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Robein School District 85 |
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CURRICULUM GUIDE |
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Social Studies - Grade 5 |
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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 Unitied 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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Responsibilities: give/civic/personal
The learner will be able to
give examples of civic and personal responsibilities of students and adults.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage E. |
Classroom
Home
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Democracy: explain/characteristics
The learner will be able to
explain the characteristics of a "democracy".
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Comprehension |
Master |
IL Performance Descriptors: 14A. Stage E. |
Classroom
Home
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Laws: justify/governments/rules
The learner will be able to
justify why governments need to make rules and laws for people.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Evaluation |
Master |
IL Performance Descriptors: 14A. Stage E. |
Classroom
Home
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Constitutions: examine/declaration
The learner will be able to
examine the importance 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 E. |
Classroom
Home
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Rights: define/concept/unalienable
The learner will be able to
define the concept of "unalienable" as it relates to rights expressed in the Declaration of Independence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage E. |
Classroom
Home
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Constitution: explain/amended
The learner will be able to
explain how the U.S. Constitution can be amended.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Comprehension |
Master |
IL Performance Descriptors: 14A. Stage E. |
Classroom
Home
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Rights: defend/bill/protect
The learner will be able to
defend the idea of having a Bill of Rights to outline and protect the rights of citizens.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Analysis |
Master |
IL Performance Descriptors: 14A. Stage E. |
Classroom
Home
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Constitution: summarize/history
The learner will be able to
summarize the history of one of the amendments to the constitution (e.g., its origins, implementation, influence).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Application |
Master |
IL Performance Descriptors: 14A. Stage E. |
Classroom
Home
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Law: recognize/rule
The learner will be able to
recognize the purpose of having and obeying laws.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage E. |
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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Legislature: state/two/houses
The learner will be able to
state the names of the two houses in the Illinois state legislature.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage E. |
Classroom
Home
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Branches: describe/division/sharing
The learner will be able to
describe the purpose behind the principles of division and sharing powers among the executive, legislative, and judicial branches.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage E. |
Classroom
Home
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Government: describe/checks/balances
The learner will be able to
describe the system of checks and balances between the three branches of the federal government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage E. |
Classroom
Home
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Trials: clarify/criminal/civil
The learner will be able to
clarify the characteristics of criminal and civil trials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Comprehension |
Master |
IL Performance Descriptors: 14B. Stage E. |
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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Rights: describe/minorities/respected
The learner will be able to
describe situations in their home, school, or community where the rights of minorities have been respected.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage E. |
Classroom
Home
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Rights: predict/consequences/ignoring
The learner will be able to
predict the consequences of ignoring the rights of other people in public places (e.g., smoking in a crowded theater).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Comprehension |
Master |
IL Performance Descriptors: 14C. Stage E. |
Classroom
Home
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Problem: explain/solved/community
The learner will be able to
explain how an individual or group has solved a problem in their community.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Comprehension |
Master |
IL Performance Descriptors: 14C. Stage E. |
Classroom
Home
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Voting: identify/requirements
The learner will be able to
identify voting requirements.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage E. |
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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Rights: describe/minority/supersede
The learner will be able to
describe a situation where minority rights may supersede the wishes of the majority.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Knowledge |
Master |
IL Performance Descriptors: 14D. Stage E. |
Classroom
Home
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Involvement: produce/increase
The learner will be able to
produce a plan to increase student and/or parent involvement in school activities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Synthesis |
Master |
IL Performance Descriptors: 14D. Stage E. |
Classroom
Home
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Lobbying: define/influence/public
The learner will be able to
define the concept of "lobbying" to influence public opinion or legislative decision-making.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Knowledge |
Master |
IL Performance Descriptors: 14D. Stage E. |
Classroom
Home
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Persuasion: compare/contrast/political
The learner will be able to
compare/contrast contemporary and traditional forms of political persuasion (e.g., speeches and parades with Internet, faxes, electronic mail).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Analysis |
Master |
IL Performance Descriptors: 14D. Stage E. |
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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Conflict: summarize/nations/interact
The learner will be able to
summarize how nations interact to avoid conflict (e.g., diplomacy, trade, treaties).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Comprehension |
Master |
IL Performance Descriptors: 14E. Stage E. |
Classroom
Home
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Government: identify/branches/foreign
The learner will be able to
identify government branches and offices at the federal level that are responsible for conducting foreign affairs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Knowledge |
Master |
IL Performance Descriptors: 14E. Stage E. |
Classroom
Home
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Treaty: identify/signed/country
The learner will be able to
identify a treaty the United States has signed with another country.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Knowledge |
Master |
IL Performance Descriptors: 14E. Stage E. |
Classroom
Home
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Policy: describe/issue/foreign
The learner will be able to
describe how a specific issue (e.g., trade, resources, human rights) has affected a president's foreign policy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Knowledge |
Master |
IL Performance Descriptors: 14E. Stage E. |
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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Freedoms: describe/development/people
The learner will be able to
describe examples of the development of basic freedoms for the people of the United States.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage E. |
Classroom
Home
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Traditions: discuss/political/practices
The learner will be able to
discuss consistencies and inconsistencies expressed in United States political traditions and actual practices (e.g., freedom of speech, the right to bear arms, slavery, voting rights).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Comprehension |
Master |
IL Performance Descriptors: 14F. Stage E. |
Classroom
Home
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Principles: compare/value/freedom
The learner will be able to
compare the similarities found in national symbols, legends, or stories that have emphasized the value of such principles as freedom, liberty, preservation of the Union, etc.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Analysis |
Master |
IL Performance Descriptors: 14F. Stage E. |
Classroom
Home
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Rights: describe/historical/civil
The learner will be able to
describe historical examples featuring the denial or extension of civil rights to various individuals or groups.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage E. |
Classroom
Home
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Technology: identify/change/information
The learner will be able to
identify significant changes in communication or technology that have had an affect on the spread of political information and influence (e.g., telegraph, television, internet).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Knowledge |
Master |
IL Performance Descriptors: 14F. Stage E. |
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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Economic: explain/market/produce
The learner will be able to
explain how a market economy answers the three basic economic questions: What to produce? How to produce? For whom to produce.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Comprehension |
Master |
IL Performance Descriptors: 15A. Stage E. |
Classroom
Home
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Resources: identify/productive/earn
The learner will be able to
identify the productive resources people sell to earn income.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage E. |
Classroom
Home
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Resources: identify/goods/services
The learner will be able to
identify human resources in their community and the goods and services they produce.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage E. |
Classroom
Home
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Job: analyze/relationship/learn/need
The learner will be able to
analyze the relationship between what they learn in school and the skills they need for a job.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Analysis |
Master |
IL Performance Descriptors: 15A. Stage E. |
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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Cost: apply/opportunity/choices
The learner will be able to
apply the concept of opportunity cost to choices in the classroom.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Application |
Master |
IL Performance Descriptors: 15B. Stage E. |
Classroom
Home
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Consumer: identify/factors/choices
The learner will be able to
identify factors that affect consumer choices (e.g., prices of goods and services; quality; income; preferences/tastes).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Knowledge |
Master |
IL Performance Descriptors: 15B. Stage E. |
Classroom
Home
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Price: describe/good/service/purchased
The learner will be able to
describe how a large increase or decrease in the price of a good or service would affect how much of that item would be purchased.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Knowledge |
Master |
IL Performance Descriptors: 15B. Stage E. |
Classroom
Home
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Consumers: explain/goods/services/prices
The learner will be able to
explain why consumers will buy more goods and services at lower prices and fewer at higher prices.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Comprehension |
Master |
IL Performance Descriptors: 15B. Stage E. |
Classroom
Home
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Consumers: define/prices/goods/services
The learner will be able to
define prices as what consumers pay when buying goods or services and what sellers receive when selling goods or services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Knowledge |
Master |
IL Performance Descriptors: 15B. Stage E. |
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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Price: predict/good/service
The learner will be able to
predict how a large increase or decrease in the price of a good or service will affect how much producers will make and sell of that good or service.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Comprehension |
Master |
IL Performance Descriptors: 15C. Stage E. |
Classroom
Home
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Prices: analyze/goods/services
The learner will be able to
analyze why producers will produce more goods and services at higher prices and fewer at lower prices.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Analysis |
Master |
IL Performance Descriptors: 15C. Stage E. |
Classroom
Home
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Markets: identify/sellers/few/many
The learner will be able to
identify markets in which there are very few sellers and markets in which there are many sellers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Knowledge |
Master |
IL Performance Descriptors: 15C. Stage E. |
Classroom
Home
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Entrepreneurs: identify/effective
The learner will be able to
identify the characteristics of effective entrepreneurs (e.g., why they are willing to take risks to start new businesses).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Knowledge |
Master |
IL Performance Descriptors: 15C. Stage E. |
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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Exchanging: explain/benefits/money
The learner will be able to
explain the benefits of exchanging with the use of money.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage E. |
Classroom
Home
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Institutions: identify/function/services
The learner will be able to
identify the primary function and services of financial institutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage E. |
Classroom
Home
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Trade: predict/goods/services/different
The learner will be able to
predict how people's lives would be different if they did not trade with others for goods and services they use.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage E. |
Classroom
Home
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Labor: illustrate/division/production
The learner will be able to
illustrate how division of labor in a production process can increase productivity.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Application |
Master |
IL Performance Descriptors: 15D. Stage E. |
Classroom
Home
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Labor: explain/division/interdependence
The learner will be able to
explain how division of labor creates interdependence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage E. |
Classroom
Home
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Production: analyze/impact/interdependen
The learner will be able to
analyze the impact of interdependence on the production process.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Analysis |
Master |
IL Performance Descriptors: 15D. Stage E. |
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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Taxes: list/types/paid/individuals
The learner will be able to
list the types of taxes paid by individuals and by businesses.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Analysis |
Master |
IL Performance Descriptors: 15E. Stage E. |
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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Maps: explain/life/changes/region/place
The learner will be able to
explain how life changed or stayed the same in a region or place using two historic maps that depict different times in that region or place.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Analysis |
Master |
IL Performance Descriptors: 16A. Stage E. |
Classroom
Home
|
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Trends: describe/time/data/graphs
The learner will be able to
describe trends during a time period using political, economic, environmental, and social data from appropriate graphs or charts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage E. |
Classroom
Home
|
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Sources: distinguish/primary/secondary
The learner will be able to
distinguish between primary and secondary sources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Comprehension |
Master |
IL Performance Descriptors: 16A. Stage E. |
Classroom
Home
|
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Past: formulate/research/question
The learner will be able to
formulate a research question about the past that includes it's "people", "space", and "time" dimensions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Synthesis |
Master |
IL Performance Descriptors: 16A. Stage E. |
Classroom
Home
|
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Research: identify/sources/library
The learner will be able to
identify sources in the school or local library that will help answer a research question.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage E. |
Classroom
Home
|
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Research: locate/world/wide/web/source
The learner will be able to
locate on the World Wide Web a source pertaining to each of "people", "space", and "time" dimensions of a research question.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage E. |
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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History: identify/political/points/US
The learner will be able to
identify turning points in United States political history (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage E. |
Classroom
Home
|
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Figures: explain/ideas/actions/US
The learner will be able to
explain the causes and effects of ideas and actions of significant political figures during the Colonial Period (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Comprehension |
Master |
IL Performance Descriptors: 16B. Stage E. |
Classroom
Home
|
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Colonies: analyze/events/american/ideas
The learner will be able to
analyze political events, figures, and ideas in the colonies that led to the American Revolution (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Analysis |
Master |
IL Performance Descriptors: 16B. Stage E. |
Classroom
Home
|
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Government: list/development/early/ideas
The learner will be able to
list the key figures, events, and ideas in the development of the United States government during the Early National Period (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage E. |
Classroom
Home
|
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History: identify/points/world/political
The learner will be able to
identify turning points in world political history (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage E. |
Classroom
Home
|
|
Leaders: identify/political/world
The learner will be able to
identify significant political leaders of the non-Western world (e.g., Genghis Khan, Gandhi, Mandela) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage E. |
Classroom
Home
|
|
Developments: describe/evolution/world
The learner will be able to
describe major developments in the evolution of Western political systems (e.g., Greek democracy, Roman republic, Magna Carta and Common Law, the Enlightenment) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage E. |
Classroom
Home
|
|
Past: discuss/ideas/actions/political
The learner will be able to
discuss the consequences of political ideas and actions taken by significant individuals in the past (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Comprehension |
Master |
IL Performance Descriptors: 16B. Stage E. |
Classroom
Home
|
|
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
|
|
History: identify/economic/points/US
The learner will be able to
identify turning points in United States economic history (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage E. |
Classroom
Home
|
|
Choices: explain/economic/economy/US
The learner will be able to
explain the economic choices people made or were forced to make during the development of the early economy of the United States (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Comprehension |
Master |
IL Performance Descriptors: 16C. Stage E. |
Classroom
Home
|
|
Groups: summarize/slavery/indentured/US
The learner will be able to
summarize how slavery and indentured servitude were related to the wants of economic interest groups in the United States (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Application |
Master |
IL Performance Descriptors: 16C. Stage E. |
Classroom
Home
|
|
Choices: explain/economic/past/political
The learner will be able to
explain how the economic choices people made in the past affected their political and social lives and their environment (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Analysis |
Master |
IL Performance Descriptors: 16C. Stage E. |
Classroom
Home
|
|
History: identify/economic/points/world
The learner will be able to
identify turning points in world economic history (e.g., manorial system, cultural exchanges, capitalism, industrial revolution, information revolution) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage E. |
Classroom
Home
|
|
Trade: describe/development/civilization
The learner will be able to
describe the impact of trade on the development of early civilizations (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage E. |
Classroom
Home
|
|
Economies: identify/agricultural/world
The learner will be able to
identify the differences between agricultural and industrial economies (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage E. |
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
|
|
Life: compare/contrast/settling/colonies
The learner will be able to
compare and contrast family and community life in two or more American colonies in terms of the colonists' motives for settling there (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage E. |
Classroom
Home
|
|
Society: use/sources/describe/people
The learner will be able to
use a variety of sources to describe how people organized colonial society (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Application |
Master |
IL Performance Descriptors: 16D. Stage E. |
Classroom
Home
|
|
Expansion: explain/moved/life
The learner will be able to
explain changes in family life as people moved from one geographic region to another during the period of westward expansion (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage E. |
Classroom
Home
|
|
Social: assess/people/lives/Illinois/US
The learner will be able to
assess the influence that significant people had on the social lives of others in Illinois or the United States (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Evaluation |
Master |
IL Performance Descriptors: 16D. Stage E. |
Classroom
Home
|
|
History: identify/world/social/points
The learner will be able to
identify turning points in world social history (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage E. |
Classroom
Home
|
|
Cultures: recognize/roles/past/changed
The learner will be able to
recognize how the roles of men, women, and children in past cultures have changed over time (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage E. |
Classroom
Home
|
|
Cultural: recognize/exchange/societies
The learner will be able to
recognize how a cultural exchange occurred between two societies of the past (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage E. |
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
|
|
History: identify/environmental/points
The learner will be able to
identify turning points in United States environmental history (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
Location: explain/growth/development/US
The learner will be able to
explain how a community or state's location helps to understand its growth and development over time (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Analysis |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
Maps: organize/environmental/historical
The learner will be able to
organize a series of Illinois or United States maps on one environmental theme into a historical atlas (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Application |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
Technology: describe/human/animal/power
The learner will be able to
describe how various people around North America used human or animal power to cultivate crops before the onset of mechanized technology (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
Power: provide/human/animal/survive
The learner will be able to
provide an example of how some people continue to depend on human or animal power to survive in their environment.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
Archaeological: describe/physical/record
The learner will be able to
describe the physical and cultural features of life in the pre-colonial Illinois country using images documenting the archaeological record (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
Environment: describe/invention/US
The learner will be able to
describe the effects of a significant invention or technological innovation on the physical and cultural environment of Illinois between 1700 and 1818 (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
History: identify/environmental/world
The learner will be able to
identify turning points in world environmental history (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
Location: identify/map/powers/explain
The learner will be able to
identify on a map the location of the major world political powers, over time, and explain how their location fostered their growth and development (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
Environment: compare/features/societies
The learner will be able to
compare the cultural features of the environment of settled societies with those of hunter-gatherer cultures (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Analysis |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
History: describe/people/animals/crops
The learner will be able to
describe how various people around the globe used animals to cultivate crops in early world history (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage E. |
Classroom
Home
|
|
Archaeological: describe/features/world
The learner will be able to
describe the physical and cultural features of life in the ancient world using images documenting the archaeological record (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage E. |
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
|
|
Map: mark/currents/patterns/landforms
The learner will be able to
mark major ocean currents, wind patterns, landforms, and climate regions on a map.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Application |
Master |
IL Performance Descriptors: 17A. Stage E. |
Classroom
Home
|
|
Maps: create/data/symbols/graphs/world
The learner will be able to
create thematic maps and graphs of the students' local community, Illinois, United States, and the world using data and a variety of symbols and colors (e.g., to indicate patterns of population, disease, economic features, rainfall, vegetation).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Synthesis |
Master |
IL Performance Descriptors: 17A. Stage E. |
Classroom
Home
|
|
Locations: describe/physical/human
The learner will be able to
describe the locations of major physical and human features in the community.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage E. |
Classroom
Home
|
|
Urban: explain/centers/connected/urban
The learner will be able to
explain how major urban centers in Illinois are connected to other urban centers in Illinois and the United States (e.g., transportation arteries, communications systems, cultural and recreational relationships).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Comprehension |
Master |
IL Performance Descriptors: 17A. Stage E. |
Classroom
Home
|
|
Map: design/legend/key/interpretation
The learner will be able to
design symbols as references for map interpretation and place them in a legend/key to be use on a map.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Synthesis |
Master |
IL Performance Descriptors: 17A. Stage E. |
Classroom
Home
|
|
Map: determine/latitude/longitude/places
The learner will be able to
determine the absolute location of places chosen by the teacher and students using a map grid with latitude and longitude.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Analysis |
Master |
IL Performance Descriptors: 17A. Stage E. |
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
|
|
Model: demonstrate/earth/sun/tilt/day
The learner will be able to
demonstrate understanding of Earth/Sun relationship by preparing a model or by designing a demonstration to show the tilt of the Earth in relations to the Sun in order to explain day/night and length of day at different locations on Earth.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Comprehension |
Master |
IL Performance Descriptors: 17B. Stage E. |
Classroom
Home
|
|
Environment: explain/alter/physical
The learner will be able to
explain how and why people alter the physical environment (e.g., by creating irrigation projects, clearing land to make room for houses and shopping center, planting crops, building roads).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Analysis |
Master |
IL Performance Descriptors: 17B. Stage E. |
Classroom
Home
|
|
Erosion: explain/process/effects/soil
The learner will be able to
explain the process of erosion and its effects of rainfall on unprotected soil surfaces (e.g., newly tilled farm fields, deforested hillsides).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Comprehension |
Master |
IL Performance Descriptors: 17B. Stage E. |
Classroom
Home
|
|
Ecosystem: explain/plants/animals/local
The learner will be able to
explain the relationship between plants and animals in a local ecosystem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Comprehension |
Master |
IL Performance Descriptors: 17B. Stage E. |
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
|
|
Map: create/natural/hazards/occurrence
The learner will be able to
create a map showing the occurrence of natural hazards in Illinois and the United States.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Synthesis |
Master |
IL Performance Descriptors: 17C. Stage E. |
Classroom
Home
|
|
Population: map/densities/school/areas
The learner will be able to
map the location of students in your school by coloring the different areas (cafeteria, classrooms, gym, etc.) to show different population densities at a given time of day.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Application |
Master |
IL Performance Descriptors: 17C. Stage E. |
Classroom
Home
|
|
Map: analyze/photos/resources/use/abuse
The learner will be able to
analyze map and aerial photos of the local community and Illinois to determine how humans use, abuse, and protect resources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Analysis |
Master |
IL Performance Descriptors: 17C. Stage E. |
Classroom
Home
|
|
Location: identify/factors/cities
The learner will be able to
identify factors that influence the location of cities (e.g., transportation arteries, physical features, migration, business, industry).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Knowledge |
Master |
IL Performance Descriptors: 17C. Stage E. |
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
|
|
Maps: compare/settlement/physical
The learner will be able to
compare maps of the United States showing landforms, climate, and natural vegetation regions to maps that show population distribution to identify the relationship between settlement and physical features.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Analysis |
Master |
IL Performance Descriptors: 17D. Stage E. |
Classroom
Home
|
|
Customs: discuss/traditions/change/time
The learner will be able to
discuss how customs and traditions of people from different parts of the world change over time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Comprehension |
Master |
IL Performance Descriptors: 17D. Stage E. |
Classroom
Home
|
|
Characteristics: describe/point/view
The learner will be able to
describe how physical characteristics of a region or a nation influence people's point of view and the decisions they make over time (e.g., scarcity of water influences water usage, mining resource in mountainous regions, logging forested land in forested areas).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Knowledge |
Master |
IL Performance Descriptors: 17D. Stage E. |
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, Late Elementary, Standard 18.A |
Classroom
Home
|
|
Culture: describe/shared/world/time
The learner will be able to
describe how culture is shared through music, art, and literature throughout the world over time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage E. |
Classroom
Home
|
|
Tradition: describe/artistic/technology
The learner will be able to
describe how an artistic tradition has been changed by technology (e.g., photography, music).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage E. |
Classroom
Home
|
|
Celebrations: describe/social/values
The learner will be able to
describe how social celebrations (parades, fairs) reinforce cultural values.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage E. |
Classroom
Home
|
|
Celebration: compare/holidays/cultures
The learner will be able to
compare the celebration of holidays by cultures throughout the world.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Comprehension |
| | |
