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Combined
Curriculum Document
Social Studies
For Primary, 4th Grade & 5th Grade
The
core content that follows was accessed from the following KED
website
All core content in
bold type is assessed on the Spring CATS.
Primary Grades
Government
and Civics
SS-P-GC-U-2
Students will understand that citizens of local communities have
certain rights and responsibilities in a democratic society.
SS-P-GC-S-2
Students will explore personal rights and responsibilities:
a) explain, demonstrate, give examples of ways to show good citizenship
at school and in the community (e.g., recycling, picking up trash)
b) describe the importance of civic participation and locate examples
(e.g., donating canned food to a class food drive) in current
events/new
SS-EP-1.3.1
Students will define basic democratic ideas (e.g., liberty, justice,
equality, rights, responsibility) and explain why they are important
today.
Cultures and
Societies
SS-P-CS-U-1
Students will understand that culture is a system of beliefs,
knowledge, institutions, customs/traditions, languages and skills
shared by a group of people.
SS-P-CS-S-1
Students will develop an understanding of the nature of culture:
a) explore and describe cultural elements (e.g., beliefs, traditions,
languages, skills, literature, the arts)
b) investigate diverse cultures using print and non-print sources
(e.g., stories, books, interviews, observations)
SS-EP-2.1.1
Students will describe cultural elements (e.g., beliefs, traditions,
languages, skills, literature, the arts).
DOK 1
SS-EP-2.1.2
Students will study a variety of diverse cultures locally and
in the world today and explain the importance of appreciating
and understanding other cultures.
SS-P-CS-U-2
Students will understand that cultures develop social institutions
(e.g., government, economy, education, religion, family) to structure
society, influence behavior, and respond to human needs.
SS-P-CS-S-2
Students will investigate social institutions (e.g., schools)
in the community
SS-EP-2.2.1
Students will identify social institutions (government, economy,
education, religion, family) and explain how they help the community.
SS-P-CS-U-3
Students will understand that interactions among individuals and
groups assume various forms (e.g., compromise, cooperation, conflict,
competition).
SS-P-CS-S-3
Students will describe interactions (e.g., compromise, cooperation,
conflict, competition) that occur between individuals/groups
SS-P-CS-S-4
Students will describe and give examples of conflicts and conflict
resolution strategies
SS-EP-2.3.1
Students will describe various forms of interactions (compromise,
cooperation, conflict, competition) that occur between individuals/
groups at home and at school.
DOK 2
SS-EP-2.3.2
Students will identify appropriate conflict resolution strategies
(e.g., compromise, cooperation, communication
SS-P-CS-U-4
Students will understand that a variety of factors promote cultural
diversity in a community.
SS-P-CS-S-1
Students will develop an understanding of the nature of culture:
a) explore and describe cultural elements (e.g., beliefs, traditions,
languages, skills, literature, the arts)
b) investigate diverse cultures using print and non-print sources
(e.g., stories, books, interviews, observations)
SS-EP-2.1.1
Students will describe cultural elements (e.g., beliefs, traditions,
languages, skills, literature, the arts).
DOK 1
SS-EP-2.1.2
Students will study a variety of diverse cultures locally and
in the world today and explain the importance of appreciating
and understanding other cultures.
SS-P-CS-U-5
Students will understand that an understanding and appreciation
of the diverse complexity of cultures is essential to interact
effectively and work cooperatively with the many diverse ethnic
and cultural groups of today.
SS-P-CS-S-1
Students will develop an understanding of the nature of culture:
a) explore and describe cultural elements (e.g., beliefs, traditions,
languages, skills, literature, the arts)
b) investigate diverse cultures using print and non-print sources
(e.g., stories, books, interviews, observations)
SS-P-CS-S-3
Students will describe interactions (e.g., compromise, cooperation,
conflict, competition) that occur between individuals/groups
SS-P-CS-S-4
Students will describe and give examples of conflicts and conflict
resolution strategies
Economics
SS-P-E-U-2
Students will understand that a variety of fundamental economic
concepts (e.g., supply and demand, opportunity cost) impact individuals,
groups and businesses in the community today.
SS-P-E-S-1
Students will develop an understanding of the nature of limited
resources and scarcity:
a) solve economic problems related to prioritizing resources,
saving, loaning and spending money
b) explore differences between limited natural resources and limited
human resources
SS-EP-3.1.1
Students will define basic economic terms related to scarcity
(e.g., opportunity cost, wants and needs, limited productive resources-natural,
human, capital) and explain that scarcity requires people to make
economic choices and incur opportunity costs.
SS-P-E-U-4
Students will understand that markets enable buyers and sellers
to exchange goods and services.
SS-P-E-S-3
Students will compare ways people in the past/present acquired
what they needed, using basic economic terms related to markets
(e.g., goods, services, profit, consumer, producer, supply, demand,
buyers, sellers, barter)
SS-EP-3.3.2
Students will explain different ways that people acquire goods
and services (by trading/bartering goods and services for other
goods and services or by using money).
SS-P-E-U-5
Students will understand that production, distribution and consumption
of goods and services in the community have changed over time.
SS-P-E-S-3
Students will compare ways people in the past/present acquired
what they needed, using basic economic terms related to markets
(e.g., goods, services, profit, consumer, producer, supply, demand,
buyers, sellers, barter)
SS-P-E-S-4
Students will describe and give examples of production, distribution
and consumption of goods and services in the community
SS-EP-3.4.1
Students will define basic economic terms related to production,
distribution and consumption (e.g., goods and services, wants
and needs, supply and demand, specialization, entrepreneur) and
describe various ways goods and services are distributed (e.g.,
by price, first-come-first-served, sharing equally).
DOK 2
SS-P-E-U-6
Students will understand that individuals, groups and businesses
in the community demonstrate interdependence as they make economic
decisions about the use of resources (e.g., natural, human, capital)
in theproduction, distribution, and consumption of goods and services.
SS-P-E-S-4
Students will describe and give examples of production, distribution
and consumption of goods and services in the community
SS-EP-3.4.2
Students will describe how new knowledge, technology/tools, and
specialization increases productivity in our community, state,
nation and world.
SS-EP-3.4.3
Students will define interdependence and give examples of how
people in our communities, states, nation and world depend on
each other for goods and services.
Historical
Perspective
SS-P-HP-U-1
Students will understand that history is an account of human activities
that is interpretive in nature. A variety of tools (e.g., primary
and secondary sources) are needed to understand historical events.
SS-P-HP-S-1
Students will develop an understanding of the nature of history
using a variety of tools (e.g., primary and secondary sources,
family mementoes, artifacts, Internet, diaries, timelines, maps):
a) examine the past (of selves and the community)
SS-P-HP-S-2
Students will use print and non-print sources (e.g., stories,
folktales, legends, films, magazines, Internet, oral history):
a) investigate and give examples of factual and fictional accounts
of historical events
SS-P-HP-U-2
Students will understand that history is a series of connected
events shaped by multiple cause-effect relationships, tying past
to present.
SS-P-HP-S-1
Students will develop an understanding of the nature of history
using a variety of tools (e.g., primary and secondary sources,
family mementoes, artifacts, Internet, diaries, timelines, maps):
a) distinguish among past, present and future people, places,
events
SS-P-HP-S-2
Students will use print and non-print sources (e.g., stories,
folktales, legends, films, magazines, Internet, oral history):
explore and give examples of change over time (e.g., transportation,
clothing, communication, technology, occupations)
SS-EP-5.2.3
Students will describe change over time in communication, technology,
transportation and education in the community.
SS-P-HP-U-3
Students will understand that history has been impacted by significant
individuals and groups.
SS-P-HP-S-1
Students will develop an understanding of the nature of history
using a variety of tools (e.g., primary and secondary sources,
family mementoes, artifacts, Internet, diaries, timelines, maps):
a) explain why people move and settle in different places; explore
the contributions of diverse groups
SS-P-HP-S-2
Students will use print and non-print sources (e.g., stories,
folktales, legends, films, magazines, Internet, oral history):
explore and give examples of change over time (e.g., transportation,
clothing, communication, technology, occupations)
4th grade
Economics
SS-4-E-U-3
Students will understand that economic institutions are created
to help individuals, groups and businesses accomplish common goals.
SS-4-E-S-1
Students will develop an understanding of the nature of limited
resources and scarcity:
investigate banks in Kentucky; explain and give examples of the
roles banks play (e.g., loan money, save money) in helping people
deal with scarcity
SS-04-3.2.1
Students will explain how profit motivates individuals/businesses
to take risks in producing goods and services.
SS-4-E-U-4
Students will understand that markets enable buyers and sellers
to exchange goods and services.
SS-4-E-S-1
Students will develop an understanding of the nature of limited
resources and scarcity:
investigate and give examples of markets (past and present); and
explain how goods and services were/are exchanged
SS-04-3.3.1
Students will give examples of markets; explain how they function
and how the prices of goods and services are determined by supply
and demand.
DOK 2
SS-04-3.3.2
Students will explain how competition among buyers and sellers
influences the price of goods and services in our state, nation
and world.
SS-4-E-U-5
Students will understand that production and distribution of goods
and services have changed over time in Kentucky.
SS-4-E-S-2
Students will use a variety of sources to investigate and trace
change over time (e.g., draw, chart, map, timeline) in the production,
distribution, and consumption of goods and services (e.g., products
made in Kentucky)
SS-04-3.4.1
Students will describe production, distribution and consumption
of goods and services in regions of Kentucky and the U.S.
DOK 2
SS-4-E-U-6
Students will understand that individuals, groups and businesses
demonstrate interdependence as they make economic decisions about
the use of resources (e.g., natural, human, capital) in the production,
distribution, and consumption of goods and services.
SS-4-E-S-3
Students will investigate and give examples of specialization
and explain how it promotes trade between places and regions of
the United States (e.g., Kentucky imports and exports, Midwest
exports corn, South exports citrus)
SS-04-3.4.2
Students will describe how new knowledge, technology/tools and
specialization increases productivity and promotes trade between
regions of Kentucky and the United States (e.g., Midwest –
corn, South - citrus).
SS-04-3.4.3
Students will define interdependence and give examples of how
people in our communities, states, nation and world depend on
each other for goods and services.
Geography
SS-4-G-U-1
Students will understand that the use of geographic tools (e.g.,
maps, globes, charts, graphs) and mental maps help interpret information,
understand and analyze patterns, spatial data and geographic issues.
SS-4-G-S-1
Students will demonstrate an understanding of patterns on the
Earth’s surface, using a variety of geographic tools (e.g.,
maps, globes, charts, graphs):
a) locate and describe major landforms, bodies of water and natural
resources located in regions of Kentucky and the United States
b) locate, in absolute and relative terms, major landforms and
bodies of water in regions of Kentucky and the United States
c) analyze and compare patterns of movement and settlement in
Kentucky
d) explain and give examples of how physical factors (e.g., rivers,
mountains) impacted human activities during the early settlement
of Kentucky
SS-04-4.1.1
Students will use geographic tools (e.g., maps, charts, graphs)
to identify and describe natural resources and other physical
characteristics (e.g., major landforms, major bodies of water,
weather, climate, roads, bridges) in regions of Kentucky and the
United States.
DOK 2
SS-04-4.1.2
Students will use geographic tools to locate major landforms,
bodies of water, places and objects in Kentucky by their absolute
and relative locations.
SS-04-4.1.3
Students will describe how different factors (e.g. rivers, mountains)
influence where human activities were/are located in Kentucky.
SS-4-G-S-2
Students will use information from print and non-print sources
(e.g., documents, informational passages/texts, interviews, digital
and environmental) to investigate regions of Kentucky:
a) analyze how advances in technology (e.g., dams, roads, irrigation)
have allowed people to settle in places previously inaccessible
(Kentucky)
SS-4-G-S-3
Students will investigate interactions among human activities
and the physical environment in regions of Kentucky:
a) explain how people modified the physical environment (e.g.,
dams, roads, bridges) to meet their needs
b) describe how the physical environment (e.g., mountains as barriers
or protection, rivers as barriers or transportation) promoted
and/or restricted human activities (e.g., exploration, migration,
trade, settlement, development) and land use in Kentucky
SS-04-4.4.2
Students will describe how the physical environment (e.g., mountains
as barriers for protection, rivers as barriers of transportation)
both promoted and restricted human activities during the early
settlement of Kentucky.
DOK 2
Historical
Perspective
SS-4-HP-U-1
Students will understand that history is an account of human activities
that is interpretive in nature and a variety of tools (e.g., primary
and secondary sources) are needed to analyze and understand historical
events
SS-4-HP-S-1
Students will demonstrate an understanding of the nature of history
using a variety of tools (e.g., primary and secondary sources):
a) investigate and chronologically describe (e.g., timelines,
charts) significant events in Kentucky history, from early development
as a territory to development as a state
b) interpret and describe events in Kentucky’s history in
terms of their importance
SS-4-HP-S-2
Students will use information from print and non-print sources
(e.g., documents, informational passages/texts, interviews, digital
and environmental):
a) examine and compare factual and fictional accounts of historical
events in Kentucky’s history
b) describe the significance of historical documents, symbols,
and songs related to Kentucky’s history (e.g., Kentucky’s
Constitution, state flag, state song)
SS-04-5.1.1
Students will use a variety of primary and secondary sources (e.g.,
artifacts, diaries, timelines) to describe significant events
in the history of Kentucky and interpret different perspectives.
DOK 2
SS-04-5.2.1
Students will identify significant historical documents, symbols,
songs and selected readings (e.g., state flag, United We Stand,
Divided We Fall, My Old Kentucky Home,) specific to Kentucky and
explain their historical significance.
DOK 2
SS-4-HP-U-2
Students will understand that the history of Kentucky can be analyzed
by examining the connected events shaped by multiple cause-effect
relationships, tying past to present.
SS-4-HP-S-1
Students will demonstrate an understanding of the nature of history
using a variety of tools (e.g., primary and secondary sources):
examine cause and effect relationships that influenced Kentucky’s
history
SS-04-5.1.1
Students will use a variety of primary and secondary sources (e.g.,
artifacts, diaries, timelines) to describe significant events
in the history of Kentucky and interpret different perspectives.
DOK 2
SS-4-HP-U-3
Students will understand that the history of Kentucky has been
impacted by significant individuals, groups and advances in technology.
SS-4-HP-S-1
Students will demonstrate an understanding of the nature of history
using a variety of tools (e.g., primary and secondary sources):
a) explain reasons that different groups of people explored and
settled in Kentucky
b) investigate the influences/contributions of diverse groups
to the culture of Kentucky today
SS-4-HP-S-2
Students will use information from print and non-print sources
(e.g., documents, informational passages/texts, interviews, digital
and environmental):investigate change over time (e.g., transportation,
communication, education, technology, lifestyles and conditions)
in Kentucky’s history
SS-04-5.2.2
Students will identify and compare the cultures of diverse groups
and explain why people explored and settled in Kentucky.
DOK 2
SS-04-5.2.3
Students will compare change over time in communication, technology,
transportation and education in Kentucky.
DOK 3
5th Grade
Cultures and Societies
SS-5-CS-U-5
Students will understand that an understanding and appreciation
of the diverse complexity of cultures is essential to interact
effectively and work cooperatively with the many diverse ethnic
and cultural groups of today.
SS-5-CS-S-4
Students will describe causes of conflicts between individuals
and/or groups today and give examples of how to resolve them peacefully
SS-05-2.3.2
Students will give examples of conflicts between individuals or
groups and describe appropriate conflict resolution strategies
(e.g., compromise, cooperation, communication).
DOK 2
Economics
SS-5-E-U-1
Students will understand that the basic economic problem confronting
individuals, groups and businesses in the United States today
is scarcity: as a result of scarcity, economic choices and decisions
must be made.
SS-5-E-S-1
Students will demonstrate an understanding using information from
print and non-print sources (e.g., documents, informational passages/texts,
interviews, digital and environmental) of the connection between
resources, limited productive resources and scarcity:
a) investigate different kinds of resources (e.g., natural, human,
capital)
b) explain how individuals and groups in the United States make
economic decisions based upon limited productive resources (natural,
human, capital) and give examples of how these decisions create
interdependence between individuals, groups and businesses
SS-5-E-S-2
Students will demonstrate an understanding of how people deal
with scarcity; explain the roles banks play in helping people
deal with scarcity (e.g., loan money, save money, lines of credit,
interest-bearing accounts)
SS-05-3.1.1
Students will describe scarcity and explain how scarcity required
people in different periods in the U.S. (Colonization, Expansion,
Twentieth Century to Present) to make economic choices (e.g.,
use of productive resources- natural, human, capital) and incur
opportunity costs.
DOK 2
SS-5-E-U-2
Students will understand that a variety of fundamental economic
concepts (e.g., supply and demand, opportunity cost) impact individuals,
groups and businesses in the United States today.
SS-5-E-S-1
Students will demonstrate an understanding using information from
print and non-print sources (e.g., documents, informational passages/texts,
interviews, digital and environmental) of the connection between
resources, limited productive resources and scarcity:
a) investigate different kinds of resources (e.g., natural, human,
capital)
b) explain how individuals and groups in the United States make
economic decisions based upon limited productive resources (natural,
human, capital) and give examples of how these decisions create
interdependence between individuals, groups and businesses
SS-05-3.1.1
Students will describe scarcity and explain how scarcity required
people in different periods in the U.S. (Colonization, Expansion,
Twentieth Century to Present) to make economic choices (e.g.,
use of productive resources- natural, human, capital) and incur
opportunity costs.
DOK 2
SS-05-3.2.1
Students will explain how profits motivated individuals/businesses
in the U.S. (Expansion, Industrialization) to take risks in producing
goods and services.
SS-05-3.3.2
Students will explain how competition among buyers and sellers
influences the price of goods and services in our state, nation
and world.
SS-5-E-U-3
Students will understand that economic institutions are created
to help individuals, groups and businesses accomplish common goals.
SS-5-E-S-2
Students will demonstrate an understanding of how people deal
with scarcity; explain the roles banks play in helping people
deal with scarcity (e.g., loan money, save money, lines of credit,
interest-bearing accounts)
SS-05-3.2.1
Students will explain how profits motivated individuals/businesses
in the U.S. (Expansion, Industrialization) to take risks in producing
goods and services.
SS-5-E-U-5
Students will understand that production, distribution and consumption
of goods and services have changed over time in the United States.
SS-5-E-S-4
Students will use a variety of sources:
a) investigate and trace (e.g., write, draw, chart, timeline)
change over time in the production, distribution and consumption
of goods and services in the United States
b) research specialization in the United States; explain how specialization
promotes trade between individuals, groups and businesses in the
United States and world; describe the impact of specialization
on the production of goods in the United States
SS
SS-05-3.4.1
Students will describe production, distribution and consumption
of goods and services in the history of the U.S. (Colonization,
Industrialization, Twentieth Century to Present).
DOK 3
SS-05-3.4.2
Students will describe how new knowledge, technology/tools and
specialization increase/increased productivity in the U.S. (Colonization,
Industrialization, Twentieth Century to Present).
DOK 3
Historical
Perspective
SS-5-HP-U-2
Students will understand that the history of the United States
can be analyzed by examining significant eras (Colonization and
Settlement, Revolution and a New Nation, Expansion and Conflict,
Industrialization and Immigration and the Twentieth Century) to
develop a chronological understanding and recognize cause and
effect relationships and multiple causation, tying past to present.
SS-5-HP-U-3
Students will understand that the history of the United States
has been impacted by significant individuals, groups and advances
in technology.
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g.,
artifacts, diaries, maps, timelines) to describe significant events
in the history of the U.S. and interpret different perspectives.
DOK 3
SS-05-5.2.1
Students will identify historical documents, selected readings
and speeches (e.g., Mayflower Compact, Emancipation Proclamation,
Dr. Martin Luther King’s speech: I Have a Dream) and explain
their historical significance.
DOK 3
SS-05-5.2.2
Students will explain reasons (e.g., freedoms, opportunities,
fleeing negative situations) immigrants came to America long ago
(Colonization and Settlement, Industrialization and Immigration,
Twentieth Century to Present) and compare with why immigrants
come to America today.
DOK 2
SS-05-5.2.3
Students will compare change over time (Colonization, Industrialization,
Twentieth Century to Present) in communication, technology, transportation
and education.
DOK 3
SS-05-5.2.4
Students will describe significant historical events in each of
the broad historical periods and eras in U.S. history (Colonization
and Settlement, Revolution and a New Nation, Expansion and Conflict,
Industrialization and Immigration, Twentieth Century to Present)
and explain cause and effect relationships.
DOK 3
SS-05-5.2.3
Students will compare change over time (Colonization, Industrialization,
Twentieth Century to Present) in communication, technology, transportation
and education.
DOK 3
SS-05-5.2.4
Students will describe significant historical events in each of
the broad historical periods and eras in U.S. history (Colonization
and Settlement, Revolution and a New Nation, Expansion and Conflict,
Industrialization and Immigration, Twentieth Century to Present)
and explain cause and effect relationships.
DOK 3
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