Social Studies Grade Pacing Guide 2013-2014

First-Six Weeks
(August 27- October 8) / Second-Six Weeks
(October 9-November 21) / Third-Six Weeks
(November 22-January 17) / Fourth-Six Weeks
(January 22-March 6) / Fifth-Six Weeks
(March 7-April 28) / Six-Six Weeks
(April 29-June 11)
Priority
Standards / Supporting
Standards / Priority
Standards / Supporting
Standards / Priority
Standards / Supporting
Standards / Priority
Standards / Supporting
Standards / Priority
Standards / Supporting
Standards / Priority
Standards / Supporting
Standards
History / K.H.1.1 / K.H.1.1
K.H.1.2
K.H.1.3 / K.H.1.1 / K.H.1.1 / K.H.1.1 / K.H.1.1
Geography and Environmental Literacy / K.G.1.1
K.G.1.2
K.G.1.3
K.G.1.4 / K.G.2.2 / K.G.2.1
Economics and Financial Literacy / K.E.1.1
K.E.1.2 / K.E.1.1
Civics and Government / K.C&G.1.1
K.C&G.1.2
Culture / K.C.1.1
K.C.1.2 / K.C.1.1
K.C.1.2 / K.C.1.1
K.C.1.2
Teachers are encouraged to guide students in drawing parallels between contemporary issues and their historical origins.

Elementary Teacher Leaders of Nash Rocky Mount Schools

developed this pacing guide with the help of maps from various

other counties. Since this is the first year of teaching using this

document, the pacing guide is a working document that will

continue to be developed and updated as needed.

1st 6 Weeks North Carolina Essential Standards / 1st 6 Weeks
Priority Standards
K.C&G.1.1
K.C&G.1.2 / Supporting Standards
K.C.1.1
K.C.1.2 / Conceptual Lenses
Citizenship
Rights and Responsibilities
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?
K.C&G.1.1 Explainwhycitizens obey rules in the classroom, school, home, and neighborhood.
K.C&G.1.2 Exemplify positive relationships throughfair play friendship.
K.C.1.1 Exemplifysimilarities in self and others.
K.C.1.2 Explain the elements of culture; how people speak, how people dress, food they eat.
Concepts (What students need to know) / Skills (What students must be able to do) / RBT Level
  • Characteristics of rules
  • Characteristics of citizens
  • Characteristics of culture
  • Characteristics of a neighborhood
  • Characteristics of a friendship
/
  • Explain why we have rules
  • Exemplify relationships with others
  • Explain what fair means
  • Describe the similarities in diverse cultures
  • Explain the qualities of a good citizen
  • Describe how obeying rules provides safety in their life
/ Understanding
Essential Vocabulary
  • Explain
  • Describe
  • Positive
  • Obey
  • Responsible
/ Content Vocabulary
  • Citizen
  • Culture
  • Diverse
  • Neighborhood
  • Rules
  • Fairness
  • Relationship

Resources / Suggested Product Tasks / Suggested Thinking Maps
  • (lessons on friendship and fairness)
  • (you want to be my friend)
  • (stories)
  • Discovery Education (videos)
/
  • Create own classroom rules
  • Establish a set of group work rules and procedures and exhibit on a daily basis
/
  • Tree Map of reasons to follow rules
  • Circle map of characteristics of a good citizen

2nd 6 Weeks North Carolina Essential Standards / 2nd 6 Weeks
Priority Standards
K.H.1.1
K.H.1.2
K.H.1.3
K.C.1.1
K.C.1.2 / Supporting Standards / Conceptual Lenses
  • Change
  • Continuity
  • Patterns

Unpacking: What does this standard mean? What will a student know, understand, and be able to do?
K.C.1.1 Exemplifysimilarities in self and others.
K.C.1.2 Explain the elements of culture; how people speak, how people dress, food they eat.
K.H.1.1 Explainhow people change over time (self and others).
K.H.1.2 Explainhowseasons change over time.
K.H.1.3 Explain the impact of how life events bring change.
Concepts (What students need to know) / Skills (What students must be able to do) / RBT Level
  • Define change
  • Describe themselves
/
  • Describe how change occurs
  • Learning how to get along with one another
  • Examples of change
  • Explain how physical growth contributes to change
  • Explain hoe people’s lives are different from our lives
  • Explain the difference between the past, present, and future periods of time.
  • Describe ways that we can learn about the past
  • Describe how the Earth’s relationship to t he sun causes seasonal changes
  • Describe how the seasonal characteristics influence the way people live.
/ Understanding
Analyzing
Essential Vocabulary
  • Describe
  • Explain
  • Similarities
  • Differences
/ Content Vocabulary
  • Culture
  • Seasons
  • Change
  • Environment
  • Growth
  • Past
  • Present
  • Future
  • Lifestyle

Resources
Discovery Education (videos)
David! Book series / Suggested Product Tasks
  • Create a simple timeline of pictures (baby, toddler, etc.)
/ Suggested Thinking Maps
  • Create a multi-flow map to show how each life even can affect your lifestyle
  • Create a circle map of life events
  • Circle map describing characteristics of self
  • Double Bubble map comparing themselves to a classmate

3rd 6 Weeks North Carolina Essential Standards / 3rd 6 Weeks
Priority Standards
K.E.1.1
K.E.1.2 / Supporting Standards
K.C.1.1
K.C.1.2
K.H.1.1 / Conceptual Lenses
Needs/wants
Value
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?
K.E.1.1 Explainhowfamilies have needs and wants
K.E.1.2 Explainhowjobs help people meet their needs and wants
Concepts (What students need to know) / Skills (What students must be able to do) / RBT Level
  • What are needs/wants
  • How does your parents jobs help your family
/
  • Explain the difference between needs and wants
  • Describe how jobs can benefit the economy
  • Explain how working enables people to met needs and wants
  • Describe how people make and spend money to make financial decisions
/
  • Understanding

Essential Vocabulary
  • Explain
  • Describe
  • Families
/ Content Vocabulary
  • Needs/wants
  • Financial
  • Jobs/careers
  • Economy
  • income

Resources / Suggested Product Tasks / Suggested Thinking Maps
  • Schooltube.com (videos)
  • Discovery Education (videos)
  • Brainpopjr.com (various resources)
/
  • Make a magazine collage about needs and wants
  • Make a list of needs and wants
  • Complete a writing activity about what they want to be when they grow-up
/
  • Tree Map about needs and wants
  • Double bubble map on needs and wants
  • Circle map about things needed for survival

4th 6 Weeks North Carolina Essential Standards / 4th 6 Weeks
Priority Standards
K.G.1.1
K.G.1.2
K.G.1.3
K.G.1.4 / Supporting Standards
K.H.1.1 / Conceptual Lenses
Scale
Place
Region
Location
Landforms
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?
K.G.1.1 Usemaps to locate places in the classroom, school, and home
K.G.1.2 Useglobes and maps to locateland and water features
K.G.1.3 Identifyphysical features (mountains, hills, rivers, lakes, roads, etc.)
K.G.1.4 Identifylocations in the classroomusingpositional words (near/far, left/right, above/beneath, etc.)
Concepts (What students need to know) / Skills (What students must be able to do) / RBT Level
  • Need to know parts of a map
  • How to use a map
  • Different types of landforms
  • Know the difference between globes and maps
  • Know what positional words are
  • Describe their surroundings
/
  • Apply the knowledge of maps to locate places
  • Draw a simple map
  • Apply knowledge of globes and maps to complete tasks
  • Identify and describe different landforms
  • Recognize specific locations in the classroom using positional words
/
  • Understand
  • Create
  • Remember

Essential Vocabulary
  • Describe
  • Identify
  • Use
/ Content Vocabulary
  • Positional words
  • Map
  • Globe
  • Landforms
  • Legend
  • Compass
  • Key
  • Cardinal Directions (North, South, East, West)
  • Physical features

Resources / Suggested Product Tasks / Suggested Thinking Maps
  • Discovery Education (videos)
  • How to Make an Apple Pie and See the World By Marjorie Priceman
  • Maps and globes of different locations
/
  • Make a map of the classroom, neighborhood, house, etc
  • Make a model of your town
  • Make a model of your bedroom and describe using positional words
  • Make a model of different landforms
/
  • Double Bubble comparing maps and globes
  • Circle Map of landforms
  • Circle Map of key places in your neighborhood
  • Tree Map of different NC landforms

5th 6 Weeks North Carolina Essential Standards / 5th 6 Weeks
Priority Standards
K.G.2.2 / Supporting Standards
K.H.1.1
K.E.1.1 / Conceptual Lenses
Weather
Needs/Wants
Physical Environment
Climate/Climate Change
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?
K.G.2.2 Explain ways peopleuse environmental resources to meet basic needs and wants (shelter, food, clothing, etc.)
Concepts (What students need to know) / Skills (What students must be able to do) / RBT Level
  • People use the environment to meet their basic needs and wants
  • What an environment consists of
  • Basic needs and wants depend on the available resources in the environment
  • Examples of environmental resources
  • Examples of basic needs and wants
/
  • Describe Environmental resources
  • Explain how basic needs and wants are tied to the environment
  • Describe basic needs and wants
/
  • Understanding

Essential Vocabulary
  • Describe
  • Explain
/ Content Vocabulary
  • Needs/wants
  • Natural resources
  • Environmental resources
  • Environment

Resources / Suggested Product Tasks / Suggested Thinking Maps
  • Discovery Education (videos)
  • Magazines
  • Newspapers
  • The Lorax Dr. Seuss
/
  • Make a map of available natural resources in your neighborhood, community, state, etc.
  • Pick a resource and complete a report about its impact on life, needs, and wants
  • Show how recycling can impact natural resources
/
  • Tree map of various natural resources
  • Circle map of ways to protect natural resources

6th 6 WeeksNorth Carolina Essential Standards / 6th 6 Weeks
Priority Standards
K.G.2.1 / Supporting Standards
K.H.1.1 / Conceptual Lenses
Weather
Climate/climate change
Human-environment interaction
Unpacking: What does this standard mean? What will a student know, understand, and be able to do?
K.G.2.1 Explainhowpeopleadapt to weather conditions
Concepts (What students need to know) / Skills (What students must be able to do) / RBT Level
  • People live in different locations and the weather varies depending on the location
  • Career opportunities are made available due to different weather conditions
  • People can adapt to changing weather conditions
  • Weather changes due to different seasons
/
  • Analyze various weather conditions
  • Explain how weather conditions impact everyday life
  • Describe how clothing is determined by various types of weather and climate
  • Describe how jobs can be related to the current climate
  • Describe how weather varies depending on the season
/
  • Understanding
  • analyze

Essential Vocabulary
  • Analyze
  • Explain
  • Describe
/ Content Vocabulary
  • Climate
  • Climate change
  • Weather
  • Adapt
  • Environment
  • Career
  • Resources
  • Season

Resources / Suggested Product Tasks / Suggested Thinking Maps
  • Discovery Education
/
  • Graph the temperature each day
  • Journal writing about clothing needed for the day, month, and season
  • List of seasonal activities and careers
/
  • Tree Map of clothing related to each season
  • Double Bubble Map to compare two seasons
  • Circle Map of careers associate with various climates
  • Circle Map of the climate changes in your state
  • Flow Map of the season progression

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