A Correlation of Grade K, 2019 To the Grades Pre-K-2
to the, Introduction This document demonstrates how, meets the, Social Studies, Grades Pre-K-2. Correlation page references are to the Student Edition and Teacher Edition. The all new encourages students to explore their world, expand their thinking, and engage their college, career, and civic awareness. Built in partnership with educators, the curriculum applies the latest research and technology to create a program that is flexible and easily adapts to every classroom. Using print and digital materials to maximize learning and classroom time, students explore the world while learning core social studies standards and enhancing their literacy skills. Interactive Student Worktext encourages writing, drawing, and highlighting to support self-motivated learning. Jumpstart Activities spark interest and connect lesson content with students knowledge and ideas. Project-Based Quests engage students in rich inquiry experiences throughout each chapter. Biographies model important citizenship skills and tie-in real world applications. myworld Interactive Activity Guide provides extended activities, quick activities, and Readers Theater to vary the learning and teaching experience. provides students with multiple opportunities to connect, investigate, synthesize, and demonstrate their understanding of the content. Students develop into informed, active, responsible citizens who can make a difference now. 2
to the, Table of Contents A.... 4 B.... 7 C.... 9 D.... 10 E.... 11 3
to the, A. Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts. A1. Students identify and investigate research questions related to social studies by locating, organizing, and sharing information. A1.a. Identify questions related to social studies. SE/TE: The Big Question, 1, 32, 58, 80, 112, 140; Ask and Answer Questions, 94 95; Chapter Assessment, 29 30, 55 56, 77 78, 109 110, 137 138, 161 162 Digital Skills Activity: Chapter 4 Opener: Video; Chapter 4: Ask and Answer Questions A1.b. Follow an established procedure for locating sources appropriate to reading level. SE/TE: Writing Workshop: How Do You Find Information? SSH4; Quests, 2 3, 31, 34 35, 57, 60 61, 79, 82 83, 111, 114 115, 139, 142 143, 163 TE only: Curriculum Connections: Literature, 9; History, 73; Differentiated Instruction, 40, 56, 162; Interactivity (examples), 7, 13, 23, 50, 69, 135, 152 Skills Handbooks: Using Primary and Secondary Sources; Reference Center: Primary Sources; Biographies Cards; Digital Reader Library: Leveled Readers (examples): Chapter 2: Flags, Poems, Songs, and More; Symbols of Our Nation and State; Chapter 6: How Our Heroes Lived; Whose Lives Are Easier? 4
to the, A1.c. Locate and collect information for a specific purpose from sources including maps, photographs, charts, and graphs. SE/TE: Writing Workshop: How Do You Find Information? SSH4; Quests, 2 3, 31, 34 35, 57, 60 61, 79, 82 83, 111, 114 115, 139, 142 143, 163; Using Primary and Secondary Sources, SSH5 SSH7; Primary Sources, 108 109, 136 137; Map Skills Handbook: Using Maps, xx SSH1; Globes and Maps, 88 89; Parts of a Map, 90 93; Map and Graph Skills: Ask and Answer Questions, 94 95; Maps, 36, 97, 106; Critical Thinking Skills: Analyze Images, 42 43 TE only: Curriculum Connections: Literature, 9; History, 73; Differentiated Instruction, 40, 56, 162; Interactivity (examples), 7, 13, 23, 50, 69, 135, 152 Digital Skills Activity: Chapter 2: Analyze Images; Chapter 4: Ask and Answer Questions; Skills Handbooks: Using Primary and Secondary Sources; Reference Center: Primary Sources; Biographies Cards; Digital Reader Library: Leveled Readers A1.d. Organize findings. SE/TE: Quests, 2 3, 31, 34 35, 57, 60 61, 79, 82 83, 111, 114 115, 139, 142 143, 163; Writing Workshop, SSH2 SSH4; Using Primary and Secondary Sources, SSH5-SSH7 Quests; Writing Workshop; Reference Center: Primary Sources; Biography Cards A1.e. Share information gathered using oral and visual examples. SE/TE: Quests, 2 3, 31, 34 35, 57, 60 61, 79, 82 83, 111, 114 115, 139, 142 143, 163; Writing Workshop, SSH2 SSH4; Using Primary and Secondary Sources, SSH5-SSH7 Quests; Writing Workshop 5
to the, A2. Students make individual and collaborative decisions on matters related to social studies using research and discussion skills. A2.a. Share ideas and listen to the ideas of others to reach individual and collaborative decisions and make plans. SE/TE: Quest: Make a Rule for Your Class! 2 3, 31; We Work Together, 6 9; Solve Problem, 10 11; Good Citizens, 18 21 TE only: Jumpstart Activity & Unlock the Big Question, 6 Digital Skills Activity: Chapter 1: Solve a Problem; Digital Reader Library: Thinking Like a Citizen; Quests A2.b. Make a real or simulated decision related to the classroom, school, or beyond by applying appropriate and relevant social studies skills, including research skills, and relevant information. SE/TE: Quest: Make a Rule for Your Class! 2 3, 31; Critical Thinking Skills: Solve a Problem, 10 11; Keeping Resources Safe, 105 TE only: Jumpstart Activity & Unlock the Big Question, 6 Digital Skills Activity: Chapter 1: Solve a Problem A3. Students select, plan, and participate in a civic action or service-learning project based on a classroom or school asset or need, and describe the project s potential civic contribution. SE/TE: Quest: Make a Rule for Your Class! 2 3, 31; We Work Together, 6 9; Critical Thinking Skills: Solve a Problem, 10 11; Good Citizens, 18 21; Stories of Good Citizens, 22 25; Keeping Resources Safe, 105 Quests; Digital Skills Activity: Chapter 1: Solve a Problem; Digital Reader Library: Thinking Like a Citizen 6
to the, B. Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world. B1. Students understand key ideas and processes that characterize democratic government in the community and the United States. B1.a. Describe and provide examples of democratic ideals. SE/TE: We Work Together, 6 9; Critical Thinking Skills: Solve a Problem, 10 11; Rules and Laws, 12 15; Good Citizens, 18 21; Stories of Good Citizens, 22 25; Keeping Resources Safe, 105; also see: Citizenship: Jaime Escalante (Commitment), 28; Benjamin Franklin (Patriotism), 54; Clara Barton (Determination), 76; John Muir (Individual Responsibility), 108; Sally Ride (Leadership), 136; Martin Luther King, Jr. (Respect for the Rights of Others), 160 Digital Reader Library: Thinking Like a Citizen; Quests B1.b. Recognize symbols, monuments, celebrations, and leaders of local, State, and national government. SE/TE: Leaders Make Rules, 16 17; National and State Symbols, 32 33; Quest: Guess What? 34 35, 57; Symbols of Our Country, 38 41; Analyze Images, 42 43; Symbols of Our State, 44 45; Chapter Assessment, 55 56; We Celebrate Our Past, 154 157; Citizenship: Jaime Escalante (Commitment), 28; Benjamin Franklin (Patriotism), 54; Clara Barton (Determination), 76; John Muir (Individual Responsibility), 108; Sally Ride (Leadership), 136; Martin Luther King, Jr. (Respect for the Rights of Others), 160 Digital Skills Activity: Chapter 2: Analyze Images; Digital Reader Library: Leveled Readers: Chapter 2: Flags, Poems, Songs, and More; Symbols of Our Nation and State; Reference Center: Biography Cards 7
to the, B1.c. Identify community workers and volunteers and the roles they play in promoting the common good. SE/TE: Home and School Leaders, 16; Community Leaders, 17; Quest: What Is My Job? 60 61, 79; Jobs at School, 66 67; Jobs in Our Community, 68 69; Volunteers, 151 Quests B2. Students understand the concepts of rights, duties, responsibilities, and participation. B2.a. Describe classroom rights, duties, and responsibilities including how students participate in some classroom decisions and are obliged to follow classroom rules. SE/TE: Critical Thinking Skills: Solve a Problem, 10 11; Rules and Laws, 12 15; Quest: Make a Rule for Your Class! 2 3, 31; We Are Americans, 76 Digital Skills Activity: Chapter 1: Solve a Problem B2.b. Explain the purpose of school/classroom rules and laws encountered in daily experiences to promote the common good and the peaceful resolution of conflict. SE/TE: Rules and Laws, 12 15; Leaders Make Rules, 16 17; Assessment, 29 30; Quest: Make a Rule for Your Class! 2 3, 31; How We Act, 5 Quests; Digital Reader Library: Thinking Like a Citizen B3. Students understand civic aspects of classroom traditions and decisions, and the traditions of various cultures, including Maine Native Americans. B3.a. Identify and compare similar and differing interests and opinions students have related to classroom traditions and decisions. SE/TE: American Heroes, 46 47; Our National Holidays, 48 51; We Celebrate Our Past, 154 157; Literacy Skills: Compare Points of View, 148 149 Digital Skills Activity: Chapter 6: Compare Points of View; Digital Reader Library: Leveled Readers: Chapter 2: Flags, Poems, Songs, and More; Symbols of Our Nation and State 8
to the, B3.b. Compare traditions that are similar across the nation and traditions that differ in various cultural groups including Maine Native Americans. SE/TE: Custom, 155; also see: Our National Holidays, 48 51; We Celebrate Our Past, 154 157 Digital Reader Library: Leveled Readers: Chapter 2: Flags, Poems, Songs, and More; Symbols of Our Nation and State C. Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world. C1. Students understand the nature of economics as well as key foundation ideas. C1.a. Describe economics as how people make choices about how to use scarce resources to meet their wants and needs. SE/TE: Needs and Wants, 63; Critical Thinking Skills: Analyze Costs and Benefits, 64 65; Assessment, 77 Digital Skills Activity: Chapter 3: Analyze Costs and Benefits C1.b. Describe how money is earned and managed in order to buy goods and services and save for the future. SE/TE: Quest: What Is My Job? 60 61, 79; Why People Work, 62 63; Critical Thinking Skills: Analyze Costs and Benefits, 64 65 Digital Skills Activity: Chapter 3: Analyze Costs and Benefits C2. Students understand the influence of economics on individuals and groups in the United States and the world, including Maine Native Americans. C2.a. Identify examples of how individuals, families, and communities, including Maine Native Americans, are influenced by economic factors. SE/TE: Work Now and Long Ago, 58 59; Quest: What Is My Job? 60 61, 79; Why People Work, 62 63; Jobs at School, 66 67; Jobs in Our Community, 68 69; Jobs Then and Now, 70 73; Assessment, 77 78 Digital Reader Library: Leveled Readers: Chapter 3: Jobs Then and Now; Jobs and Their Tools Over Time 9
to the, C2.b. Describe the work and contribution of various groups to the economics of the local community in the past and present. SE/TE: Quest: What Is My Job? 60 61, 79; Why People Work, 62 63; Jobs at School, 66 67; Jobs in Our Community, 68 69; Jobs Then and Now, 70 73; Assessment, 78 Digital Reader Library: Leveled Readers: Chapter 3: Jobs Then and Now; Jobs and Their Tools Over Time D. Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world. D1. Students understand the nature and basic ideas of geography. D1.a. Explain that geography is the study of the Earth s surface and peoples. SE/TE: Where We Live, 82 87; Globes and Maps, 88-89; Lesson 3 Check, 93; Map and Graph Skills, 94-95; Our Home and Neighborhood, 96 99 Quests: Chapter 4: Geography of the Neighborhood, myworld Activity Guide; Chapter 4 Closer: Online Chapter Test, Reference Center: Maps D1.b. Create visual representations of the immediate neighborhood and community. SE/TE: Quest: Make a Map Game, 82 83, 111; Map Skills Handbook: Using Maps, xx SSH1; Globes and Maps, 88 89; Parts of a Map, 90 93; Map and Graph Skills: Ask and Answer Questions, 94 95; Make a Map, 99, 110 Digital Skills Activity: Chapter 4: Ask and Answer Questions; Skills Handbook: Geography Handbook 10
to the, D1.c. Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features. SE/TE: Map Skills Handbook: Using Maps, xx SSH1; Globes and Maps, 88 89; Parts of a Map, 90 93; Map and Graph Skills: Ask and Answer Questions, 94 95; Maps, 36, 97, 106 Digital Skills Activity: Chapter 4: Ask and Answer Questions; Skills Handbook: Geography Handbook D2. Students understand the influence of geography on individuals and groups in the United States and the world, including Maine Native Americans. D2.a. Identify the impacts of geographic features on individuals, families, and communities, including Maine Native Americans, in the United States and various other nations. SE/TE: Quest: Make a Map Game, 82 83, 111; Map Skills Handbook: Using Maps, xx SSH1; Globes and Maps, 88 89; Parts of a Map, 90 93; Map and Graph Skills: Ask and Answer Questions, 94 95; Make a Map, 99, 110 Digital Skills Activity: Chapter 4: Ask and Answer Questions; Skills Handbook: Geography Handbook E. Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world. E1. Students understand the nature of history as well as key foundation ideas. E1.a. Describe history as stories of the past. SE/TE: Learning about the Past, 140 141; Quest: Write a Book, 142 143, 173; Life Long Ago, 144 147; Literacy Skills: Compare and Contrast, 148 149; People in History, 150 153; We Celebrate Our Past, 154 157; Chapter Assessment, 161 162 Digital Skills Activity: Chapter 6: Compare and Contrast; Quests 11
to the, E1.b. Identify a few key figures and events from personal history, and the history of the community, Maine, and the United States, especially those associated with historicallybased traditions. E1.c. Identify past, present, and future in stories, pictures, poems, songs, or videos. SE/TE: Quest: Write a Book, 142 143, 173; Life Long Ago, 144 147; Literacy Skills: Compare and Contrast, 148 149; People in History, 150 153; We Celebrate Our Past, 154 157 Quests; Digital Reader Library: Leveled Readers: Chapter 6: How Our Heroes Lived; Reference Center: Biography Cards SE/TE: Measuring Time, 120 123; Interpret Timelines, 124 125; Sequence, 129, 132, 137; Life Long Ago, 144 147; People in History, 150 153; We Celebrate Our Past, 154 157 Digital Skills Activity: Chapter 5: Sequence; Interpret Timelines; Digital Reader Library: Leveled Readers: Chapter 5: Keeping Track of Days and Weeks; Tracking Time and Chronology E1.d. Apply terms such as before and after in sequencing events. SE/TE: Talking About Time, 116 117; Literacy Skills: Sequence, 118 119; Measuring Time, 120 123; Interpret Timelines, 124 125; Sequence, 129, 132, 137 Digital Skills Activity: Chapter 5: Sequence; Interpret Timelines; Digital Reader Library: Leveled Readers: Chapter 5: Keeping Track of Days and Weeks; Tracking Time and Chronology E1.e. Create a brief historical account about family, the local community, or the nation by using artifacts, photographs, or stories of the past. SE/TE: Informative/Explanatory Writing: Writing Workshop, SSH2 SSH3; Write, 44; Quest Write a Book, 142 143, 163; also see: Literacy Skills: Sequence, 118 119 Digital Skills Activity: Chapter 5: Sequence; Quests 12
to the, E2. Students understand historical aspects of the uniqueness and commonality of individuals and groups, including Maine Native Americans. E2.a. Explain how individuals, families, and communities share both common and unique aspects of culture, values, and beliefs through stories, traditions, religion, celebrations, or the arts. SE/TE: Stories of Good Citizens, 22 25; Our National Holidays, 48 51; We Celebrate Our Past, 154 157; Assessment, 55 Digital Reader Library: Leveled Readers: Chapter 2: Flags, Poems, Songs, and More E2.b. Describe traditions of Maine Native Americans and various historical and recent immigrant groups and traditions common to all. SE/TE: For supporting content please see: Our National Holidays, 48 51; We Celebrate Our Past, 154 157 Chapter 6 Opener: Video 13