Elementary Social Studies
Parent Review 2016-2017
Kindergarten and 1st Grade Standards
KINDERGARTEN
1ST GRADE
-Recognize neighborhood workers' roles.
-Name a famous American. ( i.e. Ben Franklin, Thomas
Edison, Martin Luther King, Rosa Parks, Michael
Jordan)
-Describe how you and your family are special and
unique.
-Name the current President of the US.
-Recognize cultural celebrations and national
holidays.
-Name patriotic symbols of the USA (e.g. Bald eagle,
flag, etc.)
-Tell why rules are important.
-Distinguish between needs and wants.
-Demonstrate awareness of the world we live in.
-Identify North America on a map or globe.
-Understand how the environment affects our lives.
-Identify the Atlantic and Pacific oceans on a map or
globe.
-Participate in shared research and writing projects.
2nd and 3rd Grade Standards
2nd GRADE STANDARDS
3rd GRADE STANDARDS
Government
Government
-Give examples of how government helps people live
safely and fairly.
-Form a conclusion from the outcome of classroom
decision-making in terms of what was decided by the
majority of students.
-Distinguish the jobs of elected leaders (Mayor, Governor,
President)
-Label our community on a map.
-Label IL and its bordering states on a map.
-Label the 7 continents on a world map.
-Label the cardinal and intermediate directions on a
compass rose.
-Label on a map major bodies of water and rivers in Illinois
(i.e. Lake Michigan, Mississippi River, Wabash River, and
Ohio River).
-Label on a map the major four oceans.
History
-Organize events on a timeline.
-Compare community life in modern and past cultures. (eg.
clothing, education, occupation, shelter, transportation,
technology).
Economy
-Identify goods produced in Illinois.
-Identify services available in Illinois.
Writing
-Create research notes on given categories.
Economics
-Distinguish between goods and services.
-Identify the difference between producers and
consumers
Geography
-Use the map key symbols to identify items on a map.
-Use a compass rose to locate places on a map.
Writing
-Produce a project after exploring a number of given books
on a single topic. .
4th and 5th Grade Standards
4th GRADE STANDARDS
5th GRADE STANDARDS
Government
-Summarize the main functions of the federal, state, and local
governments.
-State the main responsibilities of the three branches of
government (legislative, executive, judicial).
Geography
-Locate places on a map, which has a number/letter grid
reference system
-Apply knowledge of how a map scale is used to determine
distance.
-Apply knowledge of how a map legend is used to interpret a
resource map.
-Draw and label the equator and prime meridian on a map,
including the degrees.
-Identify the states and abbreviations in each region of the
United States.
Economy
-Identify a list of resources as either renewable or non
renewable.
-Identify a list of resources as either human, capital, or natural.
History
-Identify reasons why immigrants came to the US.. .
Geography
-Describe the location of countries relative to the locations of other
countries.
Economics
-Explain that in a market economy producers make the goods and
services that people want.
-Describe how a large increase in the price of a good or service would
affect how much of that item would be purchased.
-Describe how a large increase in the price of a good or service would
affect how much of that item would be purchased.
-Describe how people's lives would be different if they did not trade
with others for goods and services they use.
-Diagram the positive and negative effects of a cultural exchange that
occurred between two societies of the past.
History
-Describe how slavery affected the growth of the English colonies.
-Describe how indentured servitude affected the growth of the English
colonies.
Government/Civics
Describe how a citizen can show patriotism.
Explain why liberty is an important right. (Modify directions on CFA to
provide specific examples?)
Explain the meaning of the Pledge of Allegiance.
Introduction to the Standards
• The Illinois Social Science Standards are designed to
ensure that students across Illinois focus on a common set
of standards and have the opportunity to develop the
knowledge, dispositions, and skills necessary for success
in college, career, and civic life in the 21st century.
• The vision supporting this design is to produce Illinois
graduates who are civically engaged, socially
responsible, culturally aware, and financially literate.
Middle Social Studies
District 96
February 27, 2017
Parent Review
The Objectives of the C3 Framework
C3 = College, Career, and Civic Life
1. Enhance the rigor of the social studies
disciplines
2. Build critical thinking, problem solving, and
participatory skills to become engaged citizens
3. Align academic programs to the Common Core
State Standards for Literacy in History/Social
Sciences
The C3 Framework
C3 = College, Career, and Civic Life
Dimension One: Developing Questions and Planning
Inquiries (Inquiry Arc)
Dimension Two: Applying Disciplinary Concepts and Tools
(Content)
Dimension Three: Evaluating Sources and Using Evidence
(Sourcing & Argumentation)
Dimension Four: Communicating Conclusions and Taking
Informed Action (Communicating Conclusions & Civic Action)
Dimension 1: Developing Questions
and Planning Inquiries
• Constructing Essential
Questions
• Constructing Focusing
Questions
• Determining Helpful Sources
From National Council of Social Studies
Dimension 2: Applying Disciplinary Tools
and Concepts
Civics
• Civic and Political Institutions
• Participation and Deliberation: Applying Civic
Virtues and Democratic Processes
• Processes, Rules and Laws
Economics
• Economic Decision Making
• Exchange and Markets
• The National Economy
History
• Change, Continuity, and Context
• Perspectives
• ‘Historical Sources and Evidence
• Causation and Argumentation
Geography
• Geographic Representations: Spatial Views
of the World
• Human-Environment Interaction: Place,
Regions, and Culture
• Human Population: Spatial Patterns and
Movements
• Global Interconnections: Changing Spatial
Patterns
From National Council of Social Studies
Dimension 3:
Evaluating Sources and Using Evidence
• Gathering and Evaluating
Sources
• Developing Claims and Using
Evidence
From the National Council of Social Studies
Dimension 4: Communicating
Conclusions and Taking Informed
Action
• Communicating and
Critiquing Conclusions
• Taking Informed Action
From the National Council of Social Studies
Illinois Social Science Standards
●
Based on the C3 Framework
●
Adopted on January 27, 2016
●
Strong focus on disciplinary
literacy
Illinois Social Studies Standards based on C3 Framework
Dimension One: Developing Questions
and Planning Inquiries (Inquiry Arc)
Dimension Three: Evaluating Sources
and Using Evidence (Sourcing &
Argumentation)
Dimension Four: Communicating
Conclusions and Taking Informed Action
Illinois Inquiry Skills Standards (8)
● Constructing Essential and
Supporting Questions
● Determining Helpful Sources
● Gathering and Evaluating
Sources
● Developing Claims and Using
Sources
● Communicating Conclusions
● Critiquing Conclusions
● Taking Informed Action
(Communicating Conclusions & Civic Action)
Dimension Two: Applying Disciplinary
Concepts and Tools (Content)
Illinois Content Standards (19)
● Civics, Geography,
Economics/Financial Literacy,
and History
An Increase in Rigor and Depth
Describe roles and influences of
Evaluate the powers and
individuals, groups and media in
shaping current Illinois and United
States public policy.
responsibilities of citizens, political
parties, interest groups, and the
media.
Identify the differences between
historical fact and interpretation.
Analyze how people's
perspectives influenced what
information is available in the historical
sources they created.
6th Grade
Essential Understanding for the course:
●
A civilization/society/community's success is determined by geography, social/political structures, and the ability to
adapt to change.
●
Cultural norms influence the decisions people make and the societies they live in, how societies view each other, and
how people live throughout history.
Trimester 1
Topic: Anthropology, Archeology, Early Humans
Essential Question: Who are we as people, and how did we get this way?
Topic: Mesopotamia
Essential Question: How is culture a reflection of society and people?
Trimester 2
Topic: Egypt, Greece, India, China
Essential Question: How has the creation of political and social structures helped/hindered the people of the past?
Trimester 3
Topic: Rome
Essential Question: Why do some societies endure while others fail?
7th Grade
Enduring Understandings for the Course
●
The citizens of a democratic nation share a collective responsibility for the actions of that nation.
●
Politicians use preceding government systems and key concepts to create new systems that address the needs and
ideals of their society.
●
Hardships, inequality, and the struggle for power can result in people seeking change (life, religious, economic or
political) and/ or result in conflict.
Trimester 1
Topic: Colonization
Essential Question: Is America the Land of Opportunity?
Topic: Revolution
Essential Question(s): Was the American Revolutionary War avoidable/inevitable? Who is to blame for the American
Revolution?
Trimester 2
Topic: Government
Essential Question(s): Does the American Government offer justice for all? To what extent do citizens have a
responsibility to take part in their society?
Trimester 3
Topic: Expansion
Essential Question: Should the rights of others be sacrificed for the common good?
8th Grade
Essential Understanding for the course:
●
●
●
Economic, social, and political unrest lead to informed action to bring about change.
Being a world/political power affords a nation/group the ability to act on its own interests.
History is open to interpretation.
Trimester 1
Topic: Becoming a World Power
Essential Questions:
●
●
●
Does innovation and development mean progress?
Was American expansion abroad justified?
To what extent should the government get involved in the economy?
Trimester 2
Topic: Solidifying & Maintaining Power
Essential Questions:
Under what circumstances should the United States get involved in foreign affairs?
Trimester 3
Topic: Shifting Power
Essential Question:
●
●
To what extent are Americans equal?
What should America's role in the global society be?