Social Studies Curriculum Framework

K-3

Civics and Government

5.1: PRINCIPLES AND DOCUMENTS OF GOVERNMENT

5.2: RIGHTS AND RESPONSIBILITIES OF CITIZENSHIP

5.3: HOW GOVERNMENT WORKS

5.4: HOW INTERNATIONAL RELATIONSHIPS FUNCTION

Civics and Government Standard Area 5.1: PRINCIPLES AND DOCUMENTS OF GOVERNMENT
Standard / Big Ideas / Essential Questions / Concepts
(What students should know) / Competencies
(What students should be able to do)
5.1.3.A
Describe what government is. / Citizens honor the personal property of others.
Citizens show respect for others and act responsibly.
All citizens are equal before the law.
Active citizens understand that government serves communities and the common good.
An active citizen is a life-long learner.
Just because information appears on the television, radio or internet or comes from a friend or acquaintance doesn't make it true. / Why do we have rules and laws?
Why do we care what our leaders say and do?
What can I do to help my community?
How can I help others in my community?
What happens when I don't follow the rules?
Why should I be proud of my community?
Why should I be proud of Pennsylvania?
Why should I be proud of the United States?
How can I show patriotism and pride in my community, state, and nation?
How do holidays help us understand what is important about us? / Citizens have rights, liberty, and responsibilities.
People do not always like or agree with each other, but they must act respectfully toward each other.
Citizens must help their communities and each other.
Laws and government documents establish the rules for citizens and governments. / Students in this age group should be able to:
Identify the reasons for the existence of rules and laws.
Participate in establishing class rules and consequences.
Comply with established school routines and procedures such as appropriate bus behavior, cafeteria behaviors, playground and recess, lavatory, fire drills.
Demonstrate respect for property of self and others.
Demonstrate environmental stewardship: recycling, conservation of resources, and reduction of waste as measured by school and classroom behavior.
5.1.3.B
Explain the purposes of rules and laws and why they are important in the classroom, school, community, state and nation.
5.1.3.C
Define the principles and ideals shaping government.
· Justice
· Truth
· Diversity of people and ideas
· Patriotism
· Common good
· Liberty
· Rule of law
· Leadership
· Citizenship
5.1.3.D
Identify the document which created Pennsylvania.
5.1.3.E
Identify documents of United States government.
· Declaration of Independence
· Constitution of the United States
· Bill of Rights
5.1.3.F
Explain the meaning of a preamble.
· Constitution of the United States
· Pennsylvania Constitution
5.1.3.G
Describe the purpose of the United States Flag, The Pledge of Allegiance and The National Anthem.
5.1.3.H
Identify Framers of documents of governments.
· Pennsylvania
· United States
5.1.3.I
Explain why government is necessary in the classroom, school, community, state and nation and the basic purposes of government in Pennsylvania and the United States
5.1.3.J
Explain the importance of respect for the property and the opinions of others.
5.1.3.K
Identify symbols and political holidays.
· Pennsylvania (e.g., Charter Day, Liberty Bell, Keystone State)
· United States (e.g., Presidents' Day, Statue of Liberty, White House)
5.1.3.L
Identify ways courts resolve conflicts involving principles and ideals of government.
5.1.3.M
Identify portions of famous speeches and writings that reflect the basic principles and ideals of government (e.g., “I have a dream,” Reverend Martin Luther King; “One small step for mankind,” Neil Armstrong).
Civics and Government Standard Area 5.2: RIGHTS AND RESPONSIBILITIES OF CITIZENSHIP
Standard / Big Ideas / Essential Questions / Concepts
(What students should know) / Competencies
(What students should be able to do)
5.2.3.A
Identify examples of the rights and responsibilities of citizenship.
• Personal rights
• Political rights
• Economic rights
• Personal responsibilities
• Civic responsibilities
/ Citizens honor the personal property of others.
Citizens show respect for others and act responsibly
All citizens are equal before the law.
Active citizens understand that government serves communities and the common good.
An active citizen is a life-long learner.
Just because information appears on the television, radio or internet or comes from a friend or acquaintance doesn't make it true. / Why do we have rules and laws?
Why do we care what our leaders say and do?
What can I do to help my community?
How can I help others in my community?
What happens when I don't follow the rules?
Why should I be proud of my community?
Why should I be proud of Pennsylvania?
Why should I be proud of the United States?
How can I show patriotism and pride in my community, state, and nation?
How do holidays help us understand what is important about us? / Citizens have rights, liberty, and responsibilities.
People do not always like or agree with each other, but they must act respectfully toward each other.
Citizens must help their communities and each other.
Laws and government documents establish the rules for citizens and government. / Students in this age group should be able to:
Identify the reasons for the existence of rules and laws.
Participate in establishing class rules and consequences.
Comply with established school routines and procedures such as appropriate bus behavior, cafeteria behaviors, playground and recess, lavatory, fire drills.
Demonstrate respect for property of self and others.
Demonstrate environmental stewardship: recycling, conservation of resources, and reduction of waste as measured by school and classroom behavior
5.2.3.B
Identify personal rights and responsibilities.
5.2.3.C
Identify sources of conflict and disagreement and different ways conflicts can be resolved.
5.2.3.D
Identify the importance of political leadership and public service in the school, community, state and nation.
5.2.3.E
Describe ways citizens can influence the decisions and actions of government.
5.2.3.F
Explain the benefits of following rules and laws and the consequences of violating them.
5.2.3.G
Identify ways to participate in government and civic life.
Civics and Government Standard Area 5.3: HOW GOVERNMENT WORKS
Standard / Big Ideas / Essential Questions / Concepts
(What students should know) / Competencies
(What students should be able to do)
5.3.3.A
Identify the elected representative bodies responsible for making local, Pennsylvania and United States laws. / Citizens honor the personal property of others.
Citizens show respect for others and act responsibly.
All citizens are equal before the law.
Active citizens understand that government serves communities and the common good.
An active citizen is a life-long learner.
Just because information appears on the television, radio or internet or comes from a friend or acquaintance doesn't make it true. / Why do schools and families have rules?
Why do we have laws and courts?
How are holidays celebrated?
What special customs do Americans have about holidays?
Why do we go to the trouble of having elections?
Why do we have to respect others?
Why do we pay taxes?
Why do we always
respect others? / Citizens have rights, liberties, and responsibilities.
People do not always like or agree with each other, but they must act respectfully toward each other.
Citizens must help their communities and each other.
Laws and government documents establish the rules for citizens and government. / students in this age group should be able to:
Identify the reasons for the existence of rules and laws.
Participate in establishing class rules and consequences.
Comply with established school routines and procedures such as appropriate bus behavior, cafeteria behaviors, playground and recess, lavatory, fire drills.
Demonstrate respect for property of self and others.
Identify the various functions of community services (such as fire and rescue, postal service, mayor, environmental resources officers).
Demonstrate environmental stewardship: recycling, conservation of resources, and reduction of waste as measured by school and classroom behavior.
5.3.3.B
Identify the role of the three branches of government.
· Executive
· Legislative
· Judicial
5.3.3.C
Identify reasons for rules and laws in the school and community.
5.3.3.D
Identify services performed by the local, state and national governments.
5.3.3.E
Identify positions of authority at school and in local, state and national governments.
5.3.3.F
Explain what an election is.
5.3.3.G
Explain why being treated fairly is important.
5.3.3.H
Identify individual interests and explain ways to influence others.
5.3.3.I
Explain why taxes are necessary and identify who pays them.
5.3.3.J
Identify the role of the media in society.
5.3.3.K
Identify different ways people govern themselves.
Civics and Government Standard Area 5.4: HOW INTERNATIONAL RELATIONSHIPS FUNCTION
Standard / Big Ideas / Essential Questions / Concepts
(What students should know) / Competencies
(What students should be able to do)
5.4.3.A
Identify how customs and traditions influence governments.
/ When we choose to buy something or use a resource for our needs, we affect people all over the world.
Computers, cell phones and the Internet have made it possible to easily communicate with people around the world.
The United States has an important leadership role in the world. / What sorts of products do you have in your household that came from other nations?
What does the United States trade to other nations?
How have computers and cell phones and the
Internet changed the way we deal with people in other nations?
Why is the United States friendly with some nations and not with others?
How does our style of living affect other people around the earth?
What can we do as individuals to care for the limited resources of our planet?
How do ideas affect nations around the world? / Nations trade with each other and conduct foreign policy to gain security and wealth.
Nations speak politely to each other through a process called diplomacy.
When nations do not agree, other nations will often use diplomacy to resolve the disagreement.
All people, all nations, and all companies are responsible for taking care of the earth’s resources for present and future generations. / students in this age group should be able to:
Compare and contrast the lives of children in different nations
Recognize that the world is divided into various political units
Identify the presence of imported goods in your home and community
Identify how nations work together to solve problems
5.4.3.B
Recognize that the world is divided into various political units.
5.4.3.C
Identify ways in which countries interact with the United States
5.4.3.D
Identify treaties and other agreements between or among nations.
5.4.3.E
Identify how nations work together to solve problems.

Economics

6.1: ECONOMIC SYSTEMS

6.2: MARKETS AND THE FUNCTIONS OF GOVERNMENT

6.3: SCARCITY AND CHOICE

6.4: ECONOMIC INTERDEPENDENCE

6.5: WORK AND EARNINGS

Economics Standard Area 6.1: ECONOMIC SYSTEMS
Standard / Big Idea / Essential Questions / Concepts
(What students should know) / Competencies
(What students should be able to do)
6.1.3.A
Describe how individuals, families and
communities with limited resources make choices.
/ All economic systems must answer what and how goods and services will be produced and who will consume those goods and services. / What allocation methods are most effective for a specific problem?
Why do societies use money?
What measures could be used to assess the strengths and weaknesses of an economy? / Different methods can be used to allocate goods and services.
Money makes trading easier by replacing barter with transactions involving currency, coins, or checks.
Fluctuations of economic activity refer to an economic cycle. / Compare the advantages and disadvantages of different methods of allocating various goods and service.
Explain why most societies depend on money.
Describe how growth and decline of economic activity predicts future trends.
6.1.3.B
Describe alternative methods of
allocating goods and services and advantages and disadvantages of each.
6.1.3.C
Identify local economic activities.
• Employment
• Output
6.1.3.D
Identify examples of local businesses
opening, closing, expanding or contracting.
Economics Standard Area 6.2: MARKETS AND THE FUNCTIONS OF GOVERNMENTS
Standard / Big Idea / Essential Questions / Concepts
(What students should know) / Competencies
(What students should be able to do)
6.2.3.A
Define and identify goods, services, consumers and producers.
/ The interaction of buyers and sellers determines prices and quantities exchanged except when influenced by governmental policies. / What determines price?
Should government provide goods and services instead of private industry?
How do incentives impact price?
What results does competition between sellers and competition among buyers have on price? / Markets exist when buyers and sellers interact.
Government provides certain kinds of goods and services in a market economy.
Citizens, government employees, and elected officials do not always directly bear the costs of their political decisions.
Inflation causes an increase in most prices while deflation a decease most prices.
Most people have roles as both producers and consumers.
Competition takes place when there are many buyers and sellers of similar products. / Explain the purpose of a market.
Describe why government provides certain goods and services instead of private industry.
Analyze why political leaders would support an idea that helps only a few.
Compare the impact of inflation and deflation on price.
Evaluate the roles of producers and consumers in the marketplace.
Explain the pros and cons of competition in the marketplace.
6.2.3.B
Identify ways local businesses compete to get consumers.
6.2.3.C
Identify and compare means of payment.
• Barter
• Money
6.2.3.D
Identify groups of competing producers in the local area.
6.2.3.E
Identify who supplies a product and who demands a product.
6.2.3.F
Define price and identify the prices of different items.
6.2.3.G
Define what a tax is and identify a tax paid by most families.
6.2.3.H
Identify government involvement in local economic activities.
6.2.3.I
Identify goods and services produced
by the government (e.g., postal service, food inspection).
6.2.3.J
Explain the relationship between taxation and government services.
6.2.3.K
Identify forms of advertising designed to influence personal choice.
6.2.3.L
Explain why most countries create their own form of money.
Economics Standard Area 6.3: SCARCITY AND CHOICE
Standard / Big Idea / Essential Questions / Concepts
(What students should know) / Competencies
(What students should be able to do)
6.3.3.A
Define scarcity and identify limited