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28 Weekly Units Delivered In
4 Quarterly Installments
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Please see Scope & Sequence (below) to verify your course of study.Add To Cart
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AUGUST - SEPTEMBER
Students will identify analyze primary and secondary sources, utilize technology to gather information, and define terms related to social sciences(history, geography, civics, government, & economics)., , , ,
Students will utilize maps to analyze geographic information, review map elements(coordinate grid, cardinal & intermediate directions, title, compass rose, scale, key/legend with symbols); label the continents and oceans; name and identify the purpose of maps, compare/contrast maps & globes(distortion); utilize different map scales to measure distance., , , , , ,
Students will explain the purpose and need for government. They will be introduced to the U.S. Constitution and will identify the three branches of government (executive, legislative, and judicial). Students will use technology to gather information and analyze primary and secondary sources., , , , , ,
Student will explain how our government was established through the U.S. Constitution and how it is the foundation of our democracy., , , , ,
Students will recognize that every state has a state constitution. Students will recognize that the Constitution of the United States is the supreme law of the land., , , , , , ,
Students will analyze primary and secondary sources and use technology to gather information. Students will use thematic maps and review basic map elements. Students will identify cultures that have settled in the United States, compare the cultural characteristics and identify contributions by Hispanics/Latinos., , , , , , , , ,
Students will identify and label countries/commonwealths in North America and the Caribbean. Let pirate Mary Reade be your guide or identifying the “rich” places and ports of our North American continent and the beautiful Caribbean., , , , , ,
Students will identify the five regions of the USA (NE, SE, Midwest, SW & West) and label each of the states within each region. Students will describe physical features of the USA., , , , , ,
Students will learn about the major rivers and mountain ranges in the U.S. They will use maps to locate major physical features of U.S. Geography., , , , , ,
Students will describe physical features of the USA, Canada, & Mexico. Students will identify natural and man-made landmarks in the USA, Canada, & Mexico., , , , ,
Students will investigate how people perceive places and regions differently by studying news, poems, legends and songs from a region or area., , , , , , ,
Students will describe the climate and vegetation of the USA, Canada, Mexico and the Caribbean. Students will identify the natural resources in the USA, Canada, Mexico, and the Caribbean., , , , ,
Students will identify groups/individuals that demonstrate civic virtues. Students will identify the levels of government. Students will learn about the armed forces and their important role in maintaining freedom enjoyed by all citizens of the United States., , , , , , , , ,
Students will identify group and individual actions of citizens that demonstrate civility, cooperation, and volunteerism, e.g., food drives, book drives, community clean-up, voting, etc. Florence Nightingale teaches students her role as a good citizen during the Civil War., ,
Students will identify individual actions that demonstrate civic virtues. Students will review basic maps elements and label states within a region of the United States. Students will identify natural or man-made landmarks in the United States and investigate how people perceive places and regions differently., , , , , , ,
Students will identify the levels of government (local, state, and federal). Students will identify group and individual actions of citizens that demonstrate civic virtues., , ,
Students will identify individuals who demonstrate civic virtues and contributions made by African-Americans, highlighting Mary McLeod Bethune and Thurgood Marshall., , , , , ,
Students will explain how the environment influences settlement patterns in the USA, Canada, Mexico, and the Caribbean (water & land for farming)., ,
Students will investigate how people perceive places and regions. Students will learn about the contributions from various ethnic groups to the United States., , ,
Students will identify the cultures that have settled in North America. Students will compare and contrast the cultural characteristics of diverse populations in one of the five regions of the USA with Canada, Mexico or the Caribbean., , , , , , ,
Students will identify contributions from various ethnic groups to the USA (Native Americans, Hispanic/Latinos, African Americans, Asians, and Europeans)., , , , , , , ,
Students will give examples of how scarcity results in trade. Students will recognize that buyers and sellers interact to exchange goods and services through the use of trade or money., , ,
Students will list the characteristics of money (divisible, recognizable, and durable) and will understand what makes legal tender easy to use., , ,
Students will study how the U.S. and other countries create their own currency or use as legal tender. Students will distinguish between currencies used in the USA, Canada, Mexico, and the Caribbean., , , , ,
Students will identify individuals that demonstrate civic virtues and contributions made by women, highlighting Susan B. Anthony and Shirley Chisholm., , , , , , ,
Students will describe the physical features, and natural/man-made landmarks of Florida. They will describe natural resources and explain how the environment influences settlement patterns in Florida., , , , , , , ,
Students will utilize technology to gather information and analyze primary and secondary sources. Students will identify individual actions that demonstrate civic virtues and identify the levels of government. Students will review basic maps elements. Identify contributions from various ethnic groups to the United States., , ,
Students will describe how government gains its power from the people and how the government was established through a written Constitution., , , , , ,
K-5 Required to Read 50% Informational Text - Meet or exceed the 50% Informational Text requirement in your state with Studies Weekly. Teach CCSS-aligned Social Studies and Science content during your literacy block!
Staircase of Complexity - Lexile levels gradually increase over the course of each grade level. We provide researched-based lesson plans with scaffolding/differentiated instruction so that all students succeed.
Text-Based Answers - Students are required to write about what they read, perform additional research, cite sources and consider other points of view. Assessment questions require students to recall, examine and analyze the text they have read.
Writing from Sources - Students will develop research and media skills using primary and secondary sources. We provide 2.0 digital tool suggestions for creating online products like videos, avatars, posters and slide shows.
Academic Vocabulary - With domain-specific vocabulary for each lesson, our lesson plans help you teach students how to determine the meaning of unknown words within a text (CCSS for ELA RI.4).
Computer-Based, Machine-Scored Assessment for Grades 3-5 - Online assessment is provided at eStudiesweekly.com. With instant analysis, including pie charts for every question, you.ll identify where re-teaching or additional test-taking strategies are needed.
Visit the Studies Weekly Blog to learn more about integrating Common Core Standards into your classroom.
This map only shows classrooms within about 50 miles of your area that are using Studies Weekly publications for core instruction. More than 21,000 schools throughout the United States are using Studies Weekly as their new 'textbook.'