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Robein School District 85 |
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CURRICULUM GUIDE |
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Social Studies - Grade 3 |
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Goal 14: Political Systems
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Standard 14.A
The learner will be able to
understand and explain basic principles of the United States government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 14.A |
Classroom
Home
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Responsibilities: distinguish/rules/home
The learner will be able to
distinguish between different kinds of rules and responsibilities as applied in the home, school, and community.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Analysis |
Master |
IL Performance Descriptors: 14A. Stage C. |
Classroom
Home
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Decision-making:identify/democratic/rule
The learner will be able to
identify some class or school rules that were determined through democratic decision-making.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage C. |
Classroom
Home
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Rules: explain/reasons/laws/governing
The learner will be able to
explain some reasons for having rules and laws governing the lives of people.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Comprehension |
Master |
IL Performance Descriptors: 14A. Stage C. |
Classroom
Home
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Government: identify/names/people/office
The learner will be able to
identify the names of people who occupy government offices in their community, state, and federal government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage C. |
Classroom
Home
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Government: explain/vote/run/offices
The learner will be able to
explain why people vote and run for political offices in a democracy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Comprehension |
Master |
IL Performance Descriptors: 14A. Stage C. |
Classroom
Home
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Rights: name/historical/promote/good
The learner will be able to
name historical figures from diverse backgrounds who advanced rights of individuals and groups to promote the common good.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage C. |
Classroom
Home
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Standard 14.B
The learner will be able to
understand the structures and functions of the political systems of Illinois, the United States and other nations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 14.B |
Classroom
Home
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Government: identify/names/levels
The learner will be able to
identify the names for the levels of government found throughout the United States (city, county, state, federal, or national).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage C. |
Classroom
Home
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Government: identify/three/branches
The learner will be able to
identify the three branches of government found within the state and federal government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage C. |
Classroom
Home
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Congress: state/names/two/houses
The learner will be able to
state the names of the two houses of the U.S. Congress.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage C. |
Classroom
Home
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Government: compose/definition/state
The learner will be able to
compose a definition of "state government".
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage C. |
Classroom
Home
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Government: explain/role/state/lives
The learner will be able to
explain the role that state governments play in the lives of people.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Comprehension |
Master |
IL Performance Descriptors: 14B. Stage C. |
Classroom
Home
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Government: explain/local/influence
The learner will be able to
explain how local government has an influence over the lives of people in their community (e.g., they create speed limits, rules about allowing pets to run free).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Comprehension |
Master |
IL Performance Descriptors: 14B. Stage C. |
Classroom
Home
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Services: name/government/serve/improve
The learner will be able to
name some examples of government services in their communities that serve to help people and improve their lives (e.g., libraries, park programs, employment offices).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage C. |
Classroom
Home
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Standard 14.C
The learner will be able to
understand election processes and responsibilities of citizens.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 14.C |
Classroom
Home
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Responsibilities: Identify/work/help
The learner will be able to
identify examples of various ways responsible students work together to help classmates.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage C. |
Classroom
Home
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Responsibilities: identify/rights
The learner will be able to
identify examples of rights and responsibilities students share within a school.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage C. |
Classroom
Home
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Responsibilities: predict/benefits
The learner will be able to
predict the benefits of acting responsibly in their classroom.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Comprehension |
Master |
IL Performance Descriptors: 14C. Stage C. |
Classroom
Home
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Responsibilities: describe/work/together
The learner will be able to
describe ways in which more than one classroom can work together to help their school.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage C. |
Classroom
Home
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Vote: determine/rules/leaders/choosing
The learner will be able to
determine rules for choosing classroom leaders.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Analysis |
Master |
IL Performance Descriptors: 14C. Stage C. |
Classroom
Home
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Standard 14.D
The learner will be able to
understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 14.D |
Classroom
Home
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Common good: explain/meant/idea
The learner will be able to
explain what is meant by the idea of "the common good of the people.".
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Comprehension |
Master |
IL Performance Descriptors: 14D. Stage C. |
Classroom
Home
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Common good: describe/situation
The learner will be able to
describe a situation wherein the common good supercedes the interests of individuals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Knowledge |
Master |
IL Performance Descriptors: 14D. Stage C. |
Classroom
Home
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Groups: explain/why/public/interest
The learner will be able to
explain why people join public interest groups (e.g., PTA, historical societies, non-governmental organizations).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Comprehension |
Master |
IL Performance Descriptors: 14D. Stage C. |
Classroom
Home
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Groups: identify/non-profit/civic/serve
The learner will be able to
identify some non-profit agencies or civic groups that serve the common good (e.g., Red Cross).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Knowledge |
Master |
IL Performance Descriptors: 14D. Stage C. |
Classroom
Home
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Standard 14.E
The learner will be able to
understand United States foreign policy as it relates to other nations and international issues.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 14.E |
Classroom
Home
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Foreign policy: describe/common/problem
The learner will be able to
describe an example where the people of the United States and people from other countries might need to cooperate to solve a common problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Knowledge |
Master |
IL Performance Descriptors: 14E. Stage C. |
Classroom
Home
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International: tell/people/countries
The learner will be able to
tell about people who have come from other countries to live in the United States.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Knowledge |
Master |
IL Performance Descriptors: 14E. Stage C. |
Classroom
Home
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Standard 14.F
The learner will be able to
understand the development of United States political ideas and traditions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 14.F |
Classroom
Home
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Ideas: identify/people/famous/honest
The learner will be able to
identify examples of people who are famous for being honest and truthful (e.g., Abraham Lincoln returning change).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage C. |
Classroom
Home
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Ideas: define/patriotism
The learner will be able to
define "Patriotism".
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage C. |
Classroom
Home
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Ideas: identify/people/chosen/democracy
The learner will be able to
identify reasons why people have chosen a democracy for their plan of government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage C. |
Classroom
Home
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Ideas: define/liberty
The learner will be able to
define "liberty".
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage C. |
Classroom
Home
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Traditions: identify/artistic/expression
The learner will be able to
identify an artistic expression (e.g., song, painting, film) that illustrates the traditions important to our political system and concept of freedom.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage C. |
Classroom
Home
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Traditions: recognize/state flag/motto
The learner will be able to
recognize the state flag and motto of Illinois.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage C. |
Classroom
Home
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Traditions: explain/purpose/pledge
The learner will be able to
explain the purpose of the Pledge of Allegiance.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Comprehension |
Master |
IL Performance Descriptors: 14F. Stage C. |
Classroom
Home
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Goal 15: Economic Systems (USA Emphasis)
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Standard 15.A
The learner will be able to
understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 15.A |
Classroom
Home
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Choices: explain/limited/resource/uses
The learner will be able to
explain why a choice must be made, given an example of a limited resource and a list of alternative uses for the resource.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Comprehension |
Master |
IL Performance Descriptors: 15A. Stage C. |
Classroom
Home
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Goods/services: compare/contrast/advanta
The learner will be able to
compare and contrast the advantages and disadvantages of distributing a good or service in different ways.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Comprehension |
Master |
IL Performance Descriptors: 15A. Stage C. |
Classroom
Home
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Jobs: list/earn/wages/people
The learner will be able to
list jobs people do to earn wages.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage C. |
Classroom
Home
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Goods/services: identify/producers
The learner will be able to
identify producers of goods and services in the community.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage C. |
Classroom
Home
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Money: name/sources
The learner will be able to
name the sources of money in their life.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage C. |
Classroom
Home
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Standard 15.B
The learner will be able to
understand that scarcity necessitates choices by consumers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 15.B |
Classroom
Home
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Wants: match/good/service/leisure
The learner will be able to
match a list of wants with an example of a good, service, or leisure activity that satisfies each want.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Analysis |
Master |
IL Performance Descriptors: 15B. Stage C. |
Classroom
Home
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Consumer: identify/choice/explain/why
The learner will be able to
identify a consumer choice made by families and explain why a choice had to be made.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Knowledge |
Master |
IL Performance Descriptors: 15B. Stage C. |
Classroom
Home
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Standard 15.C
The learner will be able to
understand that scarcity necessitates choices by producers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 15.C |
Classroom
Home
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Producers: restate/economy/identify/prod
The learner will be able to
restate examples of producers in the economy and identify what they produce.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Knowledge |
Master |
IL Performance Descriptors: 15C. Stage C. |
Classroom
Home
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Resources: identify/productive/human
The learner will be able to
identify productive resources as human, natural, and capital.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Knowledge |
Master |
IL Performance Descriptors: 15C. Stage C. |
Classroom
Home
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Resources: explain/productive/limited
The learner will be able to
explain that productive resources are limited.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Comprehension |
Master |
IL Performance Descriptors: 15C. Stage C. |
Classroom
Home
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Standard 15.D
The learner will be able to
understand trade as an exchange of goods or services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 15.D |
Classroom
Home
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Trade: describe/students/made/explain
The learner will be able to
describe a trade students have made and explain how each person gained in the exchange.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage C. |
Classroom
Home
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Barter: name/exchanges/families/money
The learner will be able to
name examples of exchanges families make, with and without money.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage C. |
Classroom
Home
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Money: describe/how/exchanges/easier
The learner will be able to
describe how money makes exchange easier.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage C. |
Classroom
Home
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Standard 15.E
The learner will be able to
understand the impact of government policies and decisions on production and consumption in the economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 15.E |
Classroom
Home
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Goods/services: distinguish/public
The learner will be able to
distinguish between public services and private services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Comprehension |
Master |
IL Performance Descriptors: 15E. Stage C. |
Classroom
Home
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Goods/services: describe/public/state
The learner will be able to
describe examples of public goods and services in the community or state.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Knowledge |
Master |
IL Performance Descriptors: 15E. Stage C. |
Classroom
Home
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Goods/services: identify/governments
The learner will be able to
identify governments as the providers of public goods and services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Knowledge |
Master |
IL Performance Descriptors: 15E. Stage C. |
Classroom
Home
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Standard 16.A
The learner will be able to
apply the skills of historical analysis and interpretation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 16.A |
Classroom
Home
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Product: construct/timeline/given
The learner will be able to
construct a timeline for a given product.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Synthesis |
Master |
IL Performance Descriptors: 16A. Stage C. |
Classroom
Home
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Events: place/series/events/timeline
The learner will be able to
place a series of randomly ordered events at their proper locations on a timeline.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Analysis |
Master |
IL Performance Descriptors: 16A. Stage C. |
Classroom
Home
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History: draw/conclusion/life/period
The learner will be able to
draw a general conclusion about life during a specific period in a specific region or place using a combination of historical sources (e.g., images, artifacts, texts).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Synthesis |
Master |
IL Performance Descriptors: 16A. Stage C. |
Classroom
Home
|
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Past: identify/places/sources/informatio
The learner will be able to
identify places to look for sources of information about the past.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage C. |
Classroom
Home
|
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Event: tell/location/occurred/explain/wh
The learner will be able to
tell why the location of an event helps to explain why and how it happened.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage C. |
Classroom
Home
|
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Standard 16.B
The learner will be able to
understand the development of significant political events.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 16.B |
Classroom
Home
|
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History: identify/events/order/political
The learner will be able to
identify a series of significant events in United States political history in chronological order (e.g., Discovery of America, settlement of America, American Revolution, Civil War), (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage C. |
Classroom
Home
|
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Holiday: describe/events/figure/past
The learner will be able to
describe events and ideas in the life of a significant political figure or group from the past whose holiday we celebrate today (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage C. |
Classroom
Home
|
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History: describe/images/icons/monuments
The learner will be able to
describe the images/icons on national monuments that commemorate national events or people (e.g., cemetery, slides or pictures of monuments, public buildings) (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage C. |
Classroom
Home
|
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History: identify/point/political/world
The learner will be able to
identify a turning point in the political history of the world (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage C. |
Classroom
Home
|
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Events: describe/life/political/figure
The learner will be able to
describe key events in the life of a significant political figure or group from the past (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage C. |
Classroom
Home
|
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Standard 16.C
The learner will be able to
understand the development of economic systems (i.e., bartering, trade, money).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 16.C |
Classroom
Home
|
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Economic history: identify/series/events
The learner will be able to
identify a series of significant events in United States economic history in chronological order (e.g., railroad, automobile, space travel) (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage C. |
Classroom
Home
|
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Jobs: identify/changes/living/period
The learner will be able to
identify changes in how people in the local community made their living from one historical period to another (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage C. |
Classroom
Home
|
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Jobs: explain/changes/living/influenced
The learner will be able to
explain how the changes in the ways people made a living have influenced modern society (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Comprehension |
Master |
IL Performance Descriptors: 16C. Stage C. |
Classroom
Home
|
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Events: identify/world/economic/history
The learner will be able to
identify a series of significant events in world economic history in chronological order (e.g., light bulb, television, computers) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage C. |
Classroom
Home
|
|
Livings: describe/groups/civilization
The learner will be able to
describe the ways in which various groups in an ancient civilization survived during a specific time period (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage C. |
Classroom
Home
|
|
Living: compare/people/place/period
The learner will be able to
compare how people in a specific place or region in an earlier period made a living with how people make a living today (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Comprehension |
Master |
IL Performance Descriptors: 16C. Stage C. |
Classroom
Home
|
|
Economic: describe/choices/society/life
The learner will be able to
describe how changes in the economic choices in the past affected a society and its environment and political life (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage C. |
Classroom
Home
|
|
Standard 16.D
The learner will be able to
understand Illinois, United States and world social history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 16.D |
Classroom
Home
|
|
History: identify/events/chronological
The learner will be able to
identify a series of significant events in United States social history in chronological order (e.g., Colonial slavery, freeing the slaves, women's right to vote) (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage C. |
Classroom
Home
|
|
History: describe/key figures/community
The learner will be able to
describe how key figures and organizations influenced the social history of the local community (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage C. |
Classroom
Home
|
|
Past: tell/life/people/community
The learner will be able to
tell about the life of people of various social status in the community/United States in the past (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage C. |
Classroom
Home
|
|
Tradition: tell/origin/family/custom
The learner will be able to
tell about the origin of a family or community tradition or custom (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage C. |
Classroom
Home
|
|
Events: identify/world/social/history
The learner will be able to
identify a series of significant events in world social history in chronological order (e.g., invention of writing, printing press, computer) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage C. |
Classroom
Home
|
|
Traditions: describe/customs/cultures
The learner will be able to
describe traditions and customs of past cultures (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage C. |
Classroom
Home
|
|
Culture: compare/famialities/lived/live
The learner will be able to
compare how families and other groups of people lived in a past culture with how families and other groups of people in the community live today (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Comprehension |
Master |
IL Performance Descriptors: 16D. Stage C. |
Classroom
Home
|
|
Standard 16.E
The learner will be able to
understand Illinois, United States and world environmental history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 16.E |
Classroom
Home
|
|
History: identify/events/environmental
The learner will be able to
identify a series of significant events in United States environmental history in chronological order (e.g., steel plow, railroad, automobiles) (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage C. |
Classroom
Home
|
|
Environment: compare/features/physical
The learner will be able to
compare the features of the physical environment as described in a myth or a legend of the people from one region of the United States with those described in the myth or legend of another people (e.g., Paul Bunyon and Johnny Appleseed) (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL Performance Descriptors: 16E. Stage C. |
Classroom
Home
|
|
Past: tell/how/people/moved/region/goods
The learner will be able to
tell how people, goods, and services moved from one place or geographical region to another in the past (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage C. |
Classroom
Home
|
|
Environment: analyze/graph/physical/time
The learner will be able to
analyze a graph or chart containing data that shows changes in aspects of the physical environment over time (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Analysis |
Master |
IL Performance Descriptors: 16E. Stage C. |
Classroom
Home
|
|
Geography: give/how/knowledge/history
The learner will be able to
give an example of how the knowledge of geography increases an understanding of the history of the people in a place or region of Illinois and the United States (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL Performance Descriptors: 16E. Stage C. |
Classroom
Home
|
|
Events: identify/world/environmental
The learner will be able to
identify a series of significant events in world environmental history in chronological order (e.g., beginning of agriculture, rise of cities, destruction of rainforest) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage C. |
Classroom
Home
|
|
Crops: name/three/grain/people/early
The learner will be able to
name the three major grain crops that sustained people in early world civilizations (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage C. |
Classroom
Home
|
|
Geography: tell/knowledge/history/world
The learner will be able to
tell why knowledge of geography is necessary to understand the history of the people in a place or region (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage C. |
Classroom
Home
|
|
Standard 17.A
The learner will be able to
locate, describe and explain places, regions and features on the Earth.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 17.A |
Classroom
Home
|
|
Globe: locate/community/Illinois/places
The learner will be able to
locate the community, Illinois, United States, and North America relative to other places on a globe.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage C. |
Classroom
Home
|
|
Map: draw/shows/location/landmarks
The learner will be able to
draw a map that shows the location of several landmarks in the community relative to the school.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage C. |
Classroom
Home
|
|
Map: locate/places/number/letter/grid
The learner will be able to
locate places on a map, which has a number/letter grid reference system.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage C. |
Classroom
Home
|
|
Map: identify/elements/explain/use
The learner will be able to
identify the major elements of a map and explain their use (e.g., title, scale, legend/key, directional indicators).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage C. |
Classroom
Home
|
|
Map: draw/sketch/community
The learner will be able to
draw a sketch map of the community, which shows its physical and human characteristics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage C. |
Classroom
Home
|
|
Globe: point/location/map/poles/equator
The learner will be able to
point out the location of the poles, the equator, and the hemispheres on a globe and/or a map.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage C. |
Classroom
Home
|
|
Standard 17.B
The learner will be able to
analyze and explain characteristics and interactions of the Earth's physical systems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Analysis |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 17.B |
Classroom
Home
|
|
Environment: identify/community/harmed
The learner will be able to
identify examples in the local community of ways in which the physical environment is harmed by human activities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Knowledge |
Master |
IL Performance Descriptors: 17B. Stage C. |
Classroom
Home
|
|
Ecosystem: illustrate/people/damaged
The learner will be able to
illustrate how people have littered, damaged, or improved a local ecosystem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Application |
Master |
IL Performance Descriptors: 17B. Stage C. |
Classroom
Home
|
|
Environment: give/reducing/reusing
The learner will be able to
give examples of reducing, reusing, and recycling.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Comprehension |
Master |
IL Performance Descriptors: 17B. Stage C. |
Classroom
Home
|
|
Environment: list/things/damaged/storm
The learner will be able to
list things damaged by a storm, flood, tornado, or earthquake by using a local media source.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Analysis |
Master |
IL Performance Descriptors: 17B. Stage C. |
Classroom
Home
|
|
Standard 17.C
The learner will be able to
understand relationships between geographic factors and society.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 17.C |
Classroom
Home
|
|
Environment: identify/people/tools
The learner will be able to
identify how people use tools and machines to obtain resources and change the physical and human environment in their community and in other places.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Knowledge |
Master |
IL Performance Descriptors: 17C. Stage C. |
Classroom
Home
|
|
Resources: classify/list/renewable
The learner will be able to
classify a list of resources into renewable and nonrenewable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Analysis |
Master |
IL Performance Descriptors: 17C. Stage C. |
Classroom
Home
|
|
Land: draw/pictures/used/community
The learner will be able to
draw pictures showing how open land in and around your community might be used.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Application |
Master |
IL Performance Descriptors: 17C. Stage C. |
Classroom
Home
|
|
Map: predict/where/people/live
The learner will be able to
predict where people might choose to live using a map showing rivers, lakes, marshes, plains, and mountains.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Comprehension |
Master |
IL Performance Descriptors: 17C. Stage C. |
Classroom
Home
|
|
Standard 17.D
The learner will be able to
understand the historical significance of geography.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 17.D |
Classroom
Home
|
|
Environment: illustrate/technological
The learner will be able to
illustrate how technological developments have been used to alter the physical environment of the local community (e.g., of or about automobiles, electricity, and computers by using pictures and stories.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Application |
Master |
IL Performance Descriptors: 17D. Stage C. |
Classroom
Home
|
|
Map: create/draw/pictures/neighborhood
The learner will be able to
create a map and draw pictures showing ways that students would like their neighborhood to change in the future.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Application |
Master |
IL Performance Descriptors: 17D. Stage C. |
Classroom
Home
|
|
Environment: depict/ways/students/change
The learner will be able to
depict ways students would like their community's physical and human environment to change in the future using maps or images.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Application |
Master |
IL Performance Descriptors: 17D. Stage C. |
Classroom
Home
|
|
House: arrange/chronological/explain
The learner will be able to
arrange in chronological order pictures of house types and explain the changes that have occurred over time (e.g., log cabin, southern colonial, contemporary ranch).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Analysis |
Master |
IL Performance Descriptors: 17D. Stage C. |
Classroom
Home
|
|
Standard 18.A
The learner will be able to
compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 18.A |
Classroom
Home
|
|
Culture: define
The learner will be able to
define culture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage C. |
Classroom
Home
|
|
Ethnicity: define/contrast/culture
The learner will be able to
define ethnicity, and contrast it with culture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage C. |
Classroom
Home
|
|
Cultures: identify/other/than/student's
The learner will be able to
identify cultures other than the student's own.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage C. |
Classroom
Home
|
|
Cultural: explain/significance/diversity
The learner will be able to
explain the significance of the cultural diversity of the United States.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Comprehension |
Master |
IL Performance Descriptors: 18A. Stage C. |
Classroom
Home
|
|
Cultural: describe/aspects/community
The learner will be able to
describe aspects of the community that reflect its cultural heritage.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage C. |
Classroom
Home
|
|
Standard 18.B
The learner will be able to
understand the roles and interactions of individuals and groups in society.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.B |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 18.B |
Classroom
Home
|
|
Laws: give/examples/people/follow
The learner will be able to
give examples of laws that people must follow.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.B |
Comprehension |
Master |
IL Performance Descriptors: 18B. Stage C. |
Classroom
Home
|
|
Society: list/activities/important
The learner will be able to
list activities that are important to society (e.g., education, religion, entertainment).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.B |
Analysis |
Master |
IL Performance Descriptors: 18B. Stage C. |
Classroom
Home
|
|
Institutions: identify/major/social
The learner will be able to
identify the major social institutions within a community (e.g., Schools, churches).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.B |
Knowledge |
Master |
IL Performance Descriptors: 18B. Stage C. |
Classroom
Home
|
|
Institutions: identify/offer/help/aid
The learner will be able to
identify local institutions that offer help or aid (e.g., fire stations, police stations, hospitals).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.B |
Knowledge |
Master |
IL Performance Descriptors: 18B. Stage C. |
Classroom
Home
|
|
Standard 18.C
The learner will be able to
understand how social systems form and develop over time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 18.C |
Classroom
Home
|
|
Conflict: describe/concept
The learner will be able to
describe the concept of conflict.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.C |
Knowledge |
Master |
IL Performance Descriptors: 18C. Stage C. |
Classroom
Home
|
|
Cooperation: describe/concept
The learner will be able to
describe the concept of cooperation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.C |
Knowledge |
Master |
IL Performance Descriptors: 18C. Stage C. |
Classroom
Home
|
|
Individuals: describe/work/together
The learner will be able to
describe how individuals work together to obtain food, clothing, and shelter.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.C |
Knowledge |
Master |
IL Performance Descriptors: 18C. Stage C. |
Classroom
Home
|
|
Labor: define/division
The learner will be able to
define division of labor.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.C |
Knowledge |
Master |
IL Performance Descriptors: 18C. Stage C. |
Classroom
Home
|
|
|
