The Wayne Central School District believes that the goal of education is the all-around development of each student. The role of the school is to enable individuals to develop to their fullest potential.
The school, in cooperation with the home and community, will assist the student with intellectual, social, cultural, emotional, physical and moral growth. The school should help create within each student an awareness of civic responsibilities and respect for authority to assist the student in becoming a well-integrated, responsible person capable of assuming a vital role in an evolving civilization.
The Wayne Central School District subscribes to the general theory of individual differences; namely, that each student is an individual and has innate abilities, ambitions, and emotions. In the process of educating this individual, the program should provide a challenge while reflecting a concern for needs based on individual capabilities.
The Wayne Central School District further subscribes to the following fundamental principles:
1. Children, regardless of potential, are capable of learning and acquiring the skill and knowledge needed to function to the best of their ability in our society,
2. Our responsibility is to see that children learn. The energies of all participants should be focused on achieving the desired outcomes. Accountability does not end with following established rules and procedures; its essence is found in results,
3. Minimum competence, while necessary, is not enough. Successful participation in our society demands much more. All children are entitled to approved curriculum, to instructional methods, and to expectations that challenge them to perform at their best, and help them to become truly proficient in knowledge and skills,
4. Every child in New York State is entitled to the resources necessary to provide the sound, basic education that the state constitution requires,
5. Each participant in the educational system should have the opportunity to effectively discharge his or her responsibility, and each participant should be held accountable for achieving desired results. This principle applies to all participants in the educational process – students, parents, teachers, counselors, librarians, administrators, the Board of Education, and others,
6. Achievement of desired results by individuals and groups should be rewarded. Creativity in our students needs to be nurtured and encouraged. Occasional failure in a large and diverse system us probably unavoidable. However, failure should not be permitted to persist. When it occurs, with either individuals or groups, help should be provided and the situation changed.
II. District Mission Statement:
Based upon the belief that all students can learn, the staff of Wayne Central School district accepts the responsibility to teach all students regardless of differences, the fundamental skills. We further accept the responsibility to challenge all students to attain higher levels of achievement. Wayne Central will provide the opportunity, environment, and encouragement to meet this goal while developing the whole child physically, emotionally, and culturally.
III. NYS Learning Standards:
Health, Physical Education, and Home Economics
Health, Physical Education, and Home Economics
1. Personal Health and Fitness – Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
2. A Safe and Healthy Environment – Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment
3. Resource Management – Students will understand and be able to manage their personal and community resources.
Mathematics, Science, and Technology
Mathematics, Science, and Technology
1. Analysis, Inquiry, and Design – Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
2. Information Systems – Students will access, generate, process, and transfer information using appropriate technologies
3. Mathematics – Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
4. Science – Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
5. Technology – Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
6. Interconnectedness: Common Themes – Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
7. Interdisciplinary Problem Solving – Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
English Language Arts
English Language Arts
1. Students will listen, speak, read and write for information and understanding. As listeners and readers, students will collect data, facts and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
22. Language for Literary Response and Expression – Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers. Students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
3. Language for Critical Analysis and Evaluation – Students will listen, speak, read and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speaker and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgements on experiences, ideas, information and issues.
4. Language for Social Interaction – Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As reader and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Languages Other Than English
Languages Other Than English
1. Communication Skills – Students will be able to use a language other than English for communication.
2. Cultural Understanding – Students will develop cross-cultural skills and understandings.
The Arts
The Arts
1. Creating, Performing, and Participating in the Arts – Students will actively engage in the processes that constitute creation and performance in the arts (dance, mucus, theatre, and visual arts) and participate in various roles in the arts.
2. Knowing and Using arts materials and Resources – Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
3. Responding to and Analyzing Works of Art – Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
4. Understanding the Cultural Contributions of the Arts – Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
Career Development and Occupational Studies
Career Development and Occupational Studies
1. Career Development – Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
2. Integrated Learning – Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
3. Universal Foundation Skills – Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
4. Career Majors – Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
Social Studies
Social Studies
1. History of the United State and New York – Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras themes, developments, and turning points in the history of the United States and New York.
2. World History – Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history and examine the broad sweep of history from a variety of perspectives.
3. Geography – Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live – local, national and global – including the distribution of people, places, and environments over the Earth’s surface.
4. Economics – Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
5. Civics, Citizenship, and Government – Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States Constitution; the basic civil values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship including avenues of participation.
IV. Commencement Outcomes
"Adult Roles, Skills & Knowledge"
CITIZEN
A citizen is a responsible, law-abiding member of society who:
·
Has a strong sense of values;
·
Knows right from wrong;
·
Is aware of community news, issues and norms;
·
Accepts diversity in ethnicity and belief;
·
Has knowledge of government at all levels and issues relative to each;
·
Associates with others in positive and productive ways.
LIFE - LONG LEARNER
A life-long learner is one who perseveres, is self-motivated, is innately curious, focused and:
·
Is able to set goals;
·
Adheres to deadlines/due-dates, has time management skills and abilities;
·
Is a problem solver, can define problems, analyze information and task analyze/prioritize potential solutions, has the ability to select the best "tool/strategy" for the situation, and can enlist others in the process of evaluation and refocusing.
LEADER
A leader is a problem solver with effective communication skills. He/she has an ability to motivate others and:
·
Is a strong willed person with vision, beliefs and convictions to carry out each.
·
Is able to recognize and effectively use all resources, such as material, time and human
·
Is responsible and accountable for self and others.
WORKER/WAGE EARNER/BUSINESS OWNER
A worker/wage earner is an individual who is trust worthy, moral and ethical, and who:
·
Possess basic job skills with a willingness to change, grow and develop new skills;
·
Is a good communicator;
·
Demonstrates leadership skills and initiative and the ability to work as a team player;
·
Is responsible, reliable and respectful to others;
·
Has the ability to make sound decisions.
CONSUMER
A consumer is an individual who has knowledge of the global economy and:
·
Utilizes and applies budgeting skills and credit awareness;
·
Maintains long-terms personal financial planning (savings, banking, retirement);
·
Understand one's rights, responsibilities and risks.
COUNSELOR/TEACHER/MENTOR
A counselor/teacher/mentor is an individual who is patient, self-confident, assertive leader who:
·
Is a problem solver and can guide others to solve problems;
·
Is an active listener;
·
Is aware of issues, societal, family, religious differences and different customs;
·
Has interpersonal skills and values others opinions.
PARENT/FAMILY MEMBER
A parent/family member is an individual who:
·
Is nurturing and loving;
·
Displays flexibility;
·
Has high character and morals;
·
Is accountable and consistent with respect to expectations and follow through;
·
Becomes actively involved in their children and family's education and other pursuits.
FRIEND
A friend is an individual who shows great interest and respect for others, and who:
·
Is non-judgmental and available when a time of need arises;
·
Is unselfish, honest, supportive, caring and genuine;
·
Is an open-minded listener who seeks to understand before being understood;
·
Give him/herself to other without expectations of compensation or return of favor.
V. Scope and Sequence
| Content Understandings
|
Standard
|
Concepts/Themes
|
PK
|
K
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1
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2
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3
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4
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5
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6
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7
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8
|
| 1. Members of a Community
|
5.2, 5.3
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Identity, change, culture, interdependence, needs/wants, places and regions, human systems, and empathy.
|
|
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| Myself and others
|
|
|
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M
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E
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E
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R
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R
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R
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R
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R
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R
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| My family and other families
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|
|
|
T
|
T
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M
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R
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R
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R
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| History of my family
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I
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T
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R
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M
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| My school and community
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I
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T
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M
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R
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| My community and local region
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I
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T
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R
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M
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| Places in my community and local region
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I
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T
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R
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M
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| My community and region today
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I
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I
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R
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M
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| Cultures and civilizations
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|
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I
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T
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R
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R
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M
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| Communities around the world
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|
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|
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T
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R
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R
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M
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|
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| 2. Citizenship
|
|
Citizenship and civic life, human systems, decision-making, nation state, government
|
|
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| Awareness of patriotic celebrations
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|
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T
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T
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R
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R
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M
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|
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| Physical, human, and cultural characteristics of world communities
|
|
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|
|
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T
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R
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R
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M
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| Symbols of citizenship
|
|
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T
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T
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R
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R
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M
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| Symbols of citizenship in world communities
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|
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I
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T
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M
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| Rights, responsibilities, and roles of citizenship
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|
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I
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M
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E
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R
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R
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R
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R
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R
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R
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| Making and changing rules and laws
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|
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I
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M
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E
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R
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R
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R
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|
|
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| Content Understandings
|
Standard
|
Concepts/Themes
|
PK
|
K
|
1
|
2
|
3
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4
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5
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6
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7
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8
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| People make rules which involve consideration of others and provide for the health and safety for all.
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|
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I
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T
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M
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R
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| People depend on and modify the physical environment
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I
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T
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M
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R
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| ·
Around the world
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|
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I
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I
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M
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M
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R
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R
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| 3. Economics
|
4
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Places and regions, human system, environment, society, needs and wants, scarcity, economic systems, factors of production, interdependence
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|
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| People help one another meet needs and wants
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I
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T
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M
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| Economics decision making
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I
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M
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R
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| Economics decision making in world communities
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I
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M
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R
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| People use human, capital, and natural resources
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T
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M
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R
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| 4. American History
|
1, 3
|
Change, movement, cultural diversity, place regions, government, needs, wants, civic values, environment and society, economic systems
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|
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| Content Understandings
|
Standard
|
Concepts/Themes
|
PK
|
K
|
1
|
2
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3
|
4
|
5
|
6
|
7
|
8
|
| History of social sciences
|
|
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|
T
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R
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| Geographic factors of culture
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I
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M
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R
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| Native Americans of New York State
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I
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M
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R
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| Iroquois and Algonquian civilizations
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I
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M
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R
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| Europe’s conception of the world
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I
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M
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| B. European colonization of the Americas
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| Exploration and settlement
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I
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M
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R
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| Three worlds meet in Americas (Europe, Americas, Africa)
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I
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M
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R
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R
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| Colonial and revolutionary periods
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I
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M
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R
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| Geographic, economic, political factors
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I
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M
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R
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M
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| C. Revolutionary War
|
1
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Places and regions, human systems, change
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|
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M
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| Protest to separation
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M
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M
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| The Revolutionary War in New York State
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M
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|
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M
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| Economic, political, and social changes
|
|
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|
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M
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|
M
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| Military aspects of the social changes
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|
|
M
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|
|
M
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| Early attempts to govern
|
|
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M
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|
|
M
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| D. The New Nation
|
1, 5
|
Technology
|
|
|
|
|
|
M
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|
|
M
|
|
Industrial growth and expansion
|
|
|
|
|
|
I
|
|
M
|
M
|
|
M
|
|
| Content Understandings
|
Standard
|
Concepts/Themes
|
PK
|
K
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
| Articles of Confederation
|
|
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|
|
M
|
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| New York State Constitution 1777
|
|
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| United States Constitution
|
|
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|
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M
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|
|
M
|
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| E. Life in New Nation
|
1, 5
|
|
|
|
|
|
|
T
|
R
|
|
M
|
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| Operation of government
|
|
|
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|
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|
|
T
|
| F. Division and reunion
|
1
|
|
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|
|
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|
|
T
|
M
|
| G. Industrial Society
|
1, 4
|
|
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|
|
|
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|
|
M
|
| Second half of 19th century
|
|
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|
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|
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M
|
|
M
|
| Changes in social structure
|
|
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|
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|
|
|
M
|
|
M
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| H. United States as independent nation in an interdependent world
|
1, 2, 4
|
|
|
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|
|
|
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|
|
|
|
| Territorial expansion and empire building
|
|
|
|
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|
|
|
|
|
|
T
|
| Role in global politics
|
|
|
|
|
|
|
|
|
|
|
|
T
|
| I. Between the Wars
|
1, 4
|
|
|
|
|
|
|
|
|
|
|
T
|
 J. Worldwide Responsibilities
|
1, 2, 4, 5
|
Power, nationalism, imperialism
|
|
|
|
|
|
|
|
|
|
|
| Content Understandings
|
Standard
|
Concepts/Themes
|
PK
|
K
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
| K. Changing nature of people, World War II-Present
|
1, 4, 5
|
|
|
|
|
|
|
|
|
|
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| Post industrial society age of limits
|
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|
|
|
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|
|
T
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| L. Citizenship in today’s world
|
1, 5
|
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| Citizenship in United States
|
|
|
|
I
|
T
|
E
|
R
|
R
|
M
|
R
|
M
|
R
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| Citizenship in state and local government
|
|
|
|
|
I
|
I
|
I
|
M
|
R
|
R
|
R
|
R
|
| Comparative citizenship
|
|
|
|
|
|
|
|
|
T
|
M
|
R
|
R
|
| A. History
|
1
|
Culture, empathy, interdependence, change, identity
|
|
|
|
|
|
|
|
|
|
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| Sharing of customs, traditions, beliefs, ideas, languages (cultural diversity)
|
|
|
|
I
|
I
|
T
|
E
|
R
|
R
|
M
|
R
|
|
| Perspective of history based on culture
|
|
|
|
|
I
|
T
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R
|
R
|
R
|
M
|
R
|
R
|
| Connections with home country
|
|
|
|
|
I
|
I
|
I
|
T
|
M
|
R
|
|
|
| History
|
|
|
|
I
|
T
|
R
|
R
|
R
|
R
|
E
|
R
|
R
|
| Historical figures and groups
|
|
|
|
I
|
T
|
R
|
R
|
R
|
R
|
R
|
R
|
R
|
| Industrial growth and development
|
|
|
|
|
|
|
|
T
|
M
|
|
E
|
M
|
| B. Geography
|
3
|
Places and regions, physical systems, human systems, environment and society
|
|
|
|
|
|
|
|
|
|
|
| Content Understandings
|
Standard
|
Concepts/Themes
|
PK
|
K
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
| Maps, geographical representations, and technology
|
|
|
|
I
|
T
|
R
|
R
|
R
|
M
|
M
|
M
|
M
|
| Changing political boundaries
|
|
|
|
|
|
|
|
|
M
|
R
|
R
|
|
| Physical, cultural, political, economic features
|
|
|
|
|
|
|
T
|
R
|
M
|
R
|
R
|
|
| Characteristics of places
|
|
|
|
|
|
|
T
|
R
|
M
|
R
|
R
|
|
| Perceptions based on culture
|
|
|
|
|
|
I
|
T
|
R
|
M
|
R
|
R
|
|
| Complexity of cultures
|
|
|
|
|
|
|
T
|
R
|
M
|
R
|
R
|
|
| Modify physical environment through human actions
|
|
|
|
|
|
I
|
T
|
R
|
M
|
R
|
R
|
|
| C. Economies
|
4
|
Economic systems, needs and wants, factors of production, interdependence, technology
|
|
|
|
|
|
|
|
|
|
|
| Supply and demand
|
|
|
|
|
|
I
|
T
|
R
|
M
|
|
R
|
|
| Utilization of scarce capital, human resources, natural resources
|
|
|
|
|
I
|
T
|
R
|
R
|
M
|
|
R
|
|
| Availability of resources
|
|
|
|
|
I
|
T
|
R
|
R
|
M
|
|
R
|
|
| Sharing products and resources
|
|
|
|
|
|
|
T
|
R
|
M
|
|
R
|
|
| Economic decision making
|
|
|
|
|
|
I
|
T
|
R
|
M
|
|
R
|
|
| Science and technology influences standard of living
|
|
|
|
|
|
I
|
|
T
|
M
|
|
R
|
|
| Change of lifestyles due to exchange of products and people
|
|
|
|
|
|
I
|
T
|
R
|
M
|
|
R
|
|
| Decisions of one region impacting others
|
|
|
|
|
|
|
T
|
R
|
M
|
R
|
R
|
|
| D. Governments
|
5
|
Interdependence, citizenship and civic life, civic value, government
|
|
|
|
|
|
|
|
|
|
|
| Differing belief systems
|
|
|
|
|
|
|
I
|
T
|
M
|
|
R
|
|
| Basic civic values
|
|
|
|
I
|
T
|
R
|
R
|
T
|
M
|
|
R
|
R
|
Protection of individual rights
|
|
|
|
I
|
T
|
R
|
R
|
T
|
M
|
|
R
|
R
|
| Content Understandings
|
Standard
|
Concepts/Themes
|
PK
|
K
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
| Rights of citizens in United States versus other countries
|
|
|
|
|
|
I
|
T
|
R
|
M
|
|
R
|
R
|
| Roles of citizens in United States versus other countries
|
|
|
|
|
|
I
|
T
|
R
|
M
|
|
R
|
R
|
| Responsibility of citizens to monitor authority
|
|
|
|
|
|
I
|
T
|
R
|
M
|
|
R
|
R
|
| International organizations
|
|
|
|
|
|
|
T
|
R
|
M
|
|
|
M
|
| 6. Eastern Hemisphere
|
2
|
Change, identity, needs and wants, technology, culture, interdependence, empathy, nation state, economic systems, values, world in spatial terms
|
|
|
|
|
|
|
|
|
|
|
| Measurement of time, years, decades, millennia
|
|
|
|
I
|
T
|
E
|
E
|
R
|
R
|
M
|
R
|
R
|
| Key turning points and events chronologically
|
|
|
|
|
|
I
|
T
|
R
|
R
|
M
|
R
|
R
|
| Different people/different perspectives
|
|
|
|
|
|
I
|
T
|
R
|
R
|
M
|
R
|
R
|
| River civilizations; Mesopotamia, Indus, Egypt
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Positive/Negative impact of technological innovations
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Study of civilization through arts, sciences, key documents, and artifacts (DBQ)
|
|
|
|
|
|
|
I
|
|
|
M
|
|
|
| Impact of religions in uniting/dividing
|
|
|
|
|
|
I
|
|
T
|
R
|
M
|
R
|
R
|
| Contributions to humankind
|
|
|
|
|
|
|
|
|
|
M
|
R
|
|
 Contributions of trade networks
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Content Understandings
|
Standard
|
Concepts/Themes
|
PK
|
K
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
| Contributions of individuals and groups
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Internal/External factors contributing to decline of civilizations
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Middle age emergence of trade routes
|
|
|
|
|
|
|
|
|
|
M
|
R
|
|
| Renaissance and the arts
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Colonial policies impacting people (potato famine)
|
|
|
|
|
|
|
|
I
|
|
M
|
|
R
|
| Nationalism, urbanism, modernization, industrialization
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Impact of culture on tradition
|
|
|
|
|
|
|
|
I
|
|
M
|
|
R
|
| 20th century events
|
|
|
|
|
|
|
|
|
|
M
|
R
|
R
|
| B. Economies—Eastern Hemisphere
|
2, 4
|
Human systems, environment and society, technology, economic systems, scarcity, wants and needs, interdependence
|
|
|
|
|
|
|
|
|
|
|
| Economies and economic systems
|
|
|
|
|
|
|
|
|
|
M
|
|
|
 Economic decision making
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Content Understanding
|
Standard
|
Concepts/Themes
|
PK
|
K
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
| Past practices (history)
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Control, use, and means of production
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Formation of common economics policies
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Implications of decisions on all regions
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Market economies of former communist countries
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| C. Governments
|
2, 5
|
Government, values, change, citizenship, civic life
|
|
|
|
|
|
|
|
M
|
|
|
| Maintenance of law and order
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Political order to meet society needs
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Evolving views regarding power and law
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Changing needs and wants of people
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Present systems have origins in past
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Values impact rights and needs
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Values embodied in constitutions, statutes and court cases
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Government structures maintain public order
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Political borders change over time
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| International organizations
|
|
|
|
|
|
|
|
|
|
M
|
|
|
| Citizen rights defined by constitutions
|
|
|
|
|
|
|
|
|
|
|
|
|
VI. Course Overview
The Social Studies program at the Kindergarten level focuses on helping students develop an awareness of themselves, as well as the likenesses and differences of others. Children learn about the values, ideas, customs, and traditions in history. Students also begin to learn about their role as citizens by accepting rights and responsibilities in the school and community and by learning about rules and laws. Emphasis is placed on using content that is relevant and personally meaningful to meet the NYS Standards through the following units:
1. Me/Family
2. Holidays
3. Community: School/Neighborhood
4. Citizenship
Key: I Introduce
T Teach
M Master
VII. Instructional Outline
I. Members of a Community
Back to top
A. Myself and Others M
1. My physical self
2. Each person has needs, wants, talents, and abilities
3. Each person has likes and dislikes
4. Each person is unique and important
5. People are alike and different in many ways
6. All people need others
7. All people need to learn and learn in different ways
8. People change over time
B. My Family and Other Families T
1. My family and other families are alike and different
C. My School and Community I
1. What is a school?
D. My neighborhood I
1. My neighborhood can be located on a map
2. Different people live in my neighborhood
II. Citizenship
Back to top
A. Symbols of Citizenship T
1. Awareness of the symbols of our nation T
2. Understanding of the holidays and celebrations of our nation
3. Knowledge about and respect of the U.S. flag
B. Rights, responsibilities and roles of citizenship I
1. Everyone has responsibilities at home, in the school and community
2. People have responsibilities as members of different groups at different
3. times in their lives
C. Making and Changing Rules and Laws I
1. Rules affect all people
2 People make and change rules for many reasons
D. People make rules which involve consideration of others and provide for the T
health and safety of others
1. Families develop rules to protect family members
2. People in school groups develop rules to govern and protect themselves
III. Economics
Back to top
A. People help one another meet needs and wants I
IV. American History
A. Sharing of customs, traditions, beliefs, ideas, languages (cultural diversity) I
B. Historical figures and groups I
VIII. Course Benchmarks
IX. Units of Study
Unit One
Me/Family
A.
Unit Benchmarks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
D. Activities
1. Teacher Constructed Activities:
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
2. Textbook with Teaching Strategies
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
3. Computer Assisted Instruction
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
4. Cross Disciplinary
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
5. Miscellaneous
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
E. Vocabulary
E. Vocabulary
community
customs
traditions
beliefs
ideas
languages
citizenship
needs
wants
likes
dislikes
alike
different
family
school
neighborhood
locate
map
citizenship
symbols
holidays
celebrations
nation
respect
U.S. flag
responsibilities
laws
rules
history
safety
American/America
change
F. References and Resources
F. References and Resources
Unit Two
Unit Two
Holidays
A. Unit Benchmarks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
D. Activities
1. Teacher Constructed Activities:
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
2. Textbook with Teaching Strategies
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
3. Computer Assisted Instruction
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
4. Cross Disciplinary
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
5. Miscellaneous
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
E. Vocabulary
E. Vocabulary
F. References and Resources
F. References and Resources
Unit Three
Unit Three
Community: School/Neighborhood
A. Unit Benchmarks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
D. Activities
1. Teacher Constructed Activities:
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
2. Textbook with Teaching Strategies
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
3. Computer Assisted Instruction
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
4. Cross Disciplinary
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
5. Miscellaneous
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
E. Vocabulary
E. Vocabulary
F. References and Resources
Unit Four
Citizenship
A.
Unit Benchmarks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
1. Teacher Constructed Activities:
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
2. Textbook with Teaching Strategies
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
3. Computer Assisted Instruction
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
4. Cross Disciplinary
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
5. Miscellaneous
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
E. Vocabulary
E. Vocabulary
F. References and Resources
X.
Course Assessment
XI.
Curriculum Review Process
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