Government and Civics

Standard I: The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy including its fundamental principles, structure and role of citizens.

Academic Expectation 2.14: Students should understand the democratic principles of justice, equality, responsibility and freedom and apply them to real-life situations.

Academic Expectation 2.15: Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

Third Grade

Core Content

Demonstrators

· Rights and responsibilities of citizens in a community

· Can illustrate community responsibility and service

· Conflict management (making good behavior choices

· Introduction of the political process

· elections

· city council/mayor

· Communities

· government structure

· community workers

· identify appropriate sources of authority

· Democratic governments function according to the needs and wants of it citizens including education and highways

· Predict and evaluate consequences of particular actions or behaviors

· Make informed decisions about school or community concerns

· Identify sources of authority

· Demonstrate knowledge of the development and purpose of rules and laws

· Describe elements of familiar political systems (home, school, club)

· Explore the purposes and functions of local governments

· Make decisions on data obtained

· Examine cause and effect relationships (5.1)

· Expand and analyze ideas and products (5.2)

SCORE POINT

DESCRIPTION

4

· Student identifies three ways a person could take an active part in the community.

· Student explains, using extensive details, how a person could win the citizenship award.

· Student communicates information in an organized manner so that others can understand.

3

· Student identifies two-three ways a person could take an active part in the community.

· Student explains, using broad details, how a person could win the citizenship award.

· Student communicates information, with some lapses in organization.

2

· Student identifies one-two ways a person could take an active part in the community.

· Student explains, with a basic explanation, how a person could win the citizenship award.

· Student communicates reasonably, but has poor organization and some inaccurate information.

1

· Student demonstrates one way of ways a person could take an active part in the community.

· Student gives minimal or no explanation as to how a person could win the citizenship award.

· Student has poor organization and some inaccurate information.

0

· Response is totally incorrect or irrelevant.

Blank

· No response

Culture and Society

Standard II: Culture is the way of life by a group of people, including their ideas and traditions. In America’s multicultural society, students need to understand that culture influences viewpoints, social rules and social institutions

Academic Expectation 2.16: Students observe, analyze and interpret human behaviors, social groupings and institutions to better understand people and the relationships among individuals and among groups.

Academic Expectation 2.17: Students interact effectively and work cooperatively with the many diverse ethnic and cultural groups of our nation and world.

Third Grade

Core Content

Demonstrators

· Prejudice awareness

· Conflict management skills dealing with disagreements and arguments including those resulting from cultural friction

· Language, music art, dress, food, stories and folk tales define culture and may be shared among various groups.

· Elements of culture (e.g., language, music, art, dress, food, stories folk tales) serve to define specific groups and may result in unique perspectives

· Recognize roles within various social groupings.

· Identify cultural bias and stereotyping

· Describe cultural universals, similarities and differences

· Define a goal, gather information and generate alternative solutions (5.4)

· Identify strategies used to acquire existing knowledge (6.2)

SCORE POINT

DESCRIPTION

4

· Student identifies two solutions to the problem.

· Student explains, using extensive details, why each solution is a peaceful way to solve the problem.

· Student communicates information in an organized manner so that others can understand.

3

· Student identifies one or two solutions to the problem.

· Student explains, using broad details, why each solution is a peaceful way to solve the problem.

· Student communicates information, with some lapses in organization.

2

· Student identifies one or two solutions to the problem.

· Student gives basic explanation why each solution is a peaceful way to solve the problem.

· Student communicates reasonably, but has poor organization and some inaccurate information.

1

· Student identifies one solution to the problem.

· Student gives minimal or no explanation why the solution was peaceful.

· Student has poor organization and some inaccurate information.

0

· Response is totally incorrect or irrelevant.

Blank

· No response

Economics

Standard III: Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others and the nation as a whole.

Academic Expectation 2.18: Students understand economic principles and are able to make economic decisions that have consequences in daily living.

Third Grade

Core Content

Demonstrators

· The direct exchange of goods and services is called barter. Money has generally replaced barter as a more efficient system for exchange.

· Human and natural resources

· Producers who specialize create specific goods or services (e.g., computer games, tennis shoes, movie theaters)

· The government provides goods and services and pays for them with taxes (e.g., police, fire protection)

· Some private businesses offer the same goods and services as the government for a profit.

· Apply fundamental economic concepts (goods and services, supply and demand, scarcity)

· Recognize and apply fundamental marketing strategies. (e.g. surveys, cost analysis, product development)

· Develop generalizations based on data regarding relationships among objects, ideas and actions (6.3)

· Identify connections between new information and prior knowledge (5.3)

· Recognize facts or information to make a decision. (6.1)

SCORE POINT

DESCRIPTION

4

· Student identifies three goods and three services using a T chart.

· Student explains, using extensive details, how the government gets the money to pay for these services.

· Student communicates information in an organized manner so that others can understand.

3

· Student identifies two-three goods and two-three services with a T chart.

· Student explains, using broad details, how the government gets the money to pay for these services.

· Student communicates information, with some lapses in organization.

2

· Student identifies one-two goods and one-two services.

· Student gives basic explanation how the government gets the money to pay for these services.

· Student communicates reasonably, but has poor organization and some inaccurate information.

1

· Student identifies one good and service.

· Student gives minimal or no explanation how the government pays for goods and services.

· Student has poor organization and some inaccurate information.

0

· Response is totally incorrect or irrelevant.

Blank

· No response

Geography

Standard IV: Geography is the study of people, places and environments. Students need geographic knowledge to understand the world and their relationship to it. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

Academic Expectation 2.19: Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

Third Grade

Core Content

Demonstrators

· Illustrate how people are affected by: climate/weather, geographic features, natural resources

· After looking at spatial factors, decisions (e.g., where to locate a store, house playground or equipment on a playground) are made about where to locate human activities on Earth’s surface

· Map and globe skills including: direction, map symbols, land forms, bodies of water, photographs and aerial photography

· Every place is a unique and can be described by its human (e.g., language, religion, housing) and physical characteristics (e.g., landforms, climates, water)

· People may have different perspectives concerning the use of land (e.g., building developments, cutting down rain forest for farming)

· Use geographic sources of information and data for a purpose (simple thematic maps, globes, charts and graphs)

· Explain the influence of geographic factors on human migration

· Describe the connection between people and their environment and can make predictions

· Use a variety of means to identify absolute and relative location

· Understand and apply, developmentally appropriate vocabulary

A

1 2 3 4 5 6 7 8 9 10 11

SCORE POINT

DESCRIPTION

4

· Student identifies two solutions to the problem.

· Student explains, using extensive details, why each solution is a peaceful way to solve the problem.

· Student communicates information in an organized manner so that others can understand.

3

· Student identifies one or two solutions to the problem.

· Student explains, using broad details, why each solution is a peaceful way to solve the problem.

· Student communicates information, with some lapses in organization.

2

· Student identifies one or two solutions to the problem.

· Student gives basic explanation why each solution is a peaceful way to solve the problem.

· Student communicates reasonably, but has poor organization and some inaccurate information.

1

· Student identifies one solution to the problem.

· Student gives minimal or no explanation why the solution was peaceful.

· Student has poor organization and some inaccurate information.

0

· Response is totally incorrect or irrelevant.

Blank

· No response

History

Standard V: History is the interpretation of events, people, ideas and their interaction over time. In order for students to understand the present and make plans for their future, they must understand the past.

Academic Expectation 2.20: Students understand, analyze and interpret historical events, conditions, trends and issues to develop historical perspective.

Third Grade

Core Content

Demonstrators

· Mexico and Canada (cultural characteristics: language, music, art, dress, food, stories, folk tales, holidays)

· The way we live has changed over time for Kentuckians and Americans because of changes in many areas (e.g., communication, innovations/inventions, homes, transportation, recreation, traditions, education)

· History is understood by using a variety of primary and secondary sources.

· Distinguish among past, present and future.

· Recognize continuity and change.

· Examine cause and effect and multiple causation

· Understand that different people may describe the same event or situation in diverse ways including author and cultural bias

· Explore factors (e.g., prejudice age, socioeconomic, cultures) which influence different perspectives (6.1)

SCORE POINT

DESCRIPTION

4

· Student identifies three cultural characteristics

· Student compares, using extensive details, cultural characteristics between the two countries.

· Student communicates information in an organized manner so that others can understand.

3

· Student identifies two-three cultural characteristics.

· Student compares, using broad details, cultural characteristics between the two countries.

· Student communicates information, with some lapses in organization.

2

· Student identifies one-two cultural characteristics.

· Student compares, with basic explanation, cultural characteristics between the two countries.

· Student communicates reasonably, but has poor organization and some inaccurate information.

1

· Student identifies one cultural characteristic.

· Student gives minimal or no explanation of the comparison of cultural characteristics between the two countries.

· Student has poor organization and some inaccurate information.

0

· Response is totally incorrect or irrelevant.

Blank

· No response