scott foresman social studies - pearson school · 2016-06-10 · scott foresman social studies is...

A Correlation of

to the

Maryland Voluntary State Curriculum

Social Studies Grades K-5

O/SS-16

Scott Foresman Social Studies This document demonstrates the high degree of success students will achieve when using Scott Foresman Social Studies in meeting the content standards of the Maryland Voluntary State Curriculum—Social Studies. Correlation page references are to the Teacher’s Edition, which contains facsimile Student Edition pages unless otherwise noted. Scott Foresman Social Studies is 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 One -- All Together …………………………………………………………………………19 Grade Two -- People and Places………………………………………………………………….43 Grade Three -- Communities……………………………………………………………………... 69 Grade Four -- Regions & Maryland……………………………………………………………. 103 Grade Five -- Building a Nation………………………………………………………………….153

Scott Foresman Social Studies Here We Go

to the Maryland Voluntary State Curriculum—Social Studies

Kindergarten 1.0 CONTENT STANDARD: POLITICAL SCIENCE- Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens. POLITICAL SCIENCE – Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens

Maryland Voluntary State Curriculum Scott Foresman Social Studies

A. The Foundations and Function of Government 1. Explain the importance of rules

a. Identify reasons for classroom and school rules, such as maintaining order and keeping the community safe

TE: Why Do We Need Rules at School, 35–38; Why Do We Have Rules? 81–84

b. Recognize rules help promote fairness, responsible behavior, and privacy

TE: Rules at Home, 30; Why Do We Need Rules at School, 35–38; Signs, 77; Rules, 79; Why Do We Have Rules? 81–84

2. Identify symbols and practices associated with the United States of America.

a. Identify common symbols, such as the American Flag, and Statue of Liberty

TE: Celebrations, 93–97; National Symbols, 251-254; Thanksgiving, 263–266; Celebrations, 267–270; End with a Song, 280–282; Family Celebrations, 309–312

b. Recognize that saying the Pledge of Allegiance and singing “The Star Spangled Banner” are practices associated with being a citizen.

TE: The Pledge of Allegiance, 253, 270; For related information see Celebrations pages 267–270. See Level One for “The Star Spangled Banner” on pages 224–225.

Kindergarten 1


B. Individual and Group Participation in the Political System 1. Identify people important to the American political system

a. Identify the contributions of people, past and present, such as George Washington, Rosa Parks, and the current president

TE: First Americans, 255-258; Explorers, 259–262; Thanksgiving, 263-266; Celebrations, 267-270; Changes in Travel, 271–274; Scientists and Inventors, 275–279; Bibliography, 8, 58, 108, 174, 240, 290

b. Use informational text to identify and discuss the contributions of individuals recognized on national holidays, such as Martin Luther King, Jr. Day and Presidents’ Day

TE: Celebrations, 93–97; National Symbols, 251-254; Holidays, 263–270; End with a Song, 280-282; Family Celebrations, 309–312

C. Protecting Rights and Maintaining Order 1. Describe the roles, rights, and responsibilities of being a member of the family and school

a. Describe the roles, rights, and responsibilities of family members

TE: Families, 19–22; Where We Come From, 220; Unit 6: Family Stories: Alike and Different, 301–304; Family Celebrations, 309–312

b. Describe the roles of members of the school, such as principal, crossing guard, bus drivers, and teachers

TE: School Rules, 35–38; School Helpers, 43–47; Community Helpers, 85–88

c. Identify and describe rights, and responsibilities in the classroom and family

TE: Families, 19–22; Getting Along, 27–30

Kindergarten 2

2.0 CONTENT STANDARD: PEOPLES OF THE NATIONS AND WORLD –Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective. PEOPLES OF THE NATIONS AND WORLD -Students will understand how people in Maryland, the United States and around the world are alike and different.


A. Elements of Culture 1. Identify similarities and differences in people’s characteristics, habits, and living patterns to describe how they meet the same human needs

a. Use experiences, such as class trips, classroom visitors, stories, and electronic media, to give examples of different choices people make about meeting their human needs for food, clothing, shelter, and other commonalities, such as recreation, stories, and music

TE: Human Needs, 19-22, 93-96, 143-146, 147-150, 151-154, 155-158, 267-270, 301-304, 309-312, 313-316, 317-320, 321-324, 325-328

b. Give examples of qualities, such as customs, interests, skills, and experiences that make individuals and families in their immediate environment unique

TE: Culture, 19-22, 27-30, 93-96, 263-266, 267-270, 301-304, 305–308, 309-312, 317-320

B. Cultural Diffusion TE: Culture, 19-22, 27-30, 93-96, 263-266, 267-270, 301-304, 305–308, 309-312, 317-320

C. Conflict and Compromise 1. Demonstrate how groups of people interact

Kindergarten 3

a. Identify, discuss, and demonstrate appropriate social skills, such as listening to the speaker, taking turns, settling disagreements, and reaching compromise at home and in school

TE: Solving Problems, 39-42; Making Choices, 139-142

3.0 CONTENT STANDARD: GEOGRAPHY – Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time. GEOGRAPHY – Students will use geographic concepts and processes to understand location and its relationship to human activities


A. Using Geographic Tools 1. Identify and describe how a globe and maps can be used to help people locate places

a. Describe a globe as a model of Earth showing land and water

TE: Globe, 221–224

b. Describe how maps are models showing physical features and/or human features of places

TE: Maps, 34, 73-76, 209-212, 213-216, 217-220, 221-224

c. Identify a location by using terms such as near-far, above-below, and here-there

TE: Positions, 31–34; Maps, 209–212

d. Identify pictures and photographs that represent places on a map such as, a playground and a fire station

TE: What Is a Neighborhood, 70–73; What Does a Map Show? 73–76

Kindergarten 4

B. Geographic Characteristics of Places and Regions 1. Describe places in the immediate environment using natural/physical and human-made features

a. Recognize physical features as landforms and bodies of water using photographs and pictures

TE: Forests, 193–196; Plains, 197–200; Mountains, 201–204; Oceans, 205–208

b. Identify land forms, such as mountains and hills, and bodies of water, such as oceans, rivers, and streams

TE: Forests, 193–196; Plains, 197–200; Mountains, 201–204; Oceans, 205–208

c. Using photographs and pictures, recognize human-made features as modifications people have made to the land

TE: Washington Monument, 253; Capitol, 252; Statue of Liberty, 252–253; What Is a Neighborhood, 70–73; What Does a Map Show? 73–76; Homes, 23–26

d. Identify human-made features, such as buildings, sidewalks, streets, and bridges

TE: What Is a Neighborhood, 70–73; What Does a Map Show? 73–76

C. Movement of People, Goods and Ideas 1. Describe how transportation and communication link people and places

a. Identify ways that people travel on land, water, and air

TE: Changes in Travel, 271–274; Scientists and Inventors, 275–278

b. Explain how transportation is used to move goods and people from place to place

TE: Changes in Travel, 271–274; Scientists and Inventors, 275–278

c. Identify ways that people communicate messages TE: Then and Now, 313–316

D. Modifying and Adapting to the Environment 1. Describe how people adapt to and modify their immediate environment

Kindergarten 5

a. Identify ways people adapt to the environment, such as wearing clothing that is appropriate to the weather

TE: Homes, 23-26; Food, 147–150; Clothing, 151–154; Shelter, 155–158

b. Identify ways that people change their environment to meet their needs, such as planting crops or cutting forests

TE: Homes, 23-26; Neighborhoods, 69-72; Communities, 89-92; From Here to There, 159-162; Conserve Resources, 225-228; First Americans, 255-258; Changes in Travel, 271-274; Scientists and Inventors, 275-278; Then and Now, 313-316; Places We Go, 325-328

4.0 CONTENT STANDARD: ECONOMICS – Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world. (PreK-3 Standard) ECONOMICS - Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions.


A. Scarcity and Economic Decision-making 1. Describe choices people make because of unlimited economic wants

a. Explain that goods are things that people make or grow

TE: Jobs, 123-126; From Here to There, 159-162; Economics: Goods and Services, 125

b. Identify situations where people make choices TE: Making Choices, 139–142 2. Identify that resources are used to make products

a. Recognize workers as human resources TE: Work, 119-122; Jobs, 123-126; Jobs Then and Now, 127-130

Kindergarten 6

b. Describe some jobs and what is required to perform them

TE: Jobs, 123–126, Jobs Then and Now, 127–130

c. Recognize that natural resources, such as water, trees, and plants are used to make products

TE: Needs and Wants, 143–146; Needs: Food, 147–151; Needs: Clothing, 151–154; Needs: Shelter, 155–158; From Here to There, 159–162

3. Explain how technology affects the way people live, work, and play

a. Begin to be aware of technology and how it affects life

TE: Changes in Travel, 271–274; Scientists and Inventors, 275–279; Then and Now, 313–316

B. Economic Systems and the Role of Government in the Economy 1. Identify types of local markets

a. Describe how buyers and sellers make exchanges at the market

TE: For related information see Money Matters page 131, How Do You Spend Money pages 136–137, and How Do You Make Choices pages 139–141.

2. Describe how goods are acquired

a. Explain that money is one way to acquire goods TE: Earning Money, 131–134; Using Money, 135–138; Making Choices, 139–142; Needs and Wants, 143–146

b. Explain that trading is another way to acquire goods

TE: Using Money, 135–138; Making Choices, 139–142

c. Recognize that goods have different values TE: Using Money, 135–138; Making Choices, 139–142 5.0 CONTENT STANDARD: HISTORY: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. HISTORY Students will use historical thinking skills to understand how individuals and events have changed society over time.

Kindergarten 7


A. Change over Time 1. Distinguish among past, present, and future time

a. Identify and describe events of the day in chronological order

TE: Sequence: First, Next Last, 246, 273, 281. For related information see Calendar Activities pages TR15–TR28, Class Job Chart page 42, Create a Job Chart page 122, Counting the Days page 262 and Charting Routines page 308.

b. Describe daily events in terms of yesterday, today, and tomorrow

TE: For related information see Calendar Activities pages TR15–TR28, Class Job Chart page 42, Create a Job Chart page 122, Counting the Days page 262 and Charting Routines page 308.

2. Compare daily life and objects of today and long ago a. Compare tools and toys of the past with those of today

TE: Jobs Then and Now, 127-130; Changes in Travel, 271-274; Scientists and Inventors, 275-279; Then and Now, 313-316

b. Tell about people in the past using informational text and features

TE: First Americans, 255-258; Explorers, 259–262; Thanksgiving, 263-266; Celebrations, 267-270; Changes in Travel, 271–274; Scientists and Inventors, 275–279; Bibliography, 8, 58, 108, 174, 240, 290

c. Observe and discuss photographs of the past and compare with photographs of similar images, such as old photographs of the school and community

TE: Photos: Jobs Then and Now, 128–129; Changes in Travel, 272–273; Then and Now, 314–315

6.0 CONTENT STANDARD: SOCIAL STUDIES SKILLS AND PROCESSES Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

Kindergarten 8


A. Learn to Read and Construct Meaning about Social Studies 1. Develop and apply social studies vocabulary through exposure to a variety of text and portions of text

a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non- print sources

TE: Vocabulary Preview, 12–13, 62–63, 112–113, 178–179, 244–245, 294–295; Bibliography, 8, 58, 108, 174, 240, 290; Multimedia Library, 3, 53, 103, 169, 235, 285; Audio CD, 11, 61, 111, 177, 243, 293; Songs and Music CD, 3, 10, 53, 60, 103, 110, 169, 176, 235, 242, 285, 292; Website, 3, 49, 53, 99, 103, 165, 169, 231, 235, 281, 285, 331

b. Discuss words and word meanings as they are encountered in texts, instruction, and conversation

TE: Vocabulary Preview, 12–13, 62–63, 112–113, 178–179, 244–245, 294–295

c. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

TE: Vocabulary Preview, 12–13, 62–63, 112–113, 178–179, 244–245, 294–295. See Introduce and Motivate pages 19, 23, 27, 31, 35, 39, 43, 69, 73, 77, 81, 85, 89, 93, 119, 123, 127, 131, 135, 139, 143, 147, 151, 155, 159, 185, 189, 193, 197, 201, 205, 209, 213, 217, 221, 225, 251, 255, 259, 263, 267, 271, 275, 301, 305, 309, 313, 317, 321, and 325.

A. Learn to Read and Construct Meaning about Social Studies 2. Use strategies to prepare for reading (before reading)

Kindergarten 9

a. Make and explain the connections made using prior knowledge and experiences with the text

TE: Build Background, 19, 23, 27, 31, 35, 39, 43, 69, 73, 77, 81, 85, 89, 93, 119, 123, 127, 131, 135, 143, 147, 151, 155, 159, 185, 189, 193, 197, 201, 205, 209, 213, 217, 221, 225, 251, 255, 259, 263, 267, 271, 275, 301, 305, 309, 313, 317, 321, 325; Activate Prior Knowledge, 7, 28, 160, 173, 178, 186, 194, 198, 202, 206, 210, 244

b. Make predictions or ask questions about the text by examining the title, cover, illustrations/ photographs/text, and familiar author or topic

TE: Introduce and Motivate,20, 24, 28, 32, 36, 40, 44, 70, 74, 78, 82, 86, 90, 94, 120, 124, 128, 132, 136, 144, 148, 152, 156, 160, 186, 190, 194, 198, 202, 206, 210, 214, 218, 222, 226, 252, 256, 260, 264, 268, 272, 276, 302, 306, 310, 314, 318, 322, 326

c. Set a purpose for reading the text TE: Lesson Objectives, 20, 24, 28, 32, 36, 40, 44, 70, 74, 78, 82, 86, 90, 94, 120, 124, 128, 132, 136, 144, 148, 152, 156, 160, 186, 190, 194, 198, 202, 206, 210, 214, 218, 222, 226, 252, 256, 260, 264, 268, 272, 276, 302, 306, 310, 314, 318, 322, 326; Unit Objectives, 4, 10, 12, 14, 48, 50, 50, 54, 60, 62, 64, 98, 100, 104, 110, 112, 114, 164, 166, 170, 176, 178, 180, 230, 232, 236, 242, 244, 246, 280, 282, 286, 292, 294, 296, 330, 332

3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

a. Recall and discuss what they understand TE: Teach and Discuss, 21, 25, 29, 33, 37, 41, 45, 71, 75, 79, 83, 87, 91, 95, 121, 125, 129, 133, 137, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 211, 215, 219, 223, 227, 253, 257, 261, 265, 269, 273, 277, 303, 307, 311, 315, 319, 323, 327

b. Identify and question what did not make sense TE: For related information see: Ongoing Assessment, 5, 25, 41, 55, 91, 105, 121, 141, 145, 171, 195, 223, 237, 257, 277, 287, 307, 327

Kindergarten 10

c. Reread difficult parts slowly and carefully and use own words to restate difficult parts

TE: For related information see: Close and Assess, 21, 25, 29, 33, 37, 41, 45, 71, 75, 79, 83, 87, 91, 95, 121, 125, 129, 133, 137, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 211, 215, 219, 223, 227, 253, 257, 261, 265, 269, 273, 277, 303, 307, 311, 315, 319, 323, 327

d. Read on, revisit, and restate the difficult parts in your own words

TE: For related information see: Close and Assess, 21, 25, 29, 33, 37, 41, 45, 71, 75, 79, 83, 87, 91, 95, 121, 125, 129, 133, 137, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 211, 215, 219, 223, 227, 253, 257, 261, 265, 269, 273, 277, 303, 307, 311, 315, 319, 323, 327

e. Make, confirm, or adjust predictions TE: Predict, 45, 121, 129, 227

f. Ask and answer questions about the text TE: Teach and Discuss, 21, 25, 29, 33, 37, 41, 45, 71, 75, 79, 83, 87, 91, 95, 121, 125, 129, 133, 137, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 211, 215, 219, 223, 227, 253, 257, 261, 265, 269, 273, 277, 303, 307, 311, 315, 319, 323, 327

g. Periodically summarize while reading TE: Summarize, 191; Close and Assess, 21, 25, 29, 33, 37, 41, 45, 71, 75, 79, 83, 87, 91, 95, 121, 125, 129, 133, 137, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 211, 215, 219, 223, 227, 253, 257, 261, 265, 269, 273, 277, 303, 307, 311, 315, 319, 323, 327

h. Visualize what was read TE: Use Illustrations, 14, 21, 25, 29, 33, 48, 49, 79, 327; Analyze Pictures, 83, 95, 121, 129, 141, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 223, 253, 261, 265, 269, 273, 277, 303, 307, 311, 319

i. Look back though the text to search for connection to the topic, characters, events, and actions in text

TE: Teach and Discuss, 21, 25, 29, 33, 37, 41, 45, 71, 75, 79, 83, 87, 91, 95, 121, 125, 129, 133, 137, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 211, 215, 219, 223, 227, 253, 257, 261, 265, 269, 273, 277, 303, 307, 311, 315, 319, 323, 327

Kindergarten 11

j. Explain personal connections to the topics, events, characters, and actions in texts

TE: Introduce and Motivate 20, 24, 28, 32, 36, 40, 44, 70, 74, 78, 82, 86, 90, 94, 120, 124, 128, 132, 136, 144, 148, 152, 156, 160, 186, 190, 194, 198, 202, 206, 210, 214, 218, 222, 226, 252, 256, 260, 264, 268, 272, 276, 302, 306, 310, 314, 318, 322, 326; Build Background, 19, 23, 27, 31, 35, 39, 43, 69, 73, 77, 81, 85, 89, 93, 119, 123, 127, 131, 135, 143, 147, 151, 155, 159, 185, 189, 193, 197, 201, 205, 209, 213, 217, 221, 225, 251, 255, 259, 263, 267, 271, 275, 301, 305, 309, 313, 317, 321, 325

4. Use strategies to demonstrate understanding of the text (after reading)

a. Review/restate and explain what the text is mainly about

TE: Main Idea and Details, 41, 75, 79, 83, 95, 137, 145, 164, 230, 280

b. Identify and explain what is directly stated in the text (details, literal meaning)

TE: For related information see: Main Idea and Details, 41, 75, 79, 83, 95, 137, 145, 164, 230, 280

c. Identify and explain what is not stated in the text (implied or inferential meaning)

TE: For related information see: Main Idea and Details, 41, 75, 79, 83, 95, 137, 145, 164, 230, 280

d. Summarize the text orally TE: Summarize, 191

e. Confirm, refute, or make predictions to form new ideas

TE: Predict, 45, 121, 129, 227

f. Connect the text to prior knowledge or personal experience

TE: Meeting Individual Needs & Hands-on Activities, 22, 26, 30, 34, 38, 42, 46, 72, 76, 80, 84, 92, 96, 122, 126, 130, 134, 138, 142, 146, 150, 154, 158, 162, 188, 192, 196, 200 204, 208, 212, 216, 220, 224, 228, 254, 258, 262, 266, 270, 274, 278, 304, 306, 312, 316, 320, 324, 328

Kindergarten 12

g. Engage in conversation to understand what has been read

TE: Teach and Discuss, 21, 25, 29, 33, 37, 41, 45, 71, 75, 79, 83, 87, 91, 95, 121, 125, 129, 133, 137, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 211, 215, 219, 223, 227, 253, 257, 261, 265, 269, 273, 277, 303, 307, 311, 315, 319, 323, 327

h. Retell explicit and implicit main ideas of texts TE: For related information see: Main Idea and Details, 41, 75, 79, 83, 95, 137, 145, 164, 230, 280

i. Answer questions (what if, why, and how) in writing TE: Curriculum Connection: Writing, 6, 11, 22, 26, 30, 33, 38, 42, 45, 48, 56, 61, 71, 80, 88, 92, 98, 106, 113, 142, 154, 162, 164, 172, 176, 192, 203, 208, 230, 238, 242, 280, 288, 304, 308, 312, 323, 324, 328

A. Learn to Write and Communicate Social Studies Understandings 1. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

a. Write to express social studies ideas using a variety of forms, such as journals, narratives, letters, and reports

TE: Independent Writing, 15, 65, 115, 181, 247, 297; Curriculum Connection: Writing, 6, 11, 22, 26, 30, 33, 38, 42, 45, 48, 56, 61, 71, 80, 88, 92, 98, 106, 113, 142, 154, 162, 164, 172, 176, 192, 203, 208, 230, 238, 242, 280, 288, 304, 308, 312, 323, 324, 328

b. Contribute to a shared writing experience about a social studies topic

TE: Shared Writing, 15, 65

c. Write a variety of responses to text, such as response logs, journals, and constructed responses

TE: Independent Writing, 15, 65, 115, 181, 247, 297; Curriculum Connection: Writing, 6, 11, 22, 26, 30, 33, 38, 42, 45, 48, 56, 61, 71, 80, 88, 92, 98, 106, 113, 142, 154, 162, 164, 172, 176, 192, 203, 208, 230, 238, 242, 280, 288, 304, 308, 312, 323, 324, 328

2. Locate, retrieve, and use information from various sources to accomplish a purpose

Kindergarten 13

a. Identify and use sources of information on a topic TE: For related information see: Unit Project, 50, 100, 166, 232, 282, 332

b. Use note taking and organizational strategies to record and organize information

TE: For related information see: Unit Project, 50, 100, 166, 232, 282, 332

B. Learn to Write and Communicate Social Studies Understandings

TE: Curriculum Connection: Writing, 6, 11, 22, 26, 30, 33, 38, 42, 45, 48, 56, 61, 71, 80, 88, 92, 98, 106, 113, 142, 154, 162, 164, 172, 176, 192, 203, 208, 230, 238, 242, 280, 288, 304, 308, 312, 323, 324, 328

C. Ask Social Studies Questions 1. Identify a topic that requires further study

a. Identify prior knowledge about the topic TE: Build Background, 19, 23, 27, 31, 35, 39, 43, 69, 73, 77, 81, 85, 89, 93, 119, 123, 127, 131, 135, 143, 147, 151, 155, 159, 185, 189, 193, 197, 201, 205, 209, 213, 217, 221, 225, 251, 255, 259, 263, 267, 271, 275, 301, 305, 309, 313, 317, 321, 325; Activate Prior Knowledge, 7, 28, 160, 173, 178, 186, 194, 198, 202, 206, 210, 244; Relate Personal Experience, 29, 75, 95, 265, 307, 311

b. Pose questions about the topic TE: Express Ideas, 71, 83, 87, 91, 125, 141, 145, 149, 157, 191, 195, 207, 219, 257, 261, 265, 269, 311, 315, 323, 327

2. Identify a situation or problem that requires study

a. Define the problem/situation TE: Getting Along, 27–30; Solving Problems, 39–42, 149, 226

b. Identify prior knowledge about the problem/situation

TE: Getting Along, 27–30; Solving Problems, 39–42, 149, 226

c. Pose/Ask questions about the problem/situation TE: Getting Along, 27–30; Solving Problems, 39–42, 149, 226

Kindergarten 14

D. Acquire Social Studies Information 1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

a. Gather and read appropriate print sources, such as journals, textbooks, timelines, and trade books

TE: Bibliography, 8, 58, 108, 174, 240, 290; End With a Poem, 48, 98, 230; 330; End with a Song, 280; End with a Story, 164

b. Read and obtain information from texts representing diversity in content and culture

TE: Bibliography, 8, 58, 108, 174, 240, 290; Native Americans, 255-258, 259-262, 263-266; Alike and Different, 301-304

c. Locate and gather data and information from appropriate non-print sources, such as music, maps, graphs, photographs, and illustrations

TE: Multimedia Library, 3, 53, 103, 169, 235, 285; Audio CD, 11, 61, 111, 177, 243, 293; Songs and Music CD, 3, 10, 53, 60, 103, 110, 169, 176, 235, 242, 285, 292; Website, 3, 49, 53, 99, 103, 165, 169, 231, 235, 281, 285, 331; Chart and Graph Skills, 14, 22, 46, 122, 130, 220, 293, 301, 308, 313, 315; United States Map, 213–216; World Map, 218–220

2. Engage in field work that relates to the topic/ situation/problem being studied

a. Gather data TE: For related information see: Graphing School Helpers, 46; Create a Job Chart, 122; Country Graph, 220; Naming Favorites, 301; Charting Routines, 308; Begin a Chart, 315

b. Make and record observations TE: For related information see: Graphing School Helpers, 46; Create a Job Chart, 122; Country Graph, 220; Naming Favorites, 301; Charting Routines, 308; Begin a Chart, 315

c. Conduct surveys TE: For related information see: Graphing School Helpers, 46; Create a Job Chart, 122; Country Graph, 220; Naming Favorites, 301; Charting Routines, 308; Begin a Chart, 315

Kindergarten 15

E. Organize Social Studies Information 1. Organize information from non-print sources

a. Distinguish factual from fictional information TE: For related information see: Chart and Graph Skills, 14, 22, 46, 122, 130, 220, 293, 301, 308, 313, 315; Use Illustrations, 14, 21, 25, 29, 33, 48, 49, 79, 327; Analyze Pictures, 83, 95, 121, 129, 141, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 223, 253, 261, 265, 269, 273, 277, 303, 307, 311, 319

b. Find relationships between gathered information TE: For related information see: Unit Project, 50, 100, 166, 232, 282, 332; Chart and Graph Skills, 14, 22, 46, 122, 130, 220, 293, 301, 308, 313, 315; Use Illustrations, 14, 21, 25, 29, 33, 48, 49, 79, 327; Analyze Pictures, 83, 95, 121, 129, 141, 145, 149, 153, 157, 161, 187, 191, 195, 199, 203, 207, 223, 253, 261, 265, 269, 273, 277, 303, 307, 311, 319

c. Display information on various types of graphic organizers and charts

TE: Chart and Graph Skills, 14, 22, 46, 122, 130, 220, 293, 301, 308, 313, 315; Class Job Chart, 42; Create a Job Chart, 122; Counting the Days, 262; Charting Routines, 308

2. Organize information from print sources

a. Distinguish factual from fictional information TE: For related information see: Unit Project, 50, 100, 166, 232, 282, 332; Bibliography, 8, 58, 108, 174, 240, 290; 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

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b. Find relationships between gathered information TE: For related information see: Unit Project, 50, 100, 166, 232, 282, 332; Bibliography, 8, 58, 108, 174, 240, 290; 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

c. Display information on various types of graphic organizers, maps, and charts

TE: Maps, Charts and Graphs, 3, 14, 22, 34, 42, 46, 53, 74, 75, 76, 103, 122, 130, 169, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218, 219, 220, 221, 222, 223, 224, 235, 262, 285, 293, 301, 308, 313, 315

F. Analyze Social Studies Information 1. Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines

a. Compare information from a variety of sources TE: Compare and Contrast, 21, 25, 44, 75, 91, 114, 120, 121, 129, 132, 152, 156, 164, 223, 230, 257, 273, 303, 307, 315

b. Compare information to prior knowledge TE: Build Background, 19, 23, 27, 31, 35, 39, 43, 69, 73, 77, 81, 85, 89, 93, 119, 123, 127, 131, 135, 143, 147, 151, 155, 159, 185, 189, 193, 197, 201, 205, 209, 213, 217, 221, 225, 251, 255, 259, 263, 267, 271, 275, 301, 305, 309, 313, 317, 321, 325

c. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

TE: Cause and Effect, 180, 187, 190, 191, 195, 199, 218, 226, 227, 231; Sequential Order, 48, 246, 273, 277, 281; Main Idea and Details, 41, 75, 79, 83, 95, 137, 145, 164, 230, 280

Kindergarten 17

Kindergarten 18

G. Answer Social Studies Questions 1. Describe how the community has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

a. Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations

TE: Hands-on Activities, 22, 26, 30, 34, 38, 42, 46, 72, 76, 80, 84, 92, 96, 122, 126, 130, 134, 138, 142, 146, 150, 154, 158, 162, 188, 192, 196, 200 204, 208, 212, 216, 220, 224, 228, 254, 258, 262, 266, 270, 274, 278, 304, 306, 312, 316, 320, 324, 328; Unit Project, 50, 100, 166, 232, 282, 332

b. Plan and engage in school and community events, such as a mock election, playground clean-up, writing letters to community officials, and fund-raising for a cause

TE: Unit Project, 50, 100, 166, 232, 282, 332. For related information see Tallying Votes on pages 254 and Solving Problems pages 39–42.

Scott Foresman Social Studies All Together


Grade One

1.0 CONTENT STANDARD: POLITICAL SCIENCE- Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens. POLITICAL SCIENCE – Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens


A. The Foundations and Function of Government 1. Explain the importance of rules

a. Explain how rules promote fairness, responsibility, and privacy in the school and community

SE/TE: Rules We Follow, 22–25; What did You Learn? 41; Community Laws, 70-71 Additional TE Pages: Rules of the Game, 22a; The Rules, 22a; Rules on Rules, 27a; Rule-Making, 27a; Our Rules, 27a

b. Identify leadership positions in the school and community and recognize their authority in keeping students safe, following rules, and maintaining order

SE/TE: Community Laws and Leaders, 70-71; Choosing Our Country’s Leaders, 218–221 Additional TE Pages: Who Does What? 35a; Class Letter, 73a; Mayor for a Day, 73a

2. Identify and discuss the meaning of symbols and practices associated with the United States of America

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a. Identify and discuss the meaning of common symbols associated with the United States of America, such as bald eagle, White House, and the Statue of Liberty

SE/TE: Citizenship Skills, H6–H9; Read a Calendar, 20–21; Special Things We Do, 62-65; Washington, D.C., 221; Statue of Liberty, 208, 228; Symbols in Our Country, 208a–209

b. Describe how actions, such as pledging allegiance to the American flag and singing “The Star-Spangled Banner” and “America” are associated with being a citizen

SE/TE: Pledge of Allegiance, 16–17, H8–H9; Symbols in Our Country, 208–209; Our Country’s Flag, 210–111; “The Star-Spangled Banner” 224–225; “America the Beautiful,” H6

B. Individual and Group Participation in the Political System 1. Identify and describe people important to the American political system

a. Describe the contributions of people, past and present, such as George Washington, Abraham Lincoln, Martin Luther King, Jr. and the current president

SE/TE: Inventors and Inventions, 246-249; Biography, 32–33, 72–73, 78–79, 114–115, 122–123, 162–163, 168–169, 206–207, 216–217, 256–257, 262–263; Joseph Bruchoc, 244–245; Columbus, 196–197; Nathan Hale, 204; Martin Luther King, Jr., 214 –215; Eleanor Roosevelt,, 222–223; Franklin Roosevelt, 222; Harriet Tubman, 68–69; George Washington, 204–205

b. Explain how contributions of people may be recognized with holidays and celebrations, such as Presidents' Day and Veterans’ Day

SE/TE: Read a Calendar, 20–21; Special Things We Do, 62-65; Chinese New Year, 66-67; Holidays Are Special Days, 184–185; Columbus Day, 197; Thanksgiving, 199; Independence Day, 203, 205; We Celebrate Holidays, 212–215 Additional TE Pages: Special Days, 21a; Celebrate a Custom, 62a; Red, White, and Boom, 202a; Holidays, 212a; Holiday Spirit, 217a

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C. Protecting Rights and Maintaining Order 1. Describe the rights and responsibilities of being a participating member of the family, school and neighborhood

a. Identify the rights, responsibilities and choices that students have in the family, school, and neighborhood

SE/TE: Rights and Responsibilities of Citizens, H6–H7, 62a, 62–63, 70–71, 72–73, 73a, 202–205, 206–207, 207a, 208a, 208–209, 210–211, 211a, 212a, 212–215, 216–217, 217a, 218a, 218–221, 222–223, 223a, 224–225

b. Demonstrate ways to work together to maintain a clean and safe home, school, and neighborhood environment

SE/TE: Citizen Heroes, 18–19, 68–69, 112–113, 160–161, 222–223, 244–245; Solve a Problem, 26–27; Our Earth’s Resources, 156–159; Caring for Our Resources, 170–173; Here and There: Endangered Animals, 174–175 Additional TE Pages: Save Animals, 175a



A. Elements of Culture 1. Observe and describe ways that people of different cultural backgrounds meet human needs and contribute to the community

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a. Observe and describe ways people in their school and community meet human needs for food, clothing, shelter, and other commonalities, such as recreation, music, and stories

SE/TE: Welcome to My Neighborhood, 50a–55a; Different Kinds of Communities, 56a–57; Then and Now: How a Community Changed, 58–61a; Special Things We Do, 62a–65; Chinese New Year, 66–69a; Community Laws and Leaders, 70a–73a; Where in the World Do I Live? 74a–79a; End with a Poem: One Great Big Community, 80–81; Unit 2 Review, 82–85; Needs and Wants, 100–101

b. Discuss and respect traditions and customs of families in the community

SE/TE: Getting to Know Andrew, 8-9; Families Long Ago, 12–13; Home and School, 14-16; Welcome to My Neighborhood, 50-53; Colonial Williamsburg: Families Long Ago, 12–13; Different Kinds of Communities, 56–57; Special Things We Do, 62–65; Chinese New Year, 66–67; We Celebrate Holidays, 212–215; Life Around the World, 258–261 Additional TE Pages: Special Days, 21a; Celebrate a Custom, 62a; Red, White, and Boom, 202a; Holidays, 212a; Holiday Spirit, 217a

B. Cultural Diffusion 1. Recognize that individuals and groups share and borrow from other cultures

a. Identify how families choose to share and borrow traditions from other cultures SE/TE: Families Long Ago, 12–13; Different Kinds of

Communities, 56–57; Special Things We Do, 62–65; Chinese New Year, 66–67; We Celebrate Holidays, 212–215; Life Around the World, 258–261 Additional TE Pages: Special Days, 21a; Listen Up! 35a; Customs, 69a

C. Conflict and Compromise 1. Explain how groups of people interact

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a. Describe, discuss, and demonstrate appropriate social skills necessary for working in a cooperative group, such as sharing concern, care, and respect among group members

SE/TE: Citizen Heroes, 18–19, 68–69, 112–113, 160–161, 222–223, 244–245; Solve a Problem, 26–27; Getting to Know Andrew, 8–9; Home and School, 14–17; Rules We Follow, 22–25; Our Earth’s Resources, 156–159; Caring for Our Resources, 170–173; Here and There: Endangered Animals, 174–175; Life Around the World, 258–261



A. Using Geographic Tools 1. Use geographic tools to locate and describe places on Earth

a. Locate the continents and oceans using maps and a globe

SE/TE: Map of the World, R4–R5; Locate Land and Water, 154–155; Continent, 76–77, 264–265 Additional TE Pages: Name Game, 79a

b. Use photographs and pictures to describe a place SE/TE: Use Picture Clues, 6–7; Then and Now, 34–35, 58–59, 102–103, 210–211 Additional TE Pages: Analyze Pictures, 5, 9, 27, 28, 29, 34, 35, 45, 47, 57, 58, 63, 67, 71, 89, 103, 106, 107, 109, 110, 124, 125, 126, 143, 147, 166, 172, 175, 190, 212, 233, 251, 260; Looking at the World, 265a

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c. Identify a place using bird’s eye view SE/TE: Use a Map Key, 54–55; Use Four Directions, 60–61; Where In the World Do I Live? 74–77; Locate Land and Water, 154–155 Additional TE Pages: Making Maps, 45, 1g, 55a, 61a, 74a, 75, 79a, 123a, 124a, 265a; Looking at the World, 265a

d. Define map elements as parts of a map that make it easy to use

SE/TE: Map and Globe Skills, 54–55, 60–61, 120–121, 154–155, 200–201; Maps, 11, 18, 33, 51, 54, 60, 68, 73, 75, 76, 79, 106, 112, 115, 123, 144, 145, 155, 160, 163, 169, 174, 190, 200, 207, 217, 221, 222, 244, 257, 263, R2, R3, R4, R6, R8

e. Describe where places are located on a map using relative distance and direction, such as near-far, above-below and cardinal directions (north, south, east, and west)

SE/TE: Use a Map Key, 54–55; Use Four Directions, 60–61; Where In the World Do I Live? 74–77; Locate Land and Water, 154–155

B. Geographic Characteristics of Places and Regions 1. Describe places in the environment using geographic characteristics

a. Identify and describe physical characteristics of a place (physical features, climate, vegetation and animal life)

SE/TE: Different Kinds of Communities, 56–57; How a Community Changed, 58–59; Where In the World Do I Live? 74–77; Locate Land and Water, 154–155; Our Earth’s Resources, 156–159

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b. Identify human characteristics of a place (human- made features, language, political system, how people make a living)

SE/TE: Welcome to My Neighborhood, 50–53; Different Kinds of Communities, 56–57; Then and Now: How a Community Changed, 58–59; Special Things We Do, 62–65; DK: Chinese New Year, 66–67; Community Laws and Leaders, 70–71; Where in the World Do I Live? 74–77; Ben’s Jobs, 94–97; Interview About Farm History, 164–167; Read a Diagram, 192–193; Visiting the Market, 238–239; Life Around the World, 258–261

c. Describe places by how people make a living and where they live

SE/TE: Families Long Ago, 12–13; Where Kim Lives, 48–49; Welcome to My Neighborhood, 50–53; Different Kinds of Communities, 56–57; How a Community Changed, 58–59; Interview with a Farmer, 116–119; Interview About Farm History, 164–167; Native Americans, 190–191; Chart and Graph Skills: Read a Diagram, 192–193; Early Travelers to America, 196–199; Life Around the World, 258–261 Additional TE Pages: City, Country, 61a; My Home, 190a; All Aboard! 196a

C. Movement of People, Goods and Ideas 1. Explain how transportation and communication link people and places by the movement of goods, messages, and people

a. Identify how transportation links people and goods between places

SE/TE: From Place to Place, 124–125; Big Wheels, 126–127; How Travel Has Changed, 252-253 Additional TE Pages: Transportation Songs, 257a

b. Explain how communication links people and messages between places

SE/TE: Things We Use, 34–35; How Things Have Changed, 242–243; Inventors and Inventions, 246–249; Telephones, 250–251 Additional TE Pages: Other Inventors and Inventions, 247; About Alexander Graham Bell, 248

Grade One 25

D. Modifying and Adapting to the Environment 1. Explain how people modify, protect, and adapt to their environment

a. Describe how people in a community modify their environment to meet changing needs for shelter, such as clearing land for a housing community

SE/TE: Families Long Ago, 12–13; Where Kim Lives, 48–49; Welcome to My Neighborhood, 50–53; Different Kinds of Communities, 56–57; How a Community Changed, 58–59; Needs and Wants, 100–101; Interview with a Farmer, 116–119; Interview About Farm History, 164–167; Chart and Graph Skills: Read a Diagram, 192–193; Life Around the World, 258–261

b. Describe why and how people protect the environment

SE/TE: Our Earth’s Resources, 156–159; Tree Musketeers, 160–161; Caring for Our Resources, 170–173; Here and There: Endangered Animals, 174–175 Additional TE Pages: Can You Use Less? 170a; Save Animals, 175a; Blue Whales, 175a; Mugs, 175a

c. Explain how people adapt to changes in the environment, such as using less water in the drought

SE/TE: For related information see: Different Kinds of Communities, 56–57; How a Community Changed, 58–59; Life Around the World, 258–261; Native Americans, 190–191; Chart and Graph Skills: Read a Diagram, 192–193


Grade One 26


A. Scarcity and Economic Decision-making 1. Describe economic choices people make about goods and services

a. Identify and discuss goods and services provided in the community

SE/TE: Ben’s Jobs, 94–97; Needs and Wants, 100–101; Welcome to Job Day! 108–109; Interview with a Farmer, 116–119; Jobs in Your Community, 134

b. Explain how getting something one wants may mean giving up something in return

SE/TE: Spending and Saving, 104–105; Kid’s Kitchen, 112-113 Additional TE Pages: What Will You Buy? 104a; Piggy Bank Saving, 107a

2. Describe the production process a. Give examples of natural and human resources used in production, such as making butter, making ice cream, and building houses

SE/TE: Interview with a Farmer, 116–119; Discovery From Place to Place, 124–125; Our Earth’s Resources, 156–159; Caring for Our Resources, 170–173

b. Describe the skills people need for their work in the home, school, and community

SE/TE: Jobs, 108-111, 116-119, 124-125; : Jobs in Your Community, 134 Additional TE Pages: Guess My Job, 108a; I Spy a Job, 115a; Who’s Working? 115a

3. Explain how technology affects the way people live, work, and play

a. Describe how tools and products have affected the way people live, work, or play

SE/TE: Welcome to Job Day! 108–111; How Things Have Changed, 242-243; Inventors and Inventions, 246-249; Telephones, 250-251; How Travel Has Changed, 252-253 Additional TE Pages: Tools, 35a; I Spy a Job, 115a; Who’s Working? 115a

Grade One 27

B. Economic Systems and the Role of Government in the Economy 1. Describe types of markets in the community

a. Explain how markets operate SE/TE: Interview with a Farmer, 116–119; Interview About Farm History, 164–167; Visiting the Market, 238–239

b. Identify markets in the local community, such as grocery stores, farmers’ markets, toy stores, and fast food restaurants

SE/TE: Spending and Saving, 104–105; Visiting the Market, 238–239

2. Describe how goods and services are acquired a. Describe how people earn money by working at a job

SE/TE: Spending and Saving, 104–105; Money Around the World, 106–107; Penny, 228; Jobs, 108-111, 116-119, 124-125; Additional TE Pages: The Rainy Day, 104a; About Money, 106; Piggy Bank Saving, 107a; Making Cents, 217a

b. Compare goods that have different values, such as same item at different stores

SE/TE: For relate information see: Spending and Saving, 104–105 Additional TE Pages: The Rainy Day, 104a; About Money, 106; Piggy Bank Saving, 107a; Making Cents, 217a

5.0 CONTENT STANDARD: HISTORY: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. HISTORY Students will use historical thinking skills to understand how individuals and events have changed society over time.

Grade One 28


A. Individuals and Societies Change over Time 1. Examine differences between past and present time

a. Use terms related to time to order events sequentially that have occurred in the school

SE/TE: Read a Time Line, 146–147; Time Lines, 166, 180, 210–211, 252–253; Sequence, 14, 15, 26, 92, 94, 116, 117, 118, 123, 131, 164 Additional TE Pages: Living Time Lines, 149a; Hands on History, 59

b. Classify events as belonging to past or present SE/TE: Then and Now: Things We Use, 34–35; Different Kinds of Communities, 56–57; Changing Toys, 102–103; Our Country’s Flag, 210–211; Sequence, 14, 15, 26, 92, 94, 116, 117, 118, 123, 131, 164; History, 30, 58, 79, 125, 214, 217

2. Compare people and objects of today and long ago

a. Construct meaning from informational text and text features about the past

SE/TE: Use Primary and Secondary Sources, 10–11, 12, 18, 29, 30, 32–33, 58–59, 72–73, 78–79, 114–115, 122–123, 162–163, 164–167, 168–169, 190–191, 192–193, 194–195, 195a, 196–199, 200–201, 201a, 202–205, 206–207, 207a, 212–215, 216–217, 222–223, 242–243, 246–249, 250–251, 256–257, 262–263

b. Collect and examine photographs of the past and compare with current photographs of similar images, such as old photographs of the school and community

SE/TE: Then and Now: Things We Use, 34–35; Different Kinds of Communities, 56–57; Changing Toys, 102–103; Our Country’s Flag, 210–211

Grade One 29





SE/TE: Vocabulary Preview, 4–5, 46–47, 90–91, 138–139, 186–187, 234–235; Lesson Vocabulary, 6, 8,14, 20, 22, 50, 54, 60, 70, 94, 98, 100, 108, 120, 124, 142, 146, 150, 156, 164, 192, 196, 202, 212, 218, 238, 246, 254, 258


SE/TE: Vocabulary Preview, 4–5, 46–47, 90–91, 138–139, 186–187, 234–235; Lesson Vocabulary, 6, 8,14, 20, 22, 50, 54, 60, 70, 94, 98, 100, 108, 120, 124, 142, 146, 150, 156, 164, 192, 196, 202, 212, 218, 238, 246, 254, 258; Picture Glossary, R12–R23


SE/TE: Vocabulary Preview, 4–5, 46–47, 90–91, 138–139, 186–187, 234–235; Lesson Vocabulary, 6, 8,14, 20, 22, 50, 54, 60, 70, 94, 98, 100, 108, 120, 124, 142, 146, 150, 156, 164, 192, 196, 202, 212, 218, 238, 246, 254, 258; Vocabulary Review, 38–39, 82–83, 130–131, 178–179, 226–227, 268–269

Grade One 30



SE/TE: Warm Up, 8, 10, 12, 14, 18, 20, 22, 26, 28, 32, 34, 50, 54, 56, 58, 60, 62, 66, 68, 70, 72, 74, 78, 80, 94, 98, 100, 102, 104, 106, 108, 112, 114, 116, 120, 122, 124, 126, 142, 146, 148, 150, 154, 156, 160, 164, 168, 170, 174, 190, 192, 194, 196, 200, 202, 206, 208, 210, 212, 216, 218, 222, 238, 240, 242, 244, 246, 250, 252, 254, 256, 258, 262


SE/TE: Preview, 8, 10, 12, 14, 18, 20, 22, 26, 28, 32, 34, 50, 54, 56, 58, 60, 62, 66, 68, 70, 72, 74, 78, 80, 94, 98, 100, 102, 104, 106, 108, 112, 114, 116, 120, 122, 124, 126, 142, 146, 148, 150, 154, 156, 160, 164, 168, 170, 174, 190, 192, 194, 196, 200, 202, 206, 208, 210, 212, 216, 218, 222, 238, 240, 242, 244, 246, 250, 252, 254, 256, 258, 262

c. Set a purpose for reading the text SE/TE: Lesson Objectives, 8, 10, 12, 14, 18, 20, 22, 26, 28, 32, 34, 50, 54, 56, 58, 60, 62, 66, 68, 70, 72, 74, 78, 80, 94, 98, 100, 102, 104, 106, 108, 112, 114, 116, 120, 122, 124, 126, 142, 146, 148, 150, 154, 156, 160, 164, 168, 170, 174, 190, 192, 194, 196, 200, 202, 206, 208, 210, 212, 216, 218, 222, 238, 240, 242, 244, 246, 250, 252, 254, 256, 258, 262


Grade One 31

a. Recall and discuss what they understand SE/TE: Teach and Discuss, 9, 11, 13, 15, 19, 21, 23, 27, 29, 33, 35, 51, 55, 57, 59, 61, 63, 67, 69,71, 73, 75, 79, 81, 95, 99, 101, 103, 105, 107, 109, 113, 115, 117, 121, 123, 135, 127, 143, 147, 149, 151, 155, 157, 161, 165, 169, 171, 175, 191, 193, 195, 197, 201, 203, 207, 209, 212, 213, 217, 219, 223, 239, 241, 243, 245, 247, 251, 253, 255, 257, 259, 263

b. Identify and question what did not make sense SE/TE: Close and Assess, 9, 17, 21, 25, 31, 53, 57, 65, 71, 77, 97, 101, 105, 111, 119, 125, 145, 53, 159, 167, 173, 191, 199, 205, 209, 215, 221, 239, 243, 249, 253, 261


SE/TE: For related information see: Recall and Retell, 51, 64, 68, 75, 77, 79, 80, 151, 188, 190, 191, 198, 208, 209, 227, 241, 263


SE/TE: For related information see: Recall and Retell, 51, 64, 68, 75, 77, 79, 80, 151, 188, 190, 191, 198, 208, 209, 227, 241, 263

e. Make, confirm, or adjust predictions SE/TE: Predict, 23, 59, 91, 236, 238, 246, 266, 269

f. Ask and answer questions about the text SE/TE: Lesson Reviews, 9, 17, 21, 25, 31, 53, 57, 65, 71, 77, 97, 101, 105, 111, 119, 125, 145, 53, 159, 167, 173, 191, 199, 205, 209, 215, 221, 239, 243, 249, 253, 261

g. Periodically summarize while reading SE/TE: Recall and Retell, 51, 64, 68, 75, 77, 79, 80, 151, 188, 190, 191, 198, 208, 209, 227, 241, 263

Grade One 32

h. Visualize what was read SE/TE: Visual Learning, 13a, 21a, 27a, 35a, 55a, 61a, 69a, 73a, 79a, 99a, 103a, 107a, 115a, 123a, 127a, 138a, 149a, 155a, 163a, 169a, 175a, 195a, 201a, 207a, 211a, 217a, 223a, 241a, 245a, 251a, 257a, 265a; Analyze Pictures, 5, 9, 27, 28, 29, 34, 35, 45, 47, 57, 58, 63, 67, 71, 80, 89, 103, 106, 107, 109, 110, 124, 125, 126, 127, 137, 139, 143, 147, 166, 172, 175, 177, 185, 187, 190, 193, 212, 220, 233, 235, 251, 260

i. Look back though the text to search for connection to the topic, characters, events, and actions in text

SE/TE: Lesson Reviews, 9, 17, 21, 25, 31, 53, 57, 65, 71, 77, 97, 101, 105, 111, 119, 125, 145, 53, 159, 167, 173, 191, 199, 205, 209, 215, 221, 239, 243, 249, 253, 261; Practice and Extend, 8, 10, 12, 14, 18, 20, 22, 26, 28, 32, 34, 50, 54, 56, 58, 60, 62, 66, 68, 70, 72, 74, 78, 80, 94, 98, 100, 102, 104, 106, 108, 112, 114, 116, 120, 122, 124, 126, 142, 146, 148, 150, 154, 156, 160, 164, 168, 170, 174, 190, 192, 194, 196, 200, 202, 206, 208, 210, 212, 216, 218, 222, 238, 240, 242, 244, 246, 250, 252, 254, 256, 258, 262


SE/TE: Practice and Extend, 8, 10, 12, 14, 18, 20, 22, 26, 28, 32, 34, 50, 54, 56, 58, 60, 62, 66, 68, 70, 72, 74, 78, 80, 94, 98, 100, 102, 104, 106, 108, 112, 114, 116, 120, 122, 124, 126, 142, 146, 148, 150, 154, 156, 160, 164, 168, 170, 174, 190, 192, 194, 196, 200, 202, 206, 208, 210, 212, 216, 218, 222, 238, 240, 242, 244, 246, 250, 252, 254, 256, 258, 262


Grade One 33


SE/TE: Lesson Reviews, 9, 17, 21, 25, 31, 53, 57, 65, 71, 77, 97, 101, 105, 111, 119, 125, 145, 53, 159, 167, 173, 191, 199, 205, 209, 215, 221, 239, 243, 249, 253, 261


SE/TE: Finding the Main Idea, 140–141; Main Idea and Details, 15, 33, 36, 45, 55, 63, 65, 72, 81, 102, 106, 108, 113, 115, 119, 127, 142, 144, 151, 156, 170, 173, 179, 196; Recall and Retell, 51, 64, 68, 75, 77, 79, 80, 151, 188, 190, 191, 198, 208, 209, 227, 241, 263


SE/TE: Make Inferences, 3, 15, 18, 27, 33, 34, 36, 45, 52, 53, 59, 63, 67, 73, 75, 79,95, 96, 97, 99, 101, 103, 104, 115,117, 118, 126, 127, 128, 139, 143, 144, 147, 157, 159, 163, 165, 166, 167, 168, 169, 171, 173, 193, 194,1 95, 197, 203, 204, 205, 213, 214, 220, 235, 247, 248, 252, 257, 258, 262; Draw Conclusions, 5, 16, 19, 33, 51, 66, 100, 101, 103, 104, 109, 113, 115, 125, 143, 160, 165, 177, 197, 199, 207, 209, 212, 219, 223, 238, 241, 262

d. Summarize the text orally SE/TE: Recall and Retell, 51, 64, 68, 75, 77, 79, 80, 151, 188, 190, 191, 198, 208, 209, 227, 241, 263


SE/TE: Predict, 23, 59, 91, 236, 238, 246, 266, 269


SE/TE: Lesson Reviews, 9, 17, 21, 25, 31, 53, 57, 65, 71, 77, 97, 101, 105, 111, 119, 125, 145, 53, 159, 167, 173, 191, 199, 205, 209, 215, 221, 239, 243, 249, 253, 261; Lesson Wrap Up, 13a, 21a, 27a, 35a, 55a, 61a, 69a, 73a, 79a, 99a, 103a, 107a, 115a, 123a, 127a, 138a, 149a, 155a, 163a, 169a, 175a, 195a, 201a, 207a, 211a, 217a, 223a, 241a, 245a, 251a, 257a, 265a

Grade One 34


SE/TE: Close and Assess, 9, 17, 21, 25, 31, 53, 57, 65, 71, 77, 97, 101, 105, 111, 119, 125, 145, 53, 159, 167, 173, 191, 199, 205, 209, 215, 221, 239, 243, 249, 253, 261

h. Retell explicit and implicit main ideas of texts SE/TE: Finding the Main Idea, 140–141; Main Idea and Details, 15, 33, 36, 45, 55, 63, 65, 72, 81, 102, 106, 108, 113, 115, 119, 127, 142, 144, 151, 156, 170, 173, 179, 196

i. Answer questions (what if, why, and how) in writing SE/TE: Close and Assess, 9, 17, 21, 25, 31, 53, 57, 65, 71, 77, 97, 101, 105, 111, 119, 125, 145, 53, 159, 167, 173, 191, 199, 205, 209, 215, 221, 239, 243, 249, 253, 261



SE/TE: Write Your Answer, 1e, 31, 43e, 53, 87e, 93, 135e, 161, 183e, 203, 231e, 241, 271; Writing, 1f, 5, 13a, 21a, 27a, 33, 43f, 45, 55a, 69a, 73a, 87f, 99a, 103, 103a, 115, 115a, 127a, 135f, 136, 149, 149a, 155a, 163a, 169a, 175a, 183f, 195a, 201a, 207a, 211a, 217a, 223, 223a, 231f, 241a, 245a, 251a, 265a


SE/TE: Writing, 1f, 5, 13a, 21a, 27a, 33, 43f, 45, 55a, 69a, 73a, 87f, 99a, 103, 103a, 115, 115a, 127a, 135f, 136, 149, 149a, 155a, 163a, 169a, 175a, 183f, 195a, 201a, 207a, 211a, 217a, 223, 223a, 231f, 241a, 245a, 251a, 265a

Grade One 35




a. Identify and use sources of information on a topic SE/TE: Unit Project, 42, 86, 134, 182, 230, 272


SE/TE: Unit Project, 42, 86, 134, 182, 230, 272




a. Identify prior knowledge about the topic SE/TE: Unit Project, 42, 86, 134, 182, 230, 272; Lesson Wrap Up, 13a, 21a, 27a, 35a, 55a, 61a, 69a, 73a, 79a, 99a, 103a, 107a, 115a, 123a, 127a, 138a, 149a, 155a, 163a, 169a, 175a, 195a, 201a, 207a, 211a, 217a, 223a, 241a, 245a, 251a, 257a, 265a; Gather Information, 240–241

Grade One 36

b. Pose questions about the topic SE/TE: Unit Project, 42, 86, 134, 182, 230, 272; Lesson Wrap Up, 13a, 21a, 27a, 35a, 55a, 61a, 69a, 73a, 79a, 99a, 103a, 107a, 115a, 123a, 127a, 138a, 149a, 155a, 163a, 169a, 175a, 195a, 201a, 207a, 211a, 217a, 223a, 241a, 245a, 251a, 257a, 265a; Gather Information, 240–241


a. Define the problem/situation SE/TE: Problem on the Playground, 26–27; Solve Problems, 72, 113, 175, 219, 261; Make Decision, H5, 71, 105, 239, 269


SE/TE: Problem on the Playground, 26–27; Solve Problems, 72, 113, 175, 219, 261; Make Decision, H5, 71, 105, 239, 269

c. Pose/Ask questions about the problem/situation SE/TE: Problem on the Playground, 26–27; Solve Problems, 72, 113, 175, 219, 261; Make Decision, H5, 71, 105, 239, 269


Grade One 37


SE/TE: Bibliography, 1h, 43h, 87h, 135h, 183h, 231h; Grade Level Bibliography, TR41–TR46; Curriculum Connection, 1f, 12, 19, 37, 43f, 57, 59, 61a, 79a, 87f, 111, 127a, 133, 135f, 148, 175a, 181, 183f, 229, 231f, 263, 267; Additional Internet Links, 1c, 43c, 87c, 135c, 183c, 231c; Web Site, 1c, 5, 8, 10, 16, 22, 33, 39, 42, 43c, 51, 56, 70, 72, 75, 78, 83, 87c, 91, 95, 100, 106, 109, 114, 123, 124, 131, 134, 143, 146, 150, 155, 156, 163, 164, 169, 175, 186, 197, 201, 202, 206, 212, 217, 219, 227, 235, 239, 256, 259


SE/TE: Bibliography, 1h, 43h, 87h, 135h, 183h, 231h; Grade Level Bibliography, TR41–TR46


SE/TE: Additional Internet Links, 1c, 43c, 87c, 135c, 183c, 231c; Web Site, 1c, 5, 8, 10, 16, 22, 33, 39, 42, 43c, 51, 56, 70, 72, 75, 78, 83, 87c, 91, 95, 100, 106, 109, 114, 123, 124, 131, 134, 143, 146, 150, 155, 156, 163, 164, 169, 175, 186, 197, 201, 202, 206, 212, 217, 219, 227, 235, 239, 256, 259; Analyze Pictures, 5, 9, 27, 28, 29, 34, 35, 45, 47, 57, 58, 63, 67, 71, 89, 103, 106, 107, 109, 110, 124, 125, 126, 143, 147, 166, 172, 175, 190, 212, 233, 251, 260


a. Gather data SE/TE: Snack Survey, 16; Vote for Scientific Tools, 241; Vote for a Place, 218a; Let’s Take a Vote, 218a; Stand Up and Be Counted, 223a; Tallying the Votes, 223a; From Most to Least, 107a

Grade One 38

b. Make and record observations SE/TE: Snack Survey, 16; Vote for Scientific Tools, 241; Vote for a Place, 218a; Let’s Take a Vote, 218a; Stand Up and Be Counted, 223a; Tallying the Votes, 223a; From Most to Least, 107a

c. Conduct surveys SE/TE: Snack Survey, 16; Vote for Scientific Tools, 241; Vote for a Place, 218a; Let’s Take a Vote, 218a; Stand Up and Be Counted, 223a; Tallying the Votes, 223a; From Most to Least, 107a


a. Distinguish factual from fictional information SE/TE: Unit Project, 42, 86, 134, 182, 230, 272; Reading Social Studies, 6, 48, 92, 140, 188, 236; Artifacts, 10–11, 29, 30, 32–33, 34, 57, 58–59, 66–67, 69, 72–73, 78–79, 114–115, 122–123, 162–163, 164–167, 168–169, 189, 190–191, 192–193, 194–195, 195a, 196–199, 200–201, 201a, 202–205, 206–207, 207a, 212–215, 216–217, 222–223, 242–243, 246–249, 256–257, 262–263

b. Find relationships between gathered information SE/TE: Unit Project, 42, 86, 134, 182, 230, 272; Reading Social Studies, 6, 48, 92, 140, 188, 236; Artifacts, 10–11, 29, 30, 32–33, 34, 57, 58–59, 66–67, 69, 72–73, 78–79, 114–115, 122–123, 162–163, 164–167, 168–169, 189, 190–191, 192–193, 194–195, 195a, 196–199, 200–201, 201a, 202–205, 206–207, 207a, 212–215, 216–217, 222–223, 242–243, 246–249, 256–257, 262–263

Grade One 39


SE/TE: Maps, Charts, and Graphs, H10-H11, H12-H13, H14, 11, 18, 20, 28, 33, 51, 54, 60, 68, 73, 75, 76, 79, 98, 106, 112, 115, 120, 123, 144, 145, 146, 154, 155, 160, 163, 166, 169, 174, 190, 192, 200, 208, 217, 221, 244, 252, 254, 257, 263, R2, R3, R4, R6, R8; Read a Time Line, 146–147; Time Lines, 166, 180, 210–211, 252–253; Unit Project, 42, 86, 134, 182, 230, 272 Additional TE Pages: Making Maps, 45, 1g, 55a, 61a, 74a, 75, 79a, 123a, 124a, 265a


a. Distinguish factual from fictional information SE/TE: Use Primary and Secondary Sources, 10–11, 12, 18, 29, 30, 32–33, 58–59, 72–73, 78–79, 114–115, 122–123, 162–163, 164–167, 168–169, 190–191, 192–193, 194–195, 195a, 196–199, 200–201, 201a, 202–205, 206–207, 207a, 212–215, 216–217, 222–223, 242–243, 246–249, 250–251, 256–257, 262–263; Unit Project, 42, 86, 134, 182, 230, 272

b. Find relationships between gathered information SE/TE: Use Primary and Secondary Sources, 10–11, 12, 18, 29, 30, 32–33, 58–59, 72–73, 78–79, 114–115, 122–123, 162–163, 164–167, 168–169, 190–191, 192–193, 194–195, 195a, 196–199, 200–201, 201a, 202–205, 206–207, 207a, 212–215, 216–217, 222–223, 242–243, 246–249, 250–251, 256–257, 262–263; Unit Project, 42, 86, 134, 182, 230, 272

Grade One 40


SE/TE: Maps, Charts, and Graphs, H10-H11, H12-H13, H14, 11, 18, 20, 28, 33, 51, 54, 60, 68, 73, 75, 76, 79, 98, 106, 112, 115, 120, 123, 144, 145, 146, 154, 155, 160, 163, 166, 169, 174, 190, 192, 200, 208, 217, 221, 244, 252, 254, 257, 263, R2, R3, R4, R6, R8; Read a Time Line, 146–147; Time Lines, 166, 180, 210–211, 252–253; Unit Project, 42, 86, 134, 182, 230, 272 Additional TE Pages: Making Maps, 45, 1g, 55a, 61a, 74a, 75, 79a, 123a, 124a, 265a


a. Compare information from a variety of sources SE/TE: Compare and Contrast, 9, 12, 13, 19, 21, 23, 24, 28, 29, 30, 35, 36, 47, 48, 50, 52, 56, 57, 59, 62, 66, 74, 75, 80, 89, 91, 95, 100, 103, 107, 147, 150, 152, 153, 191, 205, 211, 249, 251, 253, 259, 263

b. Compare information to prior knowledge SE/TE: Compare and Contrast, 9, 12, 13, 19, 21, 23, 24, 28, 29, 30, 35, 36, 47, 48, 50, 52, 56, 57, 59, 62, 66, 74, 75, 80, 89, 91, 95, 100, 103, 107, 147, 150, 152, 153, 191, 205, 211, 249, 251, 253, 259, 263


SE/TE: Cause and Effect, 11, 18, 33, 35, 63, 70, 115, 123, 158, 163, 171, 251; Sequence, 14, 15, 26, 92, 94, 116, 117, 118, 123, 131, 164, 166, 252; Finding the Main Idea, 140–141; Main Idea and Details, 15, 33, 36, 45, 55, 63, 65, 72, 81, 102, 106, 108, 113, 115, 119, 127, 142, 144, 151, 156, 170, 173, 179, 196

Grade One 41

Grade One 42



SE/TE: Lesson Wrap Up, 13a, 21a, 27a, 35a, 55a, 61a, 69a, 73a, 79a, 99a, 103a, 107a, 115a, 123a, 127a, 138a, 149a, 155a, 163a, 169a, 175a, 195a, 201a, 207a, 211a, 217a, 223a, 241a, 245a, 251a, 257a, 265a; Unit Project, 42, 86, 134, 182, 230, 272


SE/TE: Citizenship Skills, H2–H9; Choosing Our Country’s Leaders, 218–221; Show You Care, 136–137; Celebrate the Earth, 140–141; Tree Musketeers, 160–161; Caring for Our Resources, 170–173; Endangered Animals, 174–175 Additional TE Pages: What Can You Do? 161; Can You Use Less? 170a; School Recycling, 172; Save Animals, 175a; Mugs, 175a; Blue Whales, 175a; Vote for a Place, 218a; Let’s Take a Vote, 218a; Stand Up and Be Counted, 223a; Tallying the Votes, 223a; It’s a Secret, 223a

Scott Foresman Social Studies—People and Places


Grade Two



A. The Foundations and Function of Government 1. Explain how rules and laws are made and necessary to maintain order and protect citizens

a. Explain how school and community rules promote orderliness, fairness, responsibility, privacy, and safety

SE/TE: Rules and Laws, 4, 9, 33, 44, 154, 156, 167–169

b. Identify leadership positions and organizations in the community and explain how they can be helpful in maintaining safety and order

SE/TE: Voting for Leaders, 172–175; Local Government, 154–157; State Government, 160–163; Federal Government, 166–169. See What did you learn? On page 169 where students describe the jobs of elected officials. Additional TE Pages: Diagram Leadership, 133a; In the Mayor’s Chair, 154a; Community Government, 155; Our Town, 159a; Familiar Leaders, 161; The President’s Job, 166a

Grade Two 43

2. Explain how democratic skills and attitudes are associated with being a responsible citizen

a. Use appropriate informational text to develop an understanding of democratic skills and attitudes, such as rights and responsibilities, respect, fairness, honesty, loyalty, and courage

SE/TE: Citizenship Skills, H2–H9; Voting, 11; Voting for Leaders, 172–179; Begin with a Song, 148–149; Discovery Channel School: Get Out the Vote, 194–195; Citizen Heroes, 12–13, 88–89, 110–111, 158–159, 206–207, 254–255 Additional TE Pages: Citizenship, 4, 12, 15a, 29, 75, 89, 98, 105, 111a, 117, 183, 211

b. Connect certain people, symbols, songs and poems to the ideals they represent, such as George Washington portrays leadership, the American flag represents loyalty and respect, and the Star Spangled Banner represents courage and freedom

SE/TE: Declaration of Independence, 217; Star Spangled Banner, 180; Landmarks in Our Country, 264–267; Here and There: Landmarks Around the World, 270–271; The Land Of Freedom, 180–183; End With a Song, 188–189; Citizenship Skills: Pledge of Allegiance, H6–H7; Our National Anthem, H8–H9; America The Beautiful, 90–91; Begin with a Song, 148–149 Additional TE Pages: The Meaning of the Pledge, H6; Song, 49h; Citizens One and All, 154a; Let’s Vote On It, 172a; Voting Day, 172a; Freedom! 180a; Freedom Banners, 216a; A Symbol of America, 250a

B. Individual and Group Participation in the Political System 1. Explain how contributions and events are important to the American political system

Grade Two 44

a. Describe the contributions of local government leaders and current leaders of their school and community, such as county executives, county council or mayor, and city council

SE/TE: Voting for Leaders, 172–175; Local Government, 154–157; State Government, 160–163; Federal Government, 166–169. See What did you learn? On page 169 where students describe the jobs of elected officials. Additional TE Pages: Diagram Leadership, 133a; In the Mayor’s Chair, 154a; Community Government, 155; Our Town, 159a; Familiar Leaders, 161; The President’s Job, 166a

b. Explain how contributions of people recognized in holidays, such as Memorial Day and Constitution Day, represent democratic beliefs and attitudes, that include rights and responsibilities, loyalty, respect, and courage

SE/TE: Martin Luther King, Jr. Day, 183; Thanksgiving, 213; Independence Day, 219; Holiday Time Line, 240; Festivals, 247; People Celebrate, 256–259; Spring 260–261; Memorial Day, 262–263, 286; Holiday Calendar, 287; Additional TE Pages: Culture, 18; Special Days, 256a; People Celebrate, 256–259; Picturing Spring Celebrations, 261

C. Protecting Rights and Maintaining Order 1. Describe the rights and responsibilities of being a participating member of the school and the community

a. Recognize and describe how making choices affects self, family, school, and community

SE/TE: Make a Decision, 108–109; Citizenship Skills, H4–H5; We Belong to Groups, 6–7; Living in a Neighborhood, 8–11; Kids Care Clubs, 12–13; Solve a Problem, 14–15; The Earth Angels, 88–89; Phoenix Kids Pride Program, 110–111; Service in Our Community, 112–115 Additional TE Pages: Solve Problems, 13, 45, 155, 159, 225, 228; Decision Making, 108, 143, 279

Grade Two 45

b. Identify concerns in the community, such as safety issues and pollution problems and ways to resolve these concerns

SE/TE: Citizenship Skills, H4–H5; We Belong to Groups, 6–7; Living in a Neighborhood, 8–11; Kids Care Clubs, 12–13; Solve a Problem, 14–15; Make a Decision, 108–109; The Earth Angels, 88–89; Phoenix Kids Pride Program, 110–111; Service in Our Community, 112–115 Additional TE Pages: Solve Problems, 13, 45, 155, 159, 225, 228



A. Elements of Culture 1. Analyze elements of two different cultures and how each meets their human needs and contributes to the community

a. Use fiction and non-fiction to compare the elements of two different cultures, and how they meet their human needs for food, shelter, and other commonalities such as recreation, music, and stories

SE/TE: Out Country Today, 148–195; Our Country Long Ago, 196–243; People and Places in History, 244–290; Ethnic Cultures, 24-27, 62-65, 180-183, 202-205, 222-225, 230-234, 250-253, 260-261, 264-267 Additional TE Pages: Bibliography, 1h, 49h, 97h, 147h, 195h, 243h; Primary Sources, 22, 29, 67, 68, 87, 171, 179, 183, 203, 206, 207, 223, 231, 233, 235, 243, 245, 251, 252, 259, 264, 279, 280, 281

Grade Two 46

b. Explain ways people of different ages and/or cultural backgrounds can respect and help to pass on traditions and customs

SE/TE: Living History, 208–209; Mara’s Project, 200–201; Do an Interview, 242; My Hero, 290; End with a Folktale, 284–285; We Share History, 244–245; Family History, 250–253; Landmarks in Our Country, 264–267; A Step Back in Time, 272–275; Then and Now, 22, 66, 138, 228

B. Cultural Diffusion 1. Explain that individuals and groups share and borrow from other cultures to form a community

a. Give examples of how families in the community share and borrow customs and traditions from other cultures

SE/TE: Culture,116-117, 195h, 195, 196-197, 198-199, 202a, 202-205, 206-207, 208-209, 209a, 210-213, 215a, 216-219, 220-221, 221a, 222a, 222-225, 228-229, 229a, 230-233, 234-235, 243, 244-246, 250-253, 255a, 259, 260, 261, 272, 273, 274, 275, 282-283

C. Conflict and Compromise 1. Analyze ways in which people interact

a. Identify and demonstrate appropriate social skills necessary for working in a cooperative group, such as sharing concern, care, and respect among group members

SE/TE: Citizenship Skills, H4–H5; We Belong to Groups, 6–7; Living in a Neighborhood, 8–11; Kids Care Clubs, 12–13; Solve a Problem, 14–15; Make a Decision, 108–109; Citizen Heroes, 12–13, 88–89, 110–111, 158–159, 206–207, 254–255

Grade Two 47

b. Analyze how different points of view in school situations may result in compromise or conflict.

SE/TE: Citizenship Skills, H4–H5; We Belong to Groups, 6–7; Living in a Neighborhood, 8–11; Kids Care Clubs, 12–13; Solve a Problem, 14–15; Make a Decision, 108–109; The Earth Angels, 88–89; Phoenix Kids Pride Program, 110–111 Additional TE Pages: Solve Problems, 13, 45, 155, 159, 225, 228



A. Using Geographic Tools 1. Use geographic tools to locate and describe places on Earth

a. Identify the purpose and use of a globe and a variety of maps and atlases, such as school maps, neighborhood maps and simple atlases

SE/TE: Maps, 12, 29, 31, 32, 35, 38, 62, 63, 64, 65, 75, 82, 87, 88, 110, 117, 133, 158, 160, 161, 171, 179, 202, 206, 216, 221, 223, 225, 228, 235, 250, 252, 254, 267, 269, 277, 283, R2–R8; Map and Globe Skills: Read a City Map, 20–21; Landforms and Water on a Map, 60–61; Use a Compass Rose, 124–125; Use a Map Grid, 184–185; Use a Map Scale, 214–215

Grade Two 48

b. Identify and use map elements, such as title, compass rose, simple grid system, legend/key, date, and author to interpret a map

SE/TE: Map and Globe Skills: Read a City Map, 20–21; Landforms and Water on a Map, 60–61; Use a Compass Rose, 124–125; Use a Map Grid, 184–185; Use a Map Scale, 214–215

c. Identify the equator, poles, seven continents, four oceans, and countries on a map and globe

SE/TE: Equator, 38; Continents, 37, 39; Oceans, 58, 205, 222, 281; Map Handbook, H1; Atlas: Map of the World, R4–R5

d. Describe a place using bird’s eye view, and satellite images, photographs, and pictures

SE/TE: Geography Skills, H18, H20, H21; Map and Globe Skills: Read a City Map, 20–21

B. Geographic Characteristics of Places and Regions 1. Classify places and regions in an environment using geographic characteristics

a. Identify natural/physical features and human – made features using maps and photographs

SE/TE: A Walk Through a Community, 16–19; Map and Globe Skills: Read a City Map, 20–21; Then and Now: How a Community Changes, 22–23; Comparing Communities, 24–27; Interview with a Geographer, 56–59; Map and Globe Skills: Landforms and Water on a Map, 60–61; Where People Live, 62–65; Then and Now: How and Where People Lived, 66–67

b. Describe and classify regions using climate, vegetation, animal life, and natural/physical features

SE/TE: Region, H17; A Walk Through a Community, 16–19; Then and Now: How a Community Changes, 22–23; Comparing Communities, 24–27; Interview with a Geographer, 56–59; Map and Globe Skills: Landforms and Water on a Map, 60–61; Where People Live, 62–65; Then and Now: How and Where People Lived, 66–67

Grade Two 49

c. Classify places as rural and urban SE/TE: Region, H17; Living in a Neighborhood, 8–11; A Walk Through a Community, 16–19; Comparing Communities, 24–27 Additional TE Pages: The Three Regions, 26

d. Describe how geographic characteristics determine choices, such as climate guides decisions about food, clothing, and shelter

SE/TE: A Walk Through a Community, 16–19; Then and Now: How a Community Changes, 22–23; Comparing Communities, 24–27; Where People Live, 62–65; Then and Now: How and Where People Lived, 66–67; The First Americans, 202–205; Colonies, 210–213; Our Country Grows, 222–225; Then and Now: Westward Ho! 228–229

C. Movement of People, Goods and Ideas 1. Explain how transportation and communication link places by the movement of people, goods, and ideas

a. Compare types of transportation used to move goods and people today and long ago

SE/TE: Linking Our World, 278a–281; Communication, 247; Transportation, 101, 135, 142, 228–229, 284–286

b. Compare ways people communicate ideas today and long ago

SE/TE: Linking Our World, 278a–281; Communication, 247 Additional TE Pages: Communicate in Code, 283a


a. Describe ways, such as clearing trees and farming land, that people modify their environment and the impact of those modifications

SE/TE: Living in a Neighborhood, 8-11; A Walk Through a Community, 16-19; Where People Live, 62-65; From My Orchard to You, 68-71; Our Earth’s Resources, 76-79; Caring for Our Resources, 82-85; Biography: Rachel Carson, 86–87; The First Americans, 202-205

Grade Two 50

b. Describe how and why people protect or fail to protect the environment

SE/TE: Caring for Our Resources, 82–85; Meeting Rachel Carson, 86–87; The Earth Angels, 88–89 Additional TE Pages: Spread the Word, 82a; Conservation, 85; We’re Responsible, 89; Hands-on Activities, 89a

c. Explain how people adapt to changes in the environment

SE/TE: How a Community Changes, 22-23; Citizen Heroes: The Earth’s Angels, 88-89; Then and Now: Westward Ho! 228–229



A. Scarcity and Economic Decision-making 1. Explain why people have to make economic choices about goods and services

a. Identify and explain economic choices people make SE/TE: Choosing Goods and Services, 104–107; Make a Decision, 108–109; A Trip to the Bank, 126-129 Additional TE Pages: A Classroom Store, 104a; What Should I Buy? 104a; Money, 126a; Make Your Own Bank, 126a

Grade Two 51

b. Identify and give examples of the positive and negative aspects of each choice

SE/TE: Choosing Goods and Services, 104–107; Make a Decision, 108–109; A Trip to the Bank, 126-129 Additional TE Pages: A Classroom Store, 104a; What Should I Buy? 104a; Money, 126a; Make Your Own Bank, 126a

c. Explain that choices have consequences, some of which are more important than others

SE/TE: Choosing Goods and Services, 104–107; Make a Decision, 108–109; A Trip to the Bank, 126-129 Additional TE Pages: A Classroom Store, 104a; What Should I Buy? 104a; Money, 126a; Make Your Own Bank, 126a

2. Explain the production process a. Identify the natural, capital, and human resources used in the production of a good or service

SE/TE: Choosing Goods and Services, 104–105; Services in Our Community, 112–115; Goods from the Factory to You, 120a–123; Can You Guess These Workers? 140–141; Countries Trade and Move Goods, 134–137; From My Orchard to You, 68-71; Our Earth’s Resources, 76-79; Caring for Our Resources, 82-85; Biography: Rachel Carson, 86–87

b. Identify examples of specialized workers in the school and community, such as nurses, truck drivers, lawyers, and postal workers

SE/TE: Choosing Goods and Services, 104–105; Services in Our Community, 112–115; Goods from the Factory to You, 120a–123; Can You Guess These Workers? 140–141 Additional TE Pages: Make a Jobs Booklet, 111a

3. Examine how technology affects the way people live, work and play

Grade Two 52

a. Identify examples of technology used by consumers, such as automobiles, cameras, telephones, microwaves, televisions, and computers

SE/TE: Countries Trade and Move Goods, 134–137; Westward Ho! 228–229; Linking Our World, 278–281; Biography: Robert Fulton, 282–283 Additional TE Pages: Keeping in Touch, 278a; Communicate in Code, 283a; The Ups and Downs of Flight, 283a

b. Analyze why consumers use technology in their daily lives

SE/TE: Countries Trade and Move Goods, 134–137; Westward Ho! 228–229; Linking Our World, 278–281; Biography: Robert Fulton, 282–283 Additional TE Pages: Keeping in Touch, 278a; Communicate in Code, 283a; The Ups and Downs of Flight, 283a

B. Economic Systems and the Role of Government in the Economy 1. Describe different types of markets

a. Describe different market situations where buyers and sellers meet to exchange goods and services

SE/TE: From My Orchard to You, 68–71; Choosing Goods and Services, 104–107; Service in Our Community, 112–115; Countries Trade and Move Goods, 134–137; Then and Now: Bartering Goods and Services, 138–139

b. Describe how people meet in market communities around the world, such as farmers’ markets and door- to-door sales

SE/TE: From My Orchard to You, 68–71; Choosing Goods and Services, 104–107; Service in Our Community, 112–115; Countries Trade and Move Goods, 134–137; Then and Now: Bartering Goods and Services, 138–139

2. Describe how consumers acquire goods and services

a. Identify goods and services provided by businesses

SE/TE: Choosing Goods and Services, 104–107

Grade Two 53

b. Identify goods and services provided by government

SE/TE: Local Government, 154-157; State Government, 160-163; Federal Government, 166-169; Services in Our Community, 112–115

c. Explain different ways to pay for goods and services, such as credit cards, checks, debit cards, and money orders

SE/TE: Choosing Goods and Services, 104–107; Make a Decision, 108–109; A Trip to the Bank, 126-129; Read a Pie Chart, 130–131; Review, 142-143, 178



A. Change over Time 1. Examine differences between past and present time

a. Develop a personal timeline in each students’ life SE/TE: Mara’s Project, 200–201; Read a Time Line, 226–227

b. Describe the relationship among events in a variety of timelines

SE/TE: Read a Time Line, 226–227; Time Lines, 240, 256-257

2. Describe people, places and artifacts of today and long ago

Grade Two 54

a. Gather and interpret information about the past from informational sources and biographies

SE/TE: Biographies, 28–29, 34–35, 74–75, 86–87, 116–117, 132–133, 170–171, 178–179, 220–221, 234–235, 268–269, 282–283; Analyze Primary Sources, 233

b. Collect and examine photographs of the past and compare with similar, current images, such as, photographs of modes of transportation and communication

SE/TE: Then and Now, 66–67, 138–139, 228–229, 287–288





SE/TE: Vocabulary Preview, 4–5, 52–53, 100–101, 150–151, 198–199, 246–247; Lesson Vocabulary, 8, 16, 22, 24, 30, 56, 68, 76, 82, 104, 112, 120, 134, 138, 154, 160, 166, 180, 202, 206, 210, 216, 222, 250, 256, 264, 272, 278


SE/TE: Vocabulary Preview, 4–5, 52–53, 100–101, 150–151, 198–199, 246–247; Lesson Vocabulary, 8, 16, 22, 24, 30, 56, 68, 76, 82, 104, 112, 120, 134, 138, 154, 160, 166, 180, 202, 206, 210, 216, 222, 250, 256, 264, 272, 278; Picture Glossary, R12–R21

Grade Two 55


SE/TE: Vocabulary Preview, 4–5, 52–53, 100–101, 150–151, 198–199, 246–247; Lesson Vocabulary, 8, 16, 22, 24, 30, 56, 68, 76, 82, 104, 112, 120, 134, 138, 154, 160, 166, 180, 202, 206, 210, 216, 222, 250, 256, 264, 272, 278



SE/TE: Warm Up, 8, 12, 14, 20, 22, 24, 28, 30, 34, 36, 40, 50, 56, 60, 62, 68, 76, 82, 98, 104, 110, 112, 120, 126, 134, 138, 148, 154, 160, 164, 166, 170, 172, 180, 188, 196, 202, 206, 210, 214, 216, 220, 222, 228, 230, 236, 244, 250, 254, 256, 264, 272, 278, 282


SE/TE: Preview, 8, 12, 14, 20, 22, 24, 28, 30, 34, 36, 40, 50, 56, 60, 62, 68, 76, 82, 98, 104, 110, 112, 120, 126, 134, 138, 148, 154, 160, 164, 166, 170, 172, 180, 188, 196, 202, 206, 210, 214, 216, 220, 222, 228, 230, 236, 244, 250, 254, 256, 264, 272, 278, 282

c. Set a purpose for reading the text SE/TE: Lesson Objectives, 8, 12, 14, 20, 22, 24, 28, 30, 34, 36, 40, 50, 56, 60, 62, 68, 76, 82, 98, 104, 110, 112, 120, 126, 134, 138, 148, 154, 160, 164, 166, 170, 172, 180, 188, 196, 202, 206, 210, 214, 216, 220, 222, 228, 230, 236, 244, 250, 254, 256, 264, 272, 278, 282


Grade Two 56

a. Recall and discuss what they understand SE/TE: Teach and Discuss, 9, 13, 15, 21, 23, 25, 29, 31, 35, 37, 41, 51, 57, 61, 63, 69, 77, 83, 99, 105, 111, 113, 121, 127, 135, 139, 149, 155, 161, 165, 167, 171, 173, 181, 189, 197, 203, 207, 211, 215, 217, 221, 223, 229, 231, 237, 245, 251, 255, 257, 265, 273, 279, 283

b. Identify and question what did not make sense SE/TE: Close and Assess, 11, 19, 27, 33, 39, 59, 65, 71, 79, 85, 107, 115, 123, 129, 137, 157, 163, 169, 175, 183, 219, 225, 233, 253, 259


SE/TE: Recall and Retell, H17, 11, 12, 28, 30, 33, 34, 58, 59, 64, 69, 74, 77, 84, 87, 88, 90, 117, 127, 128, 131, 156, 161, 167, 168, 171, 173, 181, 204, 205, 211, 217, 225, 229, 231, 232, 235, 237, 248-249, 250, 254, 257, 258, 260, 263, 266, 272, 273, 275, 280, 281, 285, 287


SE/TE: For related information see: Recall and Retell, H17, 11, 12, 28, 30, 33, 34, 58, 59, 64, 69, 74, 77, 84, 87, 88, 90, 117, 127, 128, 131, 156, 161, 167, 168, 171, 173, 181, 204, 205, 211, 217, 225, 229, 231, 232, 235, 237, 248-249, 250, 254, 257, 258, 260, 263, 266, 272, 273, 275, 280, 281, 285, 287

e. Make, confirm, or adjust predictions SE/TE: Predict, 23, 99, 101, 102, 104, 105, 109, 121, 127, 134, 143, 280

f. Ask and answer questions about the text SE/TE: Lesson Review, 11, 19, 27, 33, 39, 59, 65, 71, 79, 85, 107, 115, 123, 129, 137, 157, 163, 169, 175, 183, 219, 225, 233, 253, 259

Grade Two 57

g. Periodically summarize while reading SE/TE: Recall and Retell, H17, 11, 12, 28, 30, 33, 34, 58, 59, 64, 69, 74, 77, 84, 87, 88, 90, 117, 127, 128, 131, 156, 161, 167, 168, 171, 173, 181, 204, 205, 211, 217, 225, 229, 231, 232, 235, 237, 248-249, 250, 254, 257, 258, 260, 263, 266, 272, 273, 275, 280, 281, 285, 287

h. Visualize what was read SE/TE: Analyze Pictures, 9, 17, 18, 19, 22, 23, 38, 53, 57, 77, 78, 83, 99, 101, 135, 149, 151, 162, 165, 168, 181, 187, 218, 229, 233, 251, 261, 265, 271, 275; Visual Learning, 84; End with a Poem, 42, 43

i. Look back through the text to search for connection to the topic, characters, events, and actions in text

SE/TE: Lesson Review, 11, 19, 27, 33, 39, 59, 65, 71, 79, 85, 107, 115, 123, 129, 137, 157, 163, 169, 175, 183, 219, 225, 233, 253, 259; Practice and Extend, 8, 12, 14, 20, 22, 24, 28, 30, 34, 36, 40, 50, 56, 60, 62, 68, 76, 82, 98, 104, 110, 112, 120, 126, 134, 138, 148, 154, 160, 164, 166, 170, 172, 180, 188, 196, 202, 206, 210, 214, 216, 220, 222, 228, 230, 236, 244; 250, 254, 256, 264, 272, 278, 282


SE/TE: Practice and Extend, 8, 12, 14, 20, 22, 24, 28, 30, 34, 36, 40, 50, 56, 60, 62, 68, 76, 82, 98, 104, 110, 112, 120, 126, 134, 138, 148, 154, 160, 164, 166, 170, 172, 180, 188, 196, 202, 206, 210, 214, 216, 220, 222, 228, 230, 236, 244; 250, 254, 256, 264, 272, 278, 282



SE/TE: Lesson Review, 11, 19, 27, 33, 39, 59, 65, 71, 79, 85, 107, 115, 123, 129, 137, 157, 163, 169, 175, 183, 219, 225, 233, 253, 259

Grade Two 58


SE/TE: Main Idea and Details, 16, 29, 31, 33, 38, 51, 57, 63, 66, 70, 75, 89, 113, 115, 126, 140, 152-153, 154, 155, 158, 161, 166, 168, 169, 172, 173, 180, 182, 191, 207, 210, 211, 218, 219, 222, 223, 231, 235, 274, 279, 280


SE/TE: Make Inferences, H17, 3, 9, 14, 15, 17, 21, 25, 26, 32, 35, 40, 57, 60, 64, 66, 69, 70, 84, 87, 89, 90, 105, 107, 113, 114, 117, 118, 119, 121, 123, /127, 133, 135, 151, 155, 156, 159, 161, 162, 165, 167, 171, 173, 174, 181, 188, 197, 217, 218, 221, 223, 228, 231, 232, 235, 251, 252, 253, 254, 257, 258, 260, 265, 266, 268, 271, 273, 275, 277, 279, 283, 285

d. Summarize the text orally SE/TE: Recall and Retell, H17, 11, 12, 28, 30, 33, 34, 58, 59, 64, 69, 74, 77, 84, 87, 88, 90, 117, 127, 128, 131, 156, 161, 167, 168, 171, 173, 181, 204, 205, 211, 217, 225, 229, 231, 232, 235, 237, 248-249, 250, 254, 257, 258, 260, 263, 266, 272, 273, 275, 280, 281, 285, 287


SE/TE: Predict, 23, 99, 101, 102, 104, 105, 109, 121, 127, 134, 143, 280


SE/TE: Lesson Review, 11, 19, 27, 33, 39, 59, 65, 71, 79, 85, 107, 115, 123, 129, 137, 157, 163, 169, 175, 183, 219, 225, 233, 253, 259; Lesson Wrap Up, 15a, 23a, 29a, 35a, 41a, 61a, 67a, 75a, 81a, 89a, 111a, 119a, 125a, 133a, 139a, 159a, 165a, 171a, 179a, 187a, 209a, 215a, 221a, 235a, 255a, 271a, 277a, 283a

Grade Two 59


SE/TE: Close and Assess, 11, 19, 27, 33, 39, 59, 65, 71, 79, 85, 107, 115, 123, 129, 137, 157, 163, 169, 175, 183, 219, 225, 233, 253, 259

h. Retell explicit and implicit main ideas of texts SE/TE: Main Idea and Details, 16, 29, 31, 33, 38, 51, 57, 63, 66, 70, 75, 89, 113, 115, 126, 140, 152-153, 154, 155, 158, 161, 166, 168, 169, 172, 173, 180, 182, 191, 207, 210, 211, 218, 219, 222, 223, 231, 235, 274, 279, 280

i. Answer questions (what if, why, and how) in writing SE/TE: Close and Assess, 11, 19, 27, 33, 39, 59, 65, 71, 79, 85, 107, 115, 123, 129, 137, 157, 163, 169, 175, 183, 219, 225, 233, 253, 259; Writing, H5, H12, H14, H20, 1f, 13, 15a, 19, 23, 26, 31, 35, 35a, 41a, 42, 49f, 57, 61a, 65, 81a, 89a, 97f, 111, 111a, 133, 133a, 140, 147f, 148, 163, 165a, 171, 179a, 187a, 195f, 197, 207, 221a, 229a, 234, 235a, 243f, 245, 262, 271a, 283, 283a, 285



SE/TE: Writing, H5, H12, H14, H20, 1f, 13, 15a, 19, 23, 26, 31, 35, 35a, 41a, 42, 49f, 57, 61a, 65, 81a, 89a, 97f, 111, 111a, 133, 133a, 140, 147f, 148, 163, 165a, 171, 179a, 187a, 195f, 197, 207, 221a, 229a, 234, 235a, 243f, 245, 262, 271a, 283, 283a, 285

Grade Two 60


SE/TE: Writing, 1f, 13, 15a, 19, 23, 26, 31, 35, 35a, 41a, 42, 49f, 57, 61a, 65, 81a, 89a, 97f, 111, 111a, 133, 133a, 140, 147f, 148, 163, 165a, 171, 179a, 187a, 195f, 197, 207, 221a, 229a, 234, 235a, 243f, 245, 262, 271a, 283, 283a, 285




a. Identify and use sources of information on a topic SE/TE: Unit Projects, 48, 96, 146, 194, 242, 290; Lesson Wrap Up, 15a, 23a, 29a, 35a, 41a, 61a, 67a, 75a, 81a, 89a, 111a, 119a, 125a, 133a, 139a, 159a, 165a, 171a, 179a, 187a, 209a, 215a, 221a, 235a, 255a, 271a, 277a, 283a


SE/TE: Unit Projects, 48, 96, 146, 194, 242, 290




Grade Two 61

a. Identify prior knowledge about the topic SE/TE: Unit Projects, 48, 96, 146, 194, 242, 290; Lesson Wrap Up, 15a, 23a, 29a, 35a, 41a, 61a, 67a, 75a, 81a, 89a, 111a, 119a, 125a, 133a, 139a, 159a, 165a, 171a, 179a, 187a, 209a, 215a, 221a, 235a, 255a, 271a, 277a, 283a

b. Pose questions about the topic SE/TE: Unit Projects, 48, 96, 146, 194, 242, 290; Lesson Wrap Up, 15a, 23a, 29a, 35a, 41a, 61a, 67a, 75a, 81a, 89a, 111a, 119a, 125a, 133a, 139a, 159a, 165a, 171a, 179a, 187a, 209a, 215a, 221a, 235a, 255a, 271a, 277a, 283a


a. Define the problem/situation SE/TE: Solve Problems, 45, 155, 159, 225, 228; ; Citizenship Skills, H4–H5; We Belong to Groups, 6–7; Living in a Neighborhood, 8–11; Kids Care Clubs, 12–13; Solve a Problem, 14–15; Make a Decision, 108–109; The Earth Angels, 88–89; Phoenix Kids Pride Program, 110–111; Service in Our Community, 112–115


SE/TE: Solve Problems, 45, 155, 159, 225, 228; ; Citizenship Skills, H4–H5; We Belong to Groups, 6–7; Living in a Neighborhood, 8–11; Kids Care Clubs, 12–13; Solve a Problem, 14–15; Make a Decision, 108–109; The Earth Angels, 88–89; Phoenix Kids Pride Program, 110–111; Service in Our Community, 112–115

Grade Two 62

c. Pose/Ask questions about the problem/situation SE/TE: Solve Problems, 45, 155, 159, 225, 228; Citizenship Skills, H4–H5; We Belong to Groups, 6–7; Living in a Neighborhood, 8–11; Kids Care Clubs, 12–13; Solve a Problem, 14–15; Make a Decision, 108–109; The Earth Angels, 88–89; Phoenix Kids Pride Program, 110–111; Service in Our Community, 112–115



SE/TE: Bibliography, 1h, 49h, 97h, 147h, 195h, 243h; Literature, 1f, 29a, 43, 49f, 61, 67a, 75a, 87, 97f, 115, 123, 147f, 171a, 179a, 195f, 221, 229a, 243f, 255a, 263a, 275; Primary Sources, 28-29, 34-35, 74-75, 86-87, 90, 116-117, 132-133, 170-171, 178-179, 188, 220-221, 234-235, 236, 268-269, 284-285; Analyze Primary Sources, 22, 29, 67, 68, 87, 171, 179, 183, 203, 206, 207, 223, 231, 233, 235, 243, 245, 251, 252, 259, 264, 279, 280, 281


SE/TE: Bibliography, 1h, 49h, 97h, 147h, 195h, 243h; Literature, 1f, 29a, 43, 49f, 61, 67a, 75a, 87, 97f, 115, 123, 147f, 171a, 179a, 195f, 221, 229a, 243f, 255a, 263a, 275

Grade Two 63


SE/TE: Additional Internet Links, 1c, 49c, 97c, 147c, 195c, 243c; Web Site, 1c, 8, 16, 25, 29, 30, 34, 45, 49c, 56, 60, 64, 68, 74, 76, 83, 87, 93, 96, 97c 101, 104, 112, 116, 120, 125, 132, 134, 147c, 151, 154, 160, 166, 170, 178, 180, 194, 195c, 202, 207, 210, 216, 220, 222, 235, 243c, 250, 265, 268, 272, 278, 282, 287, 290; Analyze Pictures, 9, 17, 18, 19, 22, 23, 38, 57, 77, 78, 83, 99, 101, 135, 149, 151, 162, 165, 168, 181, 187, 218, 229, 233, 251, 261, 265, 271, 275


a. Gather data SE/TE: Voting, 11; Voting for Leaders, 172–179; Chart and Graph Skills: Read a Bar Graph, 80–81; Read a Pie Chart, 130–131; Read a Table, 164–165; Read a Time Line, 226–227; Time Lines, 240, 256-257; Interpret Graphs, 81, 137 Additional TE Pages: Let’s Vote On It, 172a; Voting Day, 172a; Why Should I Vote? 179a

b. Make and record observations SE/TE: Voting, 11; Voting for Leaders, 172–179; Chart and Graph Skills: Read a Bar Graph, 80–81; Read a Pie Chart, 130–131; Read a Table, 164–165; Read a Time Line, 226–227; Time Lines, 240, 256-257; Interpret Graphs, 81, 137 Additional TE Pages: Let’s Vote On It, 172a; Voting Day, 172a; Why Should I Vote? 179a

Grade Two 64

c. Conduct surveys SE/TE: Voting, 11; Voting for Leaders, 172–179; Chart and Graph Skills: Read a Bar Graph, 80–81; Read a Pie Chart, 130–131; Read a Table, 164–165; Read a Time Line, 226–227; Time Lines, 240, 256-257; Interpret Graphs, 81, 137 Additional TE Pages: Let’s Vote On It, 172a; Voting Day, 172a; Why Should I Vote? 179a


a. Distinguish factual from fictional information SE/TE: Unit Projects, 48, 96, 146, 194, 242, 290; Analyze Reading Social Studies, 6–7, 54–55, 102–103, 152–153, 200–201, 248–249; Pictures, 9, 17, 18, 19, 22, 23, 38, 57, 77, 78, 83, 99, 101, 135, 149, 151, 162, 165, 168, 181, 187, 218, 229, 233, 251, 261, 265, 271, 275; Graphic Organizers, 8, 16, 24, 36, 62, 76, 82, 112, 120, 126, 154, 160, 172, 202, 222, 230, 256, 264, 278; Interpret Diagrams, 276; Interpret Graphs, 81, 131, 137; Interpret Maps, 21, 31, 32, 38, 40, 61, 65, 83, 117, 161, 167, 185, 203, 223, 267

b. Find relationships between gathered information SE/TE: Unit Projects, 48, 96, 146, 194, 242, 290; Analyze Reading Social Studies, 6–7, 54–55, 102–103, 152–153, 200–201, 248–249; Pictures, 9, 17, 18, 19, 22, 23, 38, 57, 77, 78, 83, 99, 101, 135, 149, 151, 162, 165, 168, 181, 187, 218, 229, 233, 251, 261, 265, 271, 275; Graphic Organizers, 8, 16, 24, 36, 62, 76, 82, 112, 120, 126, 154, 160, 172, 202, 222, 230, 256, 264, 278; Interpret Diagrams, 276; Interpret Graphs, 81, 131, 137; Interpret Maps, 21, 31, 32, 38, 40, 61, 65, 83, 117, 161, 167, 185, 203, 223, 267

Grade Two 65


SE/TE: Unit Projects, 48, 96, 146, 194, 242, 290; Analyze Reading Social Studies, 6–7, 54–55, 102–103, 152–153, 200–201, 248–249; Pictures, 9, 17, 18, 19, 22, 23, 38, 57, 77, 78, 83, 99, 101, 135, 149, 151, 162, 165, 168, 181, 187, 218, 229, 233, 251, 261, 265, 271, 275; Graphic Organizers, 8, 16, 24, 36, 62, 76, 82, 112, 120, 126, 154, 160, 172, 202, 222, 230, 256, 264, 278; Interpret Diagrams, 276; Interpret Graphs, 81, 131, 137; Interpret Maps, 21, 31, 32, 38, 40, 61, 65, 83, 117, 161, 167, 185, 203, 223, 267


a. Distinguish factual from fictional information SE/TE: Primary Sources, 28-29, 34-35, 74-75, 86-87, 90, 116-117, 132-133, 170-171, 178-179, 188, 220-221, 234-235, 236, 268-269, 284-285; Analyze Primary Sources, 22, 29, 67, 68, 87, 171, 179, 183, 203, 206, 207, 223, 231, 233, 235, 243, 245, 251, 252, 259, 264, 279, 280, 281; Unit Projects, 48, 96, 146, 194, 242, 290; Analyze Reading Social Studies, 6–7, 54–55, 102–103, 152–153, 200–201, 248–249

b. Find relationships between gathered information SE/TE: Primary Sources, 28-29, 34-35, 74-75, 86-87, 90, 116-117, 132-133, 170-171, 178-179, 188, 220-221, 234-235, 236, 268-269, 284-285; Analyze Primary Sources, 22, 29, 67, 68, 87, 171, 179, 183, 203, 206, 207, 223, 231, 233, 235, 243, 245, 251, 252, 259, 264, 279, 280, 281; Unit Projects, 48, 96, 146, 194, 242, 290; Analyze Reading Social Studies, 6–7, 54–55, 102–103, 152–153, 200–201, 248–249

Grade Two 66


SE/TE: Graphic Organizers, 8, 16, 24, 36, 62, 76, 82, 112, 120, 126, 154, 160, 172, 202, 222, 230, 256, 264, 278; Interpret Diagrams, 276; Interpret Graphs, 81, 131, 137; Interpret Maps, 21, 31, 32, 38, 40, 61, 65, 83, 117, 161, 167, 185, 203, 223, 267; Mapmaking, 19, 21, 33, 39, 46, 61, 125a, 125, 215


a. Compare information from a variety of sources SE/TE: Compare and Contrast, 9, 17, 18, 23, 24, 25, 26, 27, 37, 41, 43, 56, 58, 59, 62, 63, 64, 78, 101, 112, 115, 119, 135, 139, 155, 156, 182, 197, 205, 212, 221, 227, 257, 261, 263, 271, 274, 277, 278; Then and Now, 22-23, 66-67, 138-139, 228-229

b. Compare information to prior knowledge SE/TE: Compare and Contrast, 9, 17, 18, 23, 24, 25, 26, 27, 37, 41, 43, 56, 58, 59, 62, 63, 64, 78, 101, 112, 115, 119, 135, 139, 155, 156, 182, 197, 205, 212, 221, 227, 257, 261, 263, 271, 274, 277, 278


SE/TE: Cause and Effect, 11, 54, 63, 67, 68, 69, 75, 79, 82, 83, 88, 93, 109, 110, 111, 135, 156, 162, 167, 171, 179, 182, 183, 204, 211, 216, 221, 224; Sequence, 107, 109, 120, 121, 122, 172, 173, 200-201, 202, 226, 230, 239, 256, 268; Main Idea and Details, 16, 29, 31, 33, 38, 51, 57, 63, 66, 70, 75, 89, 113, 115, 126, 140, 152-153, 154, 155, 158, 161, 166, 168, 169, 172, 173, 180, 182, 191, 207, 210, 211, 218, 219, 222, 223, 231, 235, 274, 279, 280

Grade Two 67

Grade Two 68



SE/TE: Unit Projects, 48, 96, 146, 194, 242, 290; Lesson Wrap Up, 15a, 23a, 29a, 35a, 41a, 61a, 67a, 75a, 81a, 89a, 111a, 119a, 125a, 133a, 139a, 159a, 165a, 171a, 179a, 187a, 209a, 215a, 221a, 235a, 255a, 271a, 277a, 283a


SE/TE: Citizenship Skills, H4–H5; We Belong to Groups, 6–7; Living in a Neighborhood, 8–11; Kids Care Clubs, 12–13; Solve a Problem, 14–15; Make a Decision, 108–109; The Earth Angels, 88–89; Phoenix Kids Pride Program, 110–111; Service in Our Community, 112–115

Scott Foresman Social Studies Communities


Grade Three



A. The Foundations and Function of Government 1. Explain the role of individuals and groups in creating rules and laws to maintain order, protect citizens, and provide services

a. Identify local government leaders, such as the mayor, county council members or commissioners, and county executive and explain their role in protecting citizens and maintaining order

SE/TE: Community Leaders, 390–395; Citizen Heroes: an Honest Man, 396–397; Biography: Jimmy Carter, 398–401

b. Explain the consequences of violating rules and laws

SE/TE: The Bill of Rights, 370; Taking Responsibility, 378–379; Services Local Governments Provide, 386; Community Leaders, 392

Grade Three 69

c. Describe the selection process and duties of local officials who make, apply, and enforce laws through government

SE/TE: Being a Good Citizen, 376–379; Community Leaders, 390–395 Additional TE Pages: Explore the Election Process, 394

2. Explain how certain practices are connected with the democratic principles (skills, attitudes, and dispositions) of being a citizen

a. Identify and explain democratic principles, such as individual rights and responsibilities, patriotism, common good, justice and equality

SE/TE: Citizenship Skills, H2–H3; Begin with the Pledge, 350–351; United States Government, 366-371; Here and There, 372-373; Citizenship in History, 374-375; Being a Good Citizen, 376-379; State Government, 398-401; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Issues and Viewpoints, 166–167, 228–229 Additional TE Pages: Citizenship, 16, 25, 40, 82, 121, 166, 191, 256, 273, 299, 370, 378

b. Describe practices such as voting, following rules, volunteering, and recognizing national holidays associated with democratic principles

SE/TE: Citizenship Skills, H2–H3; Begin with the Pledge, 350–351; United States Government, 366-371; Here and There, 372-373; Citizenship in History, 374-375; Being a Good Citizen, 376-379; State Government, 398-401; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Celebrations Across Our Own Nation, 120–123; N’cwala, an African Thanksgiving, 124–125; Celebrate! 132; The United States of America, 148–149; Literature and Social Studies: The Declaration of Independence, 367; Map Adventure: Washington D.C., 369 Additional TE Pages: Citizenship, 16, 25, 40, 82, 121, 166, 191, 256, 273, 299, 370, 378

Grade Three 70

B. Individual and Group Participation in the Political System 1. Explain how people and events have contributed to the American political system.

a. Describe the contributions of local government leaders such as county executives, county council, mayor and city council

SE/TE: Community Services, 384–387; Government Officials, 391; Fact File: Community Leaders, 392–393; State Government, 398–401; Chapter Review, 404–405

b. Describe the contributions of people who contributed to the common good of society

SE/TE: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Biography, 24–25, 46–47, 96–97, 118–119, 156–157, 176–177, 236–237, 272–273, 312–313, 326–327, 364–365, 402–403

2. Analyze the role of individual and group participation in creating a supportive community

a. Explain the decision making process used to accomplish a community goal or solve a community problem

SE/TE: Conflict Resolution, 184–185; Solve Problems, 184–185; Make a Decision, 304–305; Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397

b. Explain the roles and responsibilities of effective citizens in a political process

SE/TE: Citizenship Skills, H2–H3; Begin with the Pledge, 350–351; United States Government, 366-371; Here and There, 372-373; Citizenship in History, 374-375; Being a Good Citizen, 376-379; State Government, 398-401; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397 Additional TE Pages: Citizenship, 16, 25, 40, 82, 121, 166, 191, 256, 273, 299, 370, 378

Grade Three 71

c. Describe the actions of people who have made a positive difference in their community, such as community and civic leaders, and organizations

SE/TE: Community Leaders, 390–395; Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Biography, 24–25, 46–47, 96–97, 118–119, 156–157, 176–177, 236–237, 272–273, 312–313, 326–327, 364–365, 402–403

C. Protecting Rights and Maintaining Order 1. Explain the rights and responsibilities of being a member of the school and the community

a. Describe the responsibilities of being an effective citizen, such as cleaning up your neighborhood, being informed, obeying rules and laws, participating in class decisions, and volunteering

SE/TE: Citizenship Skills, H2–H3; Begin with the Pledge, 350–351; Being a Good Citizen, 376-379; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Issues and Viewpoints, 166–167, 228–229 Additional TE Pages: Citizenship, 16, 25, 40, 82, 121, 166, 191, 256, 273, 299, 370, 378



A. Elements of Culture 1. Analyze and describe elements of a multicultural setting

Grade Three 72

a. Use fiction and non-fiction to compare the elements of several cultures and how they meet their human needs for clothing, food, shelter, recreation, education, stories, art, music, and language

SE/TE: A Rural Community, 38–39; A Suburban Community, 42–43; Biography: William Levitt, 46–47; An Urban Community, 48–50; A Mountain Community, 172–173; A Water Community, 178–179; Here and There: World Climate Regions, 180–181; A Crossroads Community, 186–189; What Is Your Community’s Environment, 142–147; Celebrating Cultures, 104–109; Celebrating a Community’s Past, 114–115; Celebrations Across Our Own Nation, 120–123; A Spanish Community, 214–219; A French Community, 224–227; An English Community, 230–235

b. Explain how and why media, such as the internet, television, radio, and newspaper provide an opportunity to understand various perspectives about cultures

SE/TE: Research Skills: Technology Resources, H7; Bibliographies, 1h, 65h, 133h, 199h, 281h, 349h; Technology & Internet Links, 1c, 8b, 36b, 65c, 72b, 102b, 133c, 140b, 170b, 199c, 206b, 240b, 281c, 288b, 316b, 349c, 356b, 382b; Internet Activity, 35, 59, 101, 127, 169, 193, 239, 275, 315, 343, 381, 405

B. Cultural Diffusion 1. Identify and describe how individuals and groups share and borrow from other cultures

a. Use non-fiction texts to identify and discuss examples of how communities borrow and share from other cultures

SE/TE: Cultures, 68-69, 70-71, 78-81, 86-89, 93, 96-97, 100-101, 104-109, 112-113, 114-117, 118-119, 120-123, 124-125, 126-127

C. Conflict and Compromise 1. Analyze how groups of people interact

Grade Three 73

a. Identify and demonstrate appropriate social skills necessary for working in a cooperative group such as sharing concern, compassion, and respect among group members

SE/TE: Conflict Resolution, 184–185; Solve Problems, 184–185; Make a Decision, 304–305; Citizenship Skills, H2–H3; Unit Projects, 64, 132, 198, 280, 348, 410; Make Decisions, 5, 164, 177, 252, 301, 332, 385, 394; Solve Problems, 82, 91, 202, 228, 270, 400

b. Analyze how different points of view in school and community situations may result in compromise or conflict

SE/TE: Conflict Resolution, 184–185; Solve Problems, 184–185; Make a Decision, 304–305; Citizenship Skills, H2–H3; Unit Projects, 64, 132, 198, 280, 348, 410; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Issues and Viewpoints, 166–167, 228–229



A. Using Geographic Tools 1. Use geographic tools to locate and construct meaning about places on Earth

a. Describe the purposes of a variety of maps and atlases, such as transportation maps, physical maps, and political maps

SE/TE: Geography Skills: Read a Political Map, H16; Read a Physical Map, H17; Read a History Map, H20; Use a Locator Map, 222; Map Adventure, 51, 80, 174, 245, 320, 369

Grade Three 74

b. Construct and interpret maps by using elements, such as title, compass rose, simple grid system, scale, legend/key, date, and author

SE/TE: Map Adventure, 51, 80, 174, 245, 320, 369; Maps, 10, 20, 21, 22, 26, 32, 38, 42, 48, 51, 74, 75, 80, 84, 90, 98, 104, 111, 114, 120, 142, 148, 152, 153, 172, 174, 178, 182, 186, 191, 208, 210, 214, 220, 222, 224, 230, 245, 252, 257, 258, 266, 317, 318, 320, 328, 338, 340, 369, 390, 398; Map and Globe Skills, 32, 98, 110, 222, 388; Atlas, R2-R13 Additional TE Pages: Mental Mapping, 15, 51, 73, 108, 149, 175, 215, 245, 289, 331, 357, 397

c. Identify the location of communities, major cities in Maryland, and United States using a globe, maps, and atlases

SE/TE: Maps, 10, 20, 21, 22, 26, 32, 38, 42, 48, 51, 74, 75, 80, 84, 90, 98, 104, 111, 114, 120, 142, 148, 152, 153, 172, 174, 178, 182, 186, 191, 208, 210, 214, 220, 222, 224, 230, 245, 252, 257, 258, 266, 317, 318, 320, 328, 338, 340, 369, 390, 398; Map Adventure, 51, 80, 174, 245, 320, 369; Map and Globe Skills, 32, 98, 110, 222, 388; Atlas, R2-R13

B. Geographic Characteristics of Places and Regions 1. Compare places and regions around the world using geographic characteristics

a. Compare places and regions using geographic features

SE/TE: Communities, 10–17; United States Communities, 18–25; World Communities, 26–31; A Rural Community, 38–41; A Suburban Community, 42–45; An Urban Community, 48–55; What’s Your Community’s Environment? 142–147; A Mountain Community, 172–173; A Water Community, 178–179; A Crossroads Community, 186–189; Here and There: World Climate Regions, 180–181; World Climate Regions, 182, 183

Grade Three 75

b. Identify natural/physical and human-made features of places and regions

SE/TE: A Rural Community, 38–41; A Suburban Community, 42–45; An Urban Community, 48–55; What’s Your Community’s Environment? 142–147; A Mountain Community, 172–173; A Water Community, 178–179; A Crossroads Community, 186–189; Here and There: World Climate Regions, 180–181; World Climate Regions, 182, 183

c. Describe population distribution of places and regions such as rural and urban

SE/TE: Communities, 10–17; United States Communities, 18–25; World Communities, 26–31; A Rural Community, 38–41; A Suburban Community, 42–45; An Urban Community, 48–55

d. Describe how geographic characteristics of places and regions change over time and influence the way people live and work

SE/TE: From Farm to Town, 44–45; A Rural Community, 38–41; A Suburban Community, 42–45; An Urban Community, 48–55; A New Life in America, 90–95; What’s Your Community’s Environment? 142–147; Transportation Over Time, 242–247; Map Adventure: Traveling West, 245–246; Communication Over Time, 250–255; Inventions Over Time, 258–263; Spreading the News, 264–265

C. Movement of People, Goods and Ideas 1. Describe how transportation and communication networks link places through the movement of people, goods, and ideas

a. Explain how transportation and communication networks connect places, people, and ideas

SE/TE: Transportation Over Time, 242–247; Communication Over Time, 250–255; Inventions Over Time, 258–263; Spreading the News, 264–265

Grade Three 76

b. Identify reasons for the movement of people from one community or region to another

SE/TE: People Move from Place to Place, 72–73; Moving to a New Community, 74–77; Learning New Customs, 78–79; Map Adventure: Boston, 80–81; Citizen Heroes: A Country for Everyone, 82–83; Where Did They Come From? 84–89; A New Life in America, 90–95; Communities and Resources, 160–165


a. Describe how people in a community modify their environment to meet changing needs for transportation, shelter, and making a living

SE/TE: What’s Your Community’s Environment? 142–147; Living in Different Climates, 150–153; Then and Now: Homes of The Pueblo, 154–155; Communities and Resources, 160–165; A Mountain Community, 172–173; A Water Community, 178–179; World Climate Regions, 180–181; A Crossroads Community, 186–189; Earning, Spending, and Saving, 290–295; Choosing Wisely, 300–303; Make a Decision, 304–305; A Community Business, 306–308; Supply and Demand, 311

b. Describe why and how people make decisions about protecting the environment

SE/TE: Communities and Resources, 160–165; Issues and Viewpoints: Recycling, 166–167; Review, 168-169; Using Resources, 318-319

c. Compare ways that people adapt to the environment for food, clothing, and shelter

SE/TE: Individuals and the Environment, 10-15, 18-23, 34-35, 38-41, 42-45, 48-53, 58-59, 136-137, 146-147, 172-175, 180-181, 192-193

Grade Three 77



A. Scarcity and Economic Decision-making 1. Explain that people must make choices because resources are limited relative to unlimited wants for goods and services

a. Explain why people must make economic choices SE/TE: Earning, Spending, and Saving, 290–295; Choosing Wisely, 300–303; Make a Decision, 304–305

b. Identify and apply the steps in the decision-making process

SE/TE: Earning, Spending, and Saving, 290–295; Choosing Wisely, 300–303; Make a Decision, 304–305

c. Identify the opportunity cost of a choice or decision SE/TE: Earning, Spending, and Saving, 290–295; Choosing Wisely, 300–303; Make a Decision, 304–305; Supply and Demand, 311; Depending on Others, 328–333; World Trade, 338–339

2. Examine the production process

a. Explain how producers make choices because of limited natural, human, and capital resources

SE/TE: Earning, Spending, and Saving, 290–295; Choosing Wisely, 300–303; Make a Decision, 304–305; A Community Business, 306–308

Grade Three 78

b. Give examples of when limited resources affect the decisions producers make

SE/TE: A Community Business, 306–308; Using Resources, 318–323; People at Work, 321–323; Depending on Others, 328–333

c. Describe steps in the production process to produce a product

SE/TE: A Community Business, 306–308; Using Resources, 318–323; Using a Cutaway Diagram, 324–325; Meet Henry Ford, 326–327

d. Explain how specialized work results in increased production

SE/TE: A Community Business, 306–308; Using People at Work, 321–323; Depending on Others, 328–333

3. Examine how technology affects the way people live, work, and play

a. Describe how changes in technology have affected the lives of consumers, such as UPC bar codes and online shopping

SE/TE: For related information see: A World of Trade, 334–339; Here and There: Around the World, 340–341; Transportation Over Time, 242–247; Communication Over Time, 250–255; Inventions Over Time, 258–263

b. Describe how changes in technology have affected lives of producers, such as robot-powered assembly lines

SE/TE: For related information see: A World of Trade, 334–339; Here and There: Around the World, 340–341; Transportation Over Time, 242–247; Communication Over Time, 250–255; Inventions Over Time, 258–263

B. Economic Systems and the Role of Government in the Economy 1. Describe different types of markets

Grade Three 79

a. Identify markets that are not face-to-face meetings, such as Internet shopping or catalog shopping

SE/TE: For related information see: Earning, Spending, and Saving, 290–295; History of Money, 296–297; Choosing Wisely, 300–303; Make a Decision, 304–305

b. Describe how countries around the world trade in the global market

SE/TE: A World of Trade, 334–339; Here and There: Around the World, 340–341; Trade, 160-165, 318-319, 320, 321, 322-323

2. Identify goods and services provided by the government and paid for by taxes

a. Classify goods and services according to who produces them such as, the government, business, or both

SE/TE: Goods and Services, 307; The Amount of a Product, 308; Government Services, 354–355; Community Services, 384–387

3. Describe how consumers acquire goods and services

a. Develop a budget indicating income and expenses SE/TE: Keeping Track of Money, 292–293; Saving Money, 294–295 Additional TE Pages: Analyze a Budget, 293

b. Develop a plan that shows how money is obtained, such as selling things, getting a gift, and getting allowance

SE/TE: Keeping Track of Money, 292–293; Saving Money, 294–295 Additional TE Pages: Analyze a Budget, 293

Grade Three 80



A. Change over Time 1. Examine differences between past and present time

a. Develop a timeline of events in the community SE/TE: Make a Time Line, 275, 339

b. Explain the relationship among events in a variety of timelines

SE/TE: Time Lines, 248–249, 275, 339

2. Investigate how people lived in the past using a variety of primary and secondary sources

a. Collect and examine information about people, places, or events of the past using pictures, photographs, maps, audio or visual tapes, and or documents

SE/TE: People Move from Place to Place, 72–73; Where Did They Come From? 84–89; A New Life in America, 90–95; Celebrating Cultures, 104–109; Celebrating a Community’s Past, 114–115; Celebrations Across Our Own Nation, 120–123; A Spanish Community, 214–219; A French Community, 224–227; An English Community, 230–235; Analyze Pictures, H10, H11, H12, 3, 5, 13, 28, 52, 54, 55, 61, 67, 69, 88, 97, 105, 108, 113, 115, 125, 129, 135, 162, 164, 176, 195, 203, 216, 217, 118, 225, 226, 231, 235, 236, 260, 262, 272, 283, 310, 326, 329, 332, 341, 351, 373, 394

Grade Three 81

b. Compare family life in the local community by considering jobs, communication, and transportation

SE/TE: People Move from Place to Place, 72–73; Where Did They Come From? 84–89; A New Life in America, 90–95; Celebrating Cultures, 104–109; Celebrating a Community’s Past, 114–115; Celebrations Across Our Own Nation, 120–123; A Spanish Community, 214–219; A French Community, 224–227; An English Community, 230–235; Transportation Over Time, 242–247; Communication Over Time, 250–255; Inventions Over Time, 258–263



A. Read to Learn and Construct Meaning about Social Studies 1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

a. Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources

SE/TE: Lesson Vocabulary, 10, 18, 26, 32, 38, 42, 48, 74, 78, 84, 90, 104, 110, 114, 120, 142, 150, 160, 172, 178, 186, 208, 212, 214, 222, 224, 230, 242, 248, 250, 258, 266, 290, 300, 306, 318, 324, 328, 334, 358, 366, 376, 384, 390, 398; Vocabulary Preview, 8, 36, 72, 102, 140, 170, 206, 240, 288, 316, 356, 382

Grade Three 82

b. Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences


c. Use context clues to understand new social studies vocabulary

SE/TE: Unit Review: Vocabulary, 62–63,130–131, 196–197, 278–279, 346–347, 408–409

d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression


2. Use strategies to prepare for reading (before reading)

a. Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features

SE/TE: Reading Social Studies, 6–7, 70–71, 138–131, 204–205, 286–287, 354–355; Thinking Skills, 56–57, 184–185, 270–271, 304–305, 382–382; Maps, Charts, and Graphs, 9, 10, 14, 16, 17, 20, 21, 22, 26, 32-33, 38, 42, 48, 51, 56, 73, 74, 75, 80, 84, 87, 90, 98-99, 103, 104, 110-111, 114, 120, 141, 142, 148, 152, 153, 158, 171, 172, 174, 178, 182, 186, 189, 191, 207, 208, 210, 214, 216, 220, 222, 224, 230, 234, 241, 245, 248, 252, 257, 258, 266, 279, 289, 290, 291, 292, 302, 317, 318, 320, 324, 327, 328, 334, 338-389, 340, 357, 358, 369, 383, 390, 398, R2-R3, R4-R5, R6-R7, R8-R9, R10-R11, R12-R13

Grade Three 83

b. Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons

SE/TE: Preview, 38, 42, 48, 74, 78, 84, 90, 104, 110, 114, 120, 142, 150, 156, 160, 166, 172, 176, 178, 182, 184, 186, 190, 208, 212, 214, 220, 222, 224, 228, 230, 242, 248, 250, 256, 258, 266, 270, 276, 290, 296, 298, 300, 306, 312, 318, 324, 326, 328, 334, 340, 358, 362, 366, 372, 374, 376, 384, 388, 390, 396, 398, 402, 406

c. Set a purpose for reading the text SE/TE: Lesson Objectives, 38, 42, 48, 74, 78, 84, 90, 104, 110, 114, 120, 142, 150, 156, 160, 166, 172, 176, 178, 182, 184, 186, 190, 208, 212, 214, 220, 222, 224, 228, 230, 242, 248, 250, 256, 258, 266, 270, 276, 290, 296, 298, 300, 306, 312, 318, 324, 326, 328, 334, 340, 358, 362, 366, 372, 374, 376, 384, 388, 390, 396, 398, 402, 406

d. Ask questions and make predictions about the text SE/TE: For related information see: Preview, 38, 42, 48, 74, 78, 84, 90, 104, 110, 114, 120, 142, 150, 156, 160, 166, 172, 176, 178, 182, 184, 186, 190, 208, 212, 214, 220, 222, 224, 228, 230, 242, 248, 250, 256, 258, 266, 270, 276, 290, 296, 298, 300, 306, 312, 318, 324, 326, 328, 334, 340, 358, 362, 366, 372, 374, 376, 384, 388, 390, 396, 398, 402, 406

e. Make connections to the text using prior knowledge and experiences

SE/TE: Students activate prior knowledge during the Preview activities. Preview, 38, 42, 48, 74, 78, 84, 90, 104, 110, 114, 120, 142, 150, 156, 160, 166, 172, 176, 178, 182, 184, 186, 190, 208, 212, 214, 220, 222, 224, 228, 230, 242, 248, 250, 256, 258, 266, 270, 276, 290, 296, 298, 300, 306, 312, 318, 324, 326, 328, 334, 340, 358, 362, 366, 372, 374, 376, 384, 388, 390, 396, 398, 402, 406


Grade Three 84

a. Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/ differences, and problem/solution to gain meaning

SE/TE: Sequence, 237, 271, 286, 290, 291, 292, 294, 295, 305, 318, 323, 328, 330, 333; Cause and Effect, 93, 94, 161, 162, 188, 204, 208, 209, 211, 214, 215, 217, 218, 219, 221, 224, 225, 227, 230, 231, 232, 235, 242, 243, 244, 246, 247, 250, 252, 253, 255, 258, 263, 266, 269, 272, 306, 308, 310, 311, 327, 329, 331, 363, 365, 368, 370; Main Idea and Details, 6, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29, 38, 39, 41, 42, 43, 44, 45, 48, 49, 50, 52, 53, 54, 55, 61, 75, 76, 77, 79, 82, 83, 84, 85, 86, 87, 89, 90, 91, 92, 93, 94, 95, 97, 105, 106, 107, 108, 117, 120, 122, 123, 129, 137, 145, 146, 151, 152, 155, 156, 157, 162, 165, 173, 174, 177, 179, 180, 183, 185, 187, 188, 191, 203, 216, 220, 229, 231, 233, 244, 253, 259, 261, 262, 263, 267, 268, 276, 277, 291, 292, 297, 299, 300, 301, 303, 305, 319, 322, 326, 329, 330, 332, 335, 336, 351, 359, 361, 369, 370, 371, 377, 379;385, 391, 392, 393, 395, 399, 400, 401; Compare and Contrast, H11, H12, 11, 12, 20, 21, 22, 27, 40, 46, 49, 50, 55, 69, 70, 74, 75, 77, 78, 79, 81, 83, 91, 92, 93, 95, 96, 104, 107, 109, 113, 114, 115, 116, 117, 121, 123, 124, 129, 137, 144, 148, 151, 153, 154, 173, 180, 183, 188, 203, 221, 235, 243, 244, 251, 253, 254, 255, 261, 265, 283, 285, 294, 297, 302, 307, 313, 321, 322, 334, 338, 339, 359, 360, 361, 386, 392; Solve Problems, 40, 82, 91, 202, 228, 270

b. Reread slowly and carefully, restate, or read on and revisit difficult parts

SE/TE: Teachers can encourage rereading as students complete the Teach and Discuss questions. For example see pages 39, 43, 49, 75, 79, 85, 91, 115, 111, 115, 121, 143, 151, 157, 161, 167, 173, 177, 179, 183, 185, 187, 191, 209, 213, 215, 221, 223, 225, 229, 231, 243, 249, 251, 257, 259, 267, 271, 277, 291, 297, 299, 301, 307, 313, 319, 325, 327, 329, 335, 341, 359, 363, 367, 373, 375, 377, 385, 389, 391, 397, 399, 403, and 407

Grade Three 85

c. Use a graphic organizer or another note-taking technique to record important ideas or information

SE/TE: Graphic Organizers, 6, 15, 23, 29, 34, 41, 53, 58, 70, 77, 81, 89, 95, 100, 109, 117, 123, 126, 138, 147, 155, 165, 168, 175, 181, 192, 204, 211, 219, 227, 235, 238, 247, 255, 263, 269, 274, 286, 295, 303, 311, 314, 323, 333, 339, 342, 354, 361, 371, 379, 380, 387, 395, 401, 404; Charts, Graphs, Tables, Time Lines, 14, 56, 87, 158, 216, 234, 248, 291, 292, 302, 324, 327, 378, 391, 392, 399, 400 Additional TE pages: Graphic Organizers, 10, 18, 38, 42, 74, 78, 84, 90, 104, 114, 120, 142, 150, 160, 172, 178, 186, 208, 214, 224, 230, 242, 250, 258, 266, 290, 300, 306, 318, 328, 334, 358, 366, 376, 384, 390, 398

d. Look back through the text to search for connections between and among ideas

SE/TE: Lesson Review, Lesson Review, 15, 23, 29, 41, 45, 53, 77, 81, 89, 95, 109, 117, 147, 155, 165, 175, 181, 189, 211, 219, 227, 235, 247, 255, 263, 269, 295, 303, 311, 323, 333, 139, 361, 371, 379, 387, 395, 401

e. Make, confirm,or adjust predictions about the text SE/TE: For related information see: Preview, 38, 42, 48, 74, 78, 84, 90, 104, 110, 114, 120, 142, 150, 156, 160, 166, 172, 176, 178, 182, 184, 186, 190, 208, 212, 214, 220, 222, 224, 228, 230, 242, 248, 250, 256, 258, 266, 270, 276, 290, 296, 298, 300, 306, 312, 318, 324, 326, 328, 334, 340, 358, 362, 366, 372, 374, 376, 384, 388, 390, 396, 398, 402, 406

f. Periodically summarize or paraphrase important ideas while reading

SE/TE: Summarize, 15, 23, 29, 41, 45, 53, 77, 89, 95, 109, 117, 123, 165, 183, 194, 321, 322, 354, 358, 359, 361, 365, 366, 367, 368, 371, 376, 377, 379, 384, 385, 387, 390, 394, 395, 398, 399, 401

Grade Three 86

g. Visualize what was read for deeper meaning SE/TE: Visual Learning, 22, 54, 117, 220, 267, 304, 360, 368; Analyze Pictures, H10, H11, H12, 3, 5, 13, 28, 52, 54, 55, 61, 67, 69, 88, 97, 105, 108, 113, 115, 125, 129, 135, 162, 164, 176, 195, 203, 216, 217, 118, 225, 226, 231, 235, 236, 260, 262, 272, 283, 310, 326, 329, 332, 341, 351, 373, 394

h. Explain personal connections to the ideas or information in the text

SE/TE: Lesson Review, 15, 23, 29, 41, 45, 53, 77, 81, 89, 95, 109, 117, 147, 155, 165, 175, 181, 189, 211, 219, 227, 235, 247, 255, 263, 269, 295, 303, 311, 323, 333, 139, 361, 371, 379, 387, 395, 401; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405


a. Identify and explain what is directly stated in the text

SE/TE: Lesson Review, 15, 23, 29, 41, 45, 53, 77, 81, 89, 95, 109, 117, 147, 155, 165, 175, 181, 189, 211, 219, 227, 235, 247, 255, 263, 269, 295, 303, 311, 323, 333, 139, 361, 371, 379, 387, 395, 401; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405

Grade Three 87

b. Identify, paraphrase, or summarize the main idea of the text

SE/TE: Main Idea and Details, 6, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29, 38, 39, 41, 42, 43, 44, 45, 48, 49, 50, 52, 53, 54, 55, 61, 75, 76, 77, 79, 82, 83, 84, 85, 86, 87, 89, 90, 91, 92, 93, 94, 95, 97, 105, 106, 107, 108, 117, 120, 122, 123, 129, 137, 145, 146, 151, 152, 155, 156, 157, 162, 165, 173, 174, 177, 179, 180, 183, 185, 187, 188, 191, 203, 216, 220, 229, 231, 233, 244, 253, 259, 261, 262, 263, 267, 268, 276, 277, 291, 292, 297, 299, 300, 301, 303, 305, 319, 322, 326, 329, 330, 332, 335, 336, 351, 359, 361, 369, 370, 371, 377, 379;385, 391, 392, 393, 395, 399, 400, 401; Summarize, 15, 23, 29, 41, 45, 53, 77, 89, 95, 109, 117, 123, 165, 183, 194, 321, 322, 354, 358, 359, 361, 365, 366, 367, 368, 371, 376, 377, 379, 384, 385, 387, 390, 394, 395, 398, 399, 401

c. Determine and explain the author’s purpose SE/TE: For related information see: Preview, 38, 42, 48, 74, 78, 84, 90, 104, 110, 114, 120, 142, 150, 156, 160, 166, 172, 176, 178, 182, 184, 186, 190, 208, 212, 214, 220, 222, 224, 228, 230, 242, 248, 250, 256, 258, 266, 270, 276, 290, 296, 298, 300, 306, 312, 318, 324, 326, 328, 334, 340, 358, 362, 366, 372, 374, 376, 384, 388, 390, 396, 398, 402, 406; Bibliography, 1h, 65h, 133h, 199h, 281h, 349h

d. Distinguish between facts and opinions SE/TE: Point of View, 228, 344, 363, 396

e. Explain whether or not the author’s opinion is presented fairly

SE/TE: Bibliography, 1h, 65h, 133h, 199h, 281h, 349h; Point of View, 228, 344, 363, 396

Grade Three 88

f. Explain what is not directly stated in the text by drawing inferences

SE/TE: Make Inferences, Hl0, 29, 39, 43, 47, 49, 87, 88, 121, 122, 128, 145, 153, 163, 166, 173, ~76, 203, 209, 217, 221, 225, 226, 251, 259, 262, 268, 271, 273, 277, 285, 292, 305, 321, 335, 337, 365, 375, 378, 386, 387

g. Confirm or refute predictions made about the text to form new ideas

SE/TE: For related information see: Preview, 38, 42, 48, 74, 78, 84, 90, 104, 110, 114, 120, 142, 150, 156, 160, 166, 172, 176, 178, 182, 184, 186, 190, 208, 212, 214, 220, 222, 224, 228, 230, 242, 248, 250, 256, 258, 266, 270, 276, 290, 296, 298, 300, 306, 312, 318, 324, 326, 328, 334, 340, 358, 362, 366, 372, 374, 376, 384, 388, 390, 396, 398, 402, 406

h. Connect the text to prior knowledge or personal experiences

SE/TE: Students activate prior knowledge during the Preview activities. Preview, 38, 42, 48, 74, 78, 84, 90, 104, 110, 114, 120, 142, 150, 156, 160, 166, 172, 176, 178, 182, 184, 186, 190, 208, 212, 214, 220, 222, 224, 228, 230, 242, 248, 250, 256, 258, 266, 270, 276, 290, 296, 298, 300, 306, 312, 318, 324, 326, 328, 334, 340, 358, 362, 366, 372, 374, 376, 384, 388, 390, 396, 398, 402, 406

i. Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge

SE/TE: Draw Conclusions, H12, 3, 15, 19, 21, 25, 44, 50, 57, 75, 76, 80, 81, 85, 86, 91, 92, 95, 97, 113, 122, 124, 138, 142, 143, 145, 147, 150, 152, 155, 157, 160, 161, 163, 165, 167, 172, 173, 174, 175, 178, 179, 181, 186, 187, 189, 195, 210, 215, 217, 219, 220, 226, 232, 243, 251, 259, 260, 261, 265, 267, 269, 273, 276, 283, 302, 303, 305, 308, 309, 313, 336, 341, 345, 351, 360, 363, 367, 369, 391, 407; Generalize, 46, 115, 135, 166, 262, 297, 313

Grade Three 89

B. Write to Learn and Communicate Social Studies Understandings 1. Use informal writing strategies, such as journal writing, note taking, quick writes, and graphic organizers to clarify, organize, remember and/or express new understandings

a. Identify key ideas SE/TE: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371; Writing: Curriculum Connection, H2, H5, H9, H16, if, 17, 41, 53, 65f, 76, 82, 86, 89, 91, 133f, 135, 145, 147, 181, 185, 195, 199f, 201, 244, 257, 259, 263, 272, 276, 281f, 299, 309, 325, 332, 349f, 379, 407

b. Connect key ideas to prior knowledge (personal experience, text, and world)

SE/TE: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371

2. Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters and summaries to inform

a. Identify form, audience, topic, and purpose before writing

SE/TE: Writing: Curriculum Connection, H2, H5, H9, H16, if, 17, 41, 53, 65f, 76, 82, 86, 89, 91, 133f, 135, 145, 147, 181, 185, 195, 199f, 201, 244, 257, 259, 263, 272, 276, 281f, 299, 309, 325, 332, 349f, 379, 407; Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371

b. Organize facts and/or data to support a topic SE/TE: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371

c. Provide introduction, body, and conclusion SE/TE: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371

Grade Three 90

d. Cite sources of information SE/TE: For related information see: Link to Writing, 89, 109, 155, 227, 255, 371

3. Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade

a. Identify form audience, topic and purpose SE/TE: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371; Writing: Curriculum Connection, H2, H5, H9, H16, if, 17, 41, 53, 65f, 76, 82, 86, 89, 91, 133f, 135, 145, 147, 181, 185, 195, 199f, 201, 244, 257, 259, 263, 272, 276, 281f, 299, 309, 325, 332, 349f, 379, 407

b. State a clear opinion or position SE/TE: For related information see: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371

c. Support the opinion or position with facts and/or data

SE/TE: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371

4. Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)

a. Address the topic SE/TE: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371

b. Provide accurate information SE/TE: For related information see: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371

Grade Three 91

c. Support topic with appropriate details SE/TE: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371

d. Incorporate social studies knowledge SE/TE: For related information see: Link to Writing, 29, 81, 89, 109, 155, 181, 227, 255, 333, 361, 371


a. Identify prior knowledge about the topic SE/TE: Students fulfill this objective as they complete the activities on the following pages: Unit Projects, 64, 132, 198, 280, 348, 410; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405

b. Pose questions the about the topic SE/TE: Unit Projects, 64, 132, 198, 280, 348, 410; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405

c. Formulate research questions SE/TE: Students fulfill this objective as they complete the activities on the following pages: Unit Projects, 64, 132, 198, 280, 348, 410; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405

d. Develop a plan for how to answer questions about the topic

SE/TE: Unit Projects, 64, 132, 198, 280, 348, 410; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405

Grade Three 92

2. Identify a problem/situation that requires further study

a. Define the problem/situation SE/TE: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Solve Problems, 82, 91, 202, 228, 270, 400; Make Decisions, 5, 164, 177, 252, 301, 332, 385, 394


SE/TE: Students fulfill this objective as they complete the activities on the following pages: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Solve Problems, 82, 91, 202, 228, 270, 400; Make Decisions, 5, 164, 177, 252, 301, 332, 385, 394

c. Pose questions about the problem/ situation from a variety of perspectives

SE/TE: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Solve Problems, 82, 91, 202, 228, 270, 400; Make Decisions, 5, 164, 177, 252, 301, 332, 385, 394

d. Pose questions that elicit higher order thinking responses

SE/TE: Students fulfill this objective as they complete the activities on the following pages: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Solve Problems, 82, 91, 202, 228, 270, 400; Make Decisions, 5, 164, 177, 252, 301, 332, 385, 394

Grade Three 93

e. Formulate simple research questions SE/TE: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Solve Problems, 82, 91, 202, 228, 270, 400; Make Decisions, 5, 164, 177, 252, 301, 332, 385, 394

f. Develop a plan for how to answer questions about the problem/situation

SE/TE: Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Solve Problems, 82, 91, 202, 228, 270, 400; Make Decisions, 5, 164, 177, 252, 301, 332, 385, 394; Issues and Viewpoints, 166–167, 228–229


a. Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites

SE/TE: Primary Sources, 46-47, 60-61, 82-83, 96-97, 118-119, 128-129, 156-157, 176-177, 180, 190-191, 200, 228-229, 236-237, 272-273, 276-277, 312-313, 326-327, 350-351, 360, 364-365, 402-403, 406, 407

b. Read and obtain information from texts representing diversity in content, culture, authorship, and perspective


Grade Three 94

c. Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, interviews, and oral histories

SE/TE: Map Adventure, 51, 80, 174, 245, 320, 369; Maps, 10, 20, 21, 22, 26, 32, 38, 42, 48, 51, 74, 75, 80, 84, 90, 98, 104, 111, 114, 120, 142, 148, 152, 153, 172, 174, 178, 182, 186, 191, 208, 210, 214, 220, 222, 224, 230, 245, 252, 257, 258, 266, 317, 318, 320, 328, 338, 340, 369, 390, 398; Map and Globe Skills, 32, 98, 110, 222, 388; Charts, Graphs, Tables, Time Lines, 14, 56, 87, 158, 216, 234, 248, 291, 292, 302, 324, 327, 378, 391, 392, 399; Analyze Pictures, H10, H11, H12, 3, 5, 13, 28, 52, 54, 55, 61, 67, 69, 88, 97, 105, 108, 113, 115, 125, 129, 135, 162, 164, 176, 195, 203, 216, 217, 118, 225, 226, 231, 235, 236, 260, 262, 272, 283, 310, 326, 329, 332, 341, 351, 373, 394 Additional TE pages: Mental Mapping, 15, 51, 73, 108, 149, 175, 215, 245, 289, 331, 357, 397; Music, 1f, 17, 45, 65f, 95, 133f, 155, 199f, 216, 247, 281f, 303, 349f, 395

2. Engage in field work that relates to the topic/ situation/ problem being studied

a. Gather data SE/TE: SE/TE: For related information see: Categorize, 28, 31, 44, 88, 105, 116, 143, 161, 188, 194, 307, 319, 338, 367; Unit Projects, 64, 132, 198, 280, 348, 410 Additional TE pages: Conduct a Mock Election, 378

b. Make and record observations SE/TE: SE/TE: For related information see: Categorize, 28, 31, 44, 88, 105, 116, 143, 161, 188, 194, 307, 319, 338, 367; Unit Projects, 64, 132, 198, 280, 348, 410 Additional TE pages: Conduct a Mock Election, 378

c. Design and conduct surveys and oral histories SE/TE: For related information see: Categorize, 28, 31, 44, 88, 105, 116, 143, 161, 188, 194, 307, 319, 338, 367; Unit Projects, 64, 132, 198, 280, 348, 410 Additional TE pages: Conduct a Mock Election, 378

Grade Three 95


a. Prioritize information gathered according to importance and relevance

SE/TE: Unit Projects, 64, 132, 198, 280, 348, 410; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405; Issues and Viewpoints, 166–167, 228–229

b. Distinguish factual from fictional information SE/TE: For related information see: Unit Projects, 64, 132, 198, 280, 348, 410; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405; Issues and Viewpoints, 166–167, 228–229

c. Find relationships between gathered information SE/TE: Unit Projects, 64, 132, 198, 280, 348, 410; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405; Issues and Viewpoints, 166–167, 228–229

d. Display information on various types of graphic organizers, maps, and charts

SE/TE: Map Adventure, 51, 80, 174, 245, 320, 369; Maps, 10, 20, 21, 22, 26, 32, 38, 42, 48, 51, 74, 75, 80, 84, 90, 98, 104, 111, 114, 120, 142, 148, 152, 153, 172, 174, 178, 182, 186, 191, 208, 210, 214, 220, 222, 224, 230, 245, 252, 257, 258, 266, 317, 318, 320, 328, 338, 340, 369, 390, 398; Map and Globe Skills, 32, 98, 110, 222, 388; Charts, Graphs, Tables, Time Lines, 14, 56, 87, 158, 216, 234, 248, 291, 292, 302, 324, 327, 378, 391, 392, 399, 40 Additional TE pages: Mental Mapping, 15, 51, 73, 108, 149, 175, 215, 245, 289, 331, 357, 397

Grade Three 96

e. Categorize information obtained from surveys and field work

SE/TE: For related information see: Categorize, 28, 31, 44, 88, 105, 116, 143, 161, 188, 194, 307, 319, 338, 367 Additional TE pages: Conduct a Mock Election, 378

2. Organize information from print sources a. Prioritize information gathered according to importance and relevance

SE/TE: Graphic Organizers, 10, 18, 38, 42, 74, 78, 84, 90, 104, 114, 120, 142, 150, 160, 172, 178, 186, 208, 214, 224, 230, 242, 250, 258, 266, 290, 300, 306, 318, 328, 334, 358, 366, 376, 384, 390, 398; Unit Projects, 64, 132, 198, 280, 348, 410; Reading Social Studies, 6, 70, 138, 204, 286, 354; Chart and Graph Skills, 158, 248, 324

b. Distinguish factual from fictional information SE/TE: For related information see: Point of View, 228, 344, 363, 396

c. Find relationships between gathered information SE/TE: Compare and Contrast, H11, H12, 11, 12, 20, 21, 22, 27, 40, 46, 49, 50, 55, 69, 70, 74, 75, 77, 78, 79, 81, 83, 91, 92, 93, 95, 96, 104, 107, 109, 113, 114, 115, 116, 117, 121, 123, 124, 129, 137, 144, 148, 151, 153, 154, 173, 180, 183, 188, 203, 221, 235, 243, 244, 251, 253, 254, 255, 261, 265, 283, 285, 294, 297, 302, 307, 313, 321, 322, 334, 338, 339, 359, 360, 361, 386, 392

d. Construct various types of graphic organizers, maps, and charts to display information

SE/TE: Chart and Graph Skills, 158, 248, 324; Graphic Organizers, 10, 18, 38, 42, 74, 78, 84, 90, 104, 114, 120, 142, 150, 160, 172, 178, 186, 208, 214, 224, 230, 242, 250, 258, 266, 290, 300, 306, 318, 328, 334, 358, 366, 376, 384, 390, 398

Grade Three 97

F. Analyze Social Studies Information 1. Interpret information from primary and secondary sources

a. Interpret information in maps, charts and graphs SE/TE: Map Adventure, 51, 80, 174, 245, 320, 369; Maps, 10, 20, 21, 22, 26, 32, 38, 42, 48, 51, 74, 75, 80, 84, 90, 98, 104, 111, 114, 120, 142, 148, 152, 153, 172, 174, 178, 182, 186, 191, 208, 210, 214, 220, 222, 224, 230, 245, 252, 257, 258, 266, 317, 318, 320, 328, 338, 340, 369, 390, 398; Map and Globe Skills, 32, 98, 110, 222, 388; Charts, Graphs, Tables, Time Lines, 14, 56, 87, 158, 216, 234, 248, 291, 292, 302, 324, 327, 378, 391, 392, 399, 400

b. Interpret information from field studies and surveys

SE/TE: Charts, Graphs, Tables, Time Lines, 14, 56, 87, 158, 216, 234, 248, 291, 292, 302, 324, 327, 378, 391, 392, 399, 400

c. Analyze a document to determine point of view SE/TE: Point of View, 228, 344, 363, 396

d. Analyze the perspective of the author SE/TE: For related information see: Point of View, 228, 344, 363, 396; Analyze Primary Sources, 40, 60, 116, 128, 190, 229, 298, 313, 327, 344, 345, 364, 396, 397, 403

e. Identify the bias and prejudice SE/TE: For related information see: Point of View, 228, 344, 363, 396; Analyze Primary Sources, 40, 60, 116, 128, 190, 229, 298, 313, 327, 344, 345, 364, 396, 397, 403

2. Evaluate information from a variety of sources

Grade Three 98

a. Compare information from a variety of sources SE/TE: Analyze Primary Sources, 40, 60, 116, 128, 190, 229, 298, 313, 327, 344, 345, 364, 396, 397, 403; Unit Projects, 64, 132, 198, 280, 348, 410; Reading Social Studies, 6, 70, 138, 204, 286, 354

b. Compare information to prior knowledge SE/TE: Analyze Primary Sources, 40, 60, 116, 128, 190, 229, 298, 313, 327, 344, 345, 364, 396, 397, 403

c. Determine the reliability of the document SE/TE: Analyze Primary Sources, 40, 60, 116, 128, 190, 229, 298, 313, 327, 344, 345, 364, 396, 397, 403

3. Synthesize information from a variety of sources

a. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

SE/TE: Sequence, 237, 271, 286, 290, 291, 292, 294, 295, 305, 318, 323, 328, 330, 333; Cause and Effect, 93, 94, 161, 162, 188, 204, 208, 209, 211, 214, 215, 217, 218, 219, 221, 224, 225, 227, 230, 231, 232, 235, 242, 243, 244, 246, 247, 250, 252, 253, 255, 258, 263, 266, 269, 272, 306, 308, 310, 311, 327, 329, 331, 363, 365, 368, 370; Main Idea and Details, 6, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29, 38, 39, 41, 42, 43, 44, 45, 48, 49, 50, 52, 53, 54, 55, 61, 75, 76, 77, 79, 82, 83, 84, 85, 86, 87, 89, 90, 91, 92, 93, 94, 95, 97, 105, 106, 107, 108, 117, 120, 122, 123, 129, 137, 145, 146, 151, 152, 155, 156, 157, 162, 165, 173, 174, 177, 179, 180, 183, 185, 187, 188, 191, 203, 216, 220, 229, 231, 233, 244, 253, 259, 261, 262, 263, 267, 268, 276, 277, 291, 292, 297, 299, 300, 301, 303, 305, 319, 322, 326, 329, 330, 332, 335, 336, 351, 359, 361, 369, 370, 371, 377, 379, 385, 391, 392, 393, 395, 399, 400, 401

Grade Three 99

G. Answer Social Studies Questions 1. Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

a. Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits

SE/TE: Lesson Review, 15, 23, 29, 41, 45, 53, 77, 81, 89, 95, 109, 117, 147, 155, 165, 175, 181, 189, 211, 219, 227, 235, 247, 255, 263, 269, 295, 303, 311, 323, 333, 139, 361, 371, 379, 387, 395, 401; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405 Additional TE pages: Meeting Individual Needs, 12, 21, 29, 32, 39, 44, 51, 56, 66, 76, 80, 85, 92, 107, 110, 115, 122, 124, 144, 152, 158, 163, 174, 179, 184, 188, 210, 212, 215, 222, 225, 232, 246, 248, 254, 262, 268, 282, 291, 293, 302, 308, 322, 324, 330, 336, 359, 368, 378, 386, 388, 394, 396

b. Engage in civic participation and public discourse SE/TE: Citizenship Skills, H2–H3; Begin with the Pledge, 350–351; Rights and Responsibilities, 356–363; United States Government, 366-371; Here and There, 372-373; Citizenship in History, 374-375; Being a Good Citizen, 376-379; State Government, 398-401; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Issues and Viewpoints, 166–167, 228–229 Additional TE pages: Citizenship, H2, 16, 25, 40, 82, 121, 166, 191, 256, 273, 299, 370, 378

2. Use historic contexts to answer questions

Grade Three 100

a. Use historically accurate resources to answer questions, make predictions, and support ideas


b. Explain why historic interpretations vary and are subject to change

SE/TE: For related information see: Reading Social Studies, 6, 70, 138, 204, 286, 354; Thinking Skills, 56, 184, 270, 304, 382

c. Construct a sound historical interpretation SE/TE: History, 85, 118, 219, 228, 233, 260, 353, 360, 369; Chapter Reviews, 34–35, 58–59, 100–101, 126–127, 168–169, 192–193, 238–239, 274–275, 314–315, 342–343, 380–381, 404–405

3. Use current events/issues to answer questions

a. Summarize the main points of an issue explaining different viewpoints

SE/TE: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Conflict Resolution, 184–185

b. Make a decision based on the analysis of issues and evaluate the consequences of these decisions

SE/TE: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Make Decisions, 5, 164, 177, 252, 301, 332, 385, 394; Conflict Resolution, 184–185

c. Identify and formulate a position on a course of action or an issue

SE/TE: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Conflict Resolution, 184–185

Grade Three 101

Grade Three 102

d. Propose and justify solutions to social studies problems

SE/TE: Issues and Viewpoints, 166–167, 228–229; Citizen Heroes, 16–17, 82–83, 190–191, 256–257, 298–299, 396–397; Solve Problems, 82, 91, 202, 228, 270, 400; Make Decisions, 5, 164, 177, 252, 301, 332, 385, 394; Conflict Resolution, 184–185

Scott Foresman Social Studies Regions & Maryland


Grade Four

1.0 CONTENT STANDARD: POLITICAL SCIENCE- Students will understand the historical development and current status of the fundamental concepts and processes of authority,power,and influence,with particular emphasis on democratic skills and attitudes necessary to become responsible citizens.


A. The Foundations and Function of Government 1. Trace how the political structure in early Maryland developed and changed over time

a. Describe how the colony of Maryland was established and governed including the establishment of rule of law and power with authority, such as Proprietorships, Royal Governor, and early General Assembly

Regions: SE/TE: For related information see: The Land of New Beginnings pages 130–131. Maryland: SE: Maryland’s Beginnings, 48–57 TE: 40–43

b. Explain the importance of the Office of the Governor and the Court of Appeals

Regions: SE/TE: For related information see: We the People, 46–52; The Strengths of Our Freedoms, 56–59 Maryland: SE: Maryland’s Government, 91–105 TE: 64–67

c. Outline the structure and function of the Maryland General Assembly and the roles of state senators and delegates


Grade Four 103

2. Analyze the documents, and democratic ideas that developed in the Maryland Colony

a. Analyze how colonial law influenced individuals in Maryland and other colonies, such as indentured servants contracts, Tolerance Acts of 1649, Maryland Charter of 1632

Regions: SE/TE: For related information see: The Land of New Beginnings pages 130–131. Maryland: SE: Maryland’s Beginnings, 48–57 TE: 40–43

b. Describe how the Maryland State Constitution includes democratic principles and values


3. Analyze the role of Maryland government regarding public policy and issues

a. Analyze perspectives and policies in Maryland regarding historic and current public issues

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133; Cities Grow and Change, 142–146 Maryland: SE: Maryland’s Government, 91–105; Citizenship in Maryland, 106–117; Issues and Viewpoints, 116–117 TE: 64–67, 68–71

b. Explain the effect that regional interests have on shaping government policy in and around Maryland, such as Chesapeake Bay issues, availability of land for mining, land use

Regions: SE/TE: The Beautiful Northeast, 104–106; Resources of the Northeast, 112–115; The Plentiful Sea, 116–121; The Land of New Beginnings, 130–133; Taking a Stand, 136–139; Winning the Right to Vote, 140–141; Cities Grow and Change, 142–146 Maryland: SE: Maryland’s Government, 91–105; Citizenship in Maryland, 106–117; Issues and Viewpoints, 116–117 TE: 64–67, 68–71

Grade Four 104

B. Individual and Group Participation in the Political System 1. Analyze how individuals and groups contributed to the political system in Maryland

a. Describe the contributions of 17th century English settlers who influenced the early political structure

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: Life in Colonial Maryland, 54–55 TE: 40–43

b. Research the role of Marylanders who influenced the building of our new nation, such as the Sons of Liberty, William Paca, Charles Carroll, Thomas Stone, and Samuel Chase

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: Maryland Fights for Freedom, 58–63 TE: 44–47

2. Defend the importance of civic participation as a citizen of Maryland

a. Identify various sources of information that are available to citizens to make political decisions

Regions: SE/TE: Issues and Viewpoints, 238–239, 350–351; We the People, 46–52; The Strengths of Our Freedoms, 56–59; Taking a Stand, 136-138; Dorling Kindersley: Winning the Right to Vote, 140–141; Civil Rights Movement, 206; Citizen Heroes, 60, 148, 200, 260, 318, 416 Maryland: SE: Maryland’s Government, 91–105; Citizenship in Maryland, 106–117; Issues and Viewpoints, 116–117

Grade Four 105

b. Analyze ways people can participate in the political process including voting, petitioning elected officials, and volunteering

Regions: SE/TE: We the People, 46–52; The Strengths of Our Freedoms, 56–59; Taking a Stand, 136-138; Dorling Kindersley: Winning the Right to Vote, 140–141; Civil Rights Movement, 206; Citizen Heroes, 60, 148, 200, 260, 318, 416; Biography, 139, 207 Maryland: SE: Maryland’s Government, 91–105; Citizenship in Maryland, 106–117; Issues and Viewpoints, 116–117

C. Protecting Rights and Maintaining Order 1. Describe rights and responsibilities of being a citizen in Maryland

a. Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important

Regions: SE/TE: We the People, 46–52; The Strengths of Our Freedoms, 56–59; Taking a Stand, 136-138; Dorling Kindersley: Winning the Right to Vote, 140–141; Civil Rights Movement, 206; Citizen Heroes, 60, 148, 200, 260, 318, 416 Maryland: SE: Citizenship in Maryland, 106–117 TE: 68–71

b. Describe the role of Maryland state judiciary system Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: The Judicial Branch, 98–99 TE: 64–67

2. Explain how Maryland government protects the rights of individuals and groups

Grade Four 106

a. Describe the rule of law and explain how it impacts individuals and groups

Regions: SE/TE: We the People, 46–52; The Strengths of Our Freedoms, 56–59; Taking a Stand, 136-138; Dorling Kindersley: Winning the Right to Vote, 140–141; Civil Rights Movement, 206; Citizen Heroes, 60, 148, 200, 260, 318, 416 Maryland: SE: Maryland’s Government, 91–105; Citizenship in Maryland, 106–117 TE: 64–67, 68–71

b. Describe the balance between private life and government in providing order and protecting rights

Regions: SE/TE: For related information see: We the People page 46 and A Government for the People page 47. Maryland: SE: Maryland’s Government, 91–105; Citizenship in Maryland, 106–117 TE: 64–67, 68–71

2.0 CONTENT STANDARD: PEOPLES OF THE NATIONS AND WORLD –Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective.


A. Elements of Culture 1. Describe the various cultures of early societies of Maryland

a. Define how culture influences people Regions: SE/TE: The Narragansett People, 126–129 Maryland: SE: Maryland’s Diverse People, 118–127; Marylanders Celebrate Their State, 126–131 TE: 72–79

Grade Four 107


b. Describe the social, political and religious character of the earliest colonies

Regions: SE/TE: The Land of New Beginnings, 130–133 Maryland: SE: Maryland’s Beginnings, 48–57 TE: 40–43

c. Examine and describe the unique and diverse cultures of early native American societies

Regions: SE/TE: Native American Groups, 39, 126–129, 188–193, 256–259, 324–329, 334–336, 394–399 Maryland: SE: People Arrive, 49; Maryland’s Native American Cultures, 50–51 TE: 40–43

d. Compare the early cultures of the Native Americans with the European settlers and their influences on each other

Regions: SE/TE: Native American Groups, 39, 126–129, 188–193, 256–259, 324–329, 334–336, 394–399 Maryland: SE: Maryland’s Beginnings, 48–57 TE: 40–43

B. Cultural Diffusion 1. Analyze how Maryland society was influenced by the contributions of people and groups

a. Describe the contributions of past Maryland leaders Regions: SE/TE: For related information see: Biography, 45, 53, 139, 147, 193, 207, 267, 273, 283, 305, 329, 349, 389, 407 Maryland: SE: Biography, 57, 71, 77, 103, R4, R5

Grade Four 108

b. Describe the contribution of individuals and groups Regions: SE/TE: Culture, 1f, 4, 13, 17, 41, 45, 53, 74–75, 95f, 98, 107–108, 115, 139, 147, 152–153, 157f, 160, 179–180, 183, 193, 207, 267, 271–272, 273, 283, 294, 305, 310–311, 312, 329, 345, 349, 354–355, 359f, 362, 373, 385–386, 389, 399, 407 Maryland: SE: Maryland’s Diverse People, 118–127; Marylanders Celebrate Their State, 126–131 TE: 72–79

2. Describe cultural characteristics of various groups of people in Maryland

a. Describe the similarities and differences of religious, ethnic, and economic groups in colonial and contemporary times

Regions: SE/TE: Americans All, 38–45; The Narragansett People, 126–151; The Cherokee, 188–217; The Ojibwa, 256–259; The Navajo, 324–353; The Tinglit, 394–419 Maryland: SE: People Arrive, 49; Maryland’s Native American Cultures, 50–51; Maryland’s Diverse People, 118–127; Marylanders Celebrate Their State, 126–131 TE: 40–43, 72–79

b. Site example of how various cultures borrow and share traditions

Regions: SE/TE: Culture, 1f, 4, 13, 17, 41, 45, 53, 74–75, 95f, 98, 107–108, 115, 139, 147, 152–153, 157f, 160, 179–180, 183, 193, 207, 267, 271–272, 273, 283, 294, 305, 310–311, 312, 329, 345, 349, 354–355, 359f, 362, 373, 385–386, 389, 399, 407 Maryland: SE: Maryland’s Diverse People, 118–127; Marylanders Celebrate Their State, 126–131 TE: 72–79

C. Conflict and Compromise 1. Evaluate how various perspectives of Marylanders can cause compromise and/or conflict

Grade Four 109

a. Describe the differing historical conflicts such as between the Patriots and Loyalists

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: The Road to Revolution, 59; The Old Line State, 60–61 TE: 40–43

b. Investigate the causes of contemporary conflict and compromises

Regions: SE/TE: Citizen Heroes, 60, 148, 200, 260, 318, 416; Issues and Viewpoints, 238–239, 350–351; Building Citizenship Skills, H2; Citizenship in Action, H3 Maryland: SE: Issues and Viewpoints, 116–117



A. Using Geographic Tools 1. Use geographic tools to locate places and describe the human and physical characteristics of those places

Grade Four 110

a. Construct and interpret a variety of maps using map elements

Regions: SE/TE: Map Handbook, H10–H22; Maps, 11, 19, 20, 22, 24, 25, 40, 41, 54, 86, 105, 114, 133, 167, 170, 173, 181, 191, 195, 234, 247, 265, 281, 309, 326, 333, 347, 372, 381, 387, 401, 403, 409, 414, R2-R15; Map and Globe Skills, 24, 54, 86, 170, 408; Map Adventure, 83, 144, 174, 279, 341, 402 Maryland: SE: Maps, 7, 8, 13, 22, 25, 41, 49, 51, 53, 54, 68, 73, 75, 91, 93, 101, 119, 121, R1, R2, R3; Map Adventure, 18, 123

b. Use photographs, maps, charts, graphs, and atlases to describe geographic characteristics of Maryland/United States


c. Identify and locate natural/physical features and human-made features of Maryland such as Appalachian Mountains, Piedmont Plateau, and Atlantic Coastal Plain

Regions: SE/TE: For related information see: The Beautiful Northeast, 104–106; Resources of the Northeast, 112–115; The Plentiful Sea, 116–121 Maryland: SE: The Geography of Maryland, 5; Traveling From Shoreline to Mountains, 6–11; Maryland’s Regions, 12–19; Maryland’s Resources, 20–27 TE:

Grade Four 111

d. Identify and locate natural/physical features and human-made features of the United States


B. Geographic Characteristics of Places and Regions 1. Describe similarities and differences of regions by using geographic characteristics

a. Compare physical characteristics of different places and regions of Maryland and the United States including natural/physical features, weather and climate, soil, vegetation, minerals and animal life

Regions: SE/TE: H10–H22, 6, 7, 8, 11, 12–15, 17, 20, 21, 26–31, 80–85, 104–109, 112–115, 142–146, 178–183, 246–249, 268–272, 314–317, 338–343, 346–348, 384–388, 410–415 Maryland: SE: The Geography of Maryland, 5; Traveling From Shoreline to Mountains, 6–11; Maryland’s Regions, 12–19; Maryland’s Resources, 20–27 TE: 20–31

b. Compare human characteristics of different places and regions of Maryland the United States, including human-made features, language, religions, political systems, economic activity, and population distribution

Regions: SE/TE: Regions and Landforms, 10–17; Climate, 18–23; Regional Resources, 26–31; The Beautiful Northeast, 104–106; Coastal Plains to the Mountains, 166–169; A Route to the Sea, 232–237; Land of Canyons, 300–304; A Land of Mountains, 368–373 Maryland: SE: The Geography of Maryland, 5; Traveling From Shoreline to Mountains, 6–11; Maryland’s Regions, 12–19; Maryland’s Resources, 20–27 TE: 20–31

Grade Four 112

c. Describe how geographic characteristics of a place or region change over time and affect the way people live and work

Regions: SE/TE: Regions and Landforms, 10–17; Climate, 18–23; Regional Resources, 26–31; The Beautiful Northeast, 104–106; Coastal Plains to the Mountains, 166–169; A Route to the Sea, 232–237; Land of Canyons, 300–304; A Land of Mountains, 368–373 Maryland: SE: The Geography of Maryland, 5; Traveling From Shoreline to Mountains, 6–11; Maryland’s Regions, 12–19; Maryland’s Resources, 20–27 TE: 20–31

C. Movement of People, Goods and Ideas 1. Describe and analyze population growth, migration, and settlement patterns in Maryland and regions of the United States

a. Explain how geographic characteristics influenced settlement patterns in Maryland and the United States

Regions: SE/TE: Settlement, 8–35, 102–123, 164–185, 230–253, 298–321, 366–391 Maryland: SE: Maryland’s Beginnings, 48–57; Maryland Fights for Freedom, 58–63; War and Growth, 64–70; A Divided Maryland, 72–79; Growth and Conflicts, 80–89

b. Explain how changes in transportation and communication led to the growth and development of towns and cities in Maryland and United States

Regions: SE/TE: Transportation and Communication, 80-86. For related information see: Internet, 262, 263; Railroads, 54, 70, 212, 281, 286, 339, 341, 342, 403, 404; Steamboat, 280; Airplane, 135 Maryland: SE: Transportation and Communication, 88–89

Grade Four 113

c. Describe the transportation and communication networks for the movement of people, goods, and ideas to, from and within Maryland such as Bay Bridge, National Road, B & O Railroad, the Port of Baltimore, and C & O Canal

Regions: SE/TE: For related information see: Transportation and Communication, 80-86. For related information see: Internet, 262, 263; Railroads, 54, 70, 212, 281, 286, 339, 341, 342, 403, 404; Steamboat, 280; Airplane, 135 Maryland: SE: Growth and Conflicts, 80–88; Transportation and Communication, 88–89

d. Identify the reasons for the movement of peoples to, from, and within Maryland and the United States

Regions: SE/TE: For related information see: People of the Northeast, 124–151; People and Events that Shaped the Southeast, 186–217; People of the Midwest, 254–285; The People of the Southwest, 322–353; Living in the West, 392–419 Maryland: SE: Immigrants, 81, 120–121

D. Modifying and Adapting to the Environment 1. Describe how people adapt to, modify and impact the natural environment

a. Compare ways Native American societies in Maryland used the natural environment for food, clothing, and shelter

Regions: SE/TE: For related information see: The Narragansett People, 126–151 Maryland: SE: People Arrive, 49; Maryland’s Native American Cultures, 50–51 TE: 40–43

Grade Four 114

b. Describe ways and reasons people in Maryland and the United States modify the natural environment and the consequences of modifications

Regions: SE/TE: Human Environmental Interaction, 110–111, 115, 118, 142–146, 211–213, 234–235, 236–237, 238–239, 250–251, 270, 271, 272, 281, 282, 314–317, 347, 348, 384–387 Maryland: SE: Maryland’s Resources, 20–27; Working in Maryland, 32–45 TE: 24–31

c. Explain how the growth of communities and suburbs have had consequences on the environment, loss of farmland, and pollution

Regions: SE/TE: Cities Grow and Change, 142–146; The Glittering Cities, 210–213; Building Farms, 270–272; Hub of the Nation, 276–282; Living in the Desert, 346–348; Exploitation and Growth, 400–406 Maryland: SE: Working in Maryland, 32–45; Growth and Conflicts, 80–89 TE: 32–35

d. Describe how land use and urban growth are influenced by governmental decisions

Regions: SE/TE: For related information see: Cities Grow and Change, 142–146; The Glittering Cities, 210–213; Building Farms, 270–272; Hub of the Nation, 276–282; Living in the Desert, 346–348; Exploitation and Growth, 400–406 Maryland: SE: Growth and Conflicts, 80–89 TE: 56–59

Grade Four 115

4.0 CONTENT STANDARD: ECONOMICS – Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.


A. Scarcity and Economic Decision-making 1. Explain that people must make choices because resources are limited relative to economic wants for goods and services in Maryland, past and present

a. Identify opportunity cost of economic decisions made by individuals, businesses, and governments

Regions: SE/TE: Economic Decisions, 29, 60-61, 74, 78-79, 88-89, 318-319, 350-351 Maryland: SE: Maryland’s Resources, 20–27; Working in Maryland, 32–45; Growth and Conflicts, 80–89 TE: 28–31, 56–59

2. Explain how limited economic resources are used to produce goods and services to satisfy economic wants in Maryland

a. Describe how scarcity and the availability of economic resources determine what is produced and the effects on consumers

Regions: SE/TE: Economics, 29, 60-61, 74, 78-79, 88-89, 318-319, 350-351 Maryland: SE: Maryland’s Resources, 20–27; Working in Maryland, 32–45; Growth and Conflicts, 80–89 TE: 28–31, 56–59

3. Explain how technological changes have affected production and consumption in Maryland

a. Describe how changes in technology, such as refrigeration, impacted the lives of consumers

Regions: SE/TE: For related information see: Cities Grow and Change, 142–146; Andre Carnegie, 147 Maryland: SE: Working in Technology, 34–35; Transportation and Communication, 88–89

Grade Four 116

b. Describe how entrepreneurship inspired technological changes and affected business productivity

Regions: SE/TE: For related information see: Cities Grow and Change, 142–146; Andre Carnegie, 147 Maryland: SE: Working in Maryland, 32–45; Growth and Conflicts, 80–89

4. Describe regional economic specialization in Maryland and the ways people live and work

a. Explain how available resources determine which careers are more common in one region such as waterman on the Eastern Shore

Regions: SE/TE: Resources, 112–115, 116–120, 246–249, 314–317, 384–388 Maryland: SE: Maryland’s Resources, 20–27 TE: 28–31

b. Describe how specialization results in the interdependence of people

Regions: SE/TE: Growth of Industry, 70-71, Trade Then and Now, 72-79; Interdependent, 81-82; Review, 88-89; Hub of the Nation, 276–279; Workers, 143, 146, 147, 260, 261 Maryland: SE: Working in Maryland, 32–45; Growth and Conflicts, 80–89 TE: 32–35

B. Economic Systems and the Role of Government in the Economy 1. Describe the types of economic systems in Maryland

a. Provide examples of tradition in the Maryland economy, such as businesses and skills that are handed down through families

Regions: SE/TE: Economics, 29, 60-61, 74, 78-79, 88-89, 318-319, 350-351 Maryland: SE: Working in Maryland, 32–45 TE: 32–35

Grade Four 117

b. Give examples of the kinds of goods and services produced in Maryland during different historical periods

Regions: SE/TE: For related information see: Resources of the Northeast, 112–115; The Plentiful Sea, 116–121; Cities Grow and Change, 142–146; Andre Carnegie, 147 Maryland: SE: Working in Maryland, 32–45 TE: 32–35

2. Describe the role of government in regulating economic activity and providing goods and services

a. Give examples of how governments’ decision making affect economic growth and the ability to provide jobs and provide services

Regions: SE/TE: For related information see: Cities Grow and Change, 142–146; Andre Carnegie, 147 Maryland: SE: Working in Maryland, 32–45; Growth and Conflicts, 80–89

b. Explain how local and state governments in Maryland provide goods and services and are paid for by taxes

Maryland: SE: Working in Maryland, 32–45; Growth and Conflicts, 80–89

c. Give examples of government’s rules and laws that affect how people in businesses work such as, requiring licenses to drive and regulating resources

Regions: SE/TE: For related information see: Cities Grow and Change, 142–146; Andre Carnegie, 147 Maryland: SE: For related information see: Maryland’s Government, 91–105

3. Examine the progression from a barter system to a money economy in Colonial America

a. Give examples of barter exchanges of goods and services in Maryland

Regions: SE/TE: The Land of Plenty, 66-71; Trade Then and Now, 72-79; Cities and Industry, 145; Trade, 277, 278, 280, 414 Maryland: SE: Trade Between Native Americans, 51

Grade Four 118

b. Give examples of contemporary money exchanges Regions: SE/TE: Using Money, 74; Money in the United States, 75 Maryland: SE: Working in Maryland, 32–45 TE: 32–35

5.0 CONTENT STANDARD: HISTORY: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.


A. Individuals and Societies Change over Time 1. Analyze the chronology and significance of key historical events leading to early settlement in Maryland

a. Explain how and why the Maryland colony was established, including political and economic motives for coming to the new world

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: European Settlers Arrive, 52–53; Life in Colonial Maryland, 54–55; Working in Colonial Maryland, 56 TE: 40–43

b. Compare the development of places and regions, such as St. Mary’s City, Western Maryland, Kent Island, and Annapolis

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: For related information see: European Settlers Arrive, 52–53; Life in Colonial Maryland, 54–55; Annapolis, 62 TE: 40–43

Grade Four 119

c. Describe the establishment of slavery and how it shaped life in Maryland

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: Working in Colonial Maryland, 56 TE: 40–43

2. Compare Native American societies in Maryland before and after European colonization

a. Identify the development of indigenous societies from the Pale- Indians to the Woodland Indians

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: People Arrive, 49; Maryland’s Native American Cultures, 50–51 TE: 40–43

b. Describe Native American societies indigenous to Maryland after European contact

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: Maryland’s Native American Cultures, 50–51 TE: 40–43

B. Emergence, Expansion and Change in Nations and Empires

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: Maryland Fights for Freedom, 58–63 TE: 44–47

C. Conflict between Ideas and Institutions 1. Examine the consequences of interactions among groups and cultures in Maryland

a. Describe Maryland colonists’ reactions to changing economic policies from England using events that led to the American Revolutionary War

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: The Road to Revolution, 59 TE: 44–47

Grade Four 120

b. Explain the interactions between colonists and the British during the Pre-Revolutionary period

Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: Life in Colonial Maryland, 54–55

2. Explain the political, cultural, economic and social changes in Maryland during the early 1800s

a. Describe Maryland’s role in the War of 1812 Regions: SE/TE: For related information see: The Land of New Beginnings, 130–133 Maryland: SE: Tensions with Britain, 65; Maryland Defends Its Land, 66–67 TE:

b. Describe the importance of changes in industry, transportation, education, rights and freedoms in Maryland, such as roads and canals, slavery, B&O railroad, the National Road, immigration, public schools, and religious freedoms

Regions: SE/TE: The Beautiful Northeast, 104–106; Resources of the Northeast, 112–115; The Plentiful Sea, 116–121; Cities Grow and Change, 142–146 Maryland: SE: New Ways to Travel, 68–69

3. Analyze regional differences in the Civil War and its effects on people in Maryland

a. Describe the economic interests in Maryland, such as agricultural v. industrial and slave v. non-slave

Regions: SE/TE: For related information see: The Abolitionists, 137 Maryland: SE: A Divided State, 73 TE: 52–55

b. Explain why loyalties to the North and the South were divided in Maryland

Regions: SE/TE: For related information see: The Abolitionists, 137 Maryland: SE: A Divided State, 73; Fighting for the North and South, 74–75 TE: 52–55

Grade Four 121

4. Analyze how the institution of slavery impacted individuals and groups in Maryland

a. Compare the lives of slave families and free blacks Regions: SE/TE: For related information see: The Abolitionists, 137 Maryland: SE: Frederick Douglas, 70; A Divided State, 73; Slavery Ends, 76; Harriet Tubman, 77 TE: 52–55

b. Describe the anti-slavery movement in Maryland Regions: SE/TE: For related information see: The Abolitionists, 137 Maryland: SE: Frederick Douglas, 70; A Divided State, 73; Slavery Ends, 76; Harriet Tubman, 77 TE: 52–55

c. Describe the growth of the Underground Railroad Regions: SE/TE: For related information see: The Abolitionists, 137 Maryland: SE: Harriet Tubman, 77 TE: 52–55



A. Learn to Read and Construct Meaning about Social Studies 1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

Grade Four 122


Regions: SE/TE: Preview Vocabulary, 8, 36, 64, 102, 124, 164, 186, 230, 254, 298, 322, 366, 392; Lesson Vocabulary, 10, 18, 24, 26, 38,46, 56, 66, 72, 80, 104, 112, 116, 126, 130, 136, 142, 166, 170, 172, 178, 188, 194, 200, 202, 207, 210, 232, 242, 246, 256, 262, 264, 270, 275, 276, 300, 308, 314, 324, 330, 332, 338, 346, 368, 376, 378, 384, 394, 400, 408, 410 Maryland: SE/TE: Lesson Vocabulary, TE 19, SE 6 (TE 20), SE 12 (TE 24), SE 20 (TE 28), SE 32 (TE 32), TE 39, SE 48 (TE 40), SE 58 (TE 44), SE 64 (TE 48), SE 72 (TE 52), SE 80 (TE 56), SE 92 (TE 64), SE 106 (TE 68), TE 63, SE 118 (TE 72), SE 126 (TE 76), SE 132 (TE 80)




Regions: SE/TE: Word Exercise, 7, 10, 18, 26, 38, 46, 56, 66, 72, 80, 101, 104, 112, 116, 126, 130, 136, 142, 163, 166, 172, 178, 188, 194, 202, 210, 229, 232, 242, 246, 256, 264, 270, 276, 297, 300, 308, 314, 324, 332, 338, 346, 365, 368, 378, 384, 394, 400, 410

Grade Four 123

Maryland: SE/TE: Lesson Vocabulary, TE 19, SE 6 (TE 20), SE 12 (TE 24), SE 20 (TE 28), SE 32 (TE 32), TE 39, SE 48 (TE 40), SE 58 (TE 44), SE 64 (TE 48), SE 72 (TE 52), SE 80 (TE 56), SE 92 (TE 64), SE 106 (TE 68), TE 63, SE 118 (TE 72), SE 126 (TE 76), SE 132 (TE 80)





Regions: SE/TE: Chart and Graph Skills, 110–111, 134–135, 240–241; Identify Primary and Secondary Sources, 330–331 Maryland: SE: Graph and Chart Skills, 104–105

Grade Four 124


Regions: SE/TE: Preview, 10, 16, 18, 24, 26, 32, 38, 45, 46, 53, 54, 56, 60, 66, 72, 80, 86, 104, 110, 112, 116, 120, 126, 130, 134, 136, 139, 140, 142, 147, 148, 166, 170, 172, 176, 178, 188, 193, 194, 200, 202, 207, 208, 210, 214, 232, 238, 240, 242, 246, 250, 256, 260, 262, 264, 267, 270, 275, 276, 283, 300, 305, 306, 308, 312, 314, 318, 324, 329, 330, 332, 338, 344, 346, 349, 350, 368, 374, 376, 378, 384, 389, 394, 398, 400, 407, 408, 410, 416 Maryland: SE: Preview, 6, 12, 20, 32, 48, 58, 64, 72, 80, 91, 106, 118, 126, 132

c. Set a purpose for reading the text Regions: SE/TE: Lesson Objectives, 10, 16, 18, 24, 26, 32, 38, 45, 46, 53, 54, 56, 60, 66, 72, 80, 86, 104, 110, 112, 116, 120, 126, 130, 134, 136, 139, 140, 142, 147, 148, 166, 170, 172, 176, 178, 188, 193, 194, 200, 202, 207, 208, 210, 214, 232, 238, 240, 242, 246, 250, 256, 260, 262, 264, 267, 270, 275, 276, 283, 300, 305, 306, 308, 312, 314, 318, 324, 329, 330, 332, 338, 344, 346, 349, 350, 368, 374, 376, 378, 384, 389, 394, 398, 400, 407, 408, 410, 416 Maryland: TE: Lesson Objectives, 15, 20, 24, 28, 32, 40, 44, 48, 52, 56, 64, 68, 72, 76, 80, 85

Grade Four 125

d. Ask questions and make predictions about the text Regions: SE/TE: Predict, 3, 51, 105, 179, 244, 304, 333, 421; Focus on the Main Idea, 10, 16, 18, 24, 26, 32, 38, 45, 46, 53, 54, 56, 60, 66, 72, 80, 86, 104, 110, 112, 116, 120, 126, 130, 134, 136, 139, 140, 142, 147, 148, 166, 170, 172, 176, 178, 188, 193, 194, 200, 202, 207, 208, 210, 214, 232, 238, 240, 242, 246, 250, 256, 260, 262, 264, 267, 270, 275, 276, 283, 300, 305, 306, 308, 312, 314, 318, 324, 329, 330, 332, 338, 344, 346, 349, 350, 368, 374, 376, 378, 384, 389, 394, 398, 400, 407, 408, 410, 416 Maryland: SE: Preview, 6, 12, 20, 32, 48, 58, 64, 72, 80, 91, 106, 118, 126, 132


Regions: SE/TE: Students activate prior knowledge during the Preview activities. Preview & You Are There, 10, 16, 18, 24, 26, 32, 38, 45, 46, 53, 54, 56, 60, 66, 72, 80, 86, 104, 110, 112, 116, 120, 126, 130, 134, 136, 139, 140, 142, 147, 148, 166, 170, 172, 176, 178, 188, 193, 194, 200, 202, 207, 208, 210, 214, 232, 238, 240, 242, 246, 250, 256, 260, 262, 264, 267, 270, 275, 276, 283, 300, 305, 306, 308, 312, 314, 318, 324, 329, 330, 332, 338, 344, 346, 349, 350, 368, 374, 376, 378, 384, 389, 394, 398, 400, 407, 408, 410, 416 Maryland: SE: Preview, 6, 12, 20, 32, 48, 58, 64, 72, 80, 91, 106, 118, 126, 132


Grade Four 126


Regions: SE/TE: Sequence, 20, 27, 42, 84, 104, 105, 107, 109, 112, 113, 115, 116, 118, 119, 126, 129, 130, 131, 133, 143, 145, 171, 193, 209, 235, 263, 266, 374, 405; Cause and Effect, 28, 39, 40, 43, 69, 77, 81, 115, 117, 132, 137, 141, 142, 143, 146, 179, 190, 196, 198, 199, 212, 232, 233, 235, 237, 238, 242, 243, 245, 246, 248, 249, 256, 258, 259, 264, 266, 267, 270, 271, 273, 274, 2zPr277, 280, 281, 282, 315, 324, 326, 327, 328, 333, 337, 342, 346, 348, 382, 385, 395, 401, 404; Main Idea and Details, H2, H6, H7, H16, H17, H18, 11, 12, 13, 14, 19, 21, 26, 27, 28, 29, 30, 31, 33, 38, 39, 40, 41, 43, 44, 45, 47, 48, 57, 58, 67, 68, 73, 76, 79, 81, 82, 105, 108, 113, 114, 118, 120, 121, 127, 128, 129, 131, 132, 137, 138, 139, 143, 144, 145, 146, 147, 161, 166, 167, 168, 169, 172, 173, 174, 175, 176, 177, 178, 179, 180, 182, 183, 188, 189, 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 202, 203, 204, 205, 206, 209, 210, 211, 213, 214, 227, 233, 234, 236, 238, 239, 241, 243, 244, 247, 248, 249, 250, 257, 259, 263, 265, 271, 272, 273, 278, 281, 295, 301, 307, 309, 310, 311, 317, 318, 325, 327, 328, 333, 336, 339, 340, 343, 347, 349, 355, 363, 369, 370, 371, 372, 375, 379, 380, 381, 383, 388, 395, 397, 398, 402, 404, 409, 411, 412, 414, 415, 420 Maryland: SE: Review, 7, 9, 13, 15, 17, 19, 21, 23, 33, 37, 39, 41, 43, 45, 49, 51, 53, 55, 56, 59, 61, 63, 65, 67, 69, 70, 73, 75, 76, 81, 83, 85, 87, 93, 95, 96, 99, 101, 107, 109, 111, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137

Grade Four 127


Regions: SE/TE: Teach and Discuss, 11, 17, 19, 25, 27, 33, 39, 46, 47, 55, 57, 61, 67, 73, 81, 87, 105, 111, 113, 117, 121, 127, 131, 135, 137, 140, 141, 143, 148, 149, 167, 171, 173, 177, 179, 189, 194, 195, 201, 203, 208, 209, 212, 215, 233, 239, 243, 247, 251, 257, 261, 263, 265, 268, 271, 276, 284, 301, 309, 313, 315, 319, 325, 331, 333, 339, 347, 351, 369, 379, 385, 395, 399, 401, 409, 411, 417 Maryland: SE: Review, 7, 9, 13, 15, 17, 19, 21, 23, 33, 37, 39, 41, 43, 45, 49, 51, 53, 55, 56, 59, 61, 63, 65, 67, 69, 70, 73, 75, 76, 81, 83, 85, 87, 93, 95, 96, 99, 101, 107, 109, 111, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137

c. Use a graphic organizer or another note-taking technique to record important ideas or information

Regions: SE/TE: Chart and Graph Skills, 110, 134, 240; Graphic Organizers, E17-E24, 10, 18, 26, 38, 46, 56, 66, 72, 80, 104, 112, 116, 126, 130, 136, 142, 166, 172, 178, 188, 194, 202, 210, 232, 242, 246, 256, 264, 270, 276, 300, 308, 314, 324, 332, 338, 346, 368, 378, 384, 394, 400, 410 Maryland: SE: Chart, Graphs, 9, 26, 27, 28, 29, 33, 37, 81, 87, 94, 96, 98, 108, 113



Grade Four 128

e. Make, confirm, or adjust predictions about the text Regions: SE/TE: Predict, 3, 51, 105, 179, 244, 304, 333, 421 Maryland: SE: Preview, 6, 12, 20, 32, 48, 58, 64, 72, 80, 91, 106, 118, 126, 132


Regions: SE/TE: Summarize, 6–7, 10, 11, 13, 15, 16, 18, 19, 20, 22, 23, 25, 30, 40, 42, 44, 46, 47, 48, 49, 52, 56, 57, 59, 66, 69, 71, 72, 74, 79, 80, 85, 132, 148, 167, 203, 204, 205, 206, 257, 260, 282, 325, 342, 363, 377, 383, 384, 386, 388, 394, 396, 397, 401, 405, 406, 414, 415, 416 Maryland: SE/TE: Summarize, SE 4 (TE 16), SE 6 (TE 20), SE 7 (TE 21), SE 9 (TE 22), SE 11 (TE 23), SE 13 (TE 25), SE 19 (TE 27), SE 20 (TE 28), SE 21 (TE 29), SE 25 (TE 30), SE 27 (TE 30), SE 27 (TE 31), TE 31, SE 32 (TE 32), SE 33 (TE 33), TE 33, SE 39 (TE 34), SE 41 (TE 34), SE 43 (TE 34), SE 43 (TE 35), SE 45 (TE 35), SE 49 (TE 41), SE 53 (TE 42), SE 56 (TE 42), SE 59 (TE 45), TE 45, SE 70 (TE 50), SE 72 (TE 52), SE 73 (TE 53), SE 76 (TE 54), SE 76 (TE 55), SE 80 (TE 56), SE 85 (TE 58), SE 87 (TE58), TE58, SE87 (TE 59), SE 89 (TE 59), SE 92 (TE 64), SE 101 (TE 66), SE 102(TE 67), SE 106 (TE 68), SE 107(TE 69), SE 109 (TE 69), SE 111 (TE 70), SE 111 (TE 71), SE 112-113 (TE 71), SE 121 (TE 73), SE 123 (TE 74), SE 125 (TE 74), TE77, SE 132 (TE 80), SE 135 (TE 81), SE 137 (TE 83)

g. Visualize what was read for deeper meaning Regions: SE/TE: Analyze Pictures, 5, 27, 39, 47, 68, 69, 99, 111, 153, 159, 161, 204, 279, 293, 295, 301, 315, 334, 345, 399, 413 Maryland: SE: Chart, Graphs, 9, 26, 27, 28, 29, 33, 37, 81, 87, 94, 96, 98, 108, 113

Grade Four 129




Grade Four 130


Regions: SE/TE: Main Idea and Details, H2, H6, H7, H16, H17, H18, 11, 12, 13, 14, 19, 21, 26, 27, 28, 29, 30, 31, 33, 38, 39, 40, 41, 43, 44, 45, 47, 48, 57, 58, 67, 68, 73, 76, 79, 81, 82, 105, 108, 113, 114, 118, 120, 121, 127, 128, 129, 131, 132, 137, 138, 139, 143, 144, 145, 146, 147, 161, 166, 167, 168, 169, 172, 173, 174, 175, 176, 177, 178, 179, 180, 182, 183, 188, 189, 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 202, 203, 204, 205, 206, 209, 210, 211, 213, 214, 227, 233, 234, 236, 238, 239, 241, 243, 244, 247, 248, 249, 250, 257, 259, 263, 265, 271, 272, 273, 278, 281, 295, 301, 307, 309, 310, 311, 317, 318, 325, 327, 328, 333, 336, 339, 340, 343, 347, 349, 355, 363, 369, 370, 371, 372, 375, 379, 380, 381, 383, 388, 395, 397, 398, 402, 404, 409, 411, 412, 414, 415, 420 Maryland: SE/TE: Main Idea and Details, SE 7 (TE 21), SE 9 (TE 22), TE 24, TE 25, TE 26, TE29, SE 23 (TE29), TE30, TE 33, SE 35 (TE 33).:[E 34, TE35, SE48 (TE 40), TE 41, TE42, SE 56 (TE 43), TE 44, TE 45, SE 61 (TE 45), SE 63 (TE46), SE63 (TE47), TE48, TE 49, SE 67 (TE 49), TE 50, SE 70 (TE 51), TE 54, TE 55, TE 58, TE 65, SE 95 (TE 65), TE 66, SE 102 (TE 67), TE 67, TE69, TE70, TE71, TE73, TE 74, SE 125 (TE 75), TE 76, TE 77, SE 131 (TE 78), SE 131 (TE 79), TE 81, TE 82

Grade Four 131


Regions: SE/TE: Summarize, 6–7, 10, 11, 13, 15, 16, 18, 19, 20, 22, 23, 25, 30, 40, 42, 44, 46, 47, 48, 49, 52, 56, 57, 59, 66, 69, 71, 72, 74, 79, 80, 85, 132, 148, 167, 203, 204, 205, 206, 257, 260, 282, 325, 342, 363, 377, 383, 384, 386, 388, 394, 396, 397, 401, 405, 406, 414, 415, 416 Maryland: SE/TE: Summarize, SE 4 (TE 16), SE 6 (TE 20), SE 7 (TE 21), SE 9 (TE 22), SE 11 (TE 23), SE 13 (TE 25), SE 19 (TE 27), SE 20 (TE 28), SE 21 (TE 29), SE 25 (TE 30), SE 27 (TE 30), SE 27 (TE 31), TE 31, SE 32 (TE 32), SE 33 (TE 33), TE 33, SE 39 (TE 34), SE 41 (TE 34), SE 43 (TE 34), SE 43 (TE 35), SE 45 (TE 35), SE 49 (TE 41), SE 53 (TE 42), SE 56 (TE 42), SE 59 (TE 45), TE 45, SE 70 (TE 50), SE 72 (TE 52), SE 73 (TE 53), SE 76 (TE 54), SE 76 (TE 55), SE 80 (TE 56), SE 85 (TE 58), SE 87 (TE58), TE58, SE87 (TE 59), SE 89 (TE 59), SE 92 (TE 64), SE 101 (TE 66), SE 102(TE 67), SE 106 (TE 68), SE 107(TE 69), SE 109 (TE 69), SE 111 (TE 70), SE 111 (TE 71), SE 112-113 (TE 71), SE 121 (TE 73), SE 123 (TE 74), SE 125 (TE 74), TE77, SE 132 (TE 80), SE 135 (TE 81), SE 137 (TE 83)

c. Determine and explain the author’s purpose Regions: SE/TE: Lesson Reviews, 15, 23, 31, 44, 52, 59, 71, 79, 85, 109, 115, 119, 129, 133, 138, 146, 169, 175, 183, 192, 199, 206, 213, 237, 245, 249, 259, 266, 274, 282, 304, 311, 317, 328, 337, 343, 348, 373, 383, 388, 397, 406, 415 Maryland: SE: Lesson Review, 11, 19, 27, 45, 56, 63, 70, 76, 87, 102, 111, 125, 131, 137

Grade Four 132

d. Distinguish between facts and opinions Regions: SE/TE: Identify Fact and Opinion, 208–209; Fact and Opinion, 85, 213, 351, 389; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Maryland: SE: Issues and Viewpoints, 116–117


Regions: SE/TE: Identify Fact and Opinion, 208–209; Fact and Opinion, 85, 213, 351, 389; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Maryland: SE: Issues and Viewpoints, 116–117


Regions: SE/TE: Make Inferences, H6, 15, 17, 21, 22, 29, 31, 33, 43, 55, 58, 60, 77, 78, 82, 99, 108, 111, 115, 121, 127, 128, 133, 138, 152, 175, 189, 196, 219, 251, 258, 265, 266, 271, 277, 279, 283, 287, 295, 301, 305, 312, 329, 331, 345, 354, 355, 373, 396, 397, 398, 404 Maryland: SE/TE: Draw Conclusions, SE 2-3 (TE 15), SE 11 (TE 23), TE 25, SE 63 (TE 47), TE 53, SE 102 (TE 67), TE 70, TE 73


Regions: SE/TE: Predict, 3, 51, 105, 179, 244, 304, 333, 421 Maryland: SE: Preview, 6, 12, 20, 32, 48, 58, 64, 72, 80, 91, 106, 118, 126, 132

Grade Four 133


Regions: SE/TE: Opportunities to address this objective may be found in the Link Activities. See: Lesson Reviews, 15, 23, 31, 44, 52, 59, 71, 79, 85, 109, 115, 119, 129, 133, 138, 146, 169, 175, 183, 192, 199, 206, 213, 237, 245, 249, 259, 266, 274, 282, 304, 311, 317, 328, 337, 343, 348, 373, 383, 388, 397, 406, 415 Maryland: SE: Lesson Review, 11, 19, 27, 45, 56, 63, 70, 76, 87, 102, 111, 125, 131, 137


Regions: SE/TE: Draw Conclusions, H11, H13, 3, 5, 16, 19, 21, 28, 29, 30, 33, 40, 52, 57, 60, 61, 70, 73, 74, 75, 76, 77, 79, 91, 107, 113, 119, 121, 127, 129, 133, 137, 140, 141, 146, 149, 152, 161, 168, 169, 173, 177, 181, 183, 191, 192, 206, 211, 212, 214, 218, 227, 234, 236, 241, 245, 249, 257, 266, 267, 272, 274, 281, 286, 287, 300, 301, 302, 303, 304, 305, 308, 311, 314, 315, 316, 317, 318327, 328, 332, 334, 335, 337, 338, 343, 344, 345, 347, 354, 355, 361, 371, 375, 380, 388, 389, 398, 400, 401, 402, 403, 404, 405, 406, 407, 409, 416; Generalize, 5, 42, 114, 119, 260, 307, 309, 311, 313, 316, 382, 406 Maryland: SE/TE: Draw Conclusions, SE 2-3 (TE 15), SE 11 (TE 23), TE 25, SE 63 (TE 47), TE 53, SE 102 (TE 67), TE 70, TE 73


Grade Four 134

a. Identify key ideas Regions: SE/TE: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415; Curriculum Connection, H2, H18, 1f, 20, 45, 47, 60, 74, 79, 85, 91, 95, 106, 140, 144, 146, 157f, 169, 193, 197, 209, 223f, 235, 273, 291f, 293, 340, 355, 359f, 388, 417 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137


Regions: SE/TE: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137



Regions: SE/TE: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415; Curriculum Connection, H2, H18, 1f, 20, 45, 47, 60, 74, 79, 85, 91, 95, 106, 140, 144, 146, 157f, 169, 193, 197, 209, 223f, 235, 273, 291f, 293, 340, 355, 359f, 388, 417 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137

b. Organize facts and/or data to support a topic Regions: SE/TE: For related information see: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137

Grade Four 135

c. Provide introduction, body, and conclusion Regions: SE/TE: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415; Curriculum Connection, H2, H18, 1f, 20, 45, 47, 60, 74, 79, 85, 91, 95, 106, 140, 144, 146, 157f, 169, 193, 197, 209, 223f, 235, 273, 291f, 293, 340, 355, 359f, 388, 417 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137

d. Cite sources of information Regions: SE/TE: For related information see: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137


a. Identify form audience, topic and purpose Regions: SE/TE: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137

b. State a clear opinion or position Regions: SE/TE: For related information see: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137


Regions: SE/TE: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137

Grade Four 136


a. Address the topic Regions: SE/TE: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137

b. Provide accurate information Regions: SE/TE: For related information see: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137

c. Support topic with appropriate details Regions: SE/TE: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137

d. Incorporate social studies knowledge Regions: SE/TE: For related information see: Link to Writing, 31, 44, 71, 109, 133, 192, 206, 213, 249, 266, 282, 311, 337, 343, 415 Maryland: SE: Writing, 11, 27, 63, 76, 102, 111, 131, 137


Grade Four 137

a. Identify prior knowledge about the topic Regions: SE/TE: Chapter Reviews, 34-35, 62-63, 88-89, 122-123, 150-151, 184-185, 216-217, 252-253, 284-285, 320-321, 352-353, 390-391, 418-419; Unit Project, 94, 156, 222, 290, 358, 424 Maryland: SE: Lesson Review, 11, 19, 27, 45, 56, 63, 70, 76, 87, 102, 111, 125, 131, 137

b. Pose questions the about the topic Regions: SE/TE: Chapter Reviews, 34-35, 62-63, 88-89, 122-123, 150-151, 184-185, 216-217, 252-253, 284-285, 320-321, 352-353, 390-391, 418-419; Unit Project, 94, 156, 222, 290, 358, 424 Maryland: SE: Lesson Review, 11, 19, 27, 45, 56, 63, 70, 76, 87, 102, 111, 125, 131, 137

c. Formulate research questions Regions: SE/TE: Chapter Reviews, 34-35, 62-63, 88-89, 122-123, 150-151, 184-185, 216-217, 252-253, 284-285, 320-321, 352-353, 390-391, 418-419; Unit Project, 94, 156, 222, 290, 358, 424 Maryland: SE: Lesson Review, 11, 19, 27, 45, 56, 63, 70, 76, 87, 102, 111, 125, 131, 137


Regions: SE/TE: Chapter Reviews, 34-35, 62-63, 88-89, 122-123, 150-151, 184-185, 216-217, 252-253, 284-285, 320-321, 352-353, 390-391, 418-419; Unit Project, 94, 156, 222, 290, 358, 424 Maryland: SE: Lesson Review, 11, 19, 27, 45, 56, 63, 70, 76, 87, 102, 111, 125, 131, 137

Grade Four 138


a. Define the problem/situation Regions: SE/TE: Issues and Viewpoints, 238–239, 350–351; Citizen Heroes, 60–61, 148–149, 200–201, 260–261, 318–319, 416–417 Maryland: SE: Issues and Viewpoints, 114–115; Citizen Heroes, 30–31, 112–113


Regions: SE/TE: For related information see: Issues and Viewpoints, 238–239, 350–351; Citizen Heroes, 60–61, 148–149, 200–201, 260–261, 318–319, 416–417 Maryland: SE: Issues and Viewpoints, 114–115; Citizen Heroes, 30–31, 112–113


Regions: SE/TE: Issues and Viewpoints, 238–239, 350–351; Citizen Heroes, 60–61, 148–149, 200–201, 260–261, 318–319, 416–417 Maryland: SE: Issues and Viewpoints, 114–115; Citizen Heroes, 30–31, 112–113



Grade Four 139

e. Formulate simple research questions Regions: SE/TE: Issues and Viewpoints, 238–239, 350–351; Citizen Heroes, 60–61, 148–149, 200–201, 260–261, 318–319, 416–417 Maryland: SE: Issues and Viewpoints, 114–115; Citizen Heroes, 30–31, 112–113





Regions: SE/TE: Identify Primary and Secondary Sources, 330–331; Literature and Social Studies, 74, 107, 179, 271, 310, 385; Primary Source, 2–3, 96–97, 158–159, 224–225, 292–293, 360–361; Point of View, 60, 90, 138, 139, 199, 259, 282, 303, 326, 337, 348, 383, 415, 421; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417; Use a Vertical Time Line, 134–135; 155; Time Lines, 38, 130, 135, 136, 150, 188, 194, 202, 216, 264, 276, 284, 324, 332, 338, 346, 352, 400, 418 Additional TE Pages: Bibliography, 1h, 95h, 157h, 223h, 291h, 359h; Grade-Level Biography, TR59–TR64; Curriculum Connection, 4, 17, 41, 98, 115, 139, 160, 183, 197, 206, 207, 226, 271, 362, 272 Maryland: SE: Literature, 67, 127; TE: Bibliography, 13

Grade Four 140


Regions: SE/TE: Identify Primary and Secondary Sources, 330–331; Literature and Social Studies, 74, 107, 179, 271, 310, 385; Primary Source, 2–3, 96–97, 158–159, 224–225, 292–293, 360–361; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Additional TE Pages: Bibliography, 1h, 95h, 157h, 223h, 291h, 359h; Grade-Level Biography, TR59–TR64; Curriculum Connection, 4, 17, 41, 98, 115, 139, 160, 183, 197, 206, 207, 226, 271, 362, 272 Maryland: SE: Literature, 67, 127; TE: Bibliography, 13


Regions: SE/TE: Geography Skills, H10–H22; Chart and Graph Skills, 110–111, 134–135, 240–241; Charts, Graphs, Tables, & Diagrams, 21, 48, 50, 76, 84, 110, 235, 240, 241, 315, 334, 382, 413; Analyze Pictures, 5, 27, 39, 47, 68, 69, 99, 111, 153, 159, 161, 204, 279, 293, 295, 301, 315, 334, 345, 399, 413; Music, 1f, 13, 44, 91, 95f, 105, 153, 157f, 180, 213, 219, 223f, 258, 274, 291f, 304, 340, 359f, 382, 395; Video Field Trips, 1c, 95c, 157c, 223c, 291c, 359c Maryland: SE: Maps, 7, 8, 13, 22, 25, 41, 49, 51, 53, 54, 68, 73, 75, 91, 93, 101, 119, 121, R1, R2, R3; Chart, Graphs, 9, 26, 27, 28, 29, 33, 37, 81, 87, 94, 96, 98, 108, 113


a. Gather data Regions: SE/TE: Unit Project, 94, 156, 222, 290, 358, 424 Maryland: SE: Graph and Chart Skills, 104–105

Grade Four 141

b. Make and record observations Regions: SE/TE: Unit Project, 94, 156, 222, 290, 358, 424 Maryland: SE: Graph and Chart Skills, 104–105

c. Design and conduct surveys and oral histories Regions: SE/TE: Unit Project, 94, 156, 222, 290, 358, 424 Maryland: SE: Graph and Chart Skills, 104–105



Regions: SE/TE: Maps, H10–H22, 13, 19, 20, 22, 24, 25, 40, 41, 54, 83, 86, 105, 114, 133, 144, 167, 170, 173, 174, 181, 191, 195, 234, 247, 265, 279, 281, 309, 326, 333, 341, 347, 372, 381, 387, 401, 402, 403, 409, 414, R2–R15; Geography Skills, H10–H22; Chart and Graph Skills, 110–111, 134–135, 240–241; Charts, Graphs, Tables, & Diagrams, 21, 48, 50, 76, 84, 110, 235, 240, 241, 315, 334, 382, 413 Maryland: SE: Maps, 7, 8, 13, 22, 25, 41, 49, 51, 53, 54, 68, 73, 75, 91, 93, 101, 119, 121, R1, R2, R3; Chart, Graphs, 9, 26, 27, 28, 29, 33, 37, 81, 87, 94, 96, 98, 108, 113

b. Distinguish factual from fictional information Regions: SE/TE: Analyze Pictures, 5, 27, 39, 47, 68, 69, 99, 111, 153, 159, 161, 204, 279, 293, 295, 301, 315, 334, 345, 399, 413; Chart and Graph Skills, 110–111, 134–135, 240–241; Charts, Graphs, Tables, & Diagrams, 21, 48, 50, 76, 84, 110, 235, 240, 241, 315, 334, 382, 413 Maryland: SE: Chart, Graphs, 9, 26, 27, 28, 29, 33, 37, 81, 87, 94, 96, 98, 108, 113

Grade Four 142

c. Find relationships between gathered information Regions: SE/TE: Geography Skills, H10–H22; Chart and Graph Skills, 110–111, 134–135, 240–241; Charts, Graphs, Tables, & Diagrams, 21, 48, 50, 76, 84, 110, 235, 240, 241, 315, 334, 382, 413 Maryland: SE: Chart, Graphs, 9, 26, 27, 28, 29, 33, 37, 81, 87, 94, 96, 98, 108, 113


Regions: SE/TE: Maps, 23, 24–25, 54–55, 86–87, 93, 170–171, 408–409; Graphing, 259; Timeline, 217; Poster, 52, 129 Additional TE Pages: Maps, 9, 37, 65, 103, 125, 165, 187, 231, 255, 299, 323, 367, 393 Maryland: SE: Make a Map, 70; Graph and Chart Skills, 104–105


Regions: SE/TE: Unit Project, 94, 156, 222, 290, 358, 424; Compare Line and Bar Graphs, 240–241 Maryland: SE: Make a Map, 70


Regions: SE/TE: Identify Primary and Secondary Sources, 330–331; Point of View, 60, 90, 138, 139, 199, 259, 282, 303, 326, 337, 348, 383, 415, 421; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Additional TE Pages: Bibliography, 1h, 95h, 157h, 223h, 291h, 359h; Grade-Level Biography, TR59–TR64; Curriculum Connection, 4, 17, 41, 98, 115, 139, 160, 183, 197, 206, 207, 226, 271, 362, 272 Maryland: SE: Literature, 67, 127

Grade Four 143

b. Distinguish factual from fictional information Regions: SE/TE: Identify Primary and Secondary Sources, 330–331; Point of View, 60, 90, 138, 139, 199, 259, 282, 303, 326, 337, 348, 383, 415, 421; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Maryland: SE: Literature, 67, 127

c. Find relationships between gathered information Regions: SE/TE: Identify Primary and Secondary Sources, 330–331; Point of View, 60, 90, 138, 139, 199, 259, 282, 303, 326, 337, 348, 383, 415, 421; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Maryland: SE: Literature, 67, 127


Regions: SE/TE: Maps, 23, 24–25, 54–55, 86–87, 93, 170–171, 408–409; Graphing, 259; Timeline, 217; Poster, 52, 129 Additional TE Pages: Maps, 9, 37, 65, 103, 125, 165, 187, 231, 255, 299, 323, 367, 393 Maryland: SE: Make a Map, 70


Grade Four 144

a. Interpret information in maps, charts and graphs Regions: SE/TE: Maps, H10–H22, 13, 19, 20, 22, 24, 25, 40, 41, 54, 83, 86, 105, 114, 133, 144, 167, 170, 173, 174, 181, 191, 195, 234, 247, 265, 279, 281, 309, 326, 333, 341, 347, 372, 381, 387, 401, 402, 403, 409, 414, R2–R15; Geography Skills, H10–H22; Chart and Graph Skills, 110–111, 134–135, 240–241; Charts, Graphs, Tables, & Diagrams, 21, 48, 50, 76, 84, 110, 235, 240, 241, 315, 334, 382, 413 Maryland: SE: Maps, 7, 8, 13, 22, 25, 41, 49, 51, 53, 54, 68, 73, 75, 91, 93, 101, 119, 121, R1, R2, R3; Chart, Graphs, 9, 26, 27, 28, 29, 33, 37, 81, 87, 94, 96, 98, 108, 113

b. Interpret information from field studies and surveys. Regions: SE/TE: Unit Project, 94, 156, 222, 290, 358, 424; Compare Line and Bar Graphs, 240–241 Maryland: SE/TE: Graph and Chart Skills, 104–105

c. Analyze a document to determine point of view Regions: SE/TE: Identify Primary and Secondary Sources, 330–331; Point of View, 60, 90, 138, 139, 199, 259, 282, 303, 326, 337, 348, 383, 415, 421; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Additional TE Pages: Bibliography, 1h, 95h, 157h, 223h, 291h, 359h; Grade-Level Biography, TR59–TR64; Curriculum Connection, 4, 17, 41, 98, 115, 139, 160, 183, 197, 206, 207, 226, 271, 362, 272 Maryland: SE: Literature, 67, 127

Grade Four 145

d. Analyze the perspective of the author Regions: SE/TE: For related information see: Identify Primary and Secondary Sources, 330–331; Point of View, 60, 90, 138, 139, 199, 259, 282, 303, 326, 337, 348, 383, 415, 421; Identify Fact and Opinion, 208–209; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Maryland: SE: Literature, 67, 127

e. Identify the bias and prejudice Regions: SE/TE: Identify Primary and Secondary Sources, 330–331; Identify Fact and Opinion, 208–209; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Maryland: SE: Literature, 67, 127


a. Compare information from a variety of sources Regions: SE/TE: Identify Primary and Secondary Sources, 330–331; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417; Compare and Contrast, 364–365 Maryland: SE: Literature, 67, 127; Biography, 57, 71, 77, 103

b. Compare information to prior knowledge Regions: SE/TE: For related information see: Identify Primary and Secondary Sources, 330–331; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417; Compare and Contrast, 364–365; Identify Fact and Opinion, 208–209 Maryland: SE: Literature, 67, 127; Biography, 57, 71, 77, 103

Grade Four 146

c. Determine the reliability of the document Regions: SE/TE: Identify Primary and Secondary Sources, 330–331; Analyze Primary Sources, 53, 91, 149, 158, 244, 261, 292, 351, 417 Maryland: SE: Literature, 67, 127; Biography, 57, 71, 77, 103


Grade Four 147


Regions: SE/TE: Cause and Effect, 28, 39, 40, 43, 69, 77, 81, 115, 117, 132, 137, 141, 142, 143, 146, 179, 190, 196, 198, 199, 212, 232, 233, 235, 237, 238, 242, 243, 245, 246, 248, 249, 256, 258, 259, 264, 266, 267, 270, 271, 273, 274, 2zPr277, 280, 281, 282, 315, 324, 326, 327, 328, 333, 337, 342, 346, 348, 382, 385, 395, 401, 404; Sequence, 20, 27, 42, 84, 104, 105, 107, 109, 112, 113, 115, 116, 118, 119, 126, 129, 130, 131, 133, 143, 145, 171, 193, 209, 235, 263, 266, 374, 405; Main Idea and Details, H2, H6, H7, H16, H17, H18, 11, 12, 13, 14, 19, 21, 26, 27, 28, 29, 30, 31, 33, 38, 39, 40, 41, 43, 44, 45, 47, 48, 57, 58, 67, 68, 73, 76, 79, 81, 82, 105, 108, 113, 114, 118, 120, 121, 127, 128, 129, 131, 132, 137, 138, 139, 143, 144, 145, 146, 147, 161, 166, 167, 168, 169, 172, 173, 174, 175, 176, 177, 178, 179, 180, 182, 183, 188, 189, 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 202, 203, 204, 205, 206, 209, 210, 211, 213, 214, 227, 233, 234, 236, 238, 239, 241, 243, 244, 247, 248, 249, 250, 257, 259, 263, 265, 271, 272, 273, 278, 281, 295, 301, 307, 309, 310, 311, 317, 318, 325, 327, 328, 333, 336, 339, 340, 343, 347, 349, 355, 363, 369, 370, 371, 372, 375, 379, 380, 381, 383, 388, 395, 397, 398, 402, 404, 409, 411, 412, 414, 415, 420 Maryland: SE/TE: Cause and Effect, SE 19 (TE 27), SE 27 (TE 31), SE 45 (TE 35), SE 56 (TE43), TE 57, SE 76 (TE 55), SE 87 (TE 59), SE 111 (TE 71), SE 119 (TE 73), SE 129 (TE 77), SE 131 (TE 79), SE 137 (TE 83); Main Idea and Details, SE 7 (TE 21), SE 9 (TE 22), TE 24, TE 25, TE 26, TE29, SE 23 (TE29), TE30, TE 33, SE 35 (TE 33),.TE 34, TE35, SE48 (TE 40), TE 41, TE42, SE 56 (TE 43), TE 44, TE 45, SE 61 (TE 45), SE 63 (TE46), SE63 (TE47), TE48, TE 49, SE 67 (TE 49), TE 50, SE 70 (TE 51), TE 54, TE 55, TE 58, TE 65, SE 95 (TE 65), TE 66, SE 102 (TE 67), TE 67, TE69, TE70, TE71, TE73, TE 74, SE 125 (TE

Grade Four 148

75), TE 76, TE 77, SE 131 (TE 78), SE 131 (TE 79), TE 81, TE 82; Timeline, 48, 56, 58, 63, 64, 70, 72, 76, 81



Regions: SE/TE: Lesson Reviews, 15, 23, 31, 44, 52, 59, 71, 79, 85, 109, 115, 119, 129, 133, 138, 146, 169, 175, 183, 192, 199, 206, 213, 237, 245, 249, 259, 266, 274, 282, 304, 311, 317, 328, 337, 343, 348, 373, 383, 388, 397, 406, 415; Chapter Reviews, 34-35, 62-63, 88-89, 122-123, 150-151, 184-185, 216-217, 252-253, 284-285, 320-321, 352-353, 390-391, 418-419; Unit Project, 94, 156, 222, 290, 358, 424 Additional TE Pages: Meeting Individual Needs, H21, 12, 19, 31, 40, 48, 58, 67, 73, 82, 86, 108, 110, 113, 118, 129, 132, 134, 138, 145, 167, 174, 181, 191, 195, 204, 208, 212, 233, 240, 243, 247, 259, 263, 266, 272, 280, 301, 311, 316, 325, 334, 343, 347, 372, 377, 381, 386, 397, 402, 412 Maryland: SE: Lesson Review, 11, 19, 27, 45, 56, 63, 70, 76, 87, 102, 111, 125, 131, 137

Grade Four 149

b. Engage in civic participation and public discourse Regions: SE/TE: Building Citizenship Skills, H2; Citizenship in Action, H3; Citizen Heroes, 60, 148, 200, 260, 318, 416; Issues and Viewpoints, 238, 350; Citizenship Activities, 38–41, 42–44, 46–48, 49–52, 56–59, 60–61, 62–63, 123, 136–138, 139, 148–149, 200–201, 205, 238–239, 260–261, 318–319, 350–351, 416–417 Maryland: SE/TE: Issues and Viewpoints, SE 114–115 (TE 71); Citizen Heroes SE 30 (TE 31)

2. Use historic contexts to answer questions a. Use historically accurate resources to answer questions, make predictions, and support ideas

Regions: SE/TE: Important Events, 38–44, 126–129, 130–133, 134–135, 136–138, 140–141, 142–146, 188–192, 194–199, 202–206, 210–213, 256–259, 264–266, 276–282, 324–328, 332–337, 338–343, 344–345, 346–348, 394–397, 400–406, 410–415; Biography, 45, 53, 139, 147, 193, 207, 267, 273, 283, 305, 329, 349, 389, 407 Maryland: SE: For related information see: Lesson Review, 57, 63, 70, 79, 89


Regions: SE/TE: For related information see: Draw Conclusion, 296–297; Identify Fact and Opinion, 208–209; Make Generalizations, 306–307 Maryland: SE: For related information see: Lesson Review, 57, 63, 70, 79, 89

Grade Four 150

c. Construct a sound historical interpretation Regions: SE/TE: Important Events, 38–44, 126–129, 130–133, 134–135, 136–138, 140–141, 142–146, 188–192, 194–199, 202–206, 210–213, 256–259, 264–266, 276–282, 324–328, 332–337, 338–343, 344–345, 346–348, 394–397, 400–406, 410–415 Maryland: SE: The History of Maryland, 47; Maryland’s Beginnings, 48–57; Maryland Fights for Freedom, 58–63; War and Growth, 64–70; A Divided Maryland, 72–79; Growth and Conflicts, 80–89



Regions: SE/TE: Issues and Viewpoints, 238–239, 350–351; Citizen Heroes, 60–61, 148–149, 200–201, 260–261, 318–319, 416–417 Maryland: SE/TE: Issues and Viewpoints, SE 114–115 (TE 71)


Regions: SE/TE: Make Decisions, H3, 14, 28, 44, 49, 51, 76, 78, 111, 118, 174, 180, 200, 245, 265, 339, 341, 380, 402; Citizen Heroes, 60–61, 148–149, 200–201, 260–261, 318–319, 416–417; Issues and Viewpoints, 238–239, 350–351 Maryland: SE/TE: Issues and Viewpoints, SE 114–115 (TE 71)

Grade Four 151

Grade Four 152


Regions: SE/TE: Issues and Viewpoints, 238–239, 350–351; Solve Problems, H3, 29, 109, 182, 260, 281, 304, 343, 349; Citizen Heroes, 60–61, 148–149, 200–201, 260–261, 318–319, 416–417 Maryland: SE/TE: Issues and Viewpoints, SE 114–115 (TE 71)


Regions: SE/TE: Solve Problems, H3, 29, 109, 182, 260, 281, 304, 343, 349; Citizen Heroes, 60–61, 148–149, 200–201, 260–261, 318–319, 416–417; Issues and Viewpoints, 238–239, 350–351 Maryland: SE/TE: Issues and Viewpoints, SE 114–115 (TE 71)

Scott Foresman Social Studies Building A Nation


Grade Five

1.0 CONTENT STANDARD: POLITICAL SCIENCE- Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens.


A. The Foundations and Function of Government 1. Examine the early foundations, functions, and purposes of government

a. Describe how the European policies affected the interactions of explorers and colonists with Native Americans, such as the French and Indian War

SE/TE: The French and Indian War, 246–251

b. Explain and clarify how Europe’s philosophies and policies affected the political structure of the early American Colonies

SE/TE: The 13 English Colonies, 176–182;

c. Identify and summarize how democratic principles, such as rule of law, limited government, consent of the governed, popular sovereignty, representative democracy, and the limitation of power influenced our founding documents

SE/TE: Government by the People, 14-17; Declaration of Independence, 295, 296–301; United States Constitution, 331, 339, 344, 345–347, 348, 349, 350, 351, 352–355; United States Documents, R26-R52

Grade Five 153

d. Trace the development of early democratic ideas and practices that emerged during the early colonial period, including the significance of representative assemblies and town meetings

SE/TE: Early Colonial Government, 162, 170, 173, 269, 270

2. Analyze the historic events, documents, and practices that are the foundations of our political systems

a. Explain and report on the early examples of self- government, such as the Mayflower Compact and the House of Burgesses

SE/TE: Mayflower Compact, 170; House of Burgesses, 162, 270, 274

b. Analyze the successes and failures in meeting the challenges of governing under Articles of Confederation

SE/TE: A Weak Government, 338–343; Review, 358–359

c. Explain the significance of principles in the development of the Declaration of Independence, Articles of Confederation, Preamble, U.S. Constitution and the Bill of Rights

SE/TE: Government by the People, 14-17; Declaration of Independence, 295, 296–301; A Weak Government, 338–343; United States Constitution, 3, 331, 339, 344, 345–347, 348, 349, 350, 351, 352–355; United States Documents, R26-R52

d. Describe the three branches of government and their individual powers and responsibilities, such as separation of powers and checks and balances

SE/TE: Our Constitution, 348–350, 358–359; Fact File: The Three Branches of Government, 349

3. Analyze the roles of colonial government regarding public policy and issues

a. Identify the effect that regional interests and perspectives had on shaping government policy, and compare such as middling class v. gentry, plantation owners v. proprietors

SE/TE: New England Colonies, 178; The Middle Colonies, 179; The Southern Colonies, 180; Fact File: The 13 English Colonies, 181

Grade Five 154

b. Analyze how geographic information influenced the formation of policy, such as the Proclamation of 1763

SE/TE: Proclamation of 1763, 251

B. Individual and Group Participation in the Political System 1. Analyze how individuals’ roles and perspectives shape the American political system

a. Examine the contributions of people associated with the drafting of the Declaration of Independence and the framing of the Constitution, such as James Madison, Thomas Jefferson, John Jay, and George Washington

SE/TE: Declaring Independence, 296–300; Biography: Thomas Jefferson, 301; A Weak Government, 338–343; Debate in Philadelphia, 344–350; Biography: James Madison, 351; Ratifying the Constitution, 352–355

b. Examine how the federalists and anti-federalist perspectives influenced government

SE/TE: Ratifying the Constitution, 352–355; Washington as President, 362–366; Issues and Viewpoints: Forming Political Parties, 368–369

2. Analyze the importance of civic participation as a citizen of the United States

a. Analyze the usefulness of various sources of information used to make political decisions

SE/TE: Government by the People, 14–17; Issues and Viewpoints pages 222–223, 310–311, 368–369 Additional TE Pages: Citizenship, 41, 92, 160, 184, 275, 277, 300, 306, 363, 369, 423, 499, 508

b. Compare ways people can participate in the political process including voting, petitioning elected officials, and volunteering

SE/TE: Government by the People, 14–17; Voting, 466, 517–520

C. Protecting Rights and Maintaining Order 1. Describe individual rights and responsibilities in the United States

Grade Five 155

a. Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important

SE/TE: Government by the People, 14-17; Declaration of Independence, 295, 296–301; United States Constitution, 3, 331, 339, 344, 345–347, 348, 349, 350, 351, 352–355; United States Documents, R26-R52; Additional TE Pages: Patriotism, 1h, 11, 287, 324–325, 388–389, 463

b. Describe the power and responsibility of the Supreme Court including the power of judicial review

SE/TE: Government by the People, 14-17; United States Constitution, 331, 339, 344, 345–347, 348, 349, 350, 351, 352–355; Bill of Rights, 354; Supreme Court Decisions, 348, 349; John Marshall, 405;

2. Evaluate how the United States government protects the rights of individuals and groups

a. Explain the balance between providing for the common good and protecting individual rights

SE/TE: Government by the People, 14-17; United States Constitution, 331, 339, 344, 345–347, 348, 349, 350, 351, 352–355; Bill of Rights, 354

b. Analyze how government needs to provide more protection and order during times of crisis, such as the natural disasters and threats to national security

SE/TE: For related information see The End of Slavery pages 516–521

3. Examine the principle of due process a. Describe the due process protections in the Bill of Rights

SE/TE: Bill of Rights, 354, R42–R43

2.0 CONTENT STANDARD: PEOPLES OF THE NATIONS AND WORLD –Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective.

Grade Five 156


A. Elements of Culture 1. Describe the various cultures of colonial societies and how the environment influenced them

a. Describe how environment and location influenced the cultures and lifestyle

SE/TE: The 13 English Colonies, 176–182; Review, 186–187; Compare and Contrast Colonial Life, 198–199; Life in the English Colonies, 200–201; Working and Trading, 202–207; Cities, Towns, and Farms, 210–214

b. Define the social, political, and religious components of the early colonies

SE/TE: The 13 English Colonies, 176–182; Review, 186–187; Compare and Contrast Colonial Life, 198–199; Life in the English Colonies, 200–201; Working and Trading, 202–207; Cities, Towns, and Farms, 210–214; Everyday Life in the Colonies, 216–220; Slavery in the Colonies, 224–227; Review, 228–229

c. Analyze the religious beliefs of early settlers, the motives for migration and the difficulties they encountered in early settlements

SE/TE: Religion, 136, 148, 218, 234, 238, 417

B. Cultural Diffusion 1. Analyze how native societies were influenced by the diverse cultures of the explorers and settlers

a. Compare perspectives of Native American, Africans, and the European explorers

SE/TE: Different Worlds Collide, 142–145; Life in New Spain, 146–149; The Spanish Move North, 232–238; French Explore the Mississippi, 240–243; A Thanksgiving Celebration, 171; Hard Times in Virginia, 156–162; New European Colonies, 164–167; The First Colonies, 168–173

Grade Five 157

b. Describe how cultures changed as a result of Native American, African, and European interaction

SE/TE: Different Worlds Collide, 142–145; Life in New Spain, 146–149; The Spanish Move North, 232–238; French Explore the Mississippi, 240–243; A Thanksgiving Celebration, 171; Hard Times in Virginia, 156–162; New European Colonies, 164–167; The First Colonies, 168–173

2. Analyze how increased diversity in the colonies resulted from immigration, settlement patterns and economic development

a. Analyze how the influx of immigrants led to economic growth and cultural diversity

SE/TE: Working and Trading, 202–207; Cities, Towns, and Farms, 210–214; Everyday Life in the Colonies, 216–220; Slavery in the Colonies, 224–227

b. Provide examples of how the interactions of various groups resulted in the borrowing and sharing of traditions and technology

SE/TE: Life in the English Colonies, 200–201; Working and Trading, 202–207; Cities, Towns, and Farms, 210–214; Everyday Life in the Colonies, 216–220; Slavery in the Colonies, 224–227; Review, 228–229

C. Conflict and Compromise 1. Analyze factors that affected relationships in the colonial period

a. Analyze how conflict affected relationships among individuals and groups, such as early settlers and Native Americans, free and enslaved people

SE/TE: Native Americans, 54–59, 60–65, 66–71, 76–81, 82–87, 88–93, 94–97, 98–99, 129, 142–145, 160–161, 171, 197

b. Provide the examples of conflicts and compromises among differing groups of people during the Constitutional Convention

SE/TE: Debate in Philadelphia, 344–350

Grade Five 158

3.0 CONTENT STANDARD: GEOGRAPHY – Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.


A. Using Geographic Tools 1. Use geographic tools to locate places and describe human and physical characteristics in Colonial America

a. Use map elements to interpret and construct a variety of maps

SE/TE: Map and Globe Skills, 32, 140, 244, 378, 512, 542, 656; Map Adventure, 114, 159, 248, 278, 365, 412, 507; Atlas, R1-R15 Additional TE Pages: Mental Mapping, 27, 53, 75, 101, 133, 155, 201, 231, 267, 317, 337, 361, 401, 429, 491

b. Use a globe and a variety of maps, atlases to identify natural/physical features of colonial settlements

SE/TE: Maps, H10–H22, 133, 134, 137, 140, 141, 142, 146, 147, 148, 153, 155, 156, 159, 164, 166, 168, 171, 176, 177, 201, 202, 205, 26, 210, 216, 224, 226, 231, 232, 234, 235, 240, 242, 244, 245, 246, 248, 250

Grade Five 159

c. Use photographs, maps, and drawings to describe geographic characteristics

SE/TE: Map and Globe Skills, 32, 140, 244, 378, 512; Map Adventure, 114, 159, 248, 278, 365, 412, 507; Maps, H10–H22, 24, 26, 29, 32, 33, 34, 53, 54, 55, 60, 62, 63, 66, 68, 75, 76, 77, 82, 84, 88, 89, 94, 95, 101, 102, 103, 106, 107, 110, 111, 114, 133, 134, 137, 140, 141, 142, 146, 147, 148, 153, 155, 156, 159, 164, 166, 168, 171, 176, 177, 201, 202, 205, 26, 210, 216, 224, 226, 231, 232, 234, 235, 240, 242, 244, 245, 246, 248, 250, 267, 268, 271, 276, 278, 286, 288, 290, 295, 296, 302, 305, 314, 317, 337, 338, 341, 342, 344, 352, 361, 362, 365, 370, 375, 378, 379, 380, 387, 401, 402, 403, 405, 408, 412, 416, 429, 430, 435, 438, 440, 442, 463, 464, 470, 473, 476, 477, 479, 484, 486, 491, 492, 498, 500, 506, 507, 509, 513, 516

d. Compare geographic locations and geographic characteristics of colonial settlements, such as, Jamestown, Plymouth, Boston, Philadelphia, Charleston, and New York City

SE/TE: Maps, 155, 156, 159, 164, 166, 168, 171, 176, 177, 201, 202, 205, 26, 210, 216, 224

B. Geographic Characteristics of Places and Regions 1. Examine the similarities and differences of regions in Colonial America

a. Compare the natural/physical and human characteristics of the three colonial regions • New England • Middle • Southern

SE/TE: The 13 English Colonies, 176–185; Life in the English Colonies, 200–229

b. Describe how geographic characteristics of a place or region changed from early settlements through the colonial period

SE/TE: Cities, Towns, and Farms, 210–214

Grade Five 160

c. Explain how geographic characteristics affect how people live and work, and the population distribution of a place or region

SE/TE: The Jamestown Colony, 159; Tobacco Helps Jamestown Grow, 161; The Puritans Arrive, 172; Geography of the 13 Colonies, 177

C. Movement of People, Goods and Ideas 1. Describe and analyze population growth, migration and settlement patterns in Colonial America

a. Explain how geographic characteristics influenced settlement patterns in Colonial America

SE/TE: For related information see: The 13 English Colonies, 176–185

b. Analyze the consequences of migration between the colonies and immigration to the colonies, such as Europeans and Africans immigrating to the east coast of the United States

SE/TE: Migration, 55, 103, 104, 107-108, 111, 113-115, 134-138, 147, 159, 166, 170, 172, 206-207, 226, 234, 236, 238-239, 241-243, 370-372, 374-375, 378-379

c. Explain the importance of shipping and trading to the economic development of the colonies, such as Triangular Trade

SE/TE: Colonial Trade Routes, 206–207

D. Modifying and Adapting to the Environment 1. Explain why and how people adapt to and modify the natural environment and the impact of those modifications

a. Compare ways Native American societies used the natural environment for food, clothing, and shelter

SE/TE: Native Americans of North America, 74–99

b. Describe ways that colonists in the New England, Middle and Southern regions adapted to and modified the environment, such as the uses of the grist mill, water wheels and plantation farming

SE/TE: The 13 English Colonies, 176–185; Life in the English Colonies, 200–229

Grade Five 161

c. Explain how colonists adapted to and modified their environments and how these modifications sometimes created environmental problems

SE/TE: For related information see: Working and Trading, 202–207; Cities, Towns, and Farms, 210–214

4.0 CONTENT STANDARD: ECONOMICS – Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.


A. Scarcity and Economic Decision-making 1. Explain that people made choices because resources were limited relative to economic wants for goods and services in Colonial America

a. Identify the opportunity cost of economic decisions, such as whether or not to buy products on which British taxes were imposed

SE/TE: Trouble over Taxes, 268–270

2. Analyze how limited economic resources were used to satisfy economic wants in Colonial America

a. Describe how limited resources and unlimited economic wants caused colonists to choose certain goods and services

SE/TE: Working and Trading, 202–207; Cities, Towns, and Farms, 210–214

b. Describe how available resources affected specialization and trade

SE/TE: Free Enterprise, 18-23; Working and Trading, 202-207

Grade Five 162

c. Analyze how changing from a British colony to an independent nation affected economic resources, production, and economic wants

SE/TE: Jefferson Looks West, 370–376; A New Kind of Revolution, 408–413

3. Analyze how technological changes affected production and consumption in Colonial America

a. Explain how the development of new products and new technologies affected the way people lived

SE/TE: For related information see technology pages 21–23, 31, 34-39, 409, 410, 496, 499, 514–515

b. Examine how technology has changed production such as wheat/grist mills

SE/TE: For related information see technology pages 21–23, 31, 34-39, 409, 410, 496, 499, 514–515

4. Analyze the consequences of specialized work on interdependence, trade, and economic growth

a. Analyze examples of regional specialization and how it contributed to economic growth through the colonies

SE/TE: New England Colonies, 178; The Middle Colonies, 179; The Southern Colonies, 180; Fact File: The 13 English Colonies, 181; Working and Trading, 202–207; Cities, Towns, and Farms, 210–214

b. Explain specialization and interdependence using the triangular trade routes

SE/TE: Colonial Trade Routes, 206–207

B. Economic Systems and the Role of Government in the Economy 1. Describe the types of economic systems in colonial America

a. Identify examples of tradition, such as the economic roles of men and women

SE/TE: Working and Trading, 202–207; Cities, Towns, and Farms, 210–214; Everyday Life in the Colonies, 216–220

Grade Five 163

b. Describe examples of command decisions, such as the imposition of the Stamp Act and the Tea Act


c. Analyze a market economy and give examples of how the colonial economy exhibited these characteristics such as private ownership and consumer choice

SE/TE: Working and Trading, 202–207; Cities, Towns, and Farms, 210–214; Everyday Life in the Colonies, 216–220

2. Describe the role of British government on the colonial economy

a. Explain how colonists were forced to change their purchasing habits based on the scarcity of goods imposed by taxes


b. Evaluate the trade-offs of British protectionism SE/TE: Trouble over Taxes, 268–270

3. Describe the role of money and barter in the colonial trade

a. Compare the benefits of a money economy to a barter economy

SE/TE: For related information see different forms of exchange on pages 102, 103, 107, 108, and 619

Grade Five 164

5.0 CONTENT STANDARD: HISTORY: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.


A. Change over Time 1. Analyze the chronology and significance of key historical events during the age of European exploration

a. Describe the origin, destination and goals of the North American explorers

SE/TE: European Explorers, 110–115; Spain Builds an Empire, 132–153; Hard Times in Virginia, 156–163; New European Colonies, 164–167

b. Evaluate the results of the interactions between European explorers and native peoples

SE/TE: Native Americans, 54–59, 60–65, 66–71, 76–81, 82–87, 88–93, 94–97, 98–99, 129, 142–145, 160–161, 171, 197

2. Analyze the chronology and the significance of key historical events leading to early settlements in Colonial America

a. Describe the major settlements in Roanoke, St. Augustine and Jamestown

SE/TE: Roanoke, 131, 156, 157; St. Augustine, 199, 233; Jamestown, 131, 159–161, 163

b. Analyze how key historical events impacted Native American societies

SE/TE: Native Americans, 54–59, 60–65, 66–71, 76–81, 82–87, 88–93, 94–97, 98–99, 129, 142–145, 160–161, 171, 197, 234, 251, 372–374, 405–406

B. Emergence, Expansion and Changes in Nations and Empires

Grade Five 165

2. Analyze the growth and development of colonial America

a. Describe the religious, political and economic motives of individuals who migrated to North America and the difficulties they encountered

SE/TE: Life in New Spain, 146–149; The Spanish Move North, 232–238; French Explore the Mississippi, 240–243; Hard Times in Virginia, 156–162; New European Colonies, 164–167; The First Colonies, 168–173

b. Compare the political, economic and social lives of people in New England, Middle and the Southern colonies

SE/TE: The 13 English Colonies, 176–182; Chapter Review, 186–187

c. Analyze the different roles and viewpoints of individuals and groups, such as women, men, free and enslaved Africans, and Native Americans during the Revolutionary period

SE/TE: Life in the English Colonies, 200–227; Patriots at War, 302–308

C. Conflict between Ideas and Institutions 1. Analyze the causes of the American Revolution

a. Identify and sequence key events between the French and Indian War and the American Revolution

SE/TE: The French and Indian War, 246–251; The Road to War, 266–293

b. Examine the viewpoints of Patriots and Loyalists regarding British colonial policy after the Seven Years’ War

SE/TE: The Colonists Rebel, 276–282

2. Analyze the effects of the American Revolution a. Analyze how the revolution altered colonial and national governments

SE/TE: The World Turned Upside Down, 314–319

b. Describe individual freedoms that resulted from the formation of an independent nation

SE/TE: Build Citizenship Skills, H2–H3; Government by the People, 14–17; Bill of Rights, 354–355, 358–359, R42–R43

Grade Five 166



A. Learn to Read and Construct Meaning about Social Studies 1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary


SE/TE: Preview Vocabulary, 3, 52, 74, 100, 132, 154, 200, 230, 266, 294, 336, 360, 400, 428, 462, 490; Lesson Vocabulary, 6, 14, 18, 24, 32, 34, 54, 58, 60, 66, 76, 82, 86, 88, 94, 102, 106, 110, 116, 134, 140, 142, 146, 156, 164, 168, 174, 176, 202, 208, 210, 216, 224, 232, 240, 244, 246, 268, 276, 284, 286, 296, 302, 314, 320, 338, 344, 352, 362, 370, 378, 380, 402, 408, 414, 416, 430, 438, 442, 446, 464, 468, 470, 476, 484, 492, 498, 506, 512, 516



Grade Five 167


SE/TE: Vocabulary Review, 72, 98, 118, 152, 186, 228, 252, 292, 322, 358, 386, 426, 448, 488, 522





SE/TE: Use Primary Sources, 284–285; Chart and Graph Skills, 12–13, 58–59, 116–117, 414–415


SE/TE: Preview, 6, 12, 14, 18, 23, 24, 31, 32, 34, 39, 54, 58, 60, 65, 66, 70, 76, 81, 82, 86, 88, 92, 94, 102, 105, 106, 110, 116, 134, 139, 140, 142, 146, 151, 156, 163, 164, 168, 174, 176, 183, 184, 188, 202, 208, 210, 215, 216, 221, 222, 224, 232, 237, 238, 240, 244, 246, 254, 268, 274, 276, 283, 284, 286, 296, 301, 302, 309, 310, 312, 314, 320, 338, 344, 351, 352, 356, 362, 367, 368, 370, 377, 378, 380, 385, 402, 407, 408, 414, 416, 421, 422, 424, 430, 437, 438, 442, 446, 464, 468, 470, 475, 476, 483, 484, 492, 497, 498, 504, 506, 512, 514, 516

c. Set a purpose for reading the text SE/TE: Lesson Objectives, 6, 12, 14, 18, 23, 24, 31, 32, 34, 39, 54, 58, 60, 65, 66, 70, 76, 81, 82, 86, 88, 92, 94, 102, 105, 106, 110, 116, 134, 139, 140, 142, 146, 151, 156, 163,

Grade Five 168

164, 168, 174, 176, 183, 184, 188, 202, 208, 210, 215, 216, 221, 222, 224, 232, 237, 238, 240, 244, 246, 254, 268, 274, 276, 283, 284, 286, 296, 301, 302, 309, 310, 312, 314, 320, 338, 344, 351, 352, 356, 362, 367, 368, 370, 377, 378, 380, 385, 402, 407, 408, 414, 416, 421, 422, 424, 430, 437, 438, 442, 446, 464, 468, 470, 475, 476, 483, 484, 492, 497, 498, 504, 506, 512, 514, 516

d. Ask questions and make predictions about the text SE/TE: Predict, 87, 97, 242, 247, 250, 319, 340, 435; Analyze Information, 7, 49, 59, 62, 77, 107, 127, 129, 149, 165, 195, 197, 204, 205, 212, 217, 226, 232, 247, 249, 261, 263, 287, 298, 305, 308, 318, 319, 325, 331, 332, 365, 368, 385, 389, 395, 397, 404, 410, 411, 415, 445, 457, 458, 459, 496, 524


SE/TE: Students activate prior knowledge during the Preview activities. Preview & You Are There, 6, 12, 14, 18, 23, 24, 31, 32, 34, 39, 54, 58, 60, 65, 66, 70, 76, 81, 82, 86, 88, 92, 94, 102, 105, 106, 110, 116, 134, 139, 140, 142, 146, 151, 156, 163, 164, 168, 174, 176, 183, 184, 188, 202, 208, 210, 215, 216, 221, 222, 224, 232, 237, 238, 240, 244, 246, 254, 268, 274, 276, 283, 284, 286, 296, 301, 302, 309, 310, 312, 314, 320, 338, 344, 351, 352, 356, 362, 367, 368, 370, 377, 378, 380, 385, 402, 407, 408, 414, 416, 421, 422, 424, 430, 437, 438, 442, 446, 464, 468, 470, 475, 476, 483, 484, 492, 497, 498, 504, 506, 512, 514, 516


Grade Five 169


SE/TE: Sequence, 78, 106, 108, 109, 112, 117, 130, 134, 135, 136, 137, 138, 139, 141, 142, 143, 144, 145, 146, 147, 150, 151, 157, 165, 166, 180, 181, 203, 240, 242, 243, 249, 288, 289, 302, 308, 339, 347, 350, 354, 357, 373, 383, 440, 472, 495, 507; Main Idea and Details, H11, 4, 6, 7, 8, 10, 11, 14, 15, 16, 17, 18, 19, 22, 23, 24, 25, 26, 27, 28, 30, 34, 35, 36, 37, 38, 39, 40, 47, 56, 62, 63, 65, 67, 68, 77, 78, 79, 83, 88, 90, 91, 92, 93, 104, 105, 107, 109, 111, 114, 115, 117, 121, 135, 136, 137, 143, 147, 148, 150, 151, 158, 159, 161, 162, 163, 165, 166, 172, 173, 175, 178, 180, 184, 212, 213, 222, 226, 234, 239, 241, 242, 243, 249, 250, 270, 272, 277, 278, 281, 283, 285, 298, 306, 307, 309, 315, 316, 318, 321, 339, 340, 345, 347, 348, 354, 365, 368, 376, 384, 395, 404, 405, 409, 410, 411, 415, 417, 418, 419, 420, 421, 422, 423, 432, 434, 436, 437, 439, 444, 445, 450, 460, 464, 465, 466, 467, 410, 471, 473, 474, 475, 477, 478, 480, 482, 483, 484, 487, 492, 494, 496, 498, 499, 506, 508, 511, 516, 518, 519, 520, 521; Cause and Effect, 10, 21, 28, 38, 40, 55, 57, 63, 67, 82, 84, 85, 103, 104, 112, 113, 114, 115, 121, 138, 150, 157, 160, 161, 164, 167, 169, 170, 264, 282, 286, 287, 291, 296, 297, 299, 300, 303, 304, 305, 308, 310, 315, 342, 343, 348, 354, 367, 372, 373, 380, 381, 382, 384, 405, 409, 410, 411, 412, 417, 418, 419, 421, 431, 435, 443, 465, 472, 474, 477, 479, 480, 481, 486, 495, 497, 500, 501, 502, 505, 507, 509, 510, 517, 520, 521


SE/TE: See Teach and Discuss for opportunities to address this objective. For examples see pages 15, 19, 25, 35, 40, 55, 71, 89, 111, 152, 211, 255, 321, 381, 431, 493, and 507.

c. Use a graphic organizer or another note-taking SE/TE: Chart and Graph Skills, 12–13, 58–59, 116–117,

Grade Five 170

technique to record important ideas or information 414–415; Graphic Organizers, 6, 14, 18, 24, 34, 54, 60, 66, 76, 82, 88, 94, 102, 106, 110, 134, 142, 146, 156, 164, 168, 176, 202, 210, 216, 224, 232, 240, 246, 268, 276, 286, 296, 302, 314, 338, 344, 352, 362, 370, 380, 402, 408, 416, 430, 438, 442, 464, 470, 476, 484, 492, 498, 506, 516


SE/TE: See Teach and Discuss for opportunities to address this objective. For examples see pages 15, 19, 25, 35, 40, 55, 71, 89, 111, 152, 211, 255, 321, 381, 431, 493, and 507.

e. Make, confirm, or adjust predictions about the text SE/TE: Predict, 87, 97, 242, 247, 250, 319, 340, 435


SE/TE: Summarize, 16, 30, 31, 50, 54, 55, 56, 57, 60, 61, 53, 64, 66, 69, 76, 79, 80, 84, 89, 90, 102, 103, 104, 107, 111, 144, 157, 160, 161, 171, 172, 178, 179, 206, 213, 218, 219, 225, 227, 234, 236, 241, 248, 250, 278, 280, 287, 299, 304, 305, 306, 307, 316, 318, 319, 346, 34J, 351, 353, 365, 370, 371, 373, 374, 376, 419, 432, 433, 436, 438, 441, 443, 451, 473, 481, 485, 493, 519

g. Visualize what was read for deeper meaning SE/TE: Analyze Pictures, H2, 78, 87, 90, 96, 108, 172, 188, 212, 270, 349, 424, 481


SE/TE: See Teach and Discuss for opportunities to address this objective. For examples see pages 15, 19, 25, 35, 40, 55, 71, 89, 111, 152, 211, 255, 321, 381, 431, 493, and 507


Grade Five 171


SE/TE: Main Idea and Details, H11, 6, 7, 8, 10, 11, 14, 15, 16, 17, 18, 19, 22, 23, 24, 25, 26, 27, 28, 30, 34, 35, 36, 37, 38, 39, 40, 47, 56, 62, 63, 65, 67, 68, 77, 78, 79, 83, 88, 90, 91, 92, 93, 104, 105, 107, 109, 111, 114, 115, 117, 121, 135, 136, 137, 143, 147, 148, 150, 151, 158, 159, 161, 162, 163, 165, 166, 172, 173, 175, 178, 180, 184, 212, 213, 222, 226, 234, 239, 241, 242, 243, 249, 250, 270, 272, 277, 278, 281, 283, 285, 298, 306, 307, 309, 315, 316, 318, 321, 339, 340, 345, 347, 348, 354, 365, 368, 376, 384, 395, 404, 405, 409, 410, 411, 415, 417, 418, 419, 420, 421, 422, 423, 432, 434, 436, 437, 439, 444, 445, 450, 460, 464, 465, 466, 467, 410, 471, 473, 474, 475, 477, 478, 480, 482, 483, 484, 487, 492, 494, 496, 498, 499, 506, 508, 511, 516, 518, 519, 520, 521


SE/TE: Summarize, 16, 30, 31, 50, 54, 55, 56, 57, 60, 61, 53, 64, 66, 69, 76, 79, 80, 84, 89, 90, 102, 103, 104, 107, 111, 144, 157, 160, 161, 171, 172, 178, 179, 206, 213, 218, 219, 225, 227, 234, 236, 241, 248, 250, 278, 280, 287, 299, 304, 305, 306, 307, 316, 318, 319, 346, 34J, 351, 353, 365, 370, 371, 373, 374, 376, 419, 432, 433, 436, 438, 441, 443, 451, 473, 481, 485, 493, 519

c. Determine and explain the author’s purpose SE/TE: Lesson Reviews, 11, 17, 22, 30, 38, 57, 64, 69, 85, 91, 97, 104, 109, 115, 138, 145, 150, 162, 167, 173, 182, 207, 214, 220, 227, 236, 243, 251, 273, 282, 291, 300, 308, 319, 343, 350, 355, 366, 376, 384, 406, 413, 420, 436, 441, 445, 446, 474, 482, 487, 496, 503, 511, 521

d. Distinguish between facts and opinions SE/TE: Fact and Opinion, 81, 89, 174–175, 234, 237, 239, 291, 303, 308, 309, 432, 444, 450

Grade Five 172


SE/TE: Fact and Opinion, 81, 89, 174–175, 234, 237, 239, 291, 303, 308, 309, 432, 444, 450; Point of View, 11, 38, 80, 150, 169, 173, 219, 221, 223, 227, 238, 243, 269, 277, 285, 289, 297, 298, 310, 315, 318, 431, 468, 469, 495, 500


SE/TE: Make Inferences, 20, 31, 56, 61, 64, 70, 89, 96, 107, 111, 113, 121, 158, 160, 170, 171, 177, 179, 188, 189, 212, 218, 233, 235, 236, 237, 238, 248, 255, 275, 287, 288, 290, 298, 301, 303, 308, 310, 312, 313, 321, 324, 340, 355, 363, 374, 375, 382, 405, 420, 433, 434, 436, 439, 443, 447, 451, 482, 483, 493, 510, 517


SE/TE: Predict, 87, 97, 242, 247, 250, 319, 340, 435


SE/TE: Opportunities to address this objective may be found in the Link Activities. Lesson Reviews, 11, 17, 22, 30, 38, 57, 64, 69, 85, 91, 97, 104, 109, 115, 138, 145, 150, 162, 167, 173, 182, 207, 214, 220, 227, 236, 243, 251, 273, 282, 291, 300, 308, 319, 343, 350, 355, 366, 376, 384, 406, 413, 420, 436, 441, 445, 446, 474, 482, 487, 496, 503, 511, 521

Grade Five 173


SE/TE: Draw Conclusions, H11, 10, 15, 16, 19, 21, 25, 28, 30, 36, 37, 39, 49, 57, 61, 65, 68, 69, 71, 78, 80, 83, 85, 91, 92, 93, 94, 96, 97, 110, 112, 113, 115, 127, 135, 136, 137, 138, 139, 144, 147, 148, 157, 162, 165, 167, 170, 171, 172, 179, 182, 195, 209, 214, 217, 219, 222, 225, 233, 243, 248, 249, 261, 270, 271, 274, 275, 277, 278, 279, 280, 281, 282, 289, 290, 299, 300, 303, 305, 306, 311, 314, 315, 316, 318, 319, 325, 331, 334, 338, 339, 340, 341, 342, 343, 344, 345, 346, 347, 350, 352, 354, 355, 357, 362, 363, 364, 366, 371, 372, 374, 376, 377, 379, 381, 383, 385, 388, 389, 395, 403, 409, 412, 417, 419, 420, 423, 431, 433, 440, 441, 443, 447, 465, 466, 469, 471, 473, 478, 482, 486, 496, 497, 499, 500, 501, 509, 510, 514, 515, 520, 521, 524; Generalize, H2, 20, 95, 121, 158, 211, 320, 353


a. Identify key ideas SE/TE: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521; Curriculum Connection, H2, H6, 1f, 11, 45f, 85, 125f, 127, 144, 162, 193f, 195, 204, 219, 248, 259f, 273, 300, 309, 311, 319, 329, 351, 356, 393, 413, 432, 451, 455t, 457, 468, 472, 475, 505, 509, 521


SE/TE: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521

Grade Five 174



SE/TE: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521; Curriculum Connection, H2, H6, 1f, 11, 45f, 85, 125f, 127, 144, 162, 193f, 195, 204, 219, 248, 259f, 273, 300, 309, 311, 319, 329, 351, 356, 393, 413, 432, 451, 455t, 457, 468, 472, 475, 505, 509, 521

b. Organize facts and/or data to support a topic SE/TE: For related information see: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521

c. Provide introduction, body, and conclusion SE/TE: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521; Curriculum Connection, H2, H6, 1f, 11, 45f, 85, 125f, 127, 144, 162, 193f, 195, 204, 219, 248, 259f, 273, 300, 309, 311, 319, 329, 351, 356, 393, 413, 432, 451, 455t, 457, 468, 472, 475, 505, 509, 521

d. Cite sources of information SE/TE: For related information see: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521


Grade Five 175

a. Identify form audience, topic and purpose SE/TE: For related information see: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521

b. State a clear opinion or position SE/TE: For related information see: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521


SE/TE: For related information see: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521


a. Address the topic SE/TE: For related information see: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521

b. Provide accurate information SE/TE: For related information see: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521

c. Support topic with appropriate details SE/TE: For related information see: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521

d. Incorporate social studies knowledge SE/TE: For related information see: Link to Writing, 11, 17, 64, 80, 97, 138, 145, 167, 227, 236, 273, 300, 343, 384, 406, 441, 482, 503, 521

Grade Five 176


a. Identify prior knowledge about the topic SE/TE: Chapter Reviews, 73, 99, 119, 153, 187, 229, 253, 293, 323, 359, 387, 427, 449, 489, 523; Unit Project, 124, 192, 258, 328, 392, 454, 528

b. Pose questions the about the topic SE/TE: Chapter Reviews, 73, 99, 119, 153, 187, 229, 253, 293, 323, 359, 387, 427, 449, 489, 523; Unit Project, 124, 192, 258, 328, 392, 454, 528

c. Formulate research questions SE/TE: Chapter Reviews, 73, 99, 119, 153, 187, 229, 253, 293, 323, 359, 387, 427, 449, 489, 523; Unit Project, 124, 192, 258, 328, 392, 454, 528


SE/TE: Chapter Reviews, 73, 99, 119, 153, 187, 229, 253, 293, 323, 359, 387, 427, 449, 489, 523; Unit Project, 124, 192, 258, 328, 392, 454, 528


a. Define the problem/situation SE/TE: Issues and Viewpoints, 222–223, 310–311, 368–369; Citizen Heroes, 40–41, 92–93, 184–185, 274–275, 422–423, 504–505

b. Identify prior knowledge about the problem/ situation

SE/TE: Issues and Viewpoints, 222–223, 310–311, 368–369; Citizen Heroes, 40–41, 92–93, 184–185, 274–275, 422–423, 504–505

Grade Five 177





e. Formulate simple research questions SE/TE: Issues and Viewpoints, 222–223, 310–311, 368–369; Citizen Heroes, 40–41, 92–93, 184–185, 274–275, 422–423, 504–505




Grade Five 178


SE/TE: Use Primary Sources, 284–285; Internet, 86–87; Read Newspapers, 208–209; Gather and Report Information, 356–357; Literature, 79, 135, 219, 287, 374, 419, 480; Analyze Primary Sources, 16, 37, 93, 103, 135, 149, 158, 160, 171, 172, 175, 182, 184, 185, 189, 206, 209, 214, 215, 221, 227, 235, 241, 249, 269, 270, 275, 279, 281, 282, 285, 288, 290, 299, 301, 304, 309, 316, 346, 348, 350, 353, 366, 367, 406, 407, 418, 423, 432, 439, 447, 467, 475, 481, 500, 504, 508, 510, 519, 525 Additional TE Pages: Bibliography, 1h, 45h, 125h, 193h, 259h, 329h, 393h, 455h, 529h, 593h; Curriculum Connection, 1f, 23, 31, 45f, 48, 70, 91, 121, 125f, 128, 159, 172, 193f, 196, 221, 237, 254, 259f, 262, 275, 282, 283, 301, 307, 329f, 332, 350, 374, 393f, 396, 407, 421, 423, 455f, 458, 469, 483


SE/TE: Use Primary Sources, 284–285; Literature, 79, 135, 219, 287, 374, 419, 480


SE/TE: Map Adventure, 40, 92, 184, 274, 422, 504; Chart and Graph Skills, 12, 58, 116, 414; Analyze Pictures, H2, 78, 87, 90, 96, 108, 172, 188, 212, 270, 349, 424, 481; Music: Curriculum Connection, 1f, 45f, 97, 125f, 189, 193f, 259f, 325, 329f, 389, 393f, 420, 447, 455f, 525; Video Field Trips, 1c, 45c, 125c, 193c, 250c, 329c, 393c, 455c


a. Gather data SE/TE: Unit Project, 124, 192, 258, 328, 392, 454, 528; Read Line and Circle Graphs, 12–13

Grade Five 179

b. Make and record observations SE/TE: Unit Project, 124, 192, 258, 328, 392, 454, 528; Read Line and Circle Graphs, 12–13

c. Design and conduct surveys and oral histories SE/TE: Unit Project, 124, 192, 258, 328, 392, 454, 528; Read Line and Circle Graphs, 12–13



SE/TE: Map Adventure, 40, 92, 184, 274, 422, 504; Chart and Graph Skills, 12, 58, 116, 414; Analyze Pictures, H2, 78, 87, 90, 96, 108, 172, 188, 212, 270, 349, 424, 481; Music: Curriculum Connection, 1f, 45f, 97, 125f, 189, 193f, 259f, 325, 329f, 389, 393f, 420, 447, 455f, 525; Video Field Trips, 1c, 45c, 125c, 193c, 250c, 329c, 393c, 455c

b. Distinguish factual from fictional information SE/TE: Fact and Opinion, 174–175; Analyze Pictures, H2, 78, 87, 90, 96, 108, 172, 188, 212, 270, 349, 424, 481

c. Find relationships between gathered information SE/TE: Map Adventure, 40, 92, 184, 274, 422, 504; Chart and Graph Skills, 12, 58, 116, 414; Analyze Pictures, H2, 78, 87, 90, 96, 108, 172, 188, 212, 270, 349, 424, 481; Music: Curriculum Connection, 1f, 45f, 97, 125f, 189, 193f, 259f, 325, 329f, 389, 393f, 420, 447, 455f, 525; Video Field Trips, 1c, 45c, 125c, 193c, 250c, 329c, 393c, 455c


SE/TE: Map Adventure, 40, 92, 184, 274, 422, 504; Chart and Graph Skills, 12, 58, 116, 414


SE/TE: Unit Project, 124, 192, 258, 328, 392, 454, 528; Chart and Graph Skills, 12, 58, 116, 414

Grade Five 180


SE/TE: Use Primary Sources, 284–285; Internet, 86–87; Read Newspapers, 208–209; Gather and Report Information, 356–357; Literature, 79, 135, 219, 287, 374, 419, 480; Analyze Primary Sources, 16, 37, 93, 103, 135, 149, 158, 160, 171, 172, 175, 182, 184, 185, 189, 206, 209, 214, 215, 221, 227, 235, 241, 249, 269, 270, 275, 279, 281, 282, 285, 288, 290, 299, 301, 304, 309, 316, 346, 348, 350, 353, 366, 367, 406, 407, 418, 423, 432, 439, 447, 467, 475, 481, 500, 504, 508, 510, 519, 525

b. Distinguish factual from fictional information SE/TE: Analyze Primary Sources, 16, 37, 93, 103, 135, 149, 158, 160, 171, 172, 175, 182, 184, 185, 189, 206, 209, 214, 215, 221, 227, 235, 241, 249, 269, 270, 275, 279, 281, 282, 285, 288, 290, 299, 301, 304, 309, 316, 346, 348, 350, 353, 366, 367, 406, 407, 418, 423, 432, 439, 447, 467, 475, 481, 500, 504, 508, 510, 519, 525

c. Find relationships between gathered information SE/TE: Analyze Primary Sources, 16, 37, 93, 103, 135, 149, 158, 160, 171, 172, 175, 182, 184, 185, 189, 206, 209, 214, 215, 221, 227, 235, 241, 249, 269, 270, 275, 279, 281, 282, 285, 288, 290, 299, 301, 304, 309, 316, 346, 348, 350, 353, 366, 367, 406, 407, 418, 423, 432, 439, 447, 467, 475, 481, 500, 504, 508, 510, 519, 525


SE/TE: Map Adventure, 40, 92, 184, 274, 422, 504; Chart and Graph Skills, 12, 58, 116, 414

Grade Five 181


a. Interpret information in maps, charts and graphs SE/TE: Map Adventure, 40, 92, 184, 274, 422, 504; Chart and Graph Skills, 12, 58, 116, 414. See all Maps and Charts listed in the Table of Contents.

b. Interpret information from field studies and surveys SE/TE: Unit Project, 124, 192, 258, 328, 392, 454, 528; Chart and Graph Skills, 12, 58, 116, 414

c. Analyze a document to determine point of view SE/TE: Point of View, 11, 38, 80, 150, 169, 173, 219, 221, 223, 227, 238, 243, 269, 277, 285, 289, 297, 298, 310, 315, 318, 431, 468, 469, 495, 500

d. Analyze the perspective of the author SE/TE: Point of View, 11, 38, 80, 150, 169, 173, 219, 221, 223, 227, 238, 243, 269, 277, 285, 289, 297, 298, 310, 315, 318, 431, 468, 469, 495, 500

e. Identify the bias and prejudice SE/TE: Prejudice Reduction, 9, 92, 185, 218, 241, 274, 306, 423, 451, 571, 628, 646


Grade Five 182

a. Compare information from a variety of sources SE/TE: Use Primary Sources, 284–285; Internet, 86–87; Read Newspapers, 208–209; Gather and Report Information, 356–357; Literature, 79, 135, 219, 287, 374, 419, 480; Analyze Primary Sources, 16, 37, 93, 103, 135, 149, 158, 160, 171, 172, 175, 182, 184, 185, 189, 206, 209, 214, 215, 221, 227, 235, 241, 249, 269, 270, 275, 279, 281, 282, 285, 288, 290, 299, 301, 304, 309, 316, 346, 348, 350, 353, 366, 367, 406, 407, 418, 423, 432, 439, 447, 467, 475, 481, 500, 504, 508, 510, 519, 525

b. Compare information to prior knowledge SE/TE: For related information see: Use Primary Sources, 284–285; Internet, 86–87; Read Newspapers, 208–209; Gather and Report Information, 356–357

c. Determine the reliability of the document SE/TE: For related information see: Use Primary Sources, 284–285; Internet, 86–87; Read Newspapers, 208–209; Gather and Report Information, 356–357


Grade Five 183


SE/TE: Cause and Effect, 10, 21, 28, 38, 40, 55, 57, 63, 67, 82, 84, 85, 103, 104, 112, 113, 114, 115, 121, 138, 150, 157, 160, 161, 164, 167, 169, 170, 282, 286, 287, 291, 296, 297, 299, 300, 303, 304, 305, 308, 310, 315, 342, 343, 348, 354, 367, 372, 373, 380, 381, 382, 384, 405, 409, 410, 411, 412, 417, 418, 419, 421, 431, 435, 443, 465, 472, 474, 477, 479, 480, 481, 486, 495, 497, 500, 501, 502, 505, 507, 509, 510, 517, 520, 521; Main Idea and Details, H11, 6, 7, 8, 10, 11, 14, 15, 16, 17, 18, 19, 22, 23, 24, 25, 26, 27, 28, 30, 34, 35, 36, 37, 38, 39, 40, 47, 56, 62, 63, 65, 67, 68, 77, 78, 79, 83, 88, 90, 91, 92, 93, 104, 105, 107, 109, 111, 114, 115, 117, 121, 135, 136, 137, 143, 147, 148, 150, 151, 158, 159, 161, 162, 163, 165, 166, 172, 173, 175, 178, 180, 184, 212, 213, 222, 226, 234, 239, 241, 242, 243, 249, 250, 270, 272, 277, 278, 281, 283, 285, 298, 306, 307, 309, 315, 316, 318, 321, 339, 340, 345, 347, 348, 354, 365, 368, 376, 384, 395, 404, 405, 409, 410, 411, 415, 417, 418, 419, 420, 421, 422, 423, 432, 434, 436, 437, 439, 444, 445, 450, 460, 464, 465, 466, 467, 410, 471, 473, 474, 475, 477, 478, 480, 482, 483, 484, 487, 492, 494, 496, 498, 499, 506, 508, 511, 516, 518, 519, 520, 521; Sequence, 78, 106, 108, 109, 112, 117, 130, 134, 135, 136, 137, 138, 139, 141, 142, 143, 144, 145, 146, 147, 150, 151, 157, 165, 166, 180, 181, 203, 240, 242, 243, 249, 288, 289, 302, 308, 339, 347, 350, 354, 357, 373, 383, 440, 472, 495, 507


Grade Five 184


SE/TE: Chapter Reviews, 73, 99, 119, 153, 187, 229, 253, 293, 323, 359, 387, 427, 449, 489, 523; Unit Project, 124, 192, 258, 328, 392, 454, 528 Additional TE Pages: Meeting Individual Needs, 15, 20, 29, 32, 36, 40, 56, 61, 68, 79, 84, 90, 96, 104, 108, 111, 135, 145, 149, 160, 165, 170, 174, 178, 188, 203, 211, 217, 225, 234, 242, 250, 269, 280, 285, 287, 297, 306, 315, 339, 346, 353, 365, 373, 381, 405, 409, 419, 433, 441, 444, 467, 474, 479, 482, 486, 493, 499, 507, 512, 518

b. Engage in civic participation and public discourse SE/TE: Build Citizenship Skills, H2–H3; Government by the People, 14-17; Issues and Viewpoints pages 222–223, 310–311, 368–369 Additional TE Pages: Citizenship, 41, 92, 160, 184, 275, 277, 300, 306, 363, 369, 423, 499, 508

2. Use historic contexts to answer questions a. Use historically accurate resources to answer questions, make predictions, and support ideas

SE/TE: Lesson Reviews, 11, 17, 22, 30, 38, 57, 64, 69, 85, 91, 97, 104, 109, 115, 138, 145, 150, 162, 167, 173, 182, 207, 214, 220, 227, 236, 243, 251, 273, 282, 291, 300, 308, 319, 343, 350, 355, 366, 376, 384, 406, 413, 420, 436, 441, 445, 446, 474, 482, 487, 496, 503, 511, 521


SE/TE: For related information see: Make Generalizations, 320–321; Recognize Point of View, 468–469; Use Primary Sources, 284–285

c. Construct a sound historical interpretation SE/TE: Chapter Reviews, 73, 99, 119, 153, 187, 229, 253, 293, 323, 359, 387, 427, 449, 489, 523


Grade Five 185

Grade Five 186







