481p. - ERIC · Ji I I Bowman IPS, School #18 Indianapolis. Carrie Burton Floyd Central High School...
243
ED 431 660 TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT DOCUMENT RESUME SO 030 625 Indiana Social Studies Proficiency Guide: An Aid to Curriculum Development. 1996 Edition. Indiana State Dept. of Education, Indianapolis. Center for School Improvement and Performance. 1996-00-00 481p. Indiana Department of Education, Center for School Improvement, Office of Program Development, Room 229, State House, Indianapolis, IN 46204; Web site: http://www.doe.state.in.us/publications/ Guides Non-Classroom (055) MF02/PC20 Plus Postage. *Academic Standards; Civics; *Curriculum Development; Economics; Elementary Secondary Education; Geography Instruction; History Instruction; *Public Schools; *Social Studies; State Curriculum Guides; *State Standards; Student Educational Objectives *Indiana This guide outlines the kinds of learning opportunities that should be available to Indiana students in high-quality social studies programs, but it is not intended as a prescribed curriculum. The guide defines social studies as the integrated study of the social sciences and the humanities to promote civic competence. Social studies education should provide preparation and practice for lifelong active citizenship. The guide discusses civic decision-making; describes content strands and foundation proficiencies; offers a curriculum model; outlines course descriptions and proficiency statements for grades K-8; presents high school course descriptions and proficiency statements for selected courses; offers additional course descriptions; and provides resources. To achieve the goal of responsible citizenship, students in Indiana will: (1) analyze the political ideas and practices that enable citizens to make rational choices in a democratic society; (2) assess the impact of historical events, personalities, movements, and technological developments on the present and future; (3) describe the geographical patterns and interrelationships of the major physical and cultural features on the earth's surface; (4) analyze the interaction of people and institutions in economic systems; (5) investigate nations and cultures in terms of their diversity, commonalities, and interrelationships; (6) examine the patterns of individual and group behavior; (7) analyze issues and events and hypothesize about their impact upon the present and future; (8) draw conclusions and make decisions based on relevant data derived from a variety of resources and media; and (9) develop a reasoned commitment to the civic values needed to function responsibly in a democratic society. (BT) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************
Transcript of 481p. - ERIC · Ji I I Bowman IPS, School #18 Indianapolis. Carrie Burton Floyd Central High School...
-
ED 431 660
TITLE
INSTITUTION
PUB DATENOTEAVAILABLE FROM
PUB TYPEEDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
SO 030 625
Indiana Social Studies Proficiency Guide: An Aid toCurriculum Development. 1996 Edition.Indiana State Dept. of Education, Indianapolis. Center forSchool Improvement and Performance.1996-00-00481p.Indiana Department of Education, Center for SchoolImprovement, Office of Program Development, Room 229, StateHouse, Indianapolis, IN 46204; Web site:http://www.doe.state.in.us/publications/Guides Non-Classroom (055)MF02/PC20 Plus Postage.*Academic Standards; Civics; *Curriculum Development;Economics; Elementary Secondary Education; GeographyInstruction; History Instruction; *Public Schools; *SocialStudies; State Curriculum Guides; *State Standards; StudentEducational Objectives*Indiana
This guide outlines the kinds of learning opportunities thatshould be available to Indiana students in high-quality social studiesprograms, but it is not intended as a prescribed curriculum. The guidedefines social studies as the integrated study of the social sciences and thehumanities to promote civic competence. Social studies education shouldprovide preparation and practice for lifelong active citizenship. The guidediscusses civic decision-making; describes content strands and foundationproficiencies; offers a curriculum model; outlines course descriptions andproficiency statements for grades K-8; presents high school coursedescriptions and proficiency statements for selected courses; offersadditional course descriptions; and provides resources. To achieve the goalof responsible citizenship, students in Indiana will: (1) analyze thepolitical ideas and practices that enable citizens to make rational choicesin a democratic society; (2) assess the impact of historical events,personalities, movements, and technological developments on the present andfuture; (3) describe the geographical patterns and interrelationships of themajor physical and cultural features on the earth's surface; (4) analyze theinteraction of people and institutions in economic systems; (5) investigatenations and cultures in terms of their diversity, commonalities, andinterrelationships; (6) examine the patterns of individual and groupbehavior; (7) analyze issues and events and hypothesize about their impactupon the present and future; (8) draw conclusions and make decisions based onrelevant data derived from a variety of resources and media; and (9) developa reasoned commitment to the civic values needed to function responsibly in ademocratic society. (BT)
********************************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
********************************************************************************
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Page
125
Psyc
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Page
149
Uni
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Stat
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Page
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IGH
SC
HO
OL
SO
CIA
L S
TU
DIE
SC
OU
RSE
DE
SCR
IPT
ION
SPa
ge 2
10
XI
RE
SOU
RC
ES
Stra
tegi
esPa
ge 2
17R
esou
rce
Org
aniz
atio
nsPa
ge 2
24
18vi
i15
-
TH
E S
OC
IAL
ST
UD
IES
PRO
FIC
IEN
CY
GU
IDE
1996
Edi
tion
I IN
TR
OD
UC
TIO
N
PUR
POSE
: The
Soc
ial S
tudi
es P
rofi
cien
cy G
uide
is in
tend
edto
aid
sch
ools
in th
eir
own
Cur
ricu
lum
dev
elop
men
t. It
isde
sign
ed a
s a
guid
e fo
r te
ache
rs, a
dmin
istr
ator
s, a
nd c
omm
unity
mem
bers
in th
eir
effo
rts
to s
tren
gthe
n so
cial
stu
dies
cur
ricu
lum
and
inst
ruct
ion.
It
is n
ot in
tend
ed to
be
a pr
escr
ibed
cur
ricu
lum
and
it d
oes
not t
ake
the
plac
e of
loca
l sch
ool c
urri
cula
or te
ache
r co
urse
and
less
onpl
anni
ng. I
nste
ad, i
t sho
uld
serv
e as
a to
ol f
or y
ear-
to-y
ear
and
long
-ran
ge c
urri
culu
m d
evel
opm
ent
at th
e lo
cal l
evel
. It i
s in
tend
ed to
outli
ne th
e ki
nds
of le
arni
ng o
ppor
tuni
ties
that
sho
uld
beav
aila
ble
to s
tude
nts
in a
hig
h-qu
ality
soc
ial s
tudi
espr
ogra
m. I
t is
expe
cted
that
sch
ools
and
indi
vidu
al te
ache
rs w
ill a
dapt
any
mat
eria
ls th
at th
ey u
se, i
nclu
ding
this
Gui
de, t
o th
e ne
eds
and
inte
rest
s of
thei
rst
uden
ts a
nd th
eir
loca
l com
mun
ities
.
DE
VE
LO
PME
NT
PR
OC
ESS
: The
199
6 ed
ition
of
The
Soc
ial S
tudi
es P
rofi
cien
cy G
uide
bui
lds
upon
the
orig
inal
Soc
ial S
tudi
esPr
ofic
ienc
y G
uide
, pub
lishe
d in
198
7. I
ndia
na te
ache
rsar
e th
e pr
inci
pal a
utho
rs o
f bo
th e
ditio
ns (
see
Ack
now
ledg
men
ts).
In
the
sum
mer
of
1995
, a g
roup
of
soci
al s
tudi
es te
ache
rs w
as id
entif
ied
and
bega
nto
wor
k on
an
upda
te o
f th
e 19
87 G
uide
. The
teac
hers
wer
e di
vide
d in
to p
rim
ary,
inte
rmed
iate
, mid
dle
scho
ol, a
nd s
ever
al h
igh
scho
ol te
ams.
All
teac
hers
on
the
team
s ha
d cl
assr
oom
expe
rien
ce in
teac
hing
the
grad
esor
sub
ject
s fo
r w
hich
they
wer
e w
ritin
g.
Aft
er th
e w
ork
prod
uced
in th
esu
mm
er w
as c
ompi
led
and
orga
nize
d, w
ritin
g te
am m
embe
rs m
ade
addi
tions
and
corr
ectio
ns a
nd th
efi
rst r
ound
of
editi
ngw
as d
one.
The
K-8
sec
tion
of th
e G
uide
was
pro
vide
d to
sev
eral
sch
ools
for
prel
imin
ary
revi
ew. S
peci
fic
high
scho
ol c
ours
es u
nder
wen
t pre
limin
ary
revi
ew b
y te
ache
rsan
d su
bjec
t are
a sp
ecia
lists
. Ano
ther
rou
nd o
f ed
iting
took
pla
ce f
ollo
win
gth
e pr
elim
inar
y re
view
and
a re
view
dra
ft w
as p
rodu
ced.
Thi
s dr
aft w
as p
rovi
ded
to s
choo
ls, c
omm
unity
mem
bers
, and
cur
ricu
lum
spe
cial
ists
for
sta
te-w
ide
revi
ewdu
ring
the
spri
ng a
ndsu
mm
er o
f 19
96. C
orre
ctio
ns a
nd r
efin
emen
ts w
ere
mad
e ba
sed
upon
the
reco
mm
enda
tions
of
revi
ewer
s an
d th
e fi
nal d
raft
was
deve
lope
d. T
he 1
996
Edi
tion
of th
e So
cial
Stu
dies
Prof
icie
ncy
Gui
de w
as p
ublis
hed
and
dist
ribu
ted
to s
choo
lsth
roug
hout
the
stat
e in
the
fall
of 1
996.
201
21
-
OR
GA
NIZ
AT
ION
: The
199
6 So
cial
Stud
ies
Prof
icie
ncy
Gui
de p
rovi
des
a co
mpr
ehen
sive
, art
icul
ated
des
crip
tion
of s
ocia
l stu
dies
skill
s an
d kn
owle
dge
in g
rade
sK
-12.
The
Gui
de is
bas
edon
the
prem
ise
that
soc
ial s
tudi
es is
the
inte
grat
ed s
tudy
of
the
soci
alsc
ienc
esan
d th
e hu
man
ities
with
the
goal
of h
elpi
ng y
oung
peo
ple
to b
ecom
eco
mpe
tent
, res
pons
ible
citi
zens
. In
orde
r to
beco
me
com
pete
ntci
tizen
s, s
tude
nts
mus
t dra
wup
on k
now
ledg
e, s
kills
, and
per
spec
tives
fro
mm
any
disc
iplin
es a
nd a
reas
of
stud
yas
they
eng
age
inC
ivic
Dec
isio
n M
akin
g A
ndPa
rtic
ipat
ion.
The
Gui
de a
ttem
pts
to in
tegr
ate
a st
rong
soc
ial s
tudi
es k
now
ledg
e ba
se w
ithth
inki
ng a
nd c
ivic
dec
isio
n-m
akin
gsk
ills
thro
ugh
itsor
gani
zatio
n ar
ound
Nin
e C
onte
ntSt
rand
s an
d Fo
unda
tion
Prof
icie
ncie
s.T
he C
onte
nt S
tran
dsar
e th
e m
ajor
con
cept
s an
d sk
illar
eas
that
for
m th
e so
cial
stu
dies
cun
icul
um. T
hey
may
foc
us p
rim
arily
on
one
or tw
o di
scip
lines
, but
als
o m
ay b
e in
terd
isci
plin
ary
inna
ture
. The
Fou
ndat
ion
Prof
icie
ncie
sar
e th
e co
rres
pond
ing
goal
s fo
r st
uden
t lea
rnin
gat
the
end
of a
K-1
2 so
cial
stu
dies
prog
ram
.
The
Gui
de p
rovi
des
a Sc
ope
and
Sequ
ence
that
sho
uld
be c
onsi
dere
d on
lyon
e of
sev
eral
pos
sibl
e m
odel
s fo
r or
gani
zing
soci
al s
tudi
esco
nten
t. T
his
mod
el p
rovi
des
a fo
cus
for
each
gra
de f
rom
Kin
derg
arte
n th
roug
h E
ight
hG
rade
. At e
very
gra
de, t
he n
ine
Con
tent
Stra
nds
are
expr
esse
das
gra
de-a
ppro
pria
te P
rofi
cien
cy S
tate
men
ts. T
hese
stat
emen
ts d
escr
ibe
stud
ent l
earn
ing
as it
mig
ht ta
ke p
lace
in a
rig
orou
s so
cial
stu
dies
prog
ram
. Eac
h Pr
ofic
ienc
y St
atem
ent h
as s
ever
al I
ndic
ator
s.In
dica
tors
are
key
idea
s,co
ncep
ts, a
nd s
kills
impo
rtan
t to
a pa
rtic
ular
Con
tent
Str
and.
The
y ar
e st
ated
in te
rms
of s
tude
ntle
arni
ng. M
ost I
ndic
ator
s ha
veco
rres
pond
ing
Sam
ple
Stud
ent A
ctiv
ities
. The
sam
ple
activ
ities
are
sim
ply
brie
f su
gges
tions
for
han
ds-o
n ac
tiviti
esth
at m
ight
hel
p st
uden
tsto
und
erst
and
aco
ncep
t or
acqu
ire
and
dem
onst
rate
a sk
ill. T
hey
are
dire
ctly
rel
ated
to o
neor
mor
e In
dica
tors
and
sho
uld
serv
e as
"sp
ring
boar
d" id
eas
for
teac
hers
as
they
dev
elop
thei
row
n cl
assr
oom
act
iviti
es a
nd p
roje
cts.
Tea
cher
s an
dad
min
istr
ator
s w
orki
ng w
ithpa
rent
s an
d ot
her
com
mun
ity m
embe
rs a
re th
e be
st d
ecis
ion
mak
ers
rega
rdin
g ap
prop
riat
e le
arni
ngac
tiviti
es f
or th
eir
stud
ents
.
Spec
ific
cou
rses
at t
he H
igh
Scho
ol le
vel
build
upo
n th
e sk
ills
and
know
ledg
e ac
quir
edat
oth
er le
vels
of
inst
ruct
ion.
At t
his
poin
t,m
ore
spec
ializ
ed a
nd in
-dep
th c
ours
es, f
ocus
ing
on o
ne o
r m
ore
disc
iplin
es, t
ake
cent
er s
tage
. Eac
hco
urse
tend
s to
hav
e its
ow
nor
gani
zing
pri
ncip
les
base
don
the
maj
or c
once
pts
or id
eas
that
for
m th
e di
scip
line.
The
nine
Con
tent
Str
ands
do
not d
isap
pear
,ho
wev
er. O
ne o
r m
ore
stra
nds
may
be
the
maj
or f
ocus
of
a co
urse
whi
le th
e ot
her
stra
nds
play
sup
port
ing
role
sor
bec
ome
com
plet
ely
inte
grat
ed. P
rofi
cien
cy S
tate
men
ts a
ndIn
dica
tors
for
hig
h sc
hool
cour
ses
are
stat
emen
ts a
bout
the
mai
n id
eas
and
sign
ific
ant s
kills
that
are
to b
e em
phas
ized
in th
eco
urse
. The
y ar
e in
tend
ed to
pro
vide
a r
efer
ence
poi
ntto
teac
hers
as
they
dev
elop
thei
r ow
n co
urse
s.T
hey
are
not p
rese
nted
in c
hron
olog
ical
or h
iera
rchi
al o
rder
. Tea
cher
s an
d sc
hool
sar
e fr
ee to
org
aniz
e in
stru
ctio
n in
the
way
s th
at b
est
mee
t the
nee
ds o
f th
eir
stud
ents
and
thei
r co
mm
uniti
es.
Sam
ple
Stud
ent A
ctiv
ities
and
Pro
ject
spr
esen
ted
at th
e hi
gh s
choo
l lev
elte
nd to
be
mor
e pr
ojec
t ori
ente
d, lo
ng-t
erm
effo
rts
and
may
cor
resp
ond
to s
ever
al I
ndic
ator
s.T
hese
act
iviti
es a
re b
rief
sugg
estio
nspr
ovid
ed a
s an
aid
to te
ache
rsas
they
dev
elop
thei
r ow
n ac
tiviti
es a
nd p
roje
cts.
2
23
-
fbII
SO
CIA
L S
TU
DIE
S-
A D
EFI
NIT
ION
Alth
ough
ther
e ar
e va
ried
def
initi
ons
of s
ocia
l stu
dies
, the
fol
low
ing
stat
emen
t by
the
Nat
iona
l Cou
ncil
for
the
Soci
al S
tudi
es (
NC
SS)
addr
esse
s th
e m
ultid
isci
plin
ary
natu
re o
f th
is a
rea
of th
e cu
rric
ulum
and
hig
hlig
hts
the
civi
c pu
rpos
e an
d ke
y el
emen
tsof
soc
ial s
tudi
esed
ucat
ion:
Soci
al S
tudi
es is
the
inte
grat
edst
udy
of th
e so
cial
sci
ence
s an
d th
ehu
man
ities
to p
rom
ote
civi
cco
mpe
tenc
e.W
ithin
the
scho
olpr
ogra
m, s
ocia
l stu
dies
pro
vide
s co
ordi
nate
d,sy
stem
atic
stu
dy d
raw
ing
upon
suc
hdi
scip
lines
as
anth
ropo
logy
, arc
heol
ogy,
econ
omic
s, g
eogr
aphy
, his
tory
, law
, phi
loso
phy,
pol
itica
l sci
ence
,ps
ycho
logy
, rel
igio
n, a
nd s
ocio
logy
, as
wel
l as
appr
opri
ate
cont
ent f
rom
the
hum
aniti
es, m
athe
mat
ics,
and
natu
ral s
cien
ces.
(C
urri
culu
m S
tand
ards
for
the
Soci
al S
tudi
es: E
xpec
tatio
nsof
Exc
elle
nce,
Pag
e 3,
Nat
iona
lC
ounc
il fo
r th
e So
cial
Stu
dies
, 199
4.)
III
RA
TIO
NA
LE
The
fun
dam
enta
lpu
rpos
e of
soc
ial s
tudi
es is
to p
rovi
de p
repa
ratio
nan
d pr
actic
e fo
r ac
tive,
life
long
citiz
ensh
ip. A
ctiv
e ci
tizen
ship
ina
dem
ocra
tic s
ocie
ty r
equi
res
the
deve
lopm
ent o
fsk
ills
for
thin
king
, dec
isio
n-m
akin
g,an
d pa
rtic
ipat
ion.
Citi
zens
of
all
ages
mak
ede
cisi
ons
that
aff
ect t
hem
selv
es, t
heir
fam
ilies
, the
ir c
omm
uniti
es, t
heir
nat
ion,
and
the
wor
ld.
The
pri
mar
y go
al o
f so
cial
'stu
dies
educ
atio
n is
to h
elp
stud
ents
dev
elop
the
abili
ty to
mak
e w
ell-
info
rmed
,w
ell-
reas
oned
dec
isio
ns a
ndto
act
res
pons
ibly
. Wel
l-re
ason
ed d
ecis
ion
mak
ing
and
resp
onsi
ble
actio
nar
e ba
sed
upon
the
skill
s of
acq
uiri
ng, e
valu
atin
g,an
d us
ing
info
rmat
ion
for
the
purp
ose
of:
iden
tifyi
ng a
ltern
ativ
eco
urse
s of
act
ion;
pred
ictif
ig th
eir
poss
ible
cons
eque
nces
; and
sele
ctin
g th
e be
st a
ltern
ativ
e.
The
pro
cess
of
civi
c de
cisi
on m
akin
gis
des
crib
ed in
Cha
rt 1
on th
e fo
llow
ing
page
. Cha
rt 2
, on
Page
6, i
llust
rate
s th
e re
latio
nshi
p of
civi
c de
cisi
on m
akin
g an
d so
cial
stud
ies
cont
ent k
now
ledg
e. A
s th
ech
arts
dem
onst
rate
, stu
dent
sde
velo
p th
e de
sire
and
com
mitm
ent
to in
volv
e th
emse
lves
in th
e de
moc
ratic
proc
ess
and
to b
ecom
e ac
tive
citiz
ens
thro
ugh
the
actu
al p
ract
ice
of c
itize
nshi
p sk
ills
(thi
nkin
g, d
ecis
ion
mak
ing,
and
par
ticip
atio
n)th
roug
hout
a K
-12
soci
al s
tudi
espr
ogra
m.
253
-
Cha
rt I
IV C
IVIC
DE
CIS
ION
MA
KIN
GT
he g
oal o
f so
cial
stu
dies
edu
catio
n is
the
deve
lopm
ent o
f in
form
ed, r
espo
nsib
le c
itize
nsw
ho a
ctiv
ely
part
icip
ate
inou
rde
moc
racy
. Act
ive
part
icip
atio
n re
quir
es th
e de
velo
pmen
t of
deci
sion
-mak
ing
skill
s in
whi
ch s
tude
nts:
AC
TIV
EL
Y S
EE
K A
ND
AC
QU
IRE
IN
FOR
MA
TIO
N:
Stud
ents
who
act
ivel
y se
ek a
nd a
cqui
re in
form
atio
nkn
ow h
ow to
ask
que
stio
ns. T
hey
activ
ely
seek
dat
aan
d id
eas
from
ava
riet
y of
sou
rces
as
they
dev
elop
a kn
owle
dge
base
. The
y kn
ow h
ow to
fin
d, o
rgan
ize,
rec
ord,
and
pres
ent i
nfor
mat
ion.
INT
ER
PRE
T A
ND
APP
LY
IN
FOR
MA
TIO
N:
Stud
ents
who
inte
rpre
t and
app
ly in
form
atio
nar
e ab
le to
inte
grat
e an
d ap
ply
info
rmat
ion
to th
eir
own
situ
atio
ns a
nd to
thei
r gr
owin
g kn
owle
dge
base
. The
yar
e ab
le to
val
idat
e in
form
atio
n, c
omm
unic
ate
data
and
idea
s in
var
ious
form
s,ex
plai
n re
latio
nshi
ps, a
nd u
se d
ata
to e
xplo
re p
ossi
ble
solu
tions
to p
robl
ems.
The
yar
e ab
le to
sep
arat
e co
mpl
ex id
eas
orbo
dies
of
info
rmat
ion
into
com
pone
nt p
arts
, ide
ntif
yor
gani
zing
pri
ncip
les,
and
pro
pose
a r
easo
nabl
eco
urse
of
actio
n. T
hey
are
able
to c
ombi
ne id
eas
and
info
rmat
ion
to c
reat
e so
met
hing
that
isne
w (
such
as
a pl
an, a
pre
sent
atio
n, o
r a
solu
tion)
and
to c
omm
unic
ate
thes
e in
sigh
ts to
oth
ers.
UN
DE
RST
AN
D T
HE
IM
POR
TA
NC
E O
F V
AL
UE
SA
ND
BE
LIE
FS:
Cho
osin
g am
ong
alte
rnat
ive
actio
ns a
nd th
eir c
onse
quen
ces
requ
ires
con
side
ratio
n of
val
ues
and
hum
an n
eeds
. For
this
reas
on it
is e
ssen
tial f
or s
tude
nts
to u
nder
stan
d th
e im
port
ance
of
valu
es a
ndbe
liefs
. Stu
dent
s sh
ould
be
able
to id
entif
yva
lues
and
bel
iefs
and
und
erst
and
thei
r ro
le in
dec
isio
nm
akin
g. R
espo
nsib
le c
itize
ns m
ust r
ealiz
e ho
w th
eir d
ecis
ions
and
actio
ns a
ffec
t oth
er in
divi
dual
s an
d th
e ge
nera
l wel
fare
.T
hey
shou
ld b
e ab
le to
wei
gh th
eco
nseq
uenc
es o
f al
tern
ativ
eso
lutio
ns a
nd c
ours
es o
f ac
tion
and
mak
e ch
oice
sor
dec
isio
ns th
at ta
ke in
to a
ccou
nt b
oth
indi
vidu
al n
eeds
and
the
com
mon
good
.
PAR
TIC
IPA
TE
RE
SPO
NSI
BL
Y A
S C
ITIZ
EN
S IN
AD
EM
OC
RA
CY
:C
hoic
es a
nd d
ecis
ions
are
ess
entia
l com
pone
nts
ofa
part
icip
ator
y de
moc
racy
. To
deve
lop
citiz
ensh
ip s
kills
, stu
dent
sm
ust
have
fre
quen
t opp
ortu
nitie
s to
act
ivel
y pr
actic
e an
dpa
rtic
ipat
e in
the
dem
ocra
ticpr
oces
s in
way
s th
at a
re a
ppro
pria
tefo
r th
eir
age
leve
l and
indi
vidu
al d
evel
opm
ent a
nd in
way
s th
at a
llow
them
to m
ake
choi
ces
and.
deci
sion
s th
at a
ffec
tth
emse
lves
and
oth
ers.
Thr
ough
suc
h pa
rtic
ipat
ion,
stu
dent
sno
t onl
y ac
quir
e ci
tizen
ship
ski
lls b
ut a
lso
deve
lop
the
com
mitm
ent t
o ap
ply
thos
e sk
ills
as a
ctiv
e, r
espo
nsib
le c
itize
ns.
264
-
IV C
ON
TE
NT
ST
RA
ND
S A
ND
FO
UN
DA
TIO
N P
RO
FIC
IEN
CY
ST
AT
EM
EN
TS
To
Ach
ieve
the
Goa
l of
Res
pons
ible
Citi
zens
hip,
Stu
dent
s in
Ind
iana
Sch
ools
Will
:
CIT
IZE
NSH
IP a
ndU
nder
stan
d an
d an
alyz
e th
e po
litic
al id
eas
and
prac
tices
that
ena
ble
citiz
ens
to m
ake
info
rmed
choi
ces
GO
VE
RN
ME
NT
:in
a d
emoc
ratic
soc
iety
;
HIS
TO
RIC
AL
Und
erst
and
and
asse
ss th
e im
pact
of
hist
oric
al e
vent
s, p
erso
nalit
ies,
mov
emen
ts, a
nd te
chno
logi
cal
PER
SPE
CT
IVE
S:de
velo
pmen
ts o
n th
e pr
esen
t and
the
futu
re;
GE
OG
RA
PHIC
RE
LA
TIO
NSH
IPS:
Und
erst
and
and
desc
ribe
the
geog
raph
ical
pat
tern
s an
d in
terr
elat
ions
hips
of
the
maj
or p
hysi
cal a
ndcu
ltura
l fea
ture
s on
the
eart
h's
surf
ace;
EC
ON
OM
ICS:
Und
erst
and
and
anal
yze
the
inte
ract
ion
of p
eopl
e an
d in
stitu
tions
in e
cono
mic
syst
ems;
WO
RL
D C
UL
TU
RE
S:U
nder
stan
d an
d in
vest
igat
e na
tions
and
cul
ture
s of
the
wor
ld-i
n te
rms
of th
eir
dive
rsity
, com
mon
aliti
es,
and
inte
rrel
atio
nshi
ps;
IND
IVID
UA
LS
AN
DU
nder
stan
d an
d ex
amin
e th
e pa
ttern
s of
indi
vidu
al a
ndgr
oup
beha
vior
;SO
CIE
TY
:
CU
RR
EN
T E
VE
NT
S:U
nder
stan
d an
d an
alyz
e cu
rren
t iss
ues
and
even
ts a
nd h
ypot
hesi
ze a
bout
thei
r im
pact
upon
the
pres
ent
and
the
futu
re.
INQ
UIR
Y S
KIL
LS:
Dra
w c
oncl
usio
ns a
nd m
ake
deci
sion
s ba
sed
on r
elev
ant d
ata
deri
ved
from
a v
arie
ty o
f re
sour
ces
and
med
ia, i
nclu
ding
ele
ctro
nic
tech
nolo
gy;
CIV
IC I
DE
AL
SA
ND
PRA
CT
ICE
:
Dev
elop
a c
omm
itmen
t to
the
civi
c va
lues
nee
ded
to f
unct
ion
resp
onsi
bly
in a
dem
ocra
tic s
ocie
ty.
Not
e: T
hese
sta
tem
ents
ref
lect
wha
t stu
dent
s sh
ould
kno
w a
nd b
e ab
le to
do
afte
r co
mpl
etin
ga
K-1
2 so
cial
stu
dies
pro
gram
.
2 8
52
-
Cha
rt 2
VI
Con
tent
Str
ands
and
the
Civ
icD
ecis
ion-
Mak
ing
Proc
ess
a
Seek
100
1111
40O
n :
Inqu
iry
Skill
s
Cur
rent
Eve
nts
Part
icip
ate
Res
pons
ibly
Indi
vidu
als
& S
ocie
ty
Civ
ic I
deal
s&
Pra
ctic
eC
itize
nshi
pan
dG
over
nmen
LgA
RN
Ett
Wor
ldC
ultu
res
His
tori
cal
Pers
pect
ives
App
ly &
Int
erpr
etnf
orm
atio
nG
eoFr
aphi
cel
atio
nshi
ps
Eco
nom
ics
Und
erst
and
the
Impo
rtan
ceof
Val
ues
& B
elie
fs6
31
-
VII
SC
OP
AD
SE
QU
EN
CE
The
Soc
ial S
tudi
es P
rofi
cien
cyG
uide
pre
sent
s an
app
roac
h to
teac
hing
soci
al s
tudi
es w
hich
inte
grat
es v
ario
usdi
scip
lines
and
area
s of
stud
y. T
he g
oal o
f th
is a
ppro
ach
isto
hel
p st
uden
ts d
evel
op th
inki
ng a
ndde
cisi
on-m
akin
g sk
ills
for
resp
onsi
ble
citiz
ensh
ip. T
hePr
ofic
ienc
y G
uide
enco
urag
es s
tude
nts
to u
se th
eir
grow
ing
know
ledg
e ba
sean
d pr
actic
e th
e sk
ills
of th
inki
ngan
d pa
rtic
ipat
ion
thro
ugho
ut th
e so
cial
stu
dies
prog
ram
. As
a re
sult,
stu
dent
s de
velo
p th
e ab
ility
to tr
ansf
er k
now
ledg
e an
d th
inki
ng s
kills
to o
ther
subj
ects
in s
choo
l and
to e
xper
ienc
esou
tsid
e of
sch
ool.
The
fol
low
ing
outli
ne is
pro
vide
das
one
of
seve
ral p
ossi
ble
mod
els
for
orga
nizi
ng s
ocia
lst
udie
s in
stru
ctio
n. T
his
mod
el, w
itha
sugg
este
d fo
cus
for
each
gra
de, v
iew
s th
ew
orld
as
a se
t of
inte
rrel
ated
syst
ems
rath
er th
an a
s is
olat
ed a
nd u
nrel
ated
piec
es o
f te
rrito
ry.
The
mod
el is
inte
nded
to b
uild
and
expa
nd s
tude
nts'
kno
wle
dge.
For
this
reas
on, t
opic
s, th
emes
, con
cept
s, a
nd s
kills
are
intr
oduc
edea
rly
and
are
rein
forc
ed a
nd e
xpan
ded
from
Kin
derg
arte
n th
roug
h T
wel
fth
Gra
de.
For
exam
ple,
stu
dent
s in
gra
des
K-3
have
lear
ning
exp
erie
nces
that
hel
pth
em to
und
erst
and
that
indi
vidu
als
have
bot
h ri
ghts
and
resp
onsi
bilit
ies.
Fou
rth
and
fift
h gr
ader
spa
rtic
ipat
e in
act
iviti
es th
at h
elp
them
to d
evel
op s
kills
in c
oope
ratio
n an
dco
nsen
sus
build
ing
in w
ays
that
are
appr
opri
ate
for
thei
r ag
e gr
oup.
The
y al
so b
egin
to u
nder
stan
d ho
w th
e U
nite
d St
ates
Con
stitu
tion
defi
nes
the
role
of
gove
rnm
ent a
ndpr
otec
ts in
divi
dual
rig
hts.
Old
er s
tude
nts
exam
ine
the
fund
amen
tal i
deas
of c
onst
itutio
nal g
over
nmen
t in
mor
e de
pth
as th
ey p
artic
ipat
e in
gat
heri
ng d
ata,
enga
ge in
que
stio
ning
and
deb
ate,
par
ticip
ate
in c
ivic
activ
ities
, and
take
resp
onsi
bilit
y fo
r th
eir
actio
ns. I
n th
isw
ay, s
ocia
l stu
dies
inst
ruct
ion
can
intr
oduc
e st
uden
tsto
dem
ocra
tic p
rinc
iple
s at
incr
easi
ngle
vels
of
com
plex
ityas
it p
rovi
des
oppo
rtun
ities
for
pra
ctic
ing
the
skill
sof
citi
zens
hip.
733
32
-
GR
AD
E L
EV
EL
FO
CU
S:
Kin
derg
arte
n:
Gra
de 1
:
Gra
de 2
:
Gra
de 3
:
Gra
de 4
:
Gra
de 5
:
Gra
de 6
:
Gra
de 7
:
Gra
de S
:
SCO
PE A
ND
SE
QU
EN
CE
MO
DE
L
Kin
derg
arte
n fo
cuse
son
the
child
in th
e im
med
iate
env
iron
men
t and
emph
asiz
es s
ocia
l lea
rnin
g ex
peri
ence
s,in
clud
ing
inte
ract
ion
with
peer
s an
d re
spec
t for
oth
ers.
In G
rade
1, l
earn
ing
isce
nter
ed o
n ch
ildre
n as
they
inte
ract
with
hom
e, s
choo
l, an
d ne
ighb
orho
oden
viro
nmen
tsan
d ex
plor
e th
ew
ay p
eopl
e liv
e an
d w
ork
toge
ther
aro
und
the
wor
ld.
Stud
ents
in G
rade
2 e
xam
ine
scho
olne
ighb
orho
ods,
nei
ghbo
rhoo
ds in
othe
r co
untr
ies,
and
how
loca
l com
mun
ities
hel
p to
mee
t peo
ple'
s ne
eds.
In G
rade
3, s
tude
nts
stud
yde
velo
pmen
t and
cha
nge
in th
e lo
cal c
omm
unity
and
in c
omm
uniti
esin
oth
er s
tate
s an
d re
gion
sof
the
wor
ld; h
ow p
eopl
e in
com
mun
ities
ada
pt to
the
envi
ronm
ent,
deve
lop
and
use
tech
nolo
gy, a
ndhu
man
and
nat
ural
reso
urce
s.
Stud
ents
in G
rade
4 s
tudy
Ind
iana
and
its r
elat
ions
hips
to r
egio
nal,
natio
nal,
and
wor
ld c
omm
uniti
es,
incl
udin
gth
e in
flue
nce
of p
hysi
cal a
ndcu
ltura
l env
iron
men
tson
the
stat
e's
grow
th a
nd d
evel
opm
ent.
In G
rade
5 s
tude
nts
stud
y th
eU
nite
d St
ates
foc
usin
gon
the
infl
uenc
e of
phy
sica
l and
cul
tura
l env
iron
men
ts o
nna
tiona
l gro
wth
and
dev
elop
men
t.E
mph
asis
sho
uld
be p
lace
dup
on N
ativ
e A
mer
ican
cul
ture
s, e
xplo
ratio
n,an
d th
eea
rly
begi
nnin
gs o
f th
e U
nite
dSt
ates
.
Stud
ents
in G
rade
6ca
rry
out a
com
para
tive
stud
y of
the
regi
ons
and
natio
ns o
f th
e W
este
rnW
orld
, inc
ludi
ngge
ogra
phic
al, h
isto
rica
l, ec
onom
ic, p
oliti
cal,
and
cultu
ral r
elat
ions
hips
.
Stud
ents
in G
rade
7ca
rry
out a
com
para
tive
stud
y of
the
regi
ons
and
natio
ns o
f th
e E
aste
rnW
orld
incl
udin
gge
ogra
phic
al, h
isto
rica
l, ec
onom
ic, p
oliti
cal,
and
cultu
ral r
elat
ions
hips
.
In G
rade
8 s
tude
nts
stud
y U
nite
dSt
ates
his
tory
, with
an e
mph
asis
on
natio
nal d
evel
opm
ent u
p to
the
late
19t
h ce
ntur
y,an
d ex
amin
e pr
inci
ples
of
the
Con
stitu
tions
of
Indi
ana
and
the
Uni
ted
Stat
es.
3 4
8
-
SCO
PE A
ND
SEQ
UE
NC
E M
OD
EL
cont
inue
d...
GR
AD
ES
9-12
:In
gra
des
9-12
, at t
hehi
gh s
choo
l lev
el, s
peci
fic
soci
al s
tudi
esco
urse
s sh
ould
bui
ldup
on th
e sk
ills
and
know
ledg
eac
quir
edat
ear
lier
stag
es o
fin
stru
ctio
n. H
igh
scho
olco
urse
s te
nd to
foc
us o
non
e or
mor
e di
scip
lines
but
may
als
o be
inte
rdis
cipl
inar
y.
The
org
aniz
atio
nal s
truc
ture
for
eac
h of
the
high
scho
ol c
ours
es o
utlin
edin
this
edi
tion
of th
eG
uide
may
be
som
ewha
tdi
ffer
ent.
Eac
hco
urse
tend
s to
hav
e its
own
orga
nizi
ng p
rinc
iple
s ba
sed
on th
e m
ajor
con
cept
sor
idea
s th
at m
ake
up th
edi
scip
line.
The
nin
eco
nten
t Str
ands
use
das
org
aniz
ers
for
grad
es K
-8do
not
dis
appe
ar, h
owev
er.
In th
e hi
gh s
choo
lco
urse
s,on
e or
mor
e st
rand
s m
ay b
e th
em
ajor
foc
us o
f a c
ours
e w
hile
the
othe
r st
rand
spl
ay s
uppo
rtin
g ro
les
or b
ecom
e co
mpl
etel
yin
tegr
ated
into
oth
erth
emes
.
At t
he h
igh
scho
ol le
vel,
mos
t stu
dent
s ar
e re
ady
to b
egin
mor
e su
stai
ned
lear
ning
pro
ject
s. T
heSa
mpl
e St
uden
t Act
iviti
esan
d Pr
ojec
ts w
hich
corr
espo
nd to
the
Prof
icie
ncy
Stat
emen
ts a
nd I
ndic
ator
sm
ay v
ary
from
act
iviti
es th
atco
uld
beac
com
plis
hed
inon
e or
two
clas
s pe
riod
sor
blo
cks
to lo
ng-t
erm
pro
ject
sth
at m
ight
be
com
plet
edov
er a
sem
este
r.Pr
ofic
ienc
y St
atem
ents
and
Indi
cato
rs f
orhi
gh s
choo
l cou
rses
are
sta
tem
ents
abo
utth
e im
port
ant
conc
epts
and
ski
llsto
be
emph
asiz
ed h
ith
e co
urse
and
are
inte
nded
to s
erve
as r
efer
ence
poi
nts.
The
yar
e no
t pre
sent
ed in
chro
nolo
gica
lor
hie
rarc
hial
ord
er. T
each
ers
and
scho
ols a
re f
ree
to o
rgan
ize
inst
ruct
ion
in th
e w
ays
that
bes
tm
eet t
he n
eeds
of
thei
rst
uden
ts.
The
199
6 So
cial
Stu
dies
Prof
icie
ncy
Gui
de p
rovi
des
Cou
rse
Des
crip
tions
, Pro
fici
ency
Sta
tem
ents
, Ind
icat
ors,
and
Sam
ple
Stud
ent A
ctiv
ities
and
Proj
ects
for
Eco
nom
ics,
Psyc
holo
gy, S
ocio
logy
, Uni
ted
Stat
es G
over
nmen
t,U
nite
d St
ates
His
tory
,W
orld
His
tory
/Civ
iliza
tion,
and
Wor
ld G
eogr
aphy
.T
hese
cou
rses
wer
e se
lect
ed b
ecau
se th
eyar
e hi
gh e
nrol
lmen
t cou
rses
whi
ch a
re s
ubje
ct to
the
text
book
ado
ptio
npr
oces
s. A
ll of
the
cour
ses
in th
ehi
gh s
choo
l soc
ial s
tudi
escu
rric
ulum
pro
vide
valu
able
ski
lls a
ndkn
owle
dge
and
are
impo
rtan
t in
prep
arin
gyo
ung
peop
le f
or th
eir
futu
rero
les
as c
itize
ns. C
ours
ede
scri
ptio
ns f
or a
ll hi
gh-s
choo
l soc
ial s
tudi
esco
urse
s ar
e pr
ovid
ed a
t the
end
of th
e 9-
12 s
ectio
n of
the
Gui
de.
37
9
-
KIN
DE
RG
AR
TE
N
Focu
s: L
ivin
g an
d L
earn
ing
Tog
ethe
r
The
goa
l of
soci
al s
tudi
es e
duca
tion
is f
or c
hild
ren
to d
evel
op th
inki
ng a
nd d
ecis
ion-
mak
ing
skill
s th
at w
illpr
epar
e th
em f
orre
spon
sibl
e ci
tizen
ship
in a
dem
ocra
tic s
ocie
ty. C
hild
ren
begi
nto
acq
uire
thes
e sk
ills
at th
e ki
nder
gart
en le
vel t
hrou
gh le
arni
ngex
peri
ence
s th
at a
llow
them
to e
xplo
re th
eir
rela
tions
hips
with
the
imm
edia
te e
nvir
onm
ent.
Thi
s is
the
time
whe
n ch
ildre
nbe
gin
to d
evel
op a
n un
ders
tand
ing
of ti
me
and
spac
e re
latio
nshi
ps. K
inde
rgar
ten
stud
ents
sho
uld
be in
trod
uced
to e
xam
ples
of
diff
eren
ces
and
chan
ges
in th
eir
surr
ound
ings
and
sho
uld
bele
arni
ng to
des
crib
e a
sequ
ence
of
even
ts in
a da
y. T
hey
shou
ldbe
com
e fa
mili
ar w
ith g
eogr
aphi
c re
latio
nshi
ps, s
uch
as lo
catio
n (h
ere,
ther
e, o
ver,
und
er),
dir
ectio
n (u
p, d
own)
, siz
e (b
ig,
little
), a
nd s
hape
. Chi
ldre
n sh
ould
be
give
n op
port
uniti
esto
dis
cove
r ho
w p
eopl
e ar
e si
mila
r an
d di
ffer
ent a
nd h
owpe
ople
live
and
wor
k to
geth
er in
fam
ilies
aro
und
the
wor
ld. K
inde
rgar
ten
stud
ents
sho
uld
begi
n to
acc
ept r
espo
nsib
ility
for
thei
r be
havi
orin
sch
ool a
nd to
exp
lain
why
rul
esar
e ne
eded
in f
amili
es a
nd a
t sch
ool.
Chi
ldre
n in
kin
derg
arte
n sh
ould
hav
e th
eop
port
unity
to u
se a
var
iety
of
reso
urce
s (i
nclu
ding
tech
nolo
gy a
nd e
lect
roni
c an
dpr
int m
edia
) as
a m
eans
of
gath
erin
g an
d or
gani
zing
info
rmat
ion.
The
y sh
ould
hav
e th
e op
port
unity
to le
arn
thro
ugh
play
and
par
ticip
atio
n in
larg
e an
d sm
all
grou
ps, a
s w
ell a
sth
roug
h in
divi
dual
lear
ning
act
iviti
es.
10
-
FOC
US:
LIV
ING
AN
D L
EA
RN
ING
TO
GE
TH
ER
KIN
DE
RG
AR
TE
N
Prof
icie
ncy
Stat
emen
t and
Ind
icat
ors
Stud
ents
sho
uld
be a
ble
to:
Sam
ple
Stud
ent A
ctiv
ities
Stud
ents
mig
ht:
CIT
IZE
NSH
IP a
nd G
OV
ER
NM
EN
T
Exa
min
e th
e re
ason
s w
hy r
ules
are
nee
ded.
Iden
tify
rule
s at
sch
ool.
Giv
e re
ason
s fo
r sp
ecifi
c ru
les.
Iden
tify
resp
onsi
ble
actio
ns in
them
selv
es a
nd o
ther
s.
Mak
e ap
prop
riate
cho
ices
and
dis
cuss
con
sequ
ence
s of
inap
prop
riate
choi
ces.
Dra
w p
ictu
res
illus
trat
ing
impo
rtan
t rul
es a
t sch
ool.
Sta
te a
rul
e an
d su
gges
t rea
sons
why
the
rule
is im
port
ant.
Iden
tify
a "r
espo
nsib
le c
lass
citi
zen"
at t
he e
nd o
f eac
h da
y..
Iden
tify
the
best
act
ions
to ta
ke to
sol
ve a
cla
ssro
om p
robl
em.
4111
-
FOC
US:
LIV
ING
AN
D L
EA
RN
ING
TO
GE
TH
ER
KIN
DE
RG
AR
TE
N
Prof
icie
ncy
Stat
emen
t and
Ind
icat
ors
Sam
ple
Stud
ent A
ctiv
ities
Stud
ents
sho
uld
be a
ble
to:
Stud
ents
mig
ht:
HIS
TO
RIC
AL
PE
RSP
EC
TIV
ES
_
Iden
tify
diff
eren
t, ch
angi
ng, a
nd e
xpan
ding
env
iron
men
ts a
roun
d th
em,
incl
udin
g th
e sc
hool
and
nei
ghbo
rhoo
d.
Nam
e th
eir
scho
ol a
nd c
lass
mat
es; n
ame
scho
ol p
erso
nnel
and
def
ine
thei
rro
les.
Mee
t sch
ool p
erso
nnel
and
dis
cuss
jobs
and
res
pons
ibili
ties.
Giv
e ex
ampl
es o
f ho
w s
easo
nal c
hang
es a
ffec
t the
env
iron
men
t.T
ake
a w
alki
ng to
ur o
f th
e sc
hool
and
nei
ghbo
rhoo
d an
did
entif
y th
ings
that
cha
nge
with
the
seas
ons.
Dra
w p
ictu
res
ofth
e sa
me
loca
tion
in d
iffe
rent
sea
sons
.
Iden
tify
and
desc
ribe
, the
sch
ool a
nd p
lace
s in
the
com
mun
ity.
Dra
w p
ictu
res
and
nam
e pe
ople
, pla
ces,
and
thin
gs in
the
neig
hbor
hood
.
Beg
in to
iden
tify
even
ts th
at ta
ke p
lace
in a
seq
uenc
e.G
ive
exam
ples
of
even
ts in
the
scho
ol th
at ta
ke p
lace
ove
r th
eye
ar.
Iden
tify,
des
crib
e, a
nd p
artic
ipat
e in
eve
nts
in th
e sc
hool
and
com
mun
ity.
Tel
l sto
ries
abo
ut r
egul
ar a
nd s
peci
al e
vent
s in
the
scho
ol a
ndco
mm
unity
.
Dis
tingu
ish
betw
een
peop
le, e
vent
s, a
nd o
bjec
ts o
f lo
ng a
go a
nd n
ow.
Hav
e a
pare
nt o
r gr
andp
aren
t vis
it th
e cl
assr
oom
to te
ll st
orie
sof
goi
ng to
sch
ool i
n th
e "o
ld d
ays.
" Se
para
te o
bjec
ts a
ndpi
ctur
es in
to c
ateg
orie
s la
bele
d "p
ast"
and
the
"pre
sent
" or
"tod
ay."
4212
-
FOC
US:
LIV
ING
AN
D L
EA
RN
ING
TO
GE
TH
ER
IUN
DE
RG
AR
TE
N
Prof
icie
ncy
Stat
emen
t and
Ind
icat
ors
Sam
ple
Stud
ent A
ctiv
ities
Stud
ents
sho
uld
be a
ble
to:
.St
uden
ts m
ight
:
GE
OG
RA
PHIC
RE
LA
TIO
NSH
IPS
Exp
lore
the
geog
raph
ic r
elat
ions
hips
of
hom
e, s
choo
l, an
d co
mm
unity
Iden
tify
and
desc
ribe
pla
nts,
ani
mal
s, la
nd a
nd w
ater
Dra
w p
ictu
res
of la
nd a
nd w
ater
fea
ture
s. P
oint
out
the
sam
e
form
s an
d ot
her
natu
ral f
eatu
res
that
are
fam
iliar
,
Use
term
s re
late
d to
loca
tion,
dir
ectio
n, a
nd d
ista
nce
to f
ind
peop
lean
d
thin
gs in
the
clas
sroo
m.
type
s of
fea
ture
s in
pic
ture
boo
ks a
nd o
n m
aps
and
glob
es.
Follo
w d
irec
tions
to f
ind
hidd
en o
bjec
ts in
the
clas
sroo
m.
Use
sym
bols
to r
epre
sent
obj
ects
, fea
ture
s, a
nd p
lace
s.M
ake
a dr
awin
g us
ing
pict
oria
l sym
bols
for
thin
gs in
the
clas
sroo
m.
Use
term
s to
des
crib
e th
e re
lativ
e si
ze a
nd s
hape
of
thin
gs a
nd p
lace
s(e
.g.,
big,
littl
e, la
rge,
sm
all,
roun
d, s
quar
e).
Sort
obj
ects
acc
ordi
ng to
siz
e an
d sh
ape
char
acte
rist
ics.
Exa
min
e pi
ctur
es o
f di
ffer
ent e
nvir
onm
ents
to d
escr
ibe
how
they
are
sim
ilar
and
diff
eren
t fro
m th
eir
own.
Cat
agor
ize
pict
ures
of
loca
tions
by
sim
ilari
ties
and
diff
eren
ces.
441
3
45
-
FOC
US:
LIV
ING
AN
D L
EA
RN
ING
TO
GE
TH
ER
KIN
DE
RG
AR
TE
N
Prof
icie
ncy
Stat
emen
t and
Ind
icat
ors
Stud
ents
sho
uld
be a
ble
to:
Sam
ple
Stud
ent A
ctiv
ities
Stud
ents
mig
ht:
EC
ON
OM
ICS
Exp
lain
how
peo
ple
mee
t bas
ic e
cono
mic
wan
ts a
nd n
eeds
.
_
Iden
tify
good
s an
d se
rvic
es th
at p
eopl
e ne
ed a
nd w
ant.
Usi
ng m
agaz
ine
pict
ures
, mak
e a
mur
al o
r co
llage
of
basi
cne
eds
or g
oods
and
ser
vice
s. L
abel
the
colla
ge w
ith s
ymbo
ls f
orfo
od, s
helte
r, c
loth
ing,
etc
.
Des
crib
e ho
w p
eopl
e w
ork
to o
btai
n fo
od, s
helte
r, a
nd c
loth
ing
(goo
ds a
ndse
rvic
es).
Use
pla
y do
ugh
to m
ake
mod
els
of g
oods
or
peop
le p
erfo
rmin
gse
rvic
es.
Des
crib
e th
e ec
onom
ic a
ctiv
ities
that
fam
ily m
embe
rs d
o to
geth
er.
Mak
e a
pict
oria
l jou
rnal
of
econ
omic
act
iviti
es in
whi
ch th
eypa
rtic
ipat
e.
Iden
tify
spec
ific
jobs
that
peo
ple
do.
Nam
e an
d di
stus
s di
ffer
ent j
obs
that
peo
ple
do.
Exp
lain
that
peo
ple
earn
mon
ey (
inco
me)
by
wor
king
.Pl
ay "
char
ades
," b
y ac
ting
out t
he r
ole
of in
divi
dual
s ea
rnin
gm
oney
by
perf
orm
ing
vari
ous
jobs
.
4614
47
-
FOC
US:
LIV
ING
AN
D L
EA
RN
ING
TO
GE
TH
ER
KIN
DE
RG
AR
TE
N
Prof
icie
ncy
Stat
emen
t and
Ind
icat
ors
Stud
ents
sho
uld
be a
ble
to:
Sam
ple
Stud
ent A
ctiv
ities
Stud
ents
mig
ht:
WO
RL
D C
UL
TU
RE
S-
Dem
onst
rate
that
peo
ple
have
like
ness
es a
nd d
iffe
renc
es a
nd th
at p
eopl
ele
arn
from
eac
h ot
her
in m
any
diff
eren
t way
s.
Iden
tify
