Social Studies

• STANDARD 6030-01Time: Students show how environments and communities change over time through the influence of people.
  • OBJECTIVE 6030-0101: Predict how human activity will influence environments and communities.
    • Describe various environments; e.g., desert, plains, tropical, tundra, steppe, mountain, frozen, forest.
    • Identify the influence of people on environments and environments on people.
    • Describe changes in environments caused by human inventions; e.g., plow, steel, railroads, telephone, telegraph, automobile.
• STANDARD 6030-02 Time: Students compare the indigenous people of the local area with the Inca of South America.
  • OBJECTIVE 6030-0201: Examine the Inca of South America.
    • Identify the characteristics of mountain environments.
    • Describe the Inca of South America.
    • Create a time line for the Inca of South America.
  • OBJECTIVE 6030-0202: Compare the Inca of South America to the indigenous people of the local area.
    • Compare the environment of the local area with that of the Andes of South America.
    • Compare the local community with the community of the Inca.
• STANDARD 6030-03 People: Students trace the development and emergence of culture in indigenous communities.
  • OBJECTIVE 6030-0301: Describe the various factors that draw communities together.
    • Identify the elements of culture; e.g., language, government, religion, food, clothing.
    • Identify cultural elements that emerge as communities interact; e.g., roles, traditions.
    • Identify the contributions of the environment to cultural development; e.g., homes, agricultural products, clothing, industries, recreation.
    • Identify the aesthetic expressions of the community; e.g., art, music, dance, drama.
  • OBJECTIVE 6030-0302: Compare the emergence of culture in the local area with the indigenous cultures of the United States.
    • Identify cultural characteristics of indigenous environments of the United States.
    • Compare community characteristics in the local region with other indigenous cultures; e.g., houses, clothing, jobs.
• STANDARD 6030-04 People: Students examine how government and economies develop as the indigenous community develops.
  • OBJECTIVE 6030-0401: Explain the purpose of government.
    • Determine the need of people for government; e.g., maintaining order, justice for citizens.
    • Identify the role of government; e.g., make laws, require taxation, provide education.
    • Explore how the flag of the United States and the pledge of allegiance show patriotism.
    • Describe development of government in indigenous communities.
    • Describe development of government among the Inca of South America.
  • OBJECTIVE 6030-0402: Identify the factors that determine economic development.
    • Identify natural resources within environments that provide for community development.
    • Trace the emergence of occupations relative to available natural resources.
    • Identify producers and consumers in local communities.
    • Identify the relationship between producers and consumers, supply and demand.
    • Describe the economies of the local people and the Inca of South America.
• STANDARD 6030-05 People: Students participate in activities that promote good citizenship.
  • OBJECTIVE 6030-0501: Demonstrate basic citizenship skills.
    • Follow agreed-upon rules and accept responsibility for assigned tasks.
    • Listen to and consider the opinions of others.
    • Work within a group to establish acceptable behaviors and expectations.
    • Practice patriotic citizenship by pledging allegiance to the flag and showing respect for that flag.
  • OBJECTIVE 6030-0502: Identify ways to meet community needs.
    • Differentiate between personal and community needs.
    • Identify specific needs of the community.
    • Identify community needs
• STANDARD 6030-06 Places: Students use map skills to analyze the influence of physical features on the building of communities in the United States.
  • OBJECTIVE 6030-0601: Examine maps and globes.
    • Identify oceans and continents of the world.
    • Locate the northern and southern hemispheres using the equator.
    • Locate the eastern and western hemispheres using the prime meridian.
    • Use grids, scales, and symbols to identify the physical features.
    • Differentiate among towns, cities, states, countries, and continents.
    • Compare natural and human-made boundaries.
  • OBJECTIVE 6030-0602: Recognize the physical features that influenced various community settlements.
    • Identify the physical characteristics of various environments.
    • List natural resources of various environments.
    • Locate on a map the regional settlements of indigenous communities of the United States.
• STANDARD 6030-07 Places: Students make world connections by comparing the physical features of the United States with those of South America.
  • OBJECTIVE 6030-0701: Use map skills to locate South America.
    • Identify the hemisphere of South America.
    • Locate the Andes Mountains of South America.
    • Locate the countries of South America.
    • Identify various environments of South America; e.g., mountain, tropical, plains.
  • OBJECTIVE 6030-0702: Compare the physical features of the Andes Mountains with those of
    the local area.
    • Compare the physical features of the Andes Mountains with those of the local area; e.g., mountains, valleys, plateaus, plains, desert.
    • Compare the natural resources of the local community with those of the Andes Mountains.

a.Strategies for Assessing Background Knowledge

General Interest Inventory

General Social Knowledge Background

Content Specific Interest Inventory

US Government Background Knowledge

b. Vocabulary Elements

1. Student Dictionary

1a. Another Dictionary Idea

2. Spelling & Word Wall Words

c. Literature Helps

1. Leveled Book List

2. Book Report Ideas

2a. More Book Report Ideas

d. Enhancing the Environment

1. Useful Environmental Print

Environmental Print about the Government

2. Interactive Bulletin Boards

3. Government Information Bulletin Board

Student Information Sheet (MSWord)

e. Literacy Lesson Strategies

1. Decoding Strategies

a. Word Scramble and Mad Libs

2. Fluency Strategies

3. Comprehension Strategies

f. Authentic and Meaningful Writing Assignments

g. Centers

Government Center

h. Venues for Students to Share their Work

Share from the Podium

i. Technology Resources

More technology websites

More uses in the classroom

j. Manipulatives and other materials for Enhancing Literacy

Government Dress-up

k. Authentic Assessments

More Authentic Assessments

Students contributing to this section of the site are: Katherine Corry, LeAnn Cosslett, Jamie Gordon, Kimberly Hardin, Julianne Westwood, Tammy Lund, Shannon Speechly, Jenny Wilson, Shae Hall, Laura Haney, Brooke Hiskey. Brandi Jensen, Chelsea Price