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Robein School District 85 |
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CURRICULUM GUIDE |
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Social Studies - Grade 4 |
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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, Late Elementary, Standard 14.A |
Classroom
Home
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Government: list/reasons/forming
The learner will be able to
list reasons for forming a government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Analysis |
Master |
IL Performance Descriptors: 14A. Stage D. |
Classroom
Home
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Constitutions: describe/declaration
The learner will be able to
describe the purpose of the Declaration of Independence, and the Illinois and United States Constitutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage D. |
Classroom
Home
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Rights: recite/bill/restrictions/basic
The learner will be able to
recite basic rights of citizens and restrictions upon government afforded to Americans through the Bill of Rights.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage D. |
Classroom
Home
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Citizenship: differentiate/birth
The learner will be able to
differentiate between citizenship by birth or naturalization.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Analysis |
Master |
IL Performance Descriptors: 14A. Stage D. |
Classroom
Home
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Responsibilities: discuss/adults/share
The learner will be able to
discuss some of the responsibilities adults share in maintaining our local governments and communities (e.g., voting at election time, when asked to serve on community boards or committees they join, paying their taxes, serving on juries).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Comprehension |
Master |
IL Performance Descriptors: 14A. Stage D. |
Classroom
Home
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Rights: convince/position/democracy
The learner will be able to
convince others that people in a democracy must have such rights as freedom of speech, freedom of the press, freedom of religion, or freedom of assembly.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Evaluation |
Master |
IL Performance Descriptors: 14A. Stage D. |
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, Late Elementary, Standard 14.B |
Classroom
Home
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Congress: name/people/serve
The learner will be able to
name people from Illinois who serve in the U.S. Congress.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage D. |
Classroom
Home
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Government: create/definition/national
The learner will be able to
create a definition for a "national government".
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Synthesis |
Master |
IL Performance Descriptors: 14B. Stage D. |
Classroom
Home
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Government: summarize/function/branches
The learner will be able to
summarize the function of the three branches of government found within the state and federal government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Application |
Master |
IL Performance Descriptors: 14B. Stage D. |
Classroom
Home
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Governments: compare/contrast/services
The learner will be able to
compare and contrast how local and state governments provide services to people.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Analysis |
Master |
IL Performance Descriptors: 14B. Stage D. |
Classroom
Home
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Government: distinguish/powers/between
The learner will be able to
distinguish between the powers and responsibilities of local, state, and federal government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Analysis |
Master |
IL Performance Descriptors: 14B. Stage D. |
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, Late Elementary, Standard 14.C |
Classroom
Home
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Responsibilities: explain/rights/school
The learner will be able to
explain the significance of the rights and responsibilities students share within a school.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Comprehension |
Master |
IL Performance Descriptors: 14C. Stage D. |
Classroom
Home
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Consequences: predict/responsibly/people
The learner will be able to
predict the consequences of people not acting responsibly in their communities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Comprehension |
Master |
IL Performance Descriptors: 14C. Stage D. |
Classroom
Home
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Vote: explain/candidate/president
The learner will be able to
explain why a person might choose to vote for one candidate for President of the United States over another candidate.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Analysis |
Master |
IL Performance Descriptors: 14C. Stage D. |
Classroom
Home
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Events: identify/historical/groups/won
The learner will be able to
identify historical events during which various groups have won their right to participate within the electoral process (e.g., 15th and 19th Amendments).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage D. |
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, Late Elementary, Standard 14.D |
Classroom
Home
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Group: explain/why/someone/would/join
The learner will be able to
explain why someone would join a non-profit or civic group that serves the common good (e.g., Red Cross).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Analysis |
Master |
IL Performance Descriptors: 14D. Stage D. |
Classroom
Home
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President: describe/political/persuasion
The learner will be able to
describe how a president uses political persuasion to shape public policy (e.g., State of the Union Address, press conference, meeting with members of a Congressional committee).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Knowledge |
Master |
IL Performance Descriptors: 14D. Stage D. |
Classroom
Home
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Issue: identify/controversial/community
The learner will be able to
identify a controversial issue in the community.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Knowledge |
Master |
IL Performance Descriptors: 14D. Stage D. |
Classroom
Home
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Parties: identify/names/major/political
The learner will be able to
identify the names of major contemporary political parties.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Knowledge |
Master |
IL Performance Descriptors: 14D. Stage D. |
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, Late Elementary, Standard 14.E |
Classroom
Home
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Organization: name/international/member
The learner will be able to
name an international organization of which the United States is a member (e.g., United Nations).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Knowledge |
Master |
IL Performance Descriptors: 14E. Stage D. |
Classroom
Home
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President: identify/role/foreign/policy
The learner will be able to
identify the role of the president in making foreign policy decisions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Knowledge |
Master |
IL Performance Descriptors: 14E. Stage D. |
Classroom
Home
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Interests: determine/nations/cooperation
The learner will be able to
determine how the interests of the United States and other nations may or may not allow for international cooperation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Analysis |
Master |
IL Performance Descriptors: 14E. Stage D. |
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, Late Elementary, Standard 14.F |
Classroom
Home
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Values: describe/formed/democratic
The learner will be able to
describe values that have formed the foundation of our American democratic system (e.g., the love of liberty, respect for individual rights).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage D. |
Classroom
Home
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Traditions: summarize/meanings/freedom
The learner will be able to
summarize the meaning of the words, sounds or images in an artistic expression that illustrates the traditions important to our political system and concept of freedom (e.g., music and lyrics to the Star Spangled Banner, painting of George Washington crossing the Delaware River).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Application |
Master |
IL Performance Descriptors: 14F. Stage D. |
Classroom
Home
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Symbols: explain/significance/political
The learner will be able to
explain the significance of political symbols and mottoes of the United States (e.g., E Pluribus Unum, the Flag, the Statue of Liberty, the bald eagle, the Great Seal, oaths of office).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Analysis |
Master |
IL Performance Descriptors: 14F. Stage D. |
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, Late Elementary, Standard 15.A |
Classroom
Home
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Resources: identify/used/goods/services
The learner will be able to
identify the resources (human, natural, capital) used in the production of goods and services they use.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage D. |
Classroom
Home
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Resources: identify/uses/set/productive
The learner will be able to
identify alternative uses for a given set of productive resources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage D. |
Classroom
Home
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Labor: define/human/resources/goods
The learner will be able to
define labor (i.e., human resources used to produce goods and services).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage D. |
Classroom
Home
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Labor: explain/wages/salaries/incentives
The learner will be able to
explain how wages or salaries (the price of labor) act as incentives for people to provide labor.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Analysis |
Master |
IL Performance Descriptors: 15A. Stage D. |
Classroom
Home
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Economy: distinguish/unemployed
The learner will be able to
distinguish between "unemployed" and "non-employed" persons in the economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Comprehension |
Master |
IL Performance Descriptors: 15A. Stage D. |
Classroom
Home
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Job: identify/skills/knowledge/needed
The learner will be able to
identify skills and knowledge needed for a job.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage D. |
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, Late Elementary, Standard 15.B |
Classroom
Home
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Consumer: identify/criteria/choices/use
The learner will be able to
identify criteria they use when making consumer choices.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Knowledge |
Master |
IL Performance Descriptors: 15B. Stage D. |
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, Late Elementary, Standard 15.C |
Classroom
Home
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Producers: explain/make/sell/good/price
The learner will be able to
explain that producers will make and sell more of a good or service when the price of that good or service is higher, and will make and sell less when the price is lower.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Analysis |
Master |
IL Performance Descriptors: 15C. Stage D. |
Classroom
Home
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Entrepreneur: define
The learner will be able to
define "entrepreneur".
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Knowledge |
Master |
IL Performance Descriptors: 15C. Stage D. |
Classroom
Home
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Entrepreneurs: identify/examples/state
The learner will be able to
identify examples of entrepreneurs in the community, state or world.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Knowledge |
Master |
IL Performance Descriptors: 15C. Stage D. |
Classroom
Home
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Resources: classify/human/natural
The learner will be able to
classify examples of human, natural, and capital resources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Application |
Master |
IL Performance Descriptors: 15C. Stage D. |
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, Late Elementary, Standard 15.D |
Classroom
Home
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Exchange: describe/monetary/students
The learner will be able to
describe a monetary exchange that students have made and explain why they were willing to exchange money for a good or service.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage D. |
Classroom
Home
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Exchange: identify/current/historical
The learner will be able to
identify current and historical examples of exchange (both barter and monetary).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage D. |
Classroom
Home
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Labor: identify/division/production
The learner will be able to
identify the division of labor in a simple production process.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage D. |
Classroom
Home
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Labor: identify/division/school
The learner will be able to
identify examples of division of labor in the school or the community.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage D. |
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, Late Elementary, Standard 15.E |
Classroom
Home
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Goods/services: define/benefit/pay
The learner will be able to
define public goods and services as those that: benefit more than one person at the same time; and cannot be restricted to only those that pay.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Knowledge |
Master |
IL Performance Descriptors: 15E. Stage D. |
Classroom
Home
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Goods/services: explain/private/provider
The learner will be able to
explain why private providers do not produce goods and services such as street lights.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Comprehension |
Master |
IL Performance Descriptors: 15E. Stage D. |
Classroom
Home
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Taxes: name/two/students/pay/adults
The learner will be able to
name at least two taxes students or adults pay.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Knowledge |
Master |
IL Performance Descriptors: 15E. Stage D. |
Classroom
Home
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Taxes: explain/governmental/uses
The learner will be able to
explain how the government uses taxes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Comprehension |
Master |
IL Performance Descriptors: 15E. Stage D. |
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, Late Elementary, Standard 16.A |
Classroom
Home
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Events: order/points/timeline/BCE/CE
The learner will be able to
order a series of events at the proper points on a timeline to differentiate between BCE and CE time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Analysis |
Master |
IL Performance Descriptors: 16A. Stage D. |
Classroom
Home
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Life: compare/region/time/periods/place
The learner will be able to
compare life in one region or place during two different time periods using a combination of historical sources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Analysis |
Master |
IL Performance Descriptors: 16A. Stage D. |
Classroom
Home
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Trends: describe/historical/data/graph
The learner will be able to
describe historical trends using data supplied on a graph or chart.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage D. |
Classroom
Home
|
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Changes: describe/region/place/atlas
The learner will be able to
describe changes in a region or place using a historical atlas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage D. |
Classroom
Home
|
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Artifact: list/details/historical/date
The learner will be able to
list the details found on a historical artifact to determine the manufacture date and use.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Analysis |
Master |
IL Performance Descriptors: 16A. Stage D. |
Classroom
Home
|
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Life: describe/period/region/sources
The learner will be able to
describe aspects of life in a specific time period and place using a combination of historical sources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage D. |
Classroom
Home
|
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History: locate/website/study/world/web
The learner will be able to
locate a website for the study of history on the World Wide Web.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage D. |
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, Late Elementary, Standard 16.B |
Classroom
Home
|
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Events: order/political/timeline/history
The learner will be able to
order a series of political events in their proper location on a timeline of United States and World history (US & World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Analysis |
Master |
IL Performance Descriptors: 16B. Stage D. |
Classroom
Home
|
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History: list/contributions/figures
The learner will be able to
list the contributions of significant figures in United States political history (e.g., Thomas Jefferson's writing of the Declaration of Independence) (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Analysis |
Master |
IL Performance Descriptors: 16B. Stage D. |
Classroom
Home
|
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Events: explain/why/important/history
The learner will be able to
explain why significant events in United States political history are important today (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Comprehension |
Master |
IL Performance Descriptors: 16B. Stage D. |
Classroom
Home
|
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Symbolism: interpret/images/icons
The learner will be able to
interpret the symbolism of the images/icons found on historical memorials, murals, or monuments (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Comprehension |
Master |
IL Performance Descriptors: 16B. Stage D. |
Classroom
Home
|
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System: describe/political/ancient/times
The learner will be able to
describe a world political system and/or institution that existed during ancient times.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage D. |
Classroom
Home
|
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Ideas: identify/western/political
The learner will be able to
identify western political ideas originating in earlier periods (e.g., elements of democracy in ancient Greece and Rome and medieval England).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage D. |
Classroom
Home
|
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Standard 16.C
The learner will be able to
understand the development of economic systems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Late Elementary, Standard 16.C |
Classroom
Home
|
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Events: order/economic/timeline/history
The learner will be able to
order a series of economic events in their proper location on a timeline of United States and world history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Analysis |
Master |
IL Performance Descriptors: 16C. Stage D. |
Classroom
Home
|
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Economic: identify/types/activities/earl
The learner will be able to
identify the different types of economic activities of early people in Illinois (e.g., Native Americans, pioneers (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage D. |
Classroom
Home
|
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Economic: describe/environment/people
The learner will be able to
describe how the environment affected the economic activities of the early people of Illinois (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage D. |
Classroom
Home
|
|
Economic: compare/contrast/activities
The learner will be able to
compare/contrast past and present economic activities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Analysis |
Master |
IL Performance Descriptors: 16C. Stage D. |
Classroom
Home
|
|
Society: identify/agricultural/hunting
The learner will be able to
identify the differences between an agricultural society and a hunting/gathering way of life (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage D. |
Classroom
Home
|
|
Revolution: describe/agricultural/causes
The learner will be able to
describe the causes and effects of the first agricultural revolution (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage D. |
Classroom
Home
|
|
Economic: discuss/conditions/ancient
The learner will be able to
discuss the economic conditions of the great ancient civilizations (e.g., Mesopotamian, Egyptian, Aegean/Mediterranean, Asian civilizations) 1000 BCE - 500 CE.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Analysis |
Master |
IL Performance Descriptors: 16C. Stage D. |
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, Late Elementary, Standard 16.D |
Classroom
Home
|
|
Roles: identify/examples/stories/changin
The learner will be able to
identify examples/stories of the changing roles of people over time (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage D. |
Classroom
Home
|
|
History: identify/turning/points/local
The learner will be able to
identify the turning points in local, Illinois, and United States social history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage D. |
Classroom
Home
|
|
Social: compare/life/people/status
The learner will be able to
compare the life of people of various social status in the past to people of the same status during another time period (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage D. |
Classroom
Home
|
|
Events: order/social/location/timeline
The learner will be able to
order a series of social events in their proper location on a timeline of World History.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage D. |
Classroom
Home
|
|
Traditions: compare/customs/place/past
The learner will be able to
compare traditions and customs of a world region today with those from the past.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage D. |
Classroom
Home
|
|
Traditions: compare/contrast/customs
The learner will be able to
compare/contrast the customs and traditions of a past culture with those of another past culture (e.g., Greeks and Egyptians).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage D. |
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, Late Elementary, Standard 16.E |
Classroom
Home
|
|
Events: order/environmental/timeline
The learner will be able to
order a series of environmental events in their proper location on a timeline of United States and world history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Analysis |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Environment: describe/hunter/gatherer
The learner will be able to
describe how hunter/gatherer cultures in the pre-colonial Illinois country and other regions of North America used the environment in terms of securing food, shelter, clothing, and tools (technology).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Environment: describe/changes/weather
The learner will be able to
describe how changes in weather/climate affected the physical and cultural features of the environment in the midwest and other regions of North America using maps, geographic tools, images, and other sources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Development: identify/rivers/growth
The learner will be able to
identify the rivers that show the growth and development of North America and early world civilizations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Development: explain/locations/growth
The learner will be able to
explain how the locations of agricultural and industrial regions of the United States help to understand the nation's growth and development.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Map: identify/Illinois/lands/tribes
The learner will be able to
identify on a map of Illinois the lands associated with Native American tribes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
History: locate/sources/environment/web
The learner will be able to
locate sources about the environment during a specific period of Illinois or United States history using the World Wide Web.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Environment: describe/hunter/gatherer
The learner will be able to
describe how hunter-gatherer cultures used the environment in terms of securing food, shelter, clothing, and tools (technology) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Map: identify/food-producing/world
The learner will be able to
identify on a map the major food-producing regions of the world.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Development: explain/location/growth
The learner will be able to
explain how the location of the major industrial regions of the world fostered their growth and development.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Map: identify/location/civilizations
The learner will be able to
identify on a map the location of the major civilizations of the world, over time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage D. |
Classroom
Home
|
|
Environment: locate/sources/history/web
The learner will be able to
locate sources about the environment during a specific period of world history using the World Wide Web.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage D. |
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, Late Elementary, Standard 17.A |
Classroom
Home
|
|
Location: describe/relative/countries
The learner will be able to
describe the location of countries relative to the locations of other countries.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage D. |
Classroom
Home
|
|
Maps: locate/parallels/meridians/globes
The learner will be able to
locate the major parallels and meridians on maps and globes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage D. |
Classroom
Home
|
|
Map: create/community/elements/local
The learner will be able to
create a map of the local community containing basic elements (e.g., lines, points, symbols).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Synthesis |
Master |
IL Performance Descriptors: 17A. Stage D. |
Classroom
Home
|
|
Maps: evaluate/scales/characteristics
The learner will be able to
evaluate maps of different scales to determine the one most useful for describing the characteristics of a place.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Analysis |
Master |
IL Performance Descriptors: 17A. Stage D. |
Classroom
Home
|
|
Maps: locate/major/bodies/water/river
The learner will be able to
locate on maps, major bodies of water and river systems in Illinois, the United States, and the world.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage D. |
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, Late Elementary, Standard 17.B |
Classroom
Home
|
|
Environment: compare/physical/needs/meet
The learner will be able to
compare ways the physical environment is used to meet needs of people (e.g., cutting trees, mining, raising food).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Analysis |
Master |
IL Performance Descriptors: 17B. Stage D. |
Classroom
Home
|
|
Day: explain/length/influence/activity
The learner will be able to
explain how the length of day can influence human activities in different regions of the world (e.g., use of daylight savings time, school schedules in the United States, summer and winter activities in areas north of the Arctic Circle).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Analysis |
Master |
IL Performance Descriptors: 17B. Stage D. |
Classroom
Home
|
|
Environment: describe/feelings/physical
The learner will be able to
describe his/her feelings about an element of the physical environment (e.g., forests, beaches, snow-covered hills, your favorite area in the neighborhood).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Knowledge |
Master |
IL Performance Descriptors: 17B. Stage D. |
Classroom
Home
|
|
Rotation: interpret/diagram/globe/axis
The learner will be able to
interpret a diagram or use a globe to show the Earth's rotation on its axis to explain the causes of day and night.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Comprehension |
Master |
IL Performance Descriptors: 17B. Stage D. |
Classroom
Home
|
|
Resources: recognize/people/preserve
The learner will be able to
recognize that people can work together to preserve and protect the natural resources and environment.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Knowledge |
Master |
IL Performance Descriptors: 17B. Stage D. |
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, Late Elementary, Standard 17.C |
Classroom
Home
|
|
Environment: discuss/adapt/physical
The learner will be able to
discuss how different groups of people in the world adapt to the physical and human environment in order to meet their needs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Comprehension |
Master |
IL Performance Descriptors: 17C. Stage D. |
Classroom
Home
|
|
Environment: compare/urban/rural/needs
The learner will be able to
compare ways in which people in urban and rural communities meet their needs from the environment.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Analysis |
Master |
IL Performance Descriptors: 17C. Stage D. |
Classroom
Home
|
|
Environmental: explain/technology
The learner will be able to
explain how environmental problems may occur and be solved by using technology.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Analysis |
Master |
IL Performance Descriptors: 17C. Stage D. |
Classroom
Home
|
|
Resources: identify/value/technology
The learner will be able to
identify resources whose value has changed over time as technology has changed.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Knowledge |
Master |
IL Performance Descriptors: 17C. Stage D. |
Classroom
Home
|
|
Environment: observe/describe/record
The learner will be able to
observe, describe, and record changes in the local environment over time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Knowledge |
Master |
IL Performance Descriptors: 17C. Stage D. |
Classroom
Home
|
|
Landscape: organize/pictures/changes
The learner will be able to
organize a series of pictures to show landscape changes from prairie to farmland.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Application |
Master |
IL Performance Descriptors: 17C. Stage D. |
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, Late Elementary, Standard 17.D |
Classroom
Home
|
|
Perceptions: compare/past/present
The learner will be able to
compare past and present perceptions people have of the same place using landscape paintings, photographs, maps, and narratives.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Analysis |
Master |
IL Performance Descriptors: 17D. Stage D. |
Classroom
Home
|
|
History: describe/geographic/community
The learner will be able to
describe the geographic history of the community using old maps, photographs, and interviews with older residents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Knowledge |
Master |
IL Performance Descriptors: 17D. Stage D. |
Classroom
Home
|
|
Features: analyze/physical/settlement
The learner will be able to
analyze how the physical features of Illinois have affected the settlement patterns of the state (e.g., rivers, valleys, prairie).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Analysis |
Master |
IL Performance Descriptors: 17D. Stage D. |
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 |
Analysis |
Master |
IL: Learning Standards, 1997, Late Elementary, Standard 18.A |
Classroom
Home
|
|
Cultural: discuss/differences/regions
The learner will be able to
discuss cultural differences in various geographic regions in the United States.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Analysis |
Master |
IL Performance Descriptors: 18A. Stage D. |
Classroom
Home
|
|
Culture: explain/significance/knowing
The learner will be able to
explain the significance of knowing about more than one culture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Analysis |
Master |
IL Performance Descriptors: 18A. Stage D. |
Classroom
Home
|
|
Environment: describe/technology/adapt
The learner will be able to
describe how a culture other than the student's own uses its technology to adapt to its environment.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage D. |
Classroom
Home
|
|
Traits: identify/changes/cultural/time
The learner will be able to
identify changes in cultural traits over time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage D. |
Classroom
Home
|
|
Technology: describe/changes/life/daily
The learner will be able to
describe how changes in technology bring about changes in daily life.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage D. |
Classroom
Home
|
|
Culture: explain/American/changed/time
The learner will be able to
explain how a part of American culture (e.g., Mode of dress, music, architecture) has changed over time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Analysis |
Master |
IL Performance Descriptors: 18A. Stage D. |
Classroom
Home
|
|
Cultural: analyze/information/traits
The learner will be able to
analyze sources of information (e.g., newspapers from other towns, souvenirs, web-sites) that reflect different cultural traits.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Analysis |
Master |
IL Performance Descriptors: 18A. Stage D. |
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, Late Elementary, Standard 18.B |
Classroom
Home
|
|
Social: define/institution
The learner will be able to
define social institution.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.B |
Knowledge |
Master |
IL Performance Descriptors: 18B. Stage D. |
Classroom
Home
|
|
Group: differentiate/primary/secondary
The learner will be able to
differentiate between a primary, a secondary, and a reference group.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.B |
Analysis |
Master |
IL Performance Descriptors: 18B. Stage D. |
Classroom
Home
|
|
Behavior: compare/motivations/individual
The learner will be able to
compare different motivations for the behavior of an individual or group.
| |
