As I mentioned on my previous post I am researching quite extensively to find the best 1st grade curriculum to homeschool my son. I have been asking professionals and exploring the Internet. The last two days I worked on the Social Science curriculum, where I planned the methodology of my teaching based on the requirements of the Standard Common Core of Illinois State. The Illinois State has all the information about homeschooling and the learning standards - http://www.isbe.state.il.us/ils/Default.htm
STATE GOAL 14:
Understand political systems, with an emphasis on the United States. Why
This Goal Is Important: The
existence and advancement of a free society depend on the knowledge, skills and
understanding of its citizenry.
Through the study of various forms and levels of government and the
documents and institutions of the United States, students will develop the
skills and knowledge that they need to be contributing citizens, now and in the
future.
A. Understand and explain basic principles of the United
States government.
14.A.1 Describe the fundamental principles of government
including representative government, government of law, individual rights
and the common good.
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To meet
this criterion I will work on to make him understand and comprehend the
principles of USA government teaching him the following:
a)
Democracy: direct and
representative.
b)
Monarchy: absolute and
constitutional.
c)
Oligarchy: Aristocracy, Meritocracy, Military, Plutocracy,
Stratocracy, Technocracy, and Timocracy.
d)
Anarchy.
e)
Authoritarianism.
f)
Anarchy.
g)
Despotism.
h)
Dictatorship.
i)
Kritarchy.
j)
Republic.
k)
Theocracy.
l)
Totalitarim
B. Understand the
structures and functions of the political systems of Illinois, the United
States and other nations.
14.B.1 Identify the different levels of government as local,
state and national.
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To understand the structure of the political
systems I will explain the following: local: city council, town meeting and
Mayor; State: Congress, Governor, and Supreme Court; National: Congress,
President and Supreme Court. I will also use ways to explain the meaning for
the Executive, Legislative, Judicial, the Constitution, Federal Agencies &
Commissions, Election & Voting in USA and other countries.
C. Understand election
processes and responsibilities of citizens.
14.C.1 Identify concepts of responsible citizenship
including respect for the law, patriotism, civility and working with others.
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To be
able to comprehend responsibilities of citizenship I will teach him what it means
to be a U.S. citizen and how citizenship is obtained. He will compare and
contrast personal and political rights with social responsibilities and
personal duties. He will explore global citizenship, and the rights and
responsibilities of citizens in other countries. He will also learn about
community engagement by selecting a problem of their own and creating a plan to
solve it.
D. Understand the roles and
influences of individuals and interest groups in the political systems of
Illinois, the United States and other nations.
14.D.1 Identify the roles of civic leaders (e.g., elected
leaders, public service leaders).
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I will cover the early days of slavery in USA
through the momentous 1950s and 60s and the modern Civil Rights Movement. Discover
the people, groups, and events behind the Civil Rights Movement. Learn about
means of non-violent protest, opposition to the movement, and identify how it
took all three branches of the federal government to effect change. Protest
posters, fictional diary entries, and a map of the movement's major events
develop a greater understanding of the struggle for civil rights. Its also important
to mention the American Revolution, Constitutional Convention, 1st
election, Washington DC, Declaration of Independence and the written of Bill of
rights.
E. Understand United States
foreign policy as it relates to other nations and international issues.
14.E.1 Identify relationships that the federal government
establishes with other nations.
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He will learn about the complex interactions
that exist in our globalized world. Examine the evolution of diplomacy and
international interdependence by looking at recent and historical global
events.
F. Understand the
development of United States political ideas and traditions.
14.F.1 Describe political ideas and traditions important to the
development of the United States including democracy, individual rights and
the concept of freedom.
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For this
area I will present firstly the People who were very influential in the history
of USA such as: George Washington, John Jay, James Madison, Benjamin Franklin,
Thomas Jefferson, John Adams, Abigail Adams, Benjamin Banneker and Pierre
L’Enfant. Secondly I will explicit the symbols of Freedom: Washington Monument,
Lincoln Memorial, Vietnam Veterans Memorial, Jefferson Memorial, US Flag and
White House.
STATE GOAL 15:
Understand economic systems, with an emphasis on the United States.
Why This Goal
Is Important: Why This Goal Is
Important: People's lives are directly affected by the economies of cities,
states, nations and the world. All
people engage in economic activity:
buying, selling, trading, producing and consuming. By understanding economic systems—and
how economics blends with other social sciences, students will be able to make
more informed choices, prudently use resources and function as effective
participants in the economies around them.
A. Understand how
different economic systems operate in the exchange, production, distribution
and consumption of goods and services.
15.A.1a Identify advantages and disadvantages of different ways to
distribute goods and services.
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15.A.1b Describe how wages/salaries can be earned in exchange for
work.
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Present and promote ways to make him understand some Economics
Concepts Definition:
Concept
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Definition
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Scarcity
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Resources are limited, so
people cannot have all the goods and services they want.
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Choice
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Deciding between two or
more possible alternative objects or actions; called an economic choice for
decisions among goods, services, or resources.
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Opportunity Cost
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The next best alternative
that must be given up when a choice is made. Not all alternatives, just the
next best choice.
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Goods and Services
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Objects (goods) or
services (activities) that can satisfy people's wants.
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Resources-Human/Natural/
Capital
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Anything used to produce
goods and services; all natural, human and human-made aids to the production of
goods and services, also called productive resources.
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Barter/Trade
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The direct trading
(barter) or any exchange (trade) of goods and services between people without
the use of money.
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Interdependence
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People depend on each
other to provide goods and services; occurs as a result of specialization of
production.
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Specialization
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Production can often be
best done by several or many people where each person specializes: does only
a part of the job--the part that the person is skilled to do.
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Money/Medium of Exchange
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A medium of exchange,
which is a good (like shells or metal coins or pieces of paper) that can be
used to buy other goods and services.
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Saving
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Not spending all of one's
income; the part of income not used for consumption.
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Spending
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Purchase of currently
produced goods or services; using income to buy for consumption.
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Producers/
Production
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People who use resources
to make goods and services, also called workers./ The making of goods and
services using resources.
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Consumers/Consumption
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People whose wants are
satisfied by using goods and services/using goods and services.
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Factors of Production
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Resources used by
businesses to produce goods and services.
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Markets
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Any setting where buyers
and sellers exchange goods, services, resources, and currencies.
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Prices
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The value of a good or
service stated in money terms.
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Trade-offs
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Giving up one thing or
activity to get some of another.
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Demand
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A schedule of how much
consumers are willing and able to buy at each possible price during some time
period
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Supply
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A schedule of how much
producers are willing and able to produce and sell at each possible price
during some time period.
|
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Competition
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Rivalry among sellers to
sell (supply) goods and services, or among buyers to buy (acquire) a service
or good.
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Equilibrium Price
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The market clearing price
at which the quantity demanded by buyers equals the quantity supplied by
sellers.
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Entrepreneurs
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The human resource
(person) who assumes the risk of organizing the other productive resources to
produce goods and services.
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Profit
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The difference between
the total revenue and total cost of producintg and selling a good or service
in a business; entrepreneurial income.
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Functions of Money
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Money is used as or
"functions as" a medium of exchange, as a store of value, and as a
unit of account.
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Circular Flow
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A model of an economy
showing the interactions between households and business firms as they
exchange goods and services and resources in markets.
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Public Goods
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Goods and services that
are provided by the government. They are often goods that individuals don't
buy enough of, but provide everyone benefits if widely consumed, such as
education or national defense.
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Economic Systems
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The way a society
organizes the production, consumption, and distribution of goods and
services.
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Role of Government
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The economic actions and
results of government activities.
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Taxes
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Required payments of
money made to governments by households and business firms.
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Credit
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The purchase of something
using a promise to pay in the future.
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Unemployment
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The situation in which
people are willing and able to work at current wages but cannot find jobs.
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Shortages and Surpluses
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The situation resulting
when the quantity demanded exceeds (shortage) or is less than (shortage) the
quantity supplied at the current price of a good, service, or resource.
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Barriers to Trade
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Government policies or
regulation that restricts international trade, such as tariffs and import
duties.
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Exchange Rate
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The price of the currency
of one country in terms of another currency, e.g dollars per euro.
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Incentives
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Things that motivate and
influence the behavior of households and businesses. Prices, profits, and
losses act as incentives for participants to take action in a market economy.
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Productivity
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The ratio of output
(goods and/or services) to input, or the amount of output produced per unit
of productive resources over a period of time.
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Economic Goals
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The objectives that
economies pursue, such as full employment, stability, economic growth, and
efficiency.
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Market Failures
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Situations in which the
outcome of the market is not efficient from society's point of view, e.g.,
the market participants might have no market incentives to avoid polluting
the environment.
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Economic Indicators
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Measures constructed to
show where the overall economy has been, is now, or is going.
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Inflation
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A persistent rise in
overall prices.
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Monetary Policy
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Policy done by a central
bank to support the economy, relating to the supply of money, credit, and
interest rates.
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Fiscal Policy
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Policy done by a central
spending authority of the government to support the economy, relating to
spending and taxes.
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Economic Institution
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Customs, behaviors, or
organizations that are commonly found in an economy. Often used to refer to
specific agencies or organizations that have a particular economic objective.
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Federal Reserve
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The central bank of the
United States that makes policy for the money supply, credit, and interest
rates.
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Income Distribution
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The way national income
is divided among households in the economy.
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Comparative Advantage
|
Describes a basis for
specialization and trade between people or countries based on differences in
their resources distribution.
|
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Economic Growth
|
Percentage increases of
some overall measure of the economy, such as GDP.
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To explain salaries/wages I will use the book “A
Chair for My Mother”, which is a story about a little girl and her family
saving money in a jar to buy a chair after their furniture is destroyed in a
fire. I will design a lesson to make my son understand about human resources,
comprehend that the work of people allows them to earn income and also learn about
savings.
B.
Understand that scarcity necessitates choices by consumers.
15.B.1 Explain why consumers must make choices.
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I will design a lesson where my son has to make a decision of
what to buy. I will use M&M's, Jelly Belly beans, and Starbursts.
C.
Understand that scarcity necessitates choices by producers.
15.C.1a Describe how human, natural and capital resources are
used to produce goods and services.
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15.C.1b Identify limitations in resources that force
producers to make choices about what to produce.
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Identify and categorize examples
of productive resources used to produce a good or service. Use modeling
clay to represent these resources. Use books based on productive resources
such as “Extra Cheese, Please!
Mozzarella’s Journey from Cow to Pizza” by Cris Peterson, or “The Goat in the Rug” by Geraldine the Goat.
D.
Understand trade as an exchange of goods or services.
15.D.1a Demonstrate the benefits of simple voluntary
exchanges.
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15.D.1b Know that barter is a type of exchange and that money
makes exchange easier.
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I will use the book “The Wampum Bird” and
“Welcome to the Trade Museum” as a source of folk tales to make him recognize
the inter-relatedness of goods, services, and money. The lesson plan will
make him locate information about barter as a means of trade, use folk tales
as an historical instrument. The idea is to brainstorm situations were he exchanged money for
service, or goods for goods or services for goods. Ask/discuss how people
long ago acquired goods and services without coins or currency. Read the
“welcome to the trade museum” book and ask him to answers to the Pop Quiz at
the end. Afterwards, ask him to explain in his own words, why barter became
too impractical, cumbersome, and complicated. Returning to the primitive form
of money in early North American history, tell or read the folk tales from
“the wampum bird”.
I will also use the following
source to plan a lesson called “where do your cornflakes come from?
http://www.haweselevator.org/teacher_edres_plans2.html
E.
Understand the impact of government policies and decisions on
production and consumption in the economy.
15.E.1 Identify goods and services provided by government.
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Many goods and services are
provided by the Government, including buildings and maintenance of roads.
Children and their families make use of roads daily, seemingly free of
charge. I will plan a lesson that explores the true cost of a 'free ride'. I
will explain that there are many goods and services which the government
provides for us which individuals do not need to pay for it directly, an
example is the schools. The link below is the lesson plan “free ride”.
STATE GOAL 16:
Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations. Why This Goal Is
Important: George Santayana said
"those who cannot remember the past are condemned to repeat
it." In a broader sense,
students who can examine and analyze the events of the past have a powerful
tool for understanding the events of today and the future. They develop an understanding of how
people, nations, actions and interactions have led to today's realities. In the process, they can better
define their own roles as participating citizens.
Historical
eras
Local, State and United States History (US)
• Early history in the Americas to 1620
• Colonial history and settlement to 1763
• The American Revolution and early national period to 1820s
• National expansion from 1815 to 1850
• The Civil War and Reconstruction from 1850 to 1877
• Development of the industrial United States from 1865 to
1914
• The emergence of the United States as a world power from
1890 to 1920
• Prosperity, depression, the New Deal and World War II from
1920 to 1945
• Post World War II and the Cold War from 1945 to 1968
• Contemporary United States from 1968 to present
World History (W)
• Prehistory to 2000 BCE
• Early civilizations, nonwestern empires, and tropical
civilizations
• The rise of pastoral peoples to 1000 BCE
• Classical civilizations from 1000 BCE to 500 CE
• Fragmentation and interaction of civilizations from 500 to
1100 CE
• Centralization of power in different regions from 1000 to
1500 CE
• Early modern world from 1450 to 1800
• Global unrest, change and revolution from 1750 to 1850
• Global encounters and imperialism and their effects from
1850 to 1914
• The twentieth century to 1945
• The contemporary world from 1945 to the present
A. Apply the skills of
historical analysis and interpretation.
16.A.1a Explain the difference between past, present and future
time; place themselves in time.
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16.A.1b Ask historical questions and seek out answers from
historical sources (e.g., myths, biographies, stories, old photographs,
artwork, other visual or electronic sources).
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16.A.1c Describe how people in different
times and places viewed the world in different ways.
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Design a lesson
on Long Ago and Yesterday discussing changing customs and lifestyles about
our family. He will learn about the differences between life today and life
long ago including how technology has changed over the years. He will see the
similarities and differences in technology, music, transportation,
communication, and television. Read the books: “The Hundred Penny Box” and
“The Quilt Story”.
B.
Understand the development of significant political events.
16.B.1a
(US) Identify key individuals
and events in the development of the local community (e.g., Founders days,
names of parks, streets, public buildings).
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16.B.1b
(US) Explain why individuals,
groups, issues and events are celebrated with local, state or national
holidays or days of recognition (e.g., Lincoln’s Birthday, Martin Luther
King’s Birthday, Pulaski Day, Fourth of July, Memorial Day, Labor Day,
Veterans’ Day, Thanksgiving).
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16.B.1
(W) Explain the
contributions of individuals and groups who are featured in biographies,
legends, folklore and traditions.
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I am going to present this topic through books such as:
“Lives of the Presidents: Fame, Shame (and what the Neighbors Thought)” by
Kathleen Krull, and “My Fellow Americans: A Family Album” by Alice Provensen,
and “Happy Birthday, Grandma Moses!” by Claire Bonfanti Braham. I will also
use the following website to inspire me with ideas for lesson plans about
national holidays - http://holidays.mrdonn.org/USHolidays.html
Paul Bunyan, Pecos Bill, John Henry and Brer Rabbit are
important names of the American tall-tale figure, as well as Davy Crockett,
Annie Oakley and Johnny Appleseed are individuals whose life stories became
legendary, and which I will introduce to my son. I will use the following books
to guide me: “From Sea to Shinning Sea: A Treasury of American Folklore and
Folk Songs” by Amy L. Cohn, and “John Henry: An American Legend” by Ezra Jack
Keats, and “Tall Tales Series” by Steven Kellogg, and “Yankee Doodle: A
Revolutionary War Tale” by Gary Chalk.
C.
Understand the development of economic systems.
16.C.1a
(US) Describe how Native
American people in Illinois engaged in economic activities with other
tribes and traders in the region prior to the Black Hawk War.
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16.C.1b
(US) Explain how the economy
of the students’ local community has changed over time.
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16.C.1a
(W) Identify how people and
groups in the past made economic choices (e.g., crops to plant, products to
make, products to trade) to survive and improve their lives.
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16.C.1b
(W) Explain how trade among
people brought an exchange of ideas, technology and language.
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In
this category the children need to know the different ways people earned a
living in the past. Books I will use to research these topics: “ Terri
Cohlene” by Watermill Press, “Wild and Woolly Mammoths” by Aliki, Colonial
Kids: An Activity Guide to Life in the New World” by Laurie Carlson, “Ben and
Me” by Robert Lawson, and many more available at by the books I recommend.
D. Understand Illinois, United States and world
social history.
16.D.1
(US) Describe key figures and
organizations (e.g., fraternal/civic organizations, public service groups,
community leaders) in the social history of the local community.
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16.D.1
(W) Identify how
customs and traditions from around the world influence the local community.
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To
ensure that my son learn the customs and traditions of people of Illinois,
the United States and the world, I will describe it through books, as well as
the following website to plan my lessons:
E. Understand
Illinois, United States and world environmental history.
16.E.1
(US) Describe how the local
environment has changed over time.
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16.E.1
(W) Compare depictions of the
natural environment that are found in myths, legends, folklore and
traditions.
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To explain how people in Illinois, the
United States and the world changed their environment in the past I will use
books to illustrate it, as well as the following website for inspiration for
my lessons. It is a great website full of brilliant ideas to teach our
children:
The website also provide a list of folklore books:
STATE GOAL 17:
Understand world geography and the effects of geography on society,
with an emphasis on the United States. Why This Goal Is Important: The need for geographic literacy has
never been greater or more obvious than in today's tightly interrelated
world. Students must understand
the world's physical features,
how they blend with social systems and how they affect economies,
politics and human interaction.
Isolated geographic facts are not enough. To grasp geography and its effect on individuals and
societies, students must know the broad concepts of spatial patterns,
mapping, population and physical systems (land, air, water). The combination of geographic facts
and broad concepts provides a deeper understanding of geography and its
effects on individuals and societies.
A.
Locate, describe and explain places, regions and features on the
Earth.
17.A.1a Identify physical characteristics of places, both
local and global (e.g., locations, roads, regions, bodies of water).
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17.A.1b Identify the characteristics and purposes of
geographic representations including maps, globes, graphs, photographs,
software, digital images and be able to locate specific places using each.
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I will use “Geography from A-Z” by Jack Knowlton and “How
We Learned the Earth is Round” by Patricia Lauber. I also found a website
with ideas of lesson plan: http://www.brighthubeducation.com/lesson-plans-grades-1-2/95698-two-activities-with-globes-and-maps/
B.
Analyze and explain characteristics and interactions of the Earth’s
physical systems.
17.B.1a Identify components of the Earth’s physical
systems.
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17.B.1b Describe physical components of ecosystems.
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In
this criterion I need to teach my son to be able to understand the physical
features of the Earth: Land: mountains,
valleys, hills, plains, pleatues, deserts, and forests; Water: seas, rivers,
lakes, and oceans.
As
well as locate visual representations of global address: community, state,
country, continent, world, identify landforms, identify bodies of water, tell
the difference between weather and climate, describe how climate affects
people’s lives, compare places that have different climates, describe and
identify landform regions, describe and identify plant regions, explain the
difference between natural and synthetic resources and between renewable and
nonrenewable resources, describe effects on the environment when people use
natural resources to meet their needs and wants. After presenting all these
subjects he will develop skills to be able to locate on a globe the poles, identify
intermediate directions, identify the main idea and supporting details of a
passage.
C.
Understand relationships between geographic factors and society.
17.C.1a Identify ways people depend on and interact with the
physical environment (e.g., farming, fishing, hydroelectric power).
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17.C.1b Identify opportunities and constraints of the physical
environment.
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17.C.1c Explain the difference between renewable and
nonrenewable resources.
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The lessons for this criterion
are also mentioned above on the common core 17B.
D.
Understand the historical significance of geography.
17.D.1 Identify changes in geographic characteristics of
a local region (e.g., town, community).
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To explain why people move to different places and
regions I will present the topics of urban and rural communities and I will explain migration. I
will use books and also helpful websites such as:
STATE GOAL 18:
Understand social systems, with an emphasis on the United States. Why
This Goal Is Important: A study of social systems has two important aspects
that help people understand their roles as individuals and members of
society. The first aspect is
culture consisting of the language, literature, arts and traditions of
various groups of people.
Students should understand common characteristics of different
cultures and explain how cultural contributions shape societies over
time. The second aspect is the
interaction among individuals, groups and institutions. Students should know how and why
groups and institutions are formed, what roles they play in society, and how
individuals and groups interact with and influence institutions.
A.
Compare characteristics of culture as reflected in language,
literature, the arts, traditions and institutions.
18.A.1 Identify folklore from different cultures which became
part of the heritage of the United States.
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I
will teach my how identify groups that most people belong to, describe the
leader’s role in a group, tell why rules are important to a group, identify the
characteristics of a community and a neighborhood, explain that people can work together to improve their neighborhoods
and communities, compare characteristics of cities and suburbs, explain
relationships between cities and suburbs, describe the characteristics of a
rural community, describe the relationships of rural communities to urban
communities. Afterwards he will develop
the following skills : Compare maps
and globes, use symbols and use a compass rose to identify cardinal
directions, compare stories and art from different regions and times, find
places on a neighborhood map, using a simple number-letter grid, and read a
calendar.
B.
Understand the roles and interactions of individuals and groups in
society.
18.B.1a Compare the roles of individuals in group situations
(e.g., student, committee member, employee/employer).
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18.B.1b Identify major social institutions in the community.
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The lessons for this criterion
are also mentioned above on the common core 18A.
C.
Understand how social systems form and develop over time.
18.C.1 Describe how individuals interacted within
groups to make choices regarding food, clothing and shelter.
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I
will teach my son to describe how children learn beliefs and values from
their families, explain that Americans or their ancestors come from all over
the world, describe contributions of various cultures to American life, analyze
art and language to find evidence of other cultures, explain the importance
of American symbols and landmarks, describe how a work of art reflects the
cultural heritage of the community or country, explain the differences among
national, state, and religious holidays. My son will be able to use a
timeline to determine sequence, tell how people make choices to change society, use
decision-making skills.
Books I will use and recommend:
1. The Usborne Book of World History (Picture World)
By Anne Millard
2.
Time Traveler: Visit Medieval
Times, the Viking Age, the Roman World and Ancient Egypt (Usborne Time
Traveler)
By Judy Hindley, James
Graham-Campbell, Patricia Vanags
3. Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt
By Gail Gibbons
4. George Washington [Paperback], Ingri d'Aulaire and Edgar Parin d'Aulaire
5. Columbus [Paperback], Edgar Parin D'Aulaire, Ingri D'Aulaire
6. Abraham Lincoln (Bicentennial
Edition) [Paperback], Ingri and Edgar Parin D'Aulaire
7. Pocahontas [Paperback], Ingri and Edgar Parin d'Aulaire
8. Draw Write Now, Book 2:
Christopher Columbus, Autumn Harvest, Weather (Draw-Write-Now) [Paperback],Marie Hablitzel, Kim Stitzer
9. The Fourth of July Story [Paperback] Alice Dalgliesh, Marie Nonnast
10. A More Perfect Union: The
Story of Our Constitution by Betsy Maestro
11. Squanto, Friend Of The
Pilgrims (Scholastic Biography) by Clyde Robert Bulla
12. Margaret
Pumphrey's Pilgrim Stories by Elvajean Hall
13. Winter at Valley
Forge: Survival and Victory (Adventures in Colonial America) by James E. Knight
14. The
Thanksgiving Story by Alice Dalgliesh
15. Wee Sing America by Susan Hagen
Nipp
16. Buffalo Bill [Paperback], Ingri Parim D'aulaire
17. Benjamin Franklin [Paperback],Ingri D'Aulaire, Edgar Parin D'Aulaire
18. Minn of the Mississippi [Paperback],Holling C. Holling
19. The Church History ABCs:
Augustine and 25 Other Heroes of the Faith [Hardcover],Stephen J. Nichols, Ned Bustard
20. Meet Thomas Jefferson
(Landmark Books) [Paperback],Marvin Barrett, Pat Fogarty
21. If You Traveled West In A
Covered Wagon [Paperback],Ellen Levine, Elroy Freem
22. The United States of
America: A State-by-State Guide [Paperback],Millie Miller, Cyndi Nelson
23. United States Coloring
Book (Dover History Coloring Book) [Paperback],Winky Adam
24. Wonders of the World
Coloring Book (Dover History Coloring Book) [Paperback] G. Smith
25. The American Story: 100
True Tales from American History [Hardcover], Jennifer Armstrong, Roger Roth
26. Children's Encyclopedia of
American History (Smithsonian) (Smithsonian Institution) [Hardcover], David C. King, David C. King
27. DK History of the World [Hardcover], Simon Adams
28. Timelines of History [Hardcover] DK Publishing
29. What Presidents Are Made
Of [Hardcover], Hanoch Piven
30. The Hundred Penny Box by
Sharon Bell Mathis
31. The Quilt Story by Tony
Johnston
32. They were Strong and Good
by Robert Lawson
33. Lives
of the Presidents: Fame, Shame (and what the Neighbors Thought) by Kathleen
Krull
34. My Fellow Americans: A Family Album by Alice
Provensen
35. Happy Birthday, Grandma Moses! by Claire Bonfanti
Braham
36. From Sea to Shinning Sea: A Treasury of American
Folklore and Folk Songs by Amy L. Cohn
37. John Henry: An American Legend by Ezra Jack Keats
38. Tall Tales Series by Steven Kellogg
39. Yankee Doodle: A Revolutionary War Tale by Gary
Chalk.
I will also include many trips to the main museums in Chicago to enhance his learning. After designing my curriculum for all the subjects I will put it on a monthly plan which I will post as soon as I finish.
I would love to hear from you giving me any suggestion or comment about this matter in order to improve my methodology. Thanks :).
Fabiana
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