint a Pumpkin-Latitude and Longitude Activity

Learning about attitude and longitude

I

 

Explain how physical and human characteristics of places and regions within the state and the United States developed.

A

G

Recognize the reasons settlements are founded on major river systems. (i.e., transportation, manmade boundaries, and food and water sources).

River Systems Game

A

G

Determine how physical processes shape the United States' features and patterns (i.e., erosion, volcanoes, plate tectonics, and flooding).

Plate Tectonics Quiz

Plate Tectonics Quiz 2

Plate Tectonics Quiz 3

Plate Tectonics Quiz 4

Flood Information

Flood Disaster Math

Water, Wind, and Earth Game

I

 

Explain how the major river systems affected the development of early settlements.

A

G

Recognize river systems that impacted early American history (i.e., Mississippi, Mystic, Charles, and Hudson).

Information about the Hudson River and Location

Information about the Mystic River and Location

I

 

Explain how physical processes shape the United States’ features and patterns.

I

 

Understand the differences in early population characteristics of the state and of the United States such as density, distribution, and growth rates.

A

G

Determine how density, distribution, and growth rate affected United States settlement patterns.

Maps and Charts on Population Density

Lesson Plans - Top Ten Cities

How are crowded are you?

D

 

Describe how geography affected the development of transportation and communication networks.

I

 

Explain the influences of physical and human features on historical events.

I

 

Explain how the patterns and processes of migration affect the development of Tennessee.

I

 

Explain how environmental issues such as water supply, air quality, and solid waste confronted humans when settling Tennessee.

A

G

Identify cause and effect relationships between population distribution and environmental issues (i.e., water supply, air quality, and solid waste).

Water Supply Video

Water Supply Information

 

GOVERNANCE AND CIVICS

 Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

D

 

Explain how Native Americans governed their communities.

I

 

Give examples of how government did or did not provide for needs and wants of people, establish order and security, and manage conflict.

A

GC

Recognize how groups work cooperatively to accomplish goals and encourage change (i.e., American Revolution, founding of Tennessee, the failure of the Articles of Confederation, and colonies).

Short Synopsis of the Articles of Confederation and Quiz

A

GC

Examine how the Mayflower Compact is a symbol of the first United States government.

Mayflower Compact Primary Source

Mayflower Compact Facts

Mayflower History

I

 

Compare the systems of government of early European colonists.

A

GC

Examine the events that contributed to the outbreak of the American Revolution (i.e., taxation, judicial process, lack of representations, and quartering of troops).

Boston Tea Party

The Quartering Act

15 Causes of the American Revolution

Brainpop! American Revolution

I

 

Identify examples of representative government in the American colonies, including the Mayflower Compact, Iroquois League, and the Virginia House of Burgesses.

Iroquois League Information

I

 

Identify the purposes and explain the importance of the creation of Tennessee’s colonial government, and the Tennessee Constitution.

I

 

Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution.

How Well Do You Know the Constitution? Game

A

GC

Using a chart showing checks and balances, explain how one branch of government can limit the power of others.

Checks and Balances Chart and Lesson Plan

Interactive Checks and Balances Chart

Lesson and Worksheet on Checks and Balances

I

 

Explain the system of checks and balances.

I

 

Identify and explain the basic functions of the three branches of state government. 

United Streaming - This is Our Government 3-5th Grades  18 minutes

Three Branches of Government Information Page

A

GC

Identify the 3 branches of federal and state governments. United Streaming

Printable Guide of the Three Branches of Government

Create a  Three Branches of Government Chain-Student Project/Hands-on

Three Branches of Government Internet Scavenger Hunt

Three Branches of Government Online Quiz

A

GC

Identify the rights outlined by the Bill of Rights (i.e., Amendments 1, 5, 6, and 8).

First Amendment Mini-lesson

Bill of Rights Interactive Game

Bill of Rights Synopsis and Quiz

I

 

Identify the purposes and explain the importance of the Declaration of Independence.

Words to the Declaration of Independence

I

 

Identify examples of rights and responsibilities of citizens.  

United Streaming What It Means To Be An American Citizen 2nd-5th Grade   15 min.

Lesson Plan-Who Pays for City Hall?

Citizen Responsibilities List

Lesson Plan on Rights and Responsibilities

I

 

Explain action citizens take to influence public policy decisions.

A

GC

Determine how various groups resolve conflict (i.e., school, tribal councils, and courts).

Conflict Resolution at School

I

 

Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.

I

 

Explain the role of the individual in state and local elections.

Pretend to Vote Game

How Does the Government Affect Me? Game

Explain the role of the individual in state and local elections.

Pretend to Vote Game

How Does the Government Affect Me? Game

Kids Voting Website

M

 

Sing or recite “The Star Spangled Banner” and explain its history. 

United Streaming  Star Spangled Banner

Lyrics and Music to the Star Spangled Banner

Star Spangled Banner History

History and Music of The Star Spangled Banner

 

HISTORY

 History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

 * Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear.

 Era 1 - Three Worlds Meet (Beginnings to 1620)

I/D

 

Identify the ancient civilizations of the Americas at the time of European arrival.

Before the Pilgrims Internet Field Trip

I/D

 

Explain the cultures of the Western Hemisphere’s native people prior to European contact.

*A

USP 1

Identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders).

Native American Facts for Kids

American Indians

Mound Builders PowerPoint

*A

USP 1

Examine how Native American culture changed as a result of contact with European cultures (i.e., decreased population, spread of disease, increased conflict, loss of territory, and increase of trade.)

Ways Europeans Changed Native Americans

Olmec Civilization

Aztec Teaching Website with Quiz

Cherokee Facts for Children

Mayan Kids Website, Information, and Games

Inca and Mayan Virtual Bus Tour

Tenochtitlan

Creek and Chickasaw Teaching Unit

I/D

 

Demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships.

I/D

 

Realize that geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas.

I/D

 

Describe the immediate and long-term impact of Columbus’ voyages on native populations and on colonization in the Americas.

I/D

 

List the characteristics of the Spanish and Portuguese exploration and settlement of the Americas.

I/D

 

Identify Native American groups in Tennessee and the Western Hemisphere before European explorations.

 

 

*A

USP 1

Identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw).

Two Worlds Meet

Native Americans in TN PowerPoint

Cherokee and Chickasaw  PowerPoint

Cherokee PowerPoint

 

I/D

 

Summarize reasons for European exploration and settlement of Tennessee and the Western Hemisphere.

*A

USP 1

Read and interpret facts from a historical passage about an early American-Spanish mission.

Tour Spanish Missions

Spanish Missions in Texas

I/D

 

Identify accomplishments of significant explorers and explain their impact on the settlement of Tennessee.

 

Era 2 - Colonization and Settlement (1585-1763)

I/D

 

Discuss the search for religious, economic, and individual freedom in the settlement of the colonies.

Colonies Interactive Game Review

A

USP 1

Determine the reasons for colonial settlement (i.e., religious, economic, and individual freedom).

Jamestown in 1607 Video from National Geographic

Colonial Life Information

*A

USP 1

Read and interpret facts from a historical passage about an early American-Spanish mission.

Hernando and DeSoto PowerPoint

Spanish Missions

I/D

 

Describe the lives of free and indentured immigrants who came from Europe to North America and the Caribbean.

I/D

 

Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.

I/D

 

Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia.

I/D

 

Explain the importance of the Mayflower Compact.

I/D

 

Understand the role of religion in the English colonies such as the evolution of religious freedom and the treatment of religious dissenters.

I/D

 

Explain when, where, and why groups of people colonized and settled in the United States.

*A

USP 1, 2

Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, and French).  United Streaming   Pilgrims and Puritans 6-8 grade 30 min

*A

USP 1

Identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw).

First Peoples of TN

Native American Groups PowerPoint

 

*A

USP 1

Identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders).

American Indians

*A

USP 1

Examine how Native American culture changed as a result of contact with European cultures (i.e., decreased population, spread of disease, increased conflict, loss of territory, and increase of trade.)

I/D

 

Explain the political, economic, and social impact of the slave trade in the Americas.

*A

USP 1

Interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America.

I/D

 

Conduct a thorough study of the differing regions of Tennessee and their history.

I/D

 

Describe the effects of political, economic, and social changes on Native Americans in Tennessee.

I/D

 

Identify characteristics of early colonial governments in Tennessee.

 

Era 3 - Revolution and the New Nation (1754-1820)

I/D

 

Explain the events that contributed to the outbreak of the American Revolution.

Loyalist or Patriot?

How the Revolution Began Timeline

American Revolution Cause, Activities, Music and Quizzes

Explain the events that contributed to the outbreak of the American Revolution.

Interactive site to order events

I/D

 

Study the Declaration of Independence, its major ideas, and its sources.

Declaration of Independence Movie

Declaration of Independence Lesson Plan

I/D

 

Describe the earliest armed conflict of the Revolutionary War.

Boston Massacre and Crispus Attucks

American Revolution Battles

Boston Massacre Files Game

I/D

 

Summarize the results of the American Revolution, including the establishment of the United States.

I/D

 

Demonstrate an understanding that people in different times and places view the world differently.

I/D

 

Explain the major political issues of the thirteen colonies after their independence that led to the creation of the Articles of Confederation.

*A

USP 2

Determine why the United States Constitution was necessary (i.e., no single currency, no judicial branch, no enforcement of laws, and small and large states having unequal representation).

Creating the Constitution Article and Quiz

Writing the Constitution Article and Quiz

Listen to the Preamble    

Interactive Timeline on the Constitution

A

USP 1

Interpret a visual contrasting life before and after the American Revolution (i.e., education, family size, transportation, and politics).

I/D

 

Summarize the events that led to the creation of the United States Constitution.

A

USP 1

Determine the hardships faced by early Tennessee settlers in the late 1700's (i.e., security, isolated communities, lack of access to goods, and natural geography).

I/D

 

Focus on the creation of the state of Franklin and subsequent creation of the state of Tennessee.

*A

USP 1, 2

Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, and French).

William Penn

A

USP 1

Identify various racial and ethnic groups in Tennessee at the founding of statehood (i.e., Cherokee, Creek, Shawnee, English, Scottish, French, and American born pioneers).

Appalachian PowerPoint

 

I/D

 

Identify the accomplishments of notable Tennessee individuals such as William Blount and John Sevier.

A

USP 1

Recognize the accomplishments John Sevier contributed to Tennessee history (i.e., State of Franklin's one and only governor, Tennessee’s first governor, United States Congressman, and soldier).

Time Line

Biography

*A

USP 1, 2

Identify major Tennessee political leaders (i.e., Andrew Jackson, Sam Houston, James Polk, Sequoyah, David Crockett, and Nancy Ward).

Presidents of TN PowerPoint                 Notable Tennesseans PowerPoint

Nancy Ward         Sequoyah      Sam Houston     David Crockett

*A

USP 1

Examine how Native American culture changed as a result of contact with European cultures (i.e., decreased population, spread of disease, increased conflict, loss of territory, and increase of trade.)

 

*A

USP 1, 2

Interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America.

Interactive  on Slavery

Living Under Slavery

 

Era 4 - Expansion and Reform (1801-1861)

*A

USP 1, 2

Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, and French).

*A

USP 2

Determine why the United States Constitution was necessary (i.e., no single currency, no judicial branch, no enforcement of laws, and small and large states having unequal representation).

I/D

 

Give examples of maps, timelines, and charts that show western expansion.

I/D

 

Identify the factors that led to territorial expansion and its effects.  United Streaming   United States Expansionism 2nd-5th grades   22 min

*A

USP 1, 2

Interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America.

I/D

 

Identify the contributions of early pioneers such as Daniel Boone to the development of colonial America.

I/D

 

Explain how societal changes led to conflict among sections of the United States.

I/D

 

Explain the Louisiana Purchase.

A

USP 2

Analyze how the Louisiana Purchase influenced the growth of the United States (i.e., increased size, encouraged expansion, and increased natural resources).

 

 

I/D

 

 

Recognize the significance of the Lewis and Clark expedition.   United Streaming - Lewis and Clark Expedition 6-8  20 min

A

USP 2

Determine the influence Lewis and Clark's expedition had on westward expansion.

Lewis and Clark Expedition

Lewis and Clark Economic Scarcity Lesson Plan

I/D

 

Recognize the significance of the War of 1812.

I/D

 

Understand the impact of territorial expansion on Native American tribes.

A

USP 2

Read and interpret a passage about the Trail of Tears.               PowerPoint

 

I/D

 

Identify the impact of railroads on life in Tennessee including changes to cities and major industries.

I/D

 

Identify the impact of various issues and events on life in Tennessee such as urbanization.

I/D

 

Identify the accomplishments of notable Tennessee individuals such as Sam Houston, Andrew Jackson, and James Polk.

*A

USP 1, 2

Identify major Tennessee political leaders (i.e., Andrew Jackson, Sam Houston, James Polk, Sequoyia, David Crockett, and Nancy Ward).

Presidents of TN PowerPoint    United Streaming   Heroes of American History

A

USP 2

Interpret a timeline that depicts major historical pre-Civil War events.  United Streaming  Civil War 3rd-8th grade 15 min

Interactive Game on Civil War- people, places, things

A

USP 2

Determine how the issue of slavery caused political and economic tensions between government policy and people's beliefs (i.e., abolitionists, plantation owners, state's rights, and central government).

 

INDIVIDUALS, GROUPS AND INTERACTIONS

Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

I

 

Analyze a particular event to identify reasons individuals might respond to it in different ways.

M

 

Work independently and cooperatively to accomplish goals.

M

 

Identify leadership qualities of leaders of the past.

 

I

 

Explain group and institutional influences such as religious beliefs, laws, and peer pressure on people, events, and elements of culture.

I

 

Identify and describe examples of tension between a group’s belief system and the government’s policies and laws.

 

SOCIAL STUDIES PROCESS STANDARDS

The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.

I

 

Detect cause and effect relationships to acquire information.

I

 

 Distinguish between fact and opinion to recognize propaganda to acquire information.

D

 

Use maps, graphs, globes, media, and technology sources to acquire information.

D

 

Discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information.

I

 

Identify relevant factual material to problem solve and analyze data.

I

 

Classify information by source, chronology, and importance to problem solve and analyze data.

I

 

Critically examine data from a variety of sources to problem solve and analyze data.

I

 

Detect bias in data presented in a variety of forms to problem solve and analyze data.

I

 

Note cause/effect relationship and draw inferences from a variety of data to problem solve and analyze data.

I

 

Read critically a variety of materials including textbooks, historical documents, newspapers, magazines, and other reference sources for historical awareness.

Revolutionary War Journal Entry

Colonial Period Journal Entry

Lewis and Clark Journal Entry

D

 

Construct and analyze timelines for historical awareness.

D

 

Utilize community resources such as field trips, guest speakers, and museums for historical awareness.

D

 

Incorporate the use of technological resources for historical awareness.

D

 

Utilize primary and secondary source material such as biographies and autobiographies; novels; speeches and letters; and poetry, songs, and artwork for historical awareness.

top

 

Fifth Grade

First | Second | Third | Fourth | Fifth

Elementary Resources

A Blueprint for Learning - Social Studies

CULTURE

Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

 


 

Key

Reporting

Category

 

D

 

Explain how some immigrants preserved their traditional culture and created a new American culture.

Interviews of Immigrants

Detective game using photographs of immigrants and their lives in the US

A

USP 3

Recognize components of American culture (i.e., holidays, language, clothing, food, art, music, and religion).

Memorial Day

Veterans Day

D

 

Explain governmental efforts to restrict immigrants entering into the United States.

D

 

Explain how art, music, and literature reflected the times during which they were created.

I

 

Give examples and describe the importance of cultural unity and diversity within and across groups.

I

 

Identify significant examples of art, music, and literature from various periods in United States history.

I

 

Describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.

I

 

Summarize the contributions of people of selected racial, ethnic, and religious groups to our national liberty.

D

 

Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee.

D

 

Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Tennessee.

A

USP 3

Analyze graphs to discover cultural trends (i.e., clothing, music, or radio sales).

 

ECONOMICS

Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

D

 

Identify the economic change from agricultural to industrial in late 19th and early 20th century.

D

 

Describe economic issues of the 1920’s and 1930’s.

D

 

Explain how the American economy changed after World War II.

A

E

Differentiate between an economic boom and bust.

A

E

Recognize the concept of buying on credit.

A

E

Recognize how Americans used credit/installment plans to purchase consumer goods in the 1920's (i.e., vacuum cleaners, washing machines, radios, and other home appliances).

A

E

Analyze how environmental changes and crisis affected the economy across the nation in the 1930's (i.e., Dust Bowl, Black Tuesday, Great Depression, and Hoovervilles).

How the Dust Bowl Got the Name (incl. photos)

D

 

Describe the development of the free enterprise system in Tennessee and the United States.

A

E

Interpret economic issues as expressed in maps, tables, diagrams, and charts (i.e., automobile sales, unemployment rates, or airplane production).

Great Depression- What Would it Be Like Today?- worksheet and statistics table

Compare Prices- Great Depression and Now (worksheet/activity)

D

 

Explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.

D

 

Explain how supply and demand affects production and consumption in the United States.

I

 

Give examples of the benefits of the free enterprise system in the United States.

I

 

Describe global economic interdependence after World War II.

I

 

Explain how the United States and Tennessee meet some of their needs through the purchase of domestic and international products domestically and internationally in today’s global economy.

A

E

 Differentiate between needs and wants on a personal and national level.


 

I

 

Describe the impact of mass production, specialization, and division of labor on the economic growth of the United States and other regions of the world.

D

 

Explain how people historically and presently earn their living in different regions of the United States and Tennessee.

D

 

Analyze how developments in transportation communication influenced economic activities in Tennessee.

D

 

Explain how geographic factors influence the location of economic activities in Tennessee.

D

 

Analyze the effects of immigration, migration, and limited resources on the economic development and growth of Tennessee and the United States.

 

GEOGRAPHY

Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

D

 

Locate the major physical features and cities of the United States on a map or globe.

A

G

Locate the 50 states using a map with each state outlined.

50 States location game

Printable map of the US

A

G

Locate continents and significant bodies of water (i.e., the Great Lakes, Atlantic, Arctic and Pacific Oceans, Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence and Mississippi River), Oceans, Great Lakes,

Major U.S. waterways location game

Continent matching games

More continent and ocean games

A

G

Locate information from an atlas entry.

Use a map to answer questions

National atlas site- very interactive

Atlas

Find major waterways, mts., etc.

Continents- hands on activity (art)

A

G

Locate a major United States city using latitude and longitude.

Latitude/Longitude lesson

As The Globe Turns- lesson plan for using a globe to find sites

Latitude/Longitude lesson plan

D

 

Understand the latitude, longitude, the global grid and time zones of sites within the United States and Tennessee.

Vocab. and Skill game

D

 

Recognize landforms, climate, and natural resources as determining factors in the location and development of communities.

A

G

Recognize and compare landforms, climate, and natural resources of the three grand divisions of Tennessee.

A

G

Interpret a climograph.

US cities, climographs

D

 

Describe human settlement patterns and land use in the United States and Tennessee.

A

G

Identify the physical and political boundaries of Tennessee.

Map of Tennessee

D

 

Explain human modifications of the physical environment.

D

 

Recognize the impact of extreme natural events on human history.

D

 

Recognize population characteristics of Tennessee and the United States.

Tennessee demographics

A

G

Determine America's population shifts by interpreting a population map.

Current population map

Animated World Map- show growth from 1955- 2015

D

 

Identify and locate the geographical regions of the United States.

D

 

Explore ways technological advances enabled people to overcome geographic barriers.

 

GOVERNANCE AND CIVICS

Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

D

 

Describe important individual rights including freedom of religion, speech, and press and the rights to assemble and to petition the government.

D

 

Describe important due process rights including trial by jury and the right to an attorney.

D

 

Identify and compare leadership qualities of national leaders, past and present.

I

 

Recognize that a variety of formal and informal actors influence and shape public policy.

D

 

Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution.

D

 

Identify the reasons for and describe the systems of checks and balances outlined in the United States Constitution.

D

 

Summarize the reasons for the creation of the Bill of Rights.

A

GC

Differentiate among the purposes stated in the Declaration of Independence, the United States Constitution, and the Bill of Rights.

D

 

Summarize selected amendments to the Constitution such as those extending voting rights of United States citizens.

A

GC

Select examples using illustrations of First Amendment freedoms (i.e., speech, assembly, and religion).

Citizen Rights

A

GC

Recognize the rights established by the 13th, 14th, 15th and 19th amendments.

I

 

Analyze the post-Civil War amendments to the United States Constitution.

D

 

Identify examples of rights and responsibilities of citizens.

I

 

Examine the influence of public opinion on personal decision-making and government policy on public issues.

I

 

Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government.

D

 

Explain how to contact elected and appointed leaders in state and local governments.

D

 

Identify key ideals of the United States’ democratic republican form of government such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations.

D

 

Recognize and interpret how the "common good" can be strengthened through various forms of citizen action.

D

 

Use knowledge of facts and concepts drawn from history along with elements of historical inquiry to inform decision making and action taking on public issues.

D

 

Explain selected patriotic symbols and landmarks such as the Statue of Liberty, the White House, and political symbols such as the donkey and the elephant.

A

GC

Recognize personal, religious, and national celebrations of various American cultures (i.e., Independence Day, Columbus Day, Native American or American Indian Day, Martin Luther King, Jr. Day, Veteran's Day, Memorial Day, or Thanksgiving).

I

 

Describe how public policies are used to address issues of public concern.

A

GC

Recognize situations requiring conflict resolution.

Compromise of 1850

I

 

Distinguish between national and state governments and compare their responsibilities in the United States federal system.

A

GC

Recognize the differences between the Tennessee State Constitution and the United States Constitution.

A

GC

Distinguish between the local, state, and federal levels of the legislative, executive, and judicial branches of the American government.

I

 

Explain how individuals can participate in civic affairs and political parties at the national level.

I

 

Identify leaders in the national governments, including the president and selected members of Congress, and their political parties and describe how they are elected.

 

HISTORY

History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

* Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear.

Civil War and Reconstruction (1850-1877)

I/D

 

Identify the locations of the southern and northern states.

I/D

 

Identify the advantages and disadvantages of northern and southern economic resources.

I/D

 

Identify similar and different northern and southern social and cultural customs.

A

USP 2

Interpret sectional differences in the North and South in pre-Civil War (i.e., a map of Union, Confederate, and border-states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and man-made resources).

Civil War pages

North and South differences ppt.

I/D

 

Identify sectional interests that led to the Civil War.

Southern interests

Northern interests

I/D

 

Describe the role of Tennessee in the Civil War.

Tennessee in the Civil War

I/D

 

Chart the course of major events throughout the Civil War.

A

USP 2

Recognize military and nonmilitary leaders from the North and South during Civil War (i.e., Frederick Douglass, Clara Barton, Chief Justice Roger Taney, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Jefferson Davis).

Clara Barton                      U.S.Grant             Jefferson Davis       Frederick Douglass

Sherman                             Robert E. Lee       Roger Taney

I/D

 

Identify components of the various plans for Reconstruction.

I/D

 

Evaluate the successes and failures of Reconstruction plans.

I/D

 

Decide the reasons for successes and failures of the various Reconstruction plans.

I/D

 

Assess the lasting impact of the Civil War and Reconstruction.

*A

USP 2, 3

Interpret timelines that depict major historical post-Civil War events.

*A

USP 2, 3

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

USP 2

Determine the hardships encountered by Greater Plain settlers in the late 1800's (i.e., building materials, natural geography, climatic conditions, isolated communities, and lack of revenue).

*A

USP 2, 3

Interpret a primary reading sample.

*A

USP 2, 3

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

Costs and Casualties of the Civil War- analyzing statistics

         

 

Era 6 - The Development of the Industrial United States (1870-1900)

I/D

 

Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States.

*A

USP 2

Determine the hardships encountered by Greater Plain settlers in the late 1800's (i.e., building materials, natural geography, climatic conditions, isolated communities, and lack of revenue).

Hardships endured by settlers

*A

USP 2, 3

Interpret timelines that depict major historical post-Civil War events.

I/D

 

Identify individual leaders of business and industry.

I/D

 

Explain how industry and mechanization changed ways of life in America and Tennessee.

I/D

 

Understand the rise of the American labor movement.

I/D

 

Describe how armed conflict, purchases, treaties, and land settlement resulted in further American expansion.

I/D

 

Assess the resistance of various groups to United States expansion.

I/D

 

Describe the people, lifestyles, and liberties in the American West.

I/D

 

Trace the growth and necessity of the Chinese in the American West.

*A

USP 2, 3

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

USP 2, 3

Interpret a primary reading sample.

*A

USP 2, 3

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

 

Era 7 - The Emergence of Modern America (1890-1930)

I/D

 

Identify various Progressive reform efforts and their leaders.

I/D

 

Explain how rural areas and urban centers changed as a result of immigration and migration.

A

USP 3

Recognize the rights that workers fought for in the late 1800’s (i.e., wages, hours, insurance, and working conditions).

I/D

 

Identify areas in the world where the United States participated in diplomatic affairs and armed conflict.

I/D

 

Explain the causes of the Spanish-American War and World War I.

I/D

 

Identify contributions of Tennessee natives such as Alvin York and Ida B. Wells.

*A

USP 3

Recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.; Gov. Austin Peay; and Anne Dallas Dudley).

Gompers        Gov. Austin Peay

Addams          Anne Dallas Dudley

I/D

 

Explain how American life changed dramatically due to the economical, technology, and ecological disasters.

I/D

 

Describe American life in the 1920’s including the impact of Constitutional amendments.

I/D

 

Explain the significance of the Harlem Renaissance.

I/D

 

Explain Tennessee’s role in the women’s suffrage movement.

*A

USP 2, 3

Interpret timelines that depict major historical post-Civil War events.

*A

USP 2, 3

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

Railroad Changes Timeline

WWI and the Jazz Age- stories from this era

*A

USP 2, 3

Interpret a primary reading sample.

*A

USP 2, 3

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

 

Era 8 - The Great Depression and World War II (1929-1945)

I/D

 

Explain the events that led to the Great Depression.

I/D

 

Describe how the Great Depression affected American society as a whole.

Pictures from the Great Depression

I/D

 

Explain how Americans addressed the social and economic problems brought on by the Great Depression.

I/D

 

Describe how the Tennessee Valley Authority impacted life in Tennessee.

I/D

 

Describe the political and economic events that led to World War II.

I/D

 

Identify the significance of Pearl Harbor, D-Day, and Hiroshima.

Pearl Harbor ThinkQuest

Pictures- Hiroshima and Nagasaki

Pictures of Pearl Harbor

I/D

 

Identify Tennessee’s involvement and the contributions of Tennessee natives such as Cordell Hull to the war effort.

*A

USP 3

Recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.; Gov. Austin Peay; and Anne Dallas Dudley).

Tennessee natives- biographies

I/D

 

Explain the political and economic effects of World War II on Europe and the United States.

I/D

 

Explain the social effects of World War II on American life.

I/D

 

Describe Japanese-American internment and its conflict with American ideals.

*A

USP 3

Interpret timelines that depict major historical post-Civil War events.

*A

USP 2, 3

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

A day of radio shows- 1939 (incl. Rooselvelt address to Congress)

Interactive site- experience the life (home tours, shopping with ration cards, etc.) during WWII

National Archives photo history of American jobs- mid 1800’s to late 1900’s

*A

USP 2, 3

Interpret a primary reading sample.

World War II posters

Great Depression- stories of poverty, politicians views on govt. assistance, etc.

World War II- views on getting involved and statistics on impact of war on US

Use of the atomic bomb- differing opinions

Songs from the Great Depression

*A

USP 2, 3

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

Picture and radio broadcast of Hindenburg Disaster-1937

Mapping the Holocaust (also includes graphic photo links- be careful)

*A

USP 3

Interpret a visual contrasting life before and after World War II (i.e., education, family size, transportation, urbanization, and the role of women).

Pictures before and after WWII

 

Era 9 - Postwar United States (1945-1970’s)

I/D

 

Explain how the American economy changed after World War II.

I/D

 

Describe the influences of World War II on American society.

*A

USP 3

Interpret a visual contrasting life before and after World War II (i.e., education, family size, transportation, urbanization, and the role of women).

I/D

 

Describe the role of the United Nations in international affairs.

I/D

 

Explain United States’ involvement in Korea and Vietnam.

Pictures Vietnam War

I/D

 

Describe the Soviet and American relationship during the Cold War.

I/D

 

Identify major political events of the presidential administrations during the Cold War.

I/D

 

Explain why the United States became involved in the space race.

I/D

 

Describe the struggle for racial and gender equality.

I/D

 

Explain Brown vs. Board of Education and its importance to the Civil Rights Movement.

I/D

 

Explain the contributions of Civil Rights leaders such as Martin Luther King, Jr. and Caesar Chavez.

Caesar Chavez biography

MLK WebQuest 1

WebQuest 2

*A

USP 3

Recognize examples of how the United States confronted Civil Rights issues (i.e., Brown vs. Board of Education, Montgomery Bus Boycott, Birmingham Civil Rights March, American Indian Movement [AIM], and the Civil Rights Act of 1964).

1956 comic book (page by page) of Montgomery Bus Boycott

*A

USP 3

Recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.; Gov. Austin Peay; and Anne Dallas Dudley).

I/D

 

Describe Tennessee’s involvement during the Civil Rights movement.

Timeline of TN’s involvement in CR movement

*A

USP 2, 3

Interpret timelines that depict major historical post-Civil War events.

*A

USP 2, 3

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

USP 2, 3

Interpret a primary reading sample.

Civil Rights primary documents

*A

USP 2, 3

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

 

Era 10 - Contemporary United States (1968 to the present)

I/D

 

Explain how Watergate impacted the Nixon administration and Americans.

I/D

 

Describe the changing relationships between the United States and foreign countries.

I/D

 

Explain the significance of the Iran crisis.

I/D

 

Describe political and geographic changes in Europe following the fall of the Soviet Union.

I/D

 

Describe the growing impact of the media on public opinion.

I/D

 

Explain the effect of the computer on contemporary life in America.

I/D

 

Describe global environmental issues.

I/D

 

Describe the contributions of Tennesseans to the arts.

*A

USP 3

Recognize examples of how the United States confronted Civil Rights issues (i.e., Brown vs. Board of Education, Montgomery Bus Boycott, Birmingham Civil Rights March, American Indian Movement [AIM], and the Civil Rights Act of 1964).

*A

USP 3

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

USP 2, 3

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

USP 2, 3

Interpret a primary reading sample.

*A

USP 2, 3

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

 

INDIVIDUALS, GROUPS, AND INTERACTIONS

Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

I

 

Identify and describe examples of tension between an individual’s beliefs, government policies, and laws.

I

 

Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.

I

 

Identify and describe factors that either contribute to cooperation or cause disputes within and among groups and actions.

I

 

Give examples of the role of institutions in furthering both continuity and change.

I

 

Identify examples of institutions and describe the interactions of people with institutions.

I

 

Analyze the role of individuals and groups in elections.

 

SOCIAL STUDIES PROCESS STANDARDS

The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.

D

 

Detect cause and effect relationships to acquire information.

D

 

Distinguish between fact and opinion to recognize propaganda to acquire information.

D

 

Use maps, graphs, globes, media, and technology sources to acquire information.

D

 

Discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information.

D

 

Identify relevant factual material to problem solve and analyze data.

D

 

Classify information by source, chronology, and importance to problem solve and analyze data.

D

 

Critically examine data from a variety of sources to problem solve and analyze data.

D

 

Detect bias in data presented in a variety of forms to problem solve and analyze data.

D

 

Note cause/effect relationship and draw inferences from a variety of data to problem solve and analyze data.

D

 

Read critically a variety of materials including textbooks, historical documents, newspapers, magazines, and other reference sources for historical awareness.

D

 

Construct and analyze timelines for historical awareness.

D

 

Utilize community resources such as field trips, guest speakers, and museums for historical awareness.

D

 

Incorporate the use of technological resources for historical awareness.

D

 

Utilize primary and secondary source material such as biographies and autobiographies; novels; speeches and letters; and poetry, songs, and artwork for historical awareness.

 top

 

 

 

 

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Elementary Resources

Sixth Grade

Seventh Grade

Eighth Grade

Civil War

Ancient History

Secondary Resources

 

Dynamic Curriculum

Social Studies Online