Plymouth
Educational Center |
Social
Studies Scope and Sequence |
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| The
P.E.C. student will be able to: |
|
Click for grade level: (K)
(Grade 1) (Grade
2) (Grade 3) (Grade
4) (Grade 5) (Grade
6) (Grade 7) (Grade
8) |
| Kindergarten |
|
| Recognize clocks and calendars as
time telling devices |
| Identify how they meet their own needs |
| Be aware of important buildings in
their immediate environment |
| Recognize teachers, principals, the
fire department, and the police department as examples of government
and authority |
| Be aware of classroom, family and
community rules |
| Describe likenesses and differences
between people |
| Know the services in the school building |
| Understand the use of maps and globes |
| Describe the differences between needs
and wants |
| Recite days of the week, months and
year |
| State events of yesterday, today,
and tomorrow relating to self |
| Recognize land and water on maps or
globes |
| Use words to indicate directionality,
position and size |
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| Grade
1 |
| |
| Describe various family settings |
| Describe how the environment affects
their lives |
| Identify likeliness and respect differences
of families of other parts of the world |
| Identify ways in which families can
change |
| Identify family and school needs and
wants |
| Explain rules and their consequences |
| Identify and explain school work and
their roles |
| Use communication skills in a variety
of activities, including listening, speaking, role-playing, and
cooperative learning experiences |
| Use simple maps, globes, charts, graphs,
and technology that enhance the student's understanding of family
and school |
| |
| Grade
2 |
| |
| Apply the five fundamental themes
of geography (location, place, human-environmental interaction,
movement, and region) to communities |
| Identify the features of a global
community past and present |
| Describe cultural diversity among
local and global communities |
| Interpret the economic interrelationship
within communities (goods and services, producer and consumer,
etc.) |
| Demonstrate the need for rules and
laws |
| Construct meaning by reading and gathering,
interpreting, analyzing, and summarizing information regarding
local and global communities |
| identify and use different types
of globes, charts, tables and graphs |
| use media and technology as tools
to study local and global communities |
| Begin to formulate reasoned decisions
about public issues both orally and in writing |
| Apply appropriate behavior for various
situations |
| |
| Grade
3 |
| |
| Acquire a basic social studies vocabulary |
| Describe the cause and effect relationship
between historical events and the development of regions |
| Recognize the physical and cultural
similarities and differences of regions |
| Define the relationship between natural
resources, technology, and the economy of the regions |
| identify changes that have occurred
in the environment as a result of natural and human activity |
| Demonstrate knowledge of the purpose
of rules and laws |
| Demonstrate globe and map skills with
relation to location, scale, symbolization and distance |
| Construct meaning by reading and gathering,
interpreting, analyzing and summarizing information |
| Describe differences that exist in
the environment, economy and life styles of the regions of the
United States |
| |
| Grade
4 |
| |
| Place major events in the development
of the State of Michigan in chronological order |
| Recount the lives and characters of
a variety of people from Michigan's past |
| compare simple narratives of events
from the history of Michigan |
| Locate and describe the major places,
cultures and communities of the State of Michigan |
| Explain how different people and cultures
have adapted to and impacted the environment |
| Describe some of the major movements
of goods, people, jobs and information in Michigan |
| Describe the geography of Michigan
at major times in its history and explain the reasons for change |
| List state institutions that make,
enforce and interpret laws |
| Use narratives and graphic data to
compare the past of the community and the State of Michigan with
present day life |
| Skeet maps of the community and state |
| Analyze how Michigan's location has
impacted its economic development |
| Interpret information about local
and state communities from maps, graphs and charts |
| Pose a question about Michigan, gather
and analyze information and answer the question |
| Compose a short essay expressing a
decision on a local or state issue |
| |
| Grade
5 |
| |
| Use a comprehensive vocabulary of
major concepts in US history, geography, economics and civics |
| Apply basic knowledge of the five
themes of geography (location, place, human-environment relationships,
movement, and region |
| Demonstrate general knowledge of major
personalities and events that have contributed to the history
of the United States |
| Demonstrate a basic understanding
of the structure of the federal government |
| Recognize the rights and responsibilities
described in the Constitution including the Bill of Rights |
| Identify, use and construct different
types of tables, charts, diagrams, and graphs as they pertain
to American history |
| Identify and use primary sources to
reconstruct and interpret past events |
| Identify and use a variety of maps |
| Place events of United States history
in chronological order |
| Demonstrate the skill of drawing inferences |
| Demonstrate the understanding of cause
and effect |
| Demonstrate comparing and contrasting |
| Distinguish between fact and opinion |
| Support claims with evidence |
| Disuses issues and current events
orally and/or written form |
| |
| Grade
6 |
| |
|
| Understand core democratic values |
| Use Core democratic values in current
event |
| Use the Five themes of Geography in
Western Hemisphere |
| Use narratives and graphic data to
describe the settings of significant events that shaped the development
of Canada. |
| Identify major decisions in the history
of Canada, analyze contemporary factors contributing to the decisions
and consider alternative course of action. |
| Understand geography of the World,
U.S. and Canada, Latin America, Europe based upon their location,
region, history, culture, government and economics. |
| Find similarities and differences
of all the areas GLERCH (government, location, economy, region,
culture, and history) |
| Distinguish between representative
democracy in the United States and the Canadian form of government. |
| Describe the effects of a current
public policy on businesses. |
| Select a contemporary condition in
Mexico and trace some of the major historical origins of each. |
| Use narratives and graphic data to
describe the settings of significant events that shaped the development
of Latin American. |
| Identify the responses of individuals
to historic violations of human dignity involving discrimination,
persecution and crimes against humanity. |
| |
| Grade
7 |
| |
| Use narratives and graphic data to
describe the settings of significant events that shaped the development
of South America. |
| Locate and describe the diverse places,
cultures, and communities of major South American regions. |
| Locate information using people, books,
audio/video recordings, photos, simple maps, graphs and tables. |
| Compare their own viewpoint about
the matter raised with that of another individual. |
| Express an opinion in writing, using
a core democratic value, abut a current topic. |
| Select conditions in various parts
of the world and describe how they have been shaped by events
from the past. |
| Identify major decisions in the history
of Africa, Asia, Canada, Europe and Latin America, analyze contemporary
factors contributing to the decisions and consider alternative
course of action. |
| Select a contemporary condition in
Africa, Asia, Canada, Europe and Latin America and trace some
of the major historical origins of each. |
| Describe the major economic and political
connections between the United States and different world regions
and explain their causes and consequences. |
| Locate and describe major cultural,
economic, political and environmental features of Africa and the
processes that created them. |
| Explain the importance of limited
government to protect political and economic freedom. |
| Locate, describe, and compare the
ecosystems, resources, and human environment interactions of Native
American cultures. |
| Locate and interpret information about
the natural environments and cultures of North America using variety
of primary and secondary sources and electronic technologies,
including computers and telecommunications where appropriate. |
| |
| Grade
8 |
| |
| Master skills of US history |
| Understand timeline of people and
events |
| Develop an understanding how the first
people arrived in America |
| Understand diversity |
| Understand the five themes of geography |
| Construct and interpret timelines
of people and events from the history of Michigan and the United
States through the French and Indian War. |
| Describe major factors that characterize
the following eras in United States history: The Meeting of Three
Worlds (beginnings to 1620), Colonization and Settlement (1585-1763). |
| Describe major patterns of world population,
physical features, ecosystems, cultures and explain some of the
factors causing the patterns. |
| identify the essential ideas expressed
in the Declaration of Independence and the origins of those ideas,
and explain how they set the foundation for civic life, politics
and government in the United States. |
| Explain the importance of limited
government to protect political and economic freedom. |
| Describe provisions of the US Constitution
which delegates to government the powers necessary to fulfill
the purposes for which it was established. |
| Use historical biographies to explain
how events from the past affected the lives of individuals and
how some individuals influenced the course of history. |