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Morgan County School District
Morgan County Curriculum 4.1 Elementary.
Social Studies - Social Studies Grade 5

Government and Civics (20%)
1.1.1 (DOK 3) ASSESSED
The learner will be able to describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.s. Government provides like the armed services, interstate highways, national parks and analyze the importance of these services to citizens today.
Strand Bloom's Scope Hours Source Activities
Formation of government Comprehension, Application Develop 1.0 (a) Classroom
  
1.1.2 (DOK 3) ASSESSED
The learner will be able to explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the "common good" (e.g., public smoking ban, speed limits, seat belt requirements).
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 the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, branches-make the laws, judicial-interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. 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 (DOK 2) ASSESSED
The learner will be able to explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, judicial, legislative.
Strand Bloom's Scope Hours Source Activities
Constitutional Principles Comprehension, Application Master 1.0 (a) Classroom
  
1.3.1 (DOK 3) ASSESSED
The learner will be able to explain the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in significant U.S. historical documents (Declaration of Independence, U.S. Constitution, Bill of Rights) and analyze why they are important to citizens today.
Strand Bloom's Scope Hours Source Activities
Rights & Responsibilities Knowledge, Comprehension Develop 1.0 (a) Classroom
  
1.3.2 (DOK 3) ASSESSED
The learner will be able to describe specific rights and responsibilities individuals have as citizens of the United States like voting in national elections 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
  
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Cultures and Societies (15%)
2.1.1 (DOK 2) ASSESSED
The learner will be able to identify early cultures like English, Spanish, French, West African, in the United States and analyze their similarities and differences.
Strand Bloom's Scope Hours Source Activities
Elements of Culture Application Master 1.0 (a) Classroom
  
2.2.1 ASSESSED
The learner will be able to describe social institutions like government, economy, education, religion, and family in the United States and explain their role in growth and development of the nation.
Strand Bloom's Scope Hours Source Activities
Social Institutions 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 between diverse groups like Native Americans, European Explorers, English colonists, British Parliament in the history of the United States.
Strand Bloom's Scope Hours Source Activities
Interactions among Individuals & gro Comprehension, Application Master 1.0 (a) Classroom
  
2.3.2 (DOK 2) ASSESSED
The learner will be able to give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies like compromise, cooperation and communication.
Strand Bloom's Scope Hours Source Activities
Interactions among Individuals & gro Comprehension Develop 1.0 (a) Classroom
  
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Economics (15%)
3.1.1 (DOK 2) ASSESSED
The learner will be able to describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Twentieth) 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 profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) 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 in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences.
Strand Bloom's Scope Hours Source Activities
Economics: Markets Comprehension 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 Develop 1.0 (a) Classroom
  
3.4.1 (DOK 3 ASSESSED
The learner will be able to describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, history history to Present).
Strand Bloom's Scope Hours Source Activities
Production, Distribution, Consumption Comprehension Master 1.0 (a) Classroom
  
3.4.2 (DOK 3) ASSESSED
The learner will be able to describe how new knowledge, technology/tools and specialization increases/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present).
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
  
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Geography (20%)
4.1.1 (DOK 3) ASSESSED
The learner will be able to use geographic tools like maps, charts, geographic to identify natural resources and other physical characteristics like major landforms, major bodies of water, weather, climate, roads, and geographic, and analyze patterns of movement and settlement in 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 (DOK 2) ASSESSED
The learner will be able to use geographic tools to locate and describe major landforms, bodies of water, places and objects in the Untied States by their absolute location.
Strand Bloom's Scope Hours Source Activities
The Use of Geographic Tools Comprehension Develop 1.0 (a) Classroom
  
4.1.3 ASSESSED
The learner will be able to describe how different factors like rivers and mountain influence where human activities were/are located in the United States.
Strand Bloom's Scope Hours Source Activities
The Use of Geographic Tools Comprehension, Application Develop 1.0 (a) Classroom
  
4.1.4 Supporting
The learner will be able to explain how factors in one location can impact other locations (e.g., natural disasters, building dams).
Strand Bloom's Scope Hours Source Activities
Use of Geographic Tools Comprehension Develop 1.0 (a) Classroom
  
4.3.1 (DOK 2) ASSESSED
The learner will be able to explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, 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 p[laces previously inaccessible in the United States.
Strand Bloom's Scope Hours Source Activities
Geography: Patterns Comprehension, Application 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 the U.S. (Colonization, Expansion) and analyze the impact on their environment.
Strand Bloom's Scope Hours Source Activities
Human-Environment Interactions Application Master 1.0 (a) Classroom
  
4.4.2 (DOK 2) ASSESSED
The learner will be able to describe how the physical environment like mountains as barriers for protection, rivers as barriers of transportation both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion).
Strand Bloom's Scope Hours Source Activities
Human-Environment Interaction Comprehension Develop 1.0 (a) Classroom
  
4.4.3 Supporting
The learner will be able to describe how individuals/groups may have different perspectives about the use of land like farming industrial, residential, recreational.
Strand Bloom's Scope Hours Source Activities
Human-Environment Interactions Comprehension Develop 1.0 (a) Classroom
  
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Historical Perspective (30%)
5.1.1 (DOK 2) ASSESSED
The learner will be able to use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky 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 2) ASSESSED
The learner will be able to identify significant patriotic and historical songs, symbols, songs and selected reading (e.g., state flag, United We Stand, Divided We Fall, My Old Kentucky Home) Kentucky to Kentucky 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 identify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky.
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 describe change over time in communication, technology, transportation and education in Kentucky.
Strand Bloom's Scope Hours Source Activities
History of the World Comprehension Develop 1.0 (a) Classroom
  
5.2.4 {DOK 3) ASSESSED
The learner will be able to describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization, Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
Strand Bloom's Scope Hours Source Activities
History of the World   Master 1.0 Morgan County School District(a) Classroom
  
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