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Define Culture - Recognize that culture is learned behavior that includes customs, beliefs, rules, life ways, language, food, and clothing. 1.1.1 a
Daily Life in 1621 - What was life like for the Wampanoag and the Pilgrims?
Customs from Culture - Recognize people learn customs from their culture. 1.1.1 b
Family Culture - Explain the culture of the family and community. 1.1.1 c
Other Languages - Recognize people use diverse languages to communicate with one another. 1.1.1 d
Greeting Friends From Other Places - Students will be introduced to map reading by examining the "Afghanistan, Land in Crisis" map (available in print or online). Students will practice different types of greetings, and learn how children in Afghanistan might greet one another.
Multiculturalism - Define multiculturalism. 1.1.2 a
Culture of a Place - Explain the culture of a place. 1.1.2 b
Diversity - Describe the importance of diverse beliefs, customs, and traditions of families. 1.1.2 c
Effect of Culture - Understand individual differences in languages, beliefs, and customs that may be unique to one’s culture. 1.1.3 a
Folk Tales - Retell stories from diversely selected folk tales, myths, and legends. 1.1.3 b
Advertise - Recognize that people advertise goods and services through different forms of communication. 1.2.1 b
Exchange Goods - Identify how people exchange goods and services. 1.2.1 c
Business Buddies - [this link opens on a new page] Students learn the differences between goods and services and producers and consumers (Author - Laurie Ayers)
Specialized Jobs - Describe how specialized jobs contribute to the production of goods and services. 1.2.1 e
Lean on Me - We depend on each other! - The purpose of this activity is to demonstrate that the production of most goods can be broken down into a number of specific tasks (division of labor), with each of these tasks assigned to specific workers (specialization.)
Worldwide Exchange - Recognize that goods and services are exchanged worldwide. 1.2.2 a
Goods and Services - Distinguish the difference between goods and services. 1.2.3 a
Business Buddies - Students learn the differences between goods and services and producers and consumers (Author - Laurie Ayers)
Consumers and Producers - Differentiate between consumers and producers. 1.2.3 b
Business Buddies - Students learn the differences between goods and services and producers and consumers (Author - Laurie Ayers)
Lets Find a Deal - drag each person to the right column; producer or consumer
Little Bill the Producer! - This lesson (from EconEd Link) teaches the most basic vocabulary about production. People who make goods and provide services are called producers.
Simple Simon Met a Pie-Man - a flash video of the classic rhyme, Simple Simon and the Pie-Man, introduces students to the concepts of consumer and producer.
Simple Simon Meets a Producer - lesson plan using the classic rhyme, Simple Simon and the Pie-Man, which introduces students to the concepts of consumer and producer.
Geographic Symbols - Interpret symbols that represent various forms of geographic data and use these symbols to identify locations and directions. 1.3.1 d
Cardinal Directions - Define what cardinal directions are. 1.3.2 a
Compass Rose - The compass rose is a design on a map that shows directions. It shows north, south, east, west, northeast, northwest, southeast, and southwest. (printable worksheet from Enchanted Learning)
Edible Geography - This is a lesson designed for New York State, but any other state may be easily substituted without any adaptations to the lesson plan.
Get Oriented - lesson plan designed to help your students become a whiz at the cardinal directions - north, south, east, west
Follow the Light - lesson plan asking students to explore the purpose of lighthouses as a means of assisting navigation, and demonstrate their ability to follow cardinal directions. The lesson plan includes a worksheet to use with this activity. [based on the reverse side (tails) of the Maine state quarter]
The Orientometer ( Where You Can Win "Cardinal Points") - You're standing on the center square at dawn, and the sun is rising to your right. That's EAST. Now see how many of the following directions you can find. [scroll down and then click on the word Orientometer]
Where is Japan - [this link opens on a new page] Students use the four cardinal directions to find real places on a map. (Author - Sandi King)
Read Maps - Locate cities, states, countries, continents, and major bodies of water on maps and globes. 1.3.2 c
Puzzle Maps from iKnowThat.com - (natural features) From the Physical Features section select Continents and Ocean. After selecting the map you will be asked to register. Click on "Maybe Later," to go to the game. The game has a "Read it to Me" button.
Land Use - Explain how land is used for different tasks in the local area. 1.3.3.a
Natural Resources - Define natural resources and explain how people are dependent on them. 1.3.3.b
Natural or Man Made - Compare and contrast natural and artificial features of the earth. 1.3.3.c
Puzzle Maps from iKnowThat.com - (natural features only) From the Physical Features section select; Gulf Region, Bay Area, Plains Region, Canyon Region, or Continents and Ocean. After selecting one you will be asked to register. Click on "Maybe Later," to go to the game. Each game has a "Read it to Me" button.
Constitution - Recognize the United States Constitution as the basis for the laws in our country. 1.4.1 a
Rules and Laws - Categorize rules and laws we follow as members of a family, school, and community. 1.4.1 b
Purpose of Government - Explain the purpose of government and give examples of laws that establish order, provide security, and control conflict. 1.4.1 c
Citizenship - Define citizenship and responsibility. 1.4.3 a
Rights and Responsibilities - Examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group, and school class. 1.4.3 b
Responsibilities of Citizens - Categorize responsibilities that citizens have to their community, state, and country. 1.4.3 c
Local Laws - Design a set of rules or laws for a home, classroom, or community. 1.4.3 d
Family Rules - Recognize family and school rules as compared with those from another culture. 1.4.3 e
Pledge of Allegiance - Recite and explain the meaning of the Pledge of Allegiance. 1.4.4 a
The Pledge of Allegiance - this site includes a history of the changes that flag has gone through since it was printed in September 8, 1892 issue of The Youth's Companion
Expanded version of the Pledge - The words on this page were spoken by the late Red Skelton on his television program as he related the story of his teacher, Mr. Laswell, who felt his students had come to think of the Pledge of Allegiance as merely something to recite in class each day.
Expanded Version of the Pledge - this slide show explains the parts of the pledge in simple words and ends with an invitation to stand and recite
Voting - Understand that voting is a way of making choices and decisions. 1.4.4 b
Symbols and Celebrations - Explain how selected customs, symbols, and celebrations reflect an American love of individualism and inventiveness. 1.4.4 c
Other Countries - Recognize that other countries have a longer history than the United States. 1.5.1 b
Historical Figures - Identify contributions of diverse historical figures that have influenced the community, state, and nation. 1.5.1 c
Past, Present, and Future - Distinguish between the past, present, and future. 1.5.2 a
U S History - Recognize major events in American history. 1.5.2 b
Growth of a Nation - This 10 minute presentation of the growth of our nation from 1789 to 1959. Click on a decade number at the bottom to see an expanded timeline of that decade. This is a fantastic overview.
Cooperate - Work independently and cooperatively to accomplish goals. 1.6.1 a
Individual Responsibilities - Recognize individuals have responsibilities to the group whether as a leader or as a member. 1.6.1 b
Individuals and Families - Recognize the importance of individuals and families as part of neighborhoods. 1.6.1 c
Family Features - Describe the unique features of one’s nuclear and extended families. 1.6.2 a
Wants and Needs - Give examples of the tension between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice. 1.6.2 b
When Wants Become Needs - Needs are what you must have. Needs are essential. Wants are what you would like to have. Wants are nice to have. But sometimes wants can become needs. (use this as a whole class activity)
Groups - Recognize that cooperation is necessary in working with a group to complete a task. 1.6.2 c
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