A Correlation of © 2011 to the Arizona Social Studies Standard Articulated by Grade Level Grades K - 6 M/SS-7 INTRODUCTION This document demonstrates the high degree of success students will achieve when using Scott Foresman Social Studies, © 2011 in meeting the Arizona Articulated Grade Level Standards (2005/2006). Correlation page references are to the Teacher’s Edition. Lessons in the Teacher’s Edition contain facsimile pages of the Student Edition. Scott Foresman is pleased to introduce our Scott Foresman Social Studies, Kindergarten through Grade 6 - the social studies program that helps every child become an active, involved, and informed citizen. Content Scott Foresman Social Studies content covers the key social studies strands: Citizenship, Culture, Economics, Geography, Government, History and Science/Technology. Scott Foresman Social Studies content is organized for a flexible teaching plan. If time is short, teachers may use the Quick Teaching Plan to cover the core content and skills or to add depth, teachers may use the wealth of information in each unit. Accessibility Scott Foresman Social Studies provides systematic instruction to improve comprehension and to reach out to all learners. In every unit, reading skills are developed through built-in lessons. Target comprehension skills are pre-taught and then applied throughout the unit for sustained practice. Graphic organizers provide support for every skill. Motivation Scott Foresman Social Studies is filled with compelling visuals, intriguing facts, and exciting real-world learning. Colonial Williamsburg Lessons provide exciting, special features from the nation’s largest living museum. Dorling Kindersley Visual Lessons provide bold, large-as life photographs with interesting, easy-to-read expository captions. Music lessons introduce or reinforce important concepts and vocabulary. Discovery Channel School projects provide exclusive, hands-on unit projects that synthesize and enhance learning. A special feature entitled You Are There provides captivating suspense-packed reading that builds excitement and lets students experience the event from a personal perspective. A Web-Based Information Center continually updates information, maps, and biographies. Accountability Scott Foresman Social Studies provides built-in skill lessons in every unit and multiple assessment tools to develop thinking citizens. Informal assessment opportunities monitor children’s learning and provide If/then guidelines with specific reteaching strategies and effective practice. Formal assessment opportunities assess children’s learning and provide practice for key test-taking skills. Test-taking strategy lessons provide test preparation for national and state tests. Table of Contents Kindergarten, Here We Go ____________________________________1 Grade 1, All Together ________________________________________6 Grade 2, People and Places _________________________________13 Grade 3, Communities ______________________________________21 Grade 4, Regions___________________________________________30 Grade 5, The United States, Building a Nation, Growth of a Nation _________________________________________________________42 Grade 6, The World_________________________________________72 Scott Foresman Social Studies, Here We Go © 2011 to the Arizona Social Studies Standard Articulated by Grade Level Kindergarten Arizona Social Studies Standard Scott Foresman Social Studies Kindergarten 1: American History 1.1: Research Skills for History 1.1.PO 1: Retell personal events to show an Recall and Retell, 296, 303, 307, 319, 326, 327, understanding of how history is the story of events, 331; Relate Personal Experiences, 29, 75, 95, people, and places in the past. 265, 307, 311 1.1.PO 2: Listen to recounts of historical events and First Americans, 255–258; Explorers, 259–262; people and discuss how they relate to present day. Thanksgiving, 263–266; Changes in Travel, 271– 274; Scientists and Inventors, 275–279; Family Celebrations, 309–312; Then and Now, 313–316 1.1.PO 3: Sequence recounts of historical events and Sequence, 48, 246, 273, 277, 281 people using the concepts of before and after. 1.1.PO 4: Use primary source materials (e.g., photos, End With a Poem, 48, 98, 230; 330; End with a artifacts) to study people and events from the past. Song, 280; End with a Story, 164; Curriculum Connection: Literature, 6, 25, 42, 56, 76, 88, 90, 106, 122, 130, 157, 161, 172, 191, 195, 204, 220, 224, 227, 238, 254, 262, 270, 278, 288, 304, 319, 320; Bibliography, 8, 58, 108, 174, 240 1.2: Early Civilizations 1.2.PO 1: Recognize that Native Americans are the First Americans, 255–259 original inhabitants of North America. 1.3: Exploration and Colonization 1.3.PO 1: Recognize that explorers (e.g., Columbus, Explorers, 259–262 Leif Ericson) traveled to places in the world that were new to them. 1.3.PO 2: Recognize that exploration resulted in the For related material see: Explorers, 259–262 exchange of new ideas, culture, and goods (e.g., foods, animals, plants, artifacts). 1.4: Revolution and New Nation 1.4.PO 1: Recognize that George Washington was President’s Day, 268–270 our first president. 1.4.PO 2: Recognize that the Fourth of July is our Independence Day, 94–95, 267–270; Fill Out the nation's birthday. Calendar, TR28; Curriculum Connection, 242; Song, 243 1.5: Westward Expansion 1.5.: No performance objectives at this grade. 1.6: Civil War and Reconstruction 1.6.: No performance objectives at this grade. 1.7: Emergence of the Modern United States 1.7.: No performance objectives at this grade. 1.8: Great Depression and World War II 1.8.: No performance objectives at this grade. 1.9: Postwar United States 1.9.PO 1: Recognize that astronauts (e.g., John For related material see: Travel, 271; Scientists Glenn, Neil Armstrong, Sally Ride) are explorers of and Inventors, 275–279 space. 1 Arizona Social Studies Standard Scott Foresman Social Studies Kindergarten 1.10: Contemporary United States 1.10.PO 1: Use information from written documents, Unit Project, 50, 100, 166, 232, 282, 332; oral presentations, and the media to discuss current Conserve Resources, 225–229 local events. 2: World History 2.1: Research Skills for History 2.1.PO 1: Retell personal events to show an Recall and Retell, 296, 303, 307, 319, 326, 327, understanding of how history is the story of events, 331; Relate Personal Experiences, 29, 75, 95, people, and places in the past. 265, 307, 311 2.1.PO 2: Listen to recounts of historical events and First Americans, 255–258; Explorers, 259–262; people and discuss how they relate to present day. Thanksgiving, 263–266; Changes in Travel, 271– 274; Scientists and Inventors, 275–279; Family Celebrations, 309–312; Then and Now, 313–316 2.1.PO 3: Sequence recounts of historical events and Sequence, 48, 246, 273, 277, 281 people using the concepts of before and after. 2.1.PO 4: Use primary source materials (e.g., photos, End With a Poem, 48, 98, 230; 330; End with a artifacts) to study people and events from the past. Song, 280; End with a Story, 164; Curriculum Connection: Literature, 6, 25, 42, 56, 76, 88, 90, 106, 122, 130, 157, 161, 172, 191, 195, 204, 220, 224, 227, 238, 254, 262, 270, 278, 288, 304, 319, 320; Bibliography, 8, 58, 108, 174, 240 2.2: Early Civilizations 2.2.PO 1: Recognize that groups of people in early For related material see: First Americans, 255– civilizations (e.g., people of the Americas, 259 Europeans, Asians, Africans) moved from place to place to hunt and gather food. 2.2.PO 2: Recognize that early civilizations improved For related material see: First Americans, 255– their lives through advancements (i.e., domestication 259 of animals, tools, farming methods, calendars). 2.3: World in Transition 2.3.: No performance objectives at this grade. 2.4: Renaissance and Reformation 2.4.: No performance objectives at this grade. 2.5: Encounters and Exchange 2.5.PO 1: Recognize that explorers (e.g., Marco Polo, For related material see: Explorers, 259–262 Magellan) traveled to places in the world that were new to them. 2.5.PO 2: Recognize that exploration resulted in the For related material see: Explorers, 259–262 exchange of new ideas, culture, and goods (e.g., foods, animals, plants, artifacts). 2.6: Age of Revolution 2.6.: No performance objectives at this grade. 2.7: Age of Imperialism 2.7.: No performance objectives at this grade. 2.8: World at War 2.8.: No performance objectives at this grade. 2.9: Contemporary World 2.9.PO 1: Use information from written documents, Unit Project, 50, 100, 166, 232, 282, 332; oral presentations, and the media to discuss current Conserve Resources, 225–229 events. 2 Arizona Social Studies Standard Scott Foresman Social Studies Kindergarten 3: Civics/Government 3.1: Foundations of Government 3.1.PO 1: Recognize national symbols and monuments National Symbols, 251–254; Celebrations, 267– that represent American democracy and values: 270 3.1.PO 1.a: American flag United States and State Symbols, 214; So Many Symbols, 245; An American Symbol, 251, 252, 254 3.1.PO 1.b: Bald Eagle An American Symbol, 251 3.1.PO 1.c: Statue of Liberty So Many Symbols, 245; An American Symbol, 251 3.1.PO 1.d: White House For related material see: National Symbols, 251– 254 3.1.PO 2: Recognize the Pledge of Allegiance and The Pledge of Allegiance, 253, 270; Make a the National Anthem. United States Flag, 282 3.1.PO 3: Recognize the significance of national Thanksgiving, 263-266; Celebrations, 267–270; holidays: Calendar, TR17–TR28 3.1.PO 3.a: Thanksgiving Thanksgiving, 263-266, 270; Fill Out the Calendar, TR20 3.1.PO 3.b: Presidents' Day President’s Day, 94–95, 268–270; Fill Out the Calendar, TR23 3.1.PO 3.c: Martin Luther King, Jr. Day Martin Luther King, Jr. Day, 268–270; Fast Facts, TR11; Fill Out the Calendar, TR22 3.1.PO 3.d: Constitution Day For related material see: September, TR18 3.1.PO 4: Identify Presidents George Washington Presidents George Washington and Abraham and Abraham Lincoln as leaders of our democracy. Lincoln, 268–269 3.1.PO 5: Recognize that classmates have varied Families, 19–22; Where We Come From, 220; backgrounds but may share principles, goals, Family Stories: Alike and Different, 301–304; customs, and traditions. Family Celebrations, 309–312; Then and Now, 313–316; Special Foods, 317–320; Games, 321– 324 3.2: Structure of Government 3.2.PO 1: Identify the current President of the United Government: Presidents, 269 States and Governor of Arizona. 3.3: Functions of Government 3.3.: No performance objectives at this grade. 3.4: Rights, Responsibilities, and Roles of Citizenship 3.4.PO 1: Identify examples of responsible citizenship Getting Along, 27–30; School Rules; 35–38, in the school setting and in stories about the past and Solving Problems, 39–42; Citizenship, 72, 78, 83, present. 87, 215, 243, 253, 254, 266, 270; School Helpers, 43–47; Community Helpers, 85–88 3.4.PO 2: Recognize the rights and responsibilities of Getting Along, 27–30; School Rules; 35–38, citizenship: Solving Problems, 39–42; Conserve Resources, 225–228; Citizenship, 72, 78, 83, 87, 215, 243, 253, 254, 266, 270 3.4.PO 2.a: elements of fair play, good sportsmanship, Rules at Home, 30; School Rules, 35–38; Signs, and the idea of treating others the way you want to be 77–80; Rules, 81–84 treated 3.4.PO 2.b: importance of participation and Rules at Home, 30; School Rules, 35–38; Signs, cooperation in a classroom and community 77–80; Rules, 81–84; Home Fire Safety, 158 3.4.PO 2.c: why there are rules and the Rules at Home, 30; School Rules, 35–38; Signs, consequences for violating them 77–80; Rules, 81-84; Home Fire Safety, 158 3 Arizona Social Studies Standard Scott Foresman Social Studies Kindergarten 3.4.PO 2.d: responsibility of voting (every vote For related information see Tallying Votes on counts) pages 254 and Solving Problems pages 39–42. 3.4.PO 3: Discuss the importance of students Getting Along, 27–30; Solving Problems, 39–42; contributing to a community (e.g., helping others, Conserve Resources, 225-228 working together, cleaning up the playground). 3.4.PO 4: Identify people who help keep communities Community Helpers, 85–88 and citizens safe (e.g., police, firefighters, nurses, doctors). 3.5: Government Systems of the World 3.5.: No performance objectives at this grade. 4: Geography 4.1: The World in Spatial Terms 4.1.PO 1: Recognize the differences between maps Maps, 73–76, 209–212; A Globe, 221, 222–223, and globes. 224 4.1.PO 2: Construct maps of a familiar place (e.g., Place Mat Maps, 31; Our School Map, 34; Model classroom, bedroom, playground, neighborhood). Neighborhood, 72; Map the Neighborhood, 76; A Simple Map, 209; Map the School, 212; Make a Map, 212 4.1.PO 3: Determine the relative location of objects Maps, 73–76. See Extend Language activity on using the terms near/far, behind/in front, over/under, page 74. left/right, up/down. 4.1.PO 4: Identify land and water on maps, United States Map, 213–216; World Map, 218– illustrations, images, and globes. 220; Globe, 222–223; Land or Water? 224 4.1.PO 5: Locate continents and oceans on a map or United States Map, 213–216; World Map, 217– globe. 220; Globe, 221–224 4.2: Places and Regions 4.2.PO 1: Recognize through images how people live First Americans, 255–258; Explorers, 259–262; differently in other places and times. Thanksgiving, 263–266; Changes in Travel, 271– 274; Scientists and Inventors. 275–279; Then and Now, 127–130, 313–316; Alike and Different, 301–304; Special Foods, 317–320 4.3: Physical Systems 4.3.: (Science Strands are summarized below as they apply to Social Studies content in Grades K-8. These concepts are reinforced in Social Studies classes, but assessed through Science.) 4.3.: Science Strand 4 Concept 3 Identify plants and For related material see: Where Do Animals animals in the local environment. Live? 92; Forests, 193–196; Plains, 197–200; Mountains, 201–204 4.3.: Science Strand 6 Concept 1 Identify the basic For related material see: Forests, 193–196; properties of earth materials (rocks, soil, water; Plains, 197–200; Mountains, 201–204; Oceans, natural or man-made; reusable and recyclable). 205–208; Maps, 209–212 4.3.: Science Strand 6 Concept 3 Understand the Weather, 185–188; Seasons, 189–192 characteristics of weather and how it affects people. 4.4: Human Systems 4.4.PO 1: Discuss the food, clothing, housing, Neighborhoods, 69–72; Communities, 89–92; recreation, and celebrations practiced by cultural Celebrations, 93–97 groups in the local community. 4.4.PO 2: Discuss how land in the students' Communities, 89–92; also see: Forests, 193– community is used for industry, housing, business, 196; Plains, 197–200; Mountains, 201–204 agriculture, and recreation. 4 Arizona Social Studies Standard Scott Foresman Social Studies Kindergarten 4.4.PO 3: Describe how people earn a living in the School Helpers, 43–47; Community Helpers, 85– community and the places they work. 88; Work, 119–122; Jobs, 123–126; Jobs Then and Now, 127–130 4.5: Environment and Society 4.5.PO 1: Identify the origin of natural resources Forests, 193–196; Plains, 197–200; Mountains, (e.g., fish from sea, minerals from the ground, wood 201–204; Oceans, 205–208; Maps, 209–212 from trees, food from farms). 4.5.PO 2: Recognize that resources are renewable, Conserve Resources, 225-228 recyclable, and non-renewable. 4.6: Geographic Applications 4.6.PO 1: Discuss geographic concepts related to Conserve Resources, 225-228 current events. 5: Economics 5.1: Foundations of Economics 5.1.PO 1: Discuss different types of jobs that people School Helpers, 43–47; Community Helpers, 85– do. 88; Jobs, 123–126; Jobs Then and Now, 127– 130 5.1.PO 2: Match simple descriptions of work with the School Helpers, 43–47; Community Helpers, 85– names of those jobs. 88; Work, 119–122; Jobs, 123–126; Jobs Then and Now, 127–130 5.1.PO 3: Give examples of work activities that Work, 119–122; Everyday Routines, 305–308 people do at home. 5.1.PO 4: Discuss differences between needs and Needs and Wants, 143–146; Needs/Food, 147– wants. 150; Needs/Clothing, 151–154; Needs/Shelter, 155–158 5.1.PO 5: Recognize various forms of U.S. currency. Earning Money, 131–134; Using Money, 135– 138 5.1.PO 6: Recognize that people use money to Earning Money, 131–134; Using Money, 135– purchase goods and services. 138 5.2: Microeconomics 5.2.: No performance objectives at this grade. 5.3: Macroeconomics 5.3.: No performance objectives at this grade. 5.4: Global Economics 5.4.: No performance objectives at this grade. 5.5: Personal Finance 5.5.: No performance objectives at this grade. 5 Scott Foresman Social Studies, All Together © 2011 to the Arizona Social Studies Standard Articulated by Grade Level Grade One Arizona Social Studies Standard Scott Foresman Social Studies Grade 1 1: American History 1.1: Research Skills for History 1.1.PO 1: Place important life events in chronological Living Time Lines, 149a; Read a Time Line, 146– order on a timeline. 147, 180; also see: Time Lines, 166, 210–211, 252–253 1.1.PO 2: Retell stories to describe past events, Recall and Retell, 51, 64, 68, 75, 77, 79, 80, 151, people, and places. 188, 190, 191, 198, 208, 209, 227, 241, 263 1.1.PO 3: Use primary source materials (e.g., photos, Gather Information, 240–241; Biographies, 10– artifacts, maps) to study people and events from the 11, 32–33, 72–73, 78–79, 114–115, 122–123, past. 162–163, 168–169, 206–207, 216–217, 256– 257, 262–263; Things We Use, 34–35; Bibliography, 1h, 43h, 87h, 135h, 183h, 231h; Primary Sources, 11, 13, 18, 29, 30, 33, 58, 73, 123, 189, 207, 217, 222, 248; Then and Now, 34, 58, 102, 210; Dorling Kindersley: Chinese New Year, 66–67; Big Wheels, 126–127; Native American Objects, 194–195; Telephones, 250– 251 1.2: Early Civilizations 1.2.PO 1: Recognize that the development of farming For related material: Interview About Farm allowed groups of people to settle in one place and History, 164–167; Native Americans, 190–191; develop into cultures/civilizations (e.g., Ancestral Native American Homes, 192–193; Early Puebloans (Anasazi), Hohokam, Moundbuilders, Travelers to America, 196–199 Aztec, Mayan) 1.2.PO 2: Recognize that settlement led to For related material see: Different Kinds of developments in farming techniques (e.g., irrigation), Communities, 56–57; Native Americans, 190– government, art, architecture, and communication in 191; Early Travelers to America, 196–199 North America. 1.3: Exploration and Colonization 1.3.PO 1: Describe the interaction of Native For related material: Native Americans, 190–191; Americans with the Spanish (e.g., arrival of Native American Objects, 194–195; Early Columbus, settlement of St. Augustine, exploration of Travelers to America, 196–199 the Southwest, exchange of ideas, culture and goods). 1.3.PO 2: Describe the interaction of Native Early Travelers to America, 196–199 Americans with the Pilgrims (e.g., arrival of the Mayflower, Squanto, the Wampanoag, the First Thanksgiving). 1.3.PO 3: Describe the exchange of ideas, culture Native Americans, 190–191; Native American and goods between the Native Americans and the Objects, 194–195; Early Travelers to America, Pilgrims. 196–199 1.3.PO 4: Recognize that the United States began as The Colonies Become Free, 202–205; Biography: the Thirteen Colonies ruled by England. Benjamin Franklin, 206–207 6 Arizona Social Studies Standard Scott Foresman Social Studies Grade 1 1.3.PO 5: Compare the way people lived in Colonial Colonial Williamsburg: Families Long Ago, 12– times with how people live today (e.g., housing, food 13; Weather and Seasons Long Ago, 148–149; transportation, school). also see: The Colonies Become Free, 202–205; Biography: Benjamin Franklin, 206–207 1.4: Revolution and New Nation 1.4.: No performance objectives at this grade. 1.5: Westward Expansion 1.5.: No performance objectives at this grade. 1.6: Civil War and Reconstruction 1.6.: No performance objectives at this grade. 1.7: Emergence of the Modern United States 1.7.: No performance objectives at this grade. 1.8: Great Depression and World War II 1.8.: No performance objectives at this grade. 1.9: Postwar United States 1.9.PO 1: Recognize that Rosa Parks, Martin Luther For related material see: Martin Luther King, Jr., King Jr., and César Chavez worked for and 214 –215 supported the rights and freedoms of others. 1.10: Contemporary United States 1.10.PO 1: Use information from written documents, Unit Project, 42, 86, 134, 182, 230, 272; Citizen oral presentations, and the media to discuss current Heroes, 18–19, 68–69, 112–113, 160–161, 222– local and state events. 223, 244–245 2: World History 2.1: Research Skills for History 2.1.PO 1: Place important life events in chronological Living Time Lines, 149a; Read a Time Line, 146– order on a timeline. 147, 180; also see: Time Lines, 166, 210–211, 252–253 2.1.PO 2: Retell stories to describe past events, Recall and Retell, 51, 64, 68, 75, 77, 79, 80, 151, people, and places. 188, 190, 191, 198, 208, 209, 227, 241, 263 2.1.PO 3: Use primary source materials (e.g., photos, Gather Information, 240–241; Biographies, 10– artifacts, maps) to study people and events from the 11, 32–33, 72–73, 78–79, 114–115, 122–123, past. 162–163, 168–169, 206–207, 216–217, 256– 257, 262–263; Things We Use, 34–35; Bibliography, 1h, 43h, 87h, 135h, 183h, 231h; Primary Sources, 11, 13, 18, 29, 30, 33, 58, 73, 123, 189, 207, 217, 222, 248; Then and Now, 34, 58, 102, 210; Dorling Kindersley: Chinese New Year, 66–67; Big Wheels, 126–127; Native American Objects, 194–195; Telephones, 250– 251 2.2: Early Civilizations 2.2.PO 1: Recognize that the development of farming For related material: Interview About Farm allowed groups of people to settle in one place and History, 164–167; Native Americans, 190–191; develop into civilizations (e.g., Egypt). Native American Homes, 192–193; Early Travelers to America, 196–199 2.2.PO 2: Recognize that settlement led to the For related material see: Different Kinds of development of farming techniques (e.g., Nile River Communities, 56–57; Native Americans, 190– flooding), government (e.g., pharaohs), art/ 191; Early Travelers to America, 196–199; also architecture (e.g., pyramids), and writing (e.g., see: Interview About Farm History, 164–167 hieroglyphics) which contributed to the advancement of the Ancient Egyptian civilization. 7