|
|
|
Morgan County School District |
|
Morgan County Curriculum 4.1 Elementary. |
|
Social Studies - Social Studies Grade 4 |
|
|
1.1.1 (DOK 2) ASSESSED
The learner will be able to
describe the basic purposes of Kentucky government (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide like state police, state highways, state parks, and public schools and identify how the government of Kentucky pays for these services (e.g., sales taxes, state income taxes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formation of government |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
1.1.2 (DOK 2) ASSESSED
The learner will be able to
explain how state governments function (by making, enacting, and enforcing laws) to protect the rights and property of citizens.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formation of government |
Comprehension, Application |
Master |
1.0 |
(a) |
Classroom
|
|
1.2.1 (DOK 2) ASSESSED
The learner will be able to
identify the three branches of Kentucky government, explain the basic duties of each branch (executive--enforce the laws, legislative--make the laws, judicial--interpret the laws) and identify important state offices/leaders, (Governor, Lieutenant Governor, General Assembly, Senate, House, representatives, senators, Kentucky Supreme Court, judges) associated with each branch.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constitutional Principles |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
1.2.2 Supporting
The learner will be able to
explain how power is shared, among the different branches (executive, legislative, judicial) of state government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constitutional Principles |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
1.3.1 (DOK 2) ASSESSED
The learner will be able to
identify the basic principles of democracy, (e.g., justice, equality, responsibility, freedom) found in Kentucky's Constitution and explain why they are important to citizen's today.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rights & Responsibilities |
Knowledge, Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
1.3.2 (DOK 2) ASSESSED
The learner will be able to
describe specific rights and responsibilities individuals have as citizens of Kentucky (e.g., voting in statewide elections, participating in state service projects, obeying state laws) and explain why civic engagement is necessary to preserve a democratic society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rights & Responsibilities |
Comprehension, Application |
Develop |
1.0 |
(a) |
Classroom
|
|
2.1.1 (DOK 2) ASSESSED
The learner will be able to
identify early cultures (Native American, Appalachian, pioneers) in Kentucky and explain their similarities and differences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Elements of Culture |
Application |
Master |
1.0 |
(a) |
Classroom
|
|
2.2.1 Supporting
The learner will be able to
describe social institutions like government, economy, education, religion, and family and explain in Kentucky and how they respond to the needs of the people.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Social Institutions |
Knowledge, Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
2.3.1 (DOK 2) ASSESSED
The learner will be able to
describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interactions among Individuals & gro |
Comprehension, Application |
Master |
1.0 |
(a) |
Classroom
|
|
3.1.1 (DOK 2) ASSESSED
The learner will be able to
describe scarcity and explain how scarcity requires people in Kentucky to make economic choices (e.g., use of productive resources--natural, human, capital) and incur opportunity costs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scarcity |
Comprehension, Application |
Master |
1.0 |
(a) |
Classroom
|
|
3.2.1 Supporting
The learner will be able to
explain how profit motivates individuals/businesses to take risks in producing goods and services.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economic Systems and Institutions |
Comprehension, Application |
Master |
1.0 |
(a) |
Classroom
|
|
3.3.1 (DOK 2) ASSESSED
The learner will be able to
give examples of markets; explain how they function and how the prices of goods and services are determined by supply and demand.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics: Markets |
Comprehension, Application |
Master |
1.0 |
(a) |
Classroom
|
|
3.3.2 Supporting
The learner will be able to
explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics: Markets |
Comprehension, Evaluation |
Develop |
1.0 |
(a) |
Classroom
|
|
3.4.1 (DOK 2) ASSESSED
The learner will be able to
describe production, distribution, and consumption of goods and services in regions of Kentucky and the U.S.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Production, Distribution, Consumption |
Comprehension |
Master |
1.0 |
(a) |
Classroom
|
|
3.4.2 Supporting
The learner will be able to
describe how new knowledge, technology/tools, and specialization increases productivity and promotes trade between regions of Kentucky and the United States (e.g., Midwest--corn, South---citrus).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Production, Distribution, Consumption |
Application |
Develop |
1.0 |
(a) |
Classroom
|
|
3.4.3 Supporting
The learner will be able to
define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Production, Distribution, Consumption |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
4.1.1 (DOK 2) ASSESSED
The learner will be able to
use geographic tools like maps, charts and graphs to identify and describe natural resources and other physical characteristics like major landforms, major bodies of water, weather, climate, roads, and bridges in regions of Kentucky and the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| The Use of Geographic Tools |
Comprehension, Application |
Develop |
1.0 |
(a) |
Classroom
|
|
4.1.2 Supporting
The learner will be able to
use geographic tools to locate major landforms, bodies of water, places and objects in Kentucky by their absolute and relative locations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| The Use of Geographic Tools |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
4.1.3 Supporting
The learner will be able to
describe how different factors like rivers and mountain influence where activities were/are located in Kentucky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| The Use of Geographic Tools |
Comprehension, Application |
Develop |
1.0 |
(a) |
Classroom
|
|
4.2.1 (DOK 2) ASSESSED
The learner will be able to
compare regions in Kentucky and the United States by their human characteristics like language, settlement patterns, beliefs, and physical characteristics like climate, landforms and bodies of water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Regions |
Comprehension, Application |
Develop |
1.0 |
(a) |
Classroom
|
|
4.3.1 (DOK 2) ASSESSED
The learner will be able to
describe patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics like climate, landforms, and bodies of water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geography: Patterns |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
4.3.2 (DOK 2) ASSESSED
The learner will be able to
describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geography: Patterns |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
4.4.1 (DOK 3) ASSESSED
The learner will be able to
explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain its impact on the environment today.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human-Environment Interaction |
Application |
Master |
1.0 |
(a) |
Classroom
|
|
4.4.2 (DOK 1) ASSESSED
The learner will be able to
describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of Kentucky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human-Environment Interaction |
Comprehension, Application |
Master |
1.0 |
(a) |
Classroom
|
|
5.1.1 (DOK 3) ASSESSED
The learner will be able to
use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factual & Interpretive Nature of His |
Comprehension |
Develop |
1.0 |
(a) |
Classroom
|
|
5.2.1 (DOK 3) ASSESSED
The learner will be able to
identify significant historical documents, selected readings and speeches (e.g., Mayflower Compact, emancipation Proclamation, Dr. Martin Luther King's speech: I Have a Dream) and explain their historical significance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| History of the World |
Comprehension, Application |
Master |
1.0 |
(a) |
Classroom
|
|
5.2.2 (DOK 2) ASSESSED
The learner will be able to
explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| History of the World |
Comprehension, Application |
Master |
1.0 |
(a) |
Classroom
|
|
5.2.3 (DOK 3) ASSESSED
The learner will be able to
compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| History of the World |
Application, Analysis |
Develop |
1.0 |
(a) |
Classroom
|
|
|
