Yellow – 1st grading period pink – 2nd grading period green – 3rd grading period

blue – 4th grading period red - 5th grading period violet - 6th grading period

Harrison County Schools

Course/Subject Name: Social Studies Grade Level Targeted: P3/2nd grade

Kentucky
Core Content
Version 4.1 / Student Outcomes /

Key/Common Vocabulary

/ Activities
and
Assessments / Resources /
SS-EP-1.1.1
Students will identify the basic purposes of local government (to establish order, provide security and accomplish common goals); give examples of services local governments provide (e.g., police and fire protection roads and snow removal, garbage pick-up,) and identify how they pay for these services (taxes).
SS-EP-1.1.2
Students will identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws. DOK 2
SS-EP-1.2.1
Students will describe how their local government is structured (e.g., mayor, city council, judge-executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky.
SS-EP-1.3.1
Students will define basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) and explain why they are important today.
SS-EP-1.3.2
Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important. DOK 2 / Students will
• demonstrate (e.g., speak, draw, write) an understanding of the nature of government:
o explain basic functions (to establish order, to provide security and accomplish common goals)
of local government
o explore and give examples of the services (e.g., police and fire protection, maintenance of
roads, snow removal, garbage pick-up)
o investigate how the local government pays for services (by collecting taxes from people who
live there)
o explain the reasons for rules in the home and at school; and compare rules (e.g., home,
school) and laws in the local community
o investigate the importance of rules and laws and give examples of what life would be like
without rules and laws (home, school, community)
• explore personal rights and responsibilities:
o explain, demonstrate, give examples of ways to show good citizenship at school and in the
community (e.g., recycling, picking up trash)
o describe the importance of civic participation and locate examples (e.g., donating canned
food to a class food drive) in current events/news
• use a variety of print and non-print sources (e.g., stories, books, interviews, observations) to
identify and describe basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) / Government and Civics
bills
bills of rights
branches of government
citizenship
constitution
councilmen
democracy
executive
government
governor
judicial
laws
local
magistrate
mayor
national
offices
president
representative
roles of citizens
senator
state
voting
Students will understand that
• local governments are formed to establish order, provide security and accomplish common goals.
• citizens of local communities have certain rights and responsibilities in a democratic society.
• local communities promote the basic principles (e.g., liberty, justice, equality, rights,
responsibilities) of a democratic form of government. / Wear community helper hats and role play
Experience visits from police and fire departments including D.A.R.E.
Participate in D.A.R.E.
Participate in Junior Achievement
Participate in Learn Not to Burn
Discuss community issues that may be on an election ballot
Discuss reasons for landscaping and recycling
services during a celebration of “Earth Day”.
Use current events and daily life activities as a forum to discuss why community services exist.
Help create and/or display charts of classroom
and school rules.
Use current events and daily life activities to discuss the purposes of specific laws.
Discuss purposes of laws during culture studies.
Discuss civil rights and the Constitution as part of conflict resolution lessons and historical discussions
Help develop a classroom “Bill of Rights.”
Perform classroom jobs/duties.
Discuss school rules and consequences.
Discuss the district discipline policy.
Help create classroom rules.
Discuss community and state laws as they apply to the students and as they come up in informal discussions (ie. Crossing at the crosswalks, driving and voting at certain ages, recycling, etc.)
Discuss current elections
Participate in mock elections
Vote to make choices (ie. naming the class pet,
selecting a reward video, selecting a team name, etc.).
SS-EP-1.1.1
DOK 1 – student will list reasons why local governments are needed
DOK 2 – student will compare and contrast the services of local governments
DOK 3 – student will plan and construct writing, role playing, or informal presentations regarding community roles and government policies
DOK 4 – student will analyze how economic institutions pay for community services

SS-EP-1.1.2 & 1.3.1

DOK 1 – student will list and name home, school, and community rules/laws
DOK 2 – student will compare and describe the characteristics of a responsible citizen that follows the rules of home, school, and community
DOK 3 – student will work in cooperative groups to plan and or solve conflicts that arise in a community setting
DOK 4 – student will examine the rules and values of various cultures

SS EP 2.1.1

DOK 1 – student will name or list beliefs, traditions, and languages they use in their home, school, and community
DOK 2 –student will compare and contrast other values and beliefs as to their own
DOK 3 – student will choose a culture and participate in internet research
DOK4 – student will examine the rules and values of various cultures
Including their own by discussing current events / http://www.hud.gov/kids/
http://bensguide.gpo.gov/k-2/neighborhood/index.html
http://www.kizclub.com/storytime/neighborhood/neighborhood.html
http://www.kizclub.com/Sbody.html
http://pbskids.org/democracy/mygovt/school.html
http://www.drdaveanddee.com/elbows.html
SS-EP-2.1.1
Students will describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts). DOK 1
SS-EP-2.2.1
Students will identify social institutions (government, economy, education, religion, family) and explain how they help the community.
SS-EP-2.3.1
Students will describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/ groups at home and at school. DOK 2 / Students will
• develop an understanding of the nature of culture:
o explore and describe cultural elements (e.g., beliefs, traditions, languages, skills, literature,
the arts)
o investigate diverse cultures using print and non-print sources (e.g., stories, books, interviews,
observations)
• investigate social institutions (e.g., schools) in the community
• describe interactions (e.g., compromise, cooperation, conflict, competition) that occur between
individuals/groups
• describe and give examples of conflicts and conflict resolution strategies / Culture and Society
art
beliefs
customs
dress
food
History
holidays
language
music
religion
stories
Society
family
school
clubs
teams
conflict resolution
competition
disagree
argue
stereotypes
prejudice
tools of compromise
cooperation
human needs
Students will understand that
• culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills
shared by a group of people.
• cultures develop social institutions (e.g., government, economy, education, religion, family) to
structure society, influence behavior, and respond to human needs.
• interactions among individuals and groups assume various forms (e.g., compromise, cooperation,
conflict, competition).
• a variety of factors promote cultural diversity in a community.
• an understanding and appreciation of the diverse complexity of cultures is essential to interact
effectively and work cooperatively with the many diverse ethnic and cultural groups of today. / Learn information about “Holidays Around the World”
Use news magazines that cover current events (e.g.,
Scholastic News, Time for Kids, etc.)
Use read-alouds, language arts, and informal discussions
to discuss the elements of culture
Learn origins of holidays as they arise throughout the year.
Participate in cooperative groups
Understand classroom jobs and be able to define their
purpose in the classroom and school
!Use manners and respect for others
Learn from the book Teaching Students to Get Along:
Reducing conflict and increasing cooperation in K-6
classrooms by Lee Canter and Katia Peterson.
Discuss prejudices during Martin Luther Day activities.
Role-play to practice listening skills.
Play “Following Directions” activities.
Play listening games such as the “Telephone Game.”
Role-play solutions to problems that show up during group
work, lunch, specials, etc.
Make giant peace banners using the cooperation of all
students.
Read news magazines and watch National Geographic videos
SS EP 3.1.1

SS EP 3.3.1

SS EP 3.4.1
DOK 1 – student will work in cooperative pairs to show the difference between consumers and producers
DOK 2 – student will compare and contrast the difference between cost and demand
DOK 3 – student will engage in various forms of writing (journals, portfolios, OR) to develop a further understanding of economic concepts
DOK 4 – student will distinguish the difference between consumption, production, and distribution through open response
SS-EP-3.1.1
Students will define basic economic terms related to scarcity (e.g., opportunity cost, wants and needs, limited productive resources-natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs.DOK 2
SS-EP-3.2.1
Students will identify and give examples of economic institutions (banks) and explain how they help people deal with the problem of scarcity (e.g., loan money, save money) in today’s market economy.
SS-EP-3.3.1
Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). DOK 2
SS-EP-3.4.1
Students will define basic economic terms related to production, distribution and consumption (e.g., goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (e.g., by price, first-come-first-served, sharing equally). DOK 2
SS-EP-3.4.2
Students will describe how new knowledge, technology/tools, and specialization increases productivity in our community, state, nation and world. / Students will
• develop an understanding of the nature of limited resources and scarcity:
o investigate and give examples of resources
o explain why people cannot have all the goods and services they want
o solve economic problems related to prioritizing resources, saving, loaning and spending
money
o explore differences between limited natural resources and limited human resources
• investigate banks in the community and explain how they help people (e.g., loan money, save
money)
• compare ways people in the past/present acquired what they needed, using basic economic
terms related to markets (e.g., goods, services, profit, consumer, producer, supply, demand,
buyers, sellers, barter)
• describe and give examples of production, distribution and consumption of goods and services in
the community / Economics
availability of goods
barter
consumer
consumption
distribution
financial enterprise
goods and services
large and small systems
opportunity costs
production
profit
scarcity
supply and demand
wants and needs
checks and balances
Students will understand that
• the basic economic problem confronting individuals and groups in our community today is
scarcity; as a result of scarcity economic choices and decisions must be made.
• a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact
individuals, groups and businesses in the community today.
• economic institutions are created to help individuals, groups and businesses in the community
accomplish common goals.
• markets enable buyers and sellers to exchange goods and services.
• production, distribution and consumption of goods and services in the community have changed
over time.
• individuals, groups and businesses in the community demonstrate interdependence as they make
economic decisions about the use of resources (e.g., natural, human, capital) in the production,
distribution, and consumption of goods and services. / Use token economy system.
Use current trends to illustrate how society is driven by
what they can’t easily obtain. (e.g., Pokémon, Beanie
Babies, etc.)
Use informal discussion as it relates to every day life.
Participate in a food and clothing drive and adopt a
family during the Seasonal Holidays.
Use token economy system.
Experience opportunity cost during daily choice making
activities.
Learn to choose between options. (e.g., selecting lunch
items, etc.)
Participate in a token economy where students are paid
for their jobs.
Discuss current events and daily events.
Understand why their parents work.
Interview their parents as to how they make economic decisions.
Have an opportunity to be both the buyer and the seller in
a mock grocery store
1-3
Discuss current events and daily events and discuss
interesting fads.
Understand that products are made because so many
people want them, and that not many are produced once
the fad in over.
Study bartering as it applies to individual cultures.
Identify examples of bartering in folktales and other literature and in historical activities that arise throughout
the year.
Participate in an activity in which students are paid with packaging peanuts that must be kept in their possession.
Discuss the difficulties of keeping so many peanuts and
decide why paper money is more efficient.
Use token economy system.
Read and discuss The Boxcar Children: Book One and emphasize the economic decisions within.
Use current and daily life events to discuss why some people own certain things that others do not.
Compare the lives of children in our own community to that of children in other communities as well as children of celebrities.
Identify examples of situations in which wealthy people choose to give their wealth to the needy or to set
examples with their own children (e.g., Name famous children actors whose parents put their money in savings and set up budgets and allowances to help them
appreciate the value of money.
Play board games that use the concepts of consumers and producers.
Study family and community.
Learn the difference between public and private goods and services such as private vs. public schools, store
security vs. police officers, etc.
Discuss prices of things they have bought and explain why they had to pay taxes on those items.
Learn that taxes are paid for particular goods and services and those goods and services are used or discussed in
class (e.g., textbooks, equipment, etc.).
Discuss school tax levies when they arise. / http://www.knowitall.org/kidswork/
http://www.earthforce.org/
SS-EP-4.1.1
Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community.
SS-EP-4.1.2
Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earth’s surface and use relative location.