STATE & NATIONAL CURRICULUM STANDARDS COVERED BY EACH LESSON

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1 STATE & NATIONAL CURRICULUM STANDARDS COVERED BY EACH LESSON LESSON 1 FRONTIER FASHIONS State Standards Tennessee Social Studies Standards Understand the diversity of human cultures a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns. 3.1.spi.1. Recognize some of the major components of a culture (i.e., language, clothing, food, art, and music). 3.1.spi.2. Determine similarities and differences in the ways different cultural groups address basic human needs (i.e., food, water, clothing, and shelter by interpreting pictures) f. Trace the development of a product from a natural resource to a finished product. 3.2.spi.1. Distinguish the difference between a natural resource and finished product. 3.2.tpi.2. Recognize people must work in order to provide goods and services in the community e. Understand how technology allows people to adapt the environment to meet their needs Understand the place of historical events in the context of past, present, and future c. Use vocabulary related to chronology, including past, present and future. 3.5.tpi.3. Perform daily activities without modern conveniences (e.g., mash potatoes manually, read by candle light, wash clothes by hand). 3.5.tpi.6. Identify people, events, areas and ideas that create a history of a place. 3.5.tpi.13. Use facts and concepts drawn from history along with methods of historical inquiry to make informed decisions. 3.6.tpi.3. Understand that scientific discoveries and technology change the way of life for the world across time. 3.6.tpi.6. Determine how scientific and technological discoveries changed the way of life for the world across time (e.g., cotton gin, automobile, electricity, and communications) Understand the diversity of human cultures b. Explain how European settlers created a new culture a. Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns b. Compare how people from different cultures think about and handle their physical environments and social conditions b. Identify customs, celebrations, and traditions of various cultures groups in early Tennessee Recognize the interaction between human and physical systems around the world Understand the place of historical events in the context of past, present and future. 4.5.spi.4. Determine the hardships faced by early Tennessee settlers in the late 1700's (i.e., security, isolated communities, lack of access to goods, natural geography) Understand the diversity of human cultures. 5.1.spi.1. Recognize components of American culture (i.e., holidays, language, clothing, food, art, music, and religion). 5.1.spi.2. Interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion

2 Recognize the interaction between human and physical systems around the world. Tennessee Language Arts Standards Use established rules for polite conversation (e.g., take turns, ask questions) and attentive listening (e.g., do not interrupt, raise hands, face speaker) Demonstrate the ability to follow three-step oral directions Respond to questions from teachers and other group members and pose follow up questions for clarity Participate in group discussions Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatizations, oral presentations) Write journal entries Build vocabulary by listening to literature and participating in discussions Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback) Formulate and respond to questions from teachers and group members Use rules for polite conversation Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations) Express reactions, personal experiences, and opinions orally Continue to develop group discussion skills and to work in teams Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained) Build vocabulary by listening to literature, participating in discussions, and reading selfselected and assigned texts Use established rules for polite conversation (e.g., do not interrupt, face the speaker, listen attentively, provide appropriate feedback, take turns,) Formulate and respond to questions from teachers and group members Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication). Tennessee Reading Standards Develop oral language d. Respond to questions from teachers and other group members and pose follow-up questions for clarity e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations) Develop listening skills.

3 c. Listen and respond to a variety of media (e.g., books, audio tapes, videos) Develop and extend reading vocabulary a. Build vocabulary by listening to literature and participating in discussion Experience various literary and media genres a. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres Continue to develop oral language and listening skills d. Formulate and respond to questions from teachers and other group members Expand reading vocabulary a. Build vocabulary by listening to literature, participating in discussions, and reading selfselected and assigned texts Continue to develop oral language and listening skills d. Formulate and respond to questions from teachers and other group members Expand reading vocabulary a. Build vocabulary by listening to literature, participating in discussions, and reading selfselected texts. National Standards National Social Sciences Standards Grades K-4: NSS-USH.K-4.1 LIVING AND WORKING TOGETHER IN FAMILIES AND COMMUNITIES, NOW AND LONG AGO Understands family life now and in the past, and family life in various places long ago NSS-USH.K-4.2 THE HISTORY OF STUDENTS' OWN STATE OR REGION Understands the people, events, problems, and ideas that were significant in creating the history of their state

4 LESSON 2 TENNESSEE THEN, TENNESSEE NOW State Standards Tennessee Social Studies Standards Understand the diversity of human cultures a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns b. Compare ways in which people from different cultures think about and deal with their physical environment and social conditions. 3.1.spi.1. Recognize some of the major components of a culture (i.e., language, clothing, food, art, and music). 3.1.spi.2. Determine similarities and differences in the ways different cultural groups address basic human needs 3.1.tpi.3. Recognize that the world is made up of many people, and their history may differ from the student's own by examining artifacts such as a cultural time capsule or a cultural suitcase. 3.1.tpi tpi.13. Study, perform, or listen to music from different cultures. Explain how examples of art, music, and literature reflect the time and place during which they were created Understand the place of historical events in the context of past, present and future a. Describe the order of events by using designation of time periods such as ancient times and modern times c. 3.5.spi tpi tpi tpi tpi.6. Use vocabulary related to chronology, including past, present and future. Label historical events as past, present and future. Create a "then" and "now" class museum. Use facts and concepts drawn from history along with methods of historical inquiry to make informed decisions. Understand that scientific discoveries and technology change the way of life for the world across time. Determine how scientific and technological discoveries changed the way of life for the world across time (e.g., cotton gin, automobile, electricity, and communications) Understand the diversity of human cultures b. Explain how European settlers created a new culture a. Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns b. Compare how people from different cultures think about and handle their physical environments and social conditions Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee b. Identify customs, celebrations, and traditions of various cultures groups in early Tennessee. 4.1.tpi.5 Create a poster about a cultural group Recognize the interaction between human and physical systems around the world Understand the place of historical events in the context of past, present and future a. Demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships.

5 4.5.spi tpi b. Determine the hardships faced by early Tennessee settlers in the late 1700's (i.e., security, isolated communities, lack of access to goods, natural geography). Write a journal entry describing the hardships of early American history. Work independently and cooperatively to accomplish goals Understand the diversity of human cultures a. Explain how art, music, and literature reflected the times during which they were created b. Describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture. 5.1.spi.1. Recognize components of American culture (i.e., holidays, language, clothing, food, art, music, and religion). 5.1.spi.2. Interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion 5.1.tpi.2. Group and label American history artifacts to find common characteristics and to make generalizations about American cultural similarities and subcultures. 5.1.tpi.7. Give examples of folk tales, art, or music that represent a particular culture or time period Recognize the interaction between human and physical systems around the world. 5.5.tpi.1. Recognize continuity and change in the history of Tennessee, the United States, and the world. Tennessee Language Arts Standards Use established rules for polite conversation (e.g., take turns, ask questions) and attentive listening (e.g., do not interrupt, raise hands, face speaker) Demonstrate the ability to follow three-step oral directions Respond to questions from teachers and other group members and pose follow up questions for clarity Listen and respond to a variety of media (e.g., books, audio, videos) Participate in group discussions Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, tell a story, or respond to literature Write journal entries Understand and follow multi-step directions (e.g., follow directions for a game) Formulate and respond to questions from teachers and group members Use rules for polite conversation Continue to develop group discussion skills and to work in teams Build vocabulary by listening to literature, participating in discussions, and reading selfselected and assigned texts Use established rules for polite conversation (e.g., do not interrupt, face the speaker, listen attentively, provide appropriate feedback, take turns,) Formulate and respond to questions from teachers and group members.

6 Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication). Tennessee Reading Standards Develop oral language d. Respond to questions from teachers and other group members and pose follow-up questions for clarity Continue to develop oral language and listening skills d. Formulate and respond to questions from teachers and other group members Continue to develop oral language and listening skills d. Formulate and respond to questions from teachers and other group members. Tennessee General Music Standards 2.1 Play simple rhythmic patterns alone and with others. 2.2 Play simple melodic patterns alone and with others. 9.1 Identify and discuss music in relation to history. 9.2 Identify and discuss music in relation to various cultures. 2.1 Demonstrate the ability to play simple rhythmic patterns. 3.2 Improvise a simple accompaniment. 9.1 Identify by genre or style aural examples of music from various cultures. 9.2 Discuss the correlation of events, composers and music from various historical periods. 2.3 Demonstrate skill in playing simple harmonies. 7.1 Examine and evaluate, aurally and visually, selected music examples. 9.1 Identify and discuss music from different historical periods. 9.2 Identify and discuss music from different genres and cultures. National Standards National Social Sciences Standards K-4: NSS-USH.K-4.1 LIVING AND WORKING TOGETHER IN FAMILIES AND COMMUNITIES, NOW AND LONG AGO Understands family life now and in the past, and family life in various places long ago NSS-USH.K-4.2 THE HISTORY OF STUDENTS' OWN STATE OR REGION Understands the people, events, problems, and ideas that were significant in creating the history of their state

7 National Language Arts Standards K-12: NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. NL-ENG.K-12.5 COMMUNICATION STRATEGIES Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. NL-ENG.K-12.7 EVALUATING DATA Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. National Fine Arts Standards Grades K-12: NA-M.K-4.2 PERFORMING ON INSTRUMENTS, ALONE AND WITH OTHERS, A VARIED REPERTOIRE OF MUSIC Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo Students perform expressively a varied repertoire of music representing diverse genres and styles Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts NA-M.K-4.3 IMPROVISING MELODIES, VARIATIONS, AND ACCOMPANIMENTS Students improvise "answers" in the same style to given rhythmic and melodic phrases Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds (e.g., voices, instruments), nontraditional sounds available in the classroom (e.g., paper tearing, pencil tapping), body sounds (e.g., hands clapping, fingers snapping), and sounds produced by electronic means (e.g., personal computers and basic MIDI devices, including keyboards, sequencers, synthesizers, and drum machines) NA-M.K-4.6 LISTENING TO, ANALYZING, AND DESCRIBING MUSIC Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices

8 NA-M.K-4.8 UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; language arts: using the expressive elements of music in interpretive readings; mathematics: mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum heads, or air columns generating sounds used in music; geography: songs associated with various countries or regions) NA-M.K-4.9 UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE Students identify by genre or style aural examples of music from various historical periods and cultures

9 LESSON 3 TENNESSEE S TALL TALES State Standards Tennessee Social Studies Standards Understand the diversity of human cultures a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns b. Compare ways in which people from different cultures think about and deal with their physical environment and social conditions c. Identify and explain the significance of selected individual writers, and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from regions around the world b b. 3.1.spi tpi tpi c. 3.5.tpi.6. Retell the heroic deeds of characters from folktales and legends. Explain the significance of selected individual writers and artists and their stories, poems, statues, paintings and other examples of cultural heritage from regions in Tennessee and around the world. Recognize some of the major components of a culture (i.e., language, clothing, food, art, and music). Examine cultural folklore and legends from different regions around the world. Explain how examples of art, music, and literature reflect the time and place during which they were created. Use vocabulary related to chronology, including past, present and future. Identify people, events, areas and ideas that create a history of a place Understand the diversity of human cultures b. Explain how European settlers created a new culture b. Compare how people from different cultures think about and handle their physical environments and social conditions Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee b. Identify customs, celebrations, and traditions of various cultures groups in early Tennessee Recognize the interaction between human and physical systems around the world Understand the place of historical events in the context of past, present and future a. Demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships a. Demonstrate an understanding that people in different times and places view the world differently Understand the diversity of human cultures a. Explain how art, music, and literature reflected the times during which they were created b. Describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture. 5.1.spi.1. Recognize components of American culture (i.e., holidays, language, clothing, food, art, music, and religion).

10 5.1.spi.2. Interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion 5.1.tpi.7. Give examples of folk tales, art, or music that represent a particular culture or time period Recognize the interaction between human and physical systems around the world. 5.5.tpi.1. Recognize continuity and change in the history of Tennessee, the United States, and the world. Tennessee Language Arts Standards Use established rules for polite conversation (e.g., take turns, ask questions) and attentive listening (e.g., do not interrupt, raise hands, face speaker) Demonstrate the ability to follow three-step oral directions Respond to questions from teachers and other group members and pose follow up questions for clarity Listen and respond to a variety of media (e.g., books, audio, videos) Participate in group discussions Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatizations, oral presentations) Write on a predetermined topic to a specified audience (e.g., self, peers, adults) Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, tell a story, or respond to literature Write poems, stories, and essays based upon thoughts, feelings, and experiences Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work Indicate the sequence of events in text Build vocabulary by listening to literature and participating in discussions Read and review various literary genres (e.g., short stories, fairy tales, folktales, poetry, plays, and nonfiction) Define and identify setting, characters (including main and minor characters), and plot (including sequence of events) Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback) Understand and follow multi-step directions (e.g., follow directions for a game) Formulate and respond to questions from teachers and group members Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations) Express reactions, personal experiences, and opinions orally Continue to develop group discussion skills and to work in teams Determine an audience and a purpose for writing Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take notes, synthesize information).

11 Write poems, stories, and essays based upon personal reflections, observations, and experiences Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work Incorporate vivid language into writing Determine the problem in a story, discover its solution, and consider logical alternate solutions Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained) Check for understanding after reading (e.g., identify the author s purpose; locate information to support opinions, predictions, and conclusions) Build vocabulary by listening to literature, participating in discussions, and reading selfselected and assigned texts Read, view, and recognize various literary genres (e.g., poetry, novels, short stories, plays, historical fiction, nonfiction) Determine the problem in a story, discover its solution, and consider alternate solutions Identify and describe main and minor characters, considering the importance of their actions, motives, and appearances Develop an awareness of literature as a reflection of its culture. SPI Recognize plot features of fairy tales, folk tales, fables, and myths Formulate and respond to questions from teachers and group members Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatization, oral presentations, and personal experiences) Determine an audience and purpose for writing Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication) Write poems, stories, and essays based upon personal reflections, observations, and experiences Respond in writing to literature studied (e.g., critique, journal, group project) Create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples Use precise language, including vivid words and figurative language Distinguish between fact/opinion, between cause/effect, and between fantasy/reality. Tennessee Reading Standards Develop oral language d. Respond to questions from teachers and other group members and pose follow-up questions for clarity e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations) Develop listening skills.

12 c. Listen and respond to a variety of media (e.g., books, audio tapes, videos) d. Recognize different forms of text (e.g., poems, plays and stories) Develop and extend reading vocabulary a. Build vocabulary by listening to literature and participating in discussion Experience various literary and media genres a. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres d. Define and identify the characters g. Identify types of stories (e.g., folktales, fables, fairy tales) Continue to develop oral language and listening skills d. Formulate and respond to questions from teachers and other group members e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations) c. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, biographies) Expand reading vocabulary a. Build vocabulary by listening to literature, participating in discussions, and reading selfselected and assigned texts Use active comprehension strategies to derive meaning while reading and to check for understanding after reading b.3 Check for understanding after reading by identifying the author's purpose (e.g., to entertain, to inform, to explain) b.9. Check for understanding after reading by distinguishing between fact/opinion and reality/fantasy Experience various literary and media genres a. Read, view, and recognize various literary (e.g., poetry, novels, historical fiction, nonfiction) and media (e.g. photographs, the arts, films, video) genres d. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances Continue to develop oral language and listening skills d. Formulate and respond to questions from teachers and other group members e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations) c. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, journalism, historical fiction, biographies, autobiographies) Expand reading vocabulary a. Build vocabulary by listening to literature, participating in discussions, and reading selfselected texts Use active comprehension strategies to derive meaning while reading and check for understanding after reading b.3. Check for understanding after reading by identifying the author's purpose (e.g., to entertain, to inform, to explain, to persuade) b.9. Check for understanding after reading by distinguishing between fact/opinion and reality/fiction Experience various literary and media genres c. Identify the conflict of the plot.

13 d. Interpret a character's feelings and identify his motives e. Trace changes in the main character and describe how this affects the plot g. Identify how culture, ethnic, and historical eras are represented in print and non-print texts. National Standards National Social Sciences Standards Grades K-4: NSS-USH.K-4.1 LIVING AND WORKING TOGETHER IN FAMILIES AND COMMUNITIES, NOW AND LONG AGO Understands family life now and in the past, and family life in various places long ago NSS-USH.K-4.2 THE HISTORY OF STUDENTS' OWN STATE OR REGION Understands the people, events, problems, and ideas that were significant in creating the history of their state NSS-USH.K-4.3 THE HISTORY OF THE UNITED STATES: DEMOCRATIC PRINCIPLES AND VALUES AND THE PEOPLE FROM MANY CULTURES WHO CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND POLITICAL HERITAGE Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage Grades K-12: NSS-G.K-12.2 PLACES AND REGIONS Understand how culture and experience influence people's perceptions of places and regions. National Language Arts Standards Grades K-12: NL-ENG.K-12.1 READING FOR PERSPECTIVE Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. NL-ENG.K-12.2 UNDERSTANDING THE HUMAN EXPERIENCE Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. NL-ENG.K-12.5 COMMUNICATION STRATEGIES Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. NL-ENG.K-12.6 APPLYING KNOWLEDGE

14 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. NL-ENG.K-12.7 EVALUATING DATA Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.