Fleming County Schools Instructional Checklist - DOC

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					                                                                                             Fleming County Schools Instructional Checklist
                                                                                                       Content: Social Studies Grade: P3
                                                                                                                                         1
                           Fleming County Schools Instructional Checklist
                Content Area _____Social Studies____________                Grade / Level ___________P3_____________

Quarter/    Completion Skill/Content/Process Statement (Know, Do, Be like..)                                         FCC
Unit        Date
  All                  Needs Reading Statement                                                                       FC-P3-SS-1
 Year
                          Students will write for learning and write to demonstrate learning in the content area,    FC-P3-SS-2
                          following the guidelines outlined in KY Program of Studies and KY Core Content for
                          Assessment. Students will also complete writing portfolio entries in the content area
                          (number to be determined by the school administration).
                          Students will utilize technology to facilitate learning, to demonstrate learning, and to   FC-P3-SS-3
                          assess learning in all content areas (e.g., United Streaming, Read/Write Gold, MAP
                          assessments, word processing, Type to Learn, PowerPoint, digital cameras,
                          smartboards, etc.)
   1st
Big Idea: Geography
Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental
interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted
with their environment over time, how geography has impacted settlement and population, and how geographic factors influence
climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and
present and to prepare for the future.
Essential Questions:
     What tools can I use to learn about the world?
     How do maps, globes and charts help me to locate places?
     How does the use of geographic tools such as maps, globes, charts and mental maps help me to locate places?
     How do geographic tools help me recognize patterns and geographic features?
Geography                   Students will use a variety of geographic tools (e.g., maps, globes, mental maps, charts, FC-P3-SS-4
                            graphs) to locate and describe familiar places at home, school, and the community.
                                 Name your Continent, State & Community (R)
                                 Understand Keys and Legends on a map and their symbols and uses (R)
                                 Find Cardinal directions on a map (R)
                                                                                       Fleming County Schools Instructional Checklist
                                                                                                   Content: Social Studies Grade: P3
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            Students will use geographic tools to identify major landforms, bodies of water and               FC-P3-SS-5
            natural resources on Earth’s surface.
                 Identify the Four Oceans (R)
                 Know the Seven Continents (R)
                 Locate Canada, US, Mexico and Central America (R)
                 Locate the Equator, Northern and Southern and Southern Hemisphere and the
                    Poles (R)
                                                                                                              FC-P3-SS-6
            Students will identify the relative location of places and things.
                 Trace a route by following written directions
                 Practice visualizing where things (e.g., schools, neighborhoods) are located.
Geography                                                                                                     FC-P3-SS-7
of the      Students will describe places on Earth’s surface by their physical characteristics (e.g.,
Americas    climate, landforms, soils, vegetation, bodies of water).
– North          North America
America          Canada
                 United States
                 Mexico (R)
                 The US 50 States: 48 Contiguous States, plus Alaska and Hawaii (R)
                 Territories (I)
                 Central America (I)
            Students will use geographic tools to identify major landforms, bodies of water and               FC-P3-SS-8
            natural resources on Earth’s surface.
                 Mississippi River (R)
                 Appalachian and Rocky Mountains (R)
                 Great Lakes (R)
                 Atlantic and Pacific Oceans: Gulf of Mexico, Caribbean Sea, West Indies (R)
Geo-                                                                                                          FC-P3-SS-9
graphical   Students will describe places on Earth’s surface by their physical characteristics (e.g.,
Terms and   climate, landforms, soils, vegetation, bodies of water).
Features         Coast, Valley, Prairie, Desert, Oasis,
            Students will identify various styles of music (spirituals, game songs, folk songs, work songs,   FC-P3-SS-10
            lullabies, patriotic, bluegrass).
                                                                                             Fleming County Schools Instructional Checklist
                                                                                                       Content: Social Studies Grade: P3
                                                                                                                                         3
                                 Learn song “This Land is Your Land” –Patriotic song
Big Idea: Economics
Economics includes the study of production, distribution, and consumption of goods and services. Students need to understand how
their economic decisions affect them, others and the nation as a whole. The purpose of economic education is to enable individuals
to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy.
Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and
governments.
Essential Questions:
     Why is scarcity a problem that all communities face? How does scarcity affect individuals and groups in a community?
     Why do people work?
     What is the role of family, workers, banks, and businesses in an economic system?
     What are goods and services? What is their role in the economic system?
     How are production, distribution, and consumption critically important to the economic system?
Economics                                                                                                               FC-P3-SS-11
                            Students will describe basic economic concepts related to scarcity
                            (e.g., opportunity cost, productive resources—natural and human, limited
                            resources) and explain why people cannot have all the goods and services they
                            want. DOK 1
                                 Systems – Recognize different kinds of goods and services
                            Students will identify banks as an economic institution.                                    FC-P3-SS-12
                                 Explain the different roles of family, workers, banks, and business in economic
                                    systems.
                            Students will identify reasons why people work (food, clothing, shelter). DOK1              FC-P3-SS-13
                                 Know that people need to work to earn money to buy their needs and wants
                                                                                                                        FC-P3-SS-14
                            Students will describe the production, distribution, and consumption of goods.
                            DOK 2
                            Students will identify jobs (teacher, police officer) relating to 2 of the 14 Kentucky FC-P3-SS-15
                            Career Clusters Education, Public Service) and describe these jobs. DOK1
                                 Find out about the different job opportunities available
                            Students will identify how academic classes (e.g., reading and writing) relate to           FC-P3-SS-16
                            various jobs. DOK1
                                 As a person grows and changes, career choices often change
                                                                                        Fleming County Schools Instructional Checklist
                                                                                                    Content: Social Studies Grade: P3
                                                                                                                                    4
                           Students will identify how personal responsibility and good work habits (e.g.,      FC-P3-SS-17
                           attendance, work done on time, following directions) are important at home,
                           school, and work. DOK1

Big Idea: Cultures and Societies
Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of
groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture
influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups
throughout the United States and the world, and that issues and challenges unite and divide them.
Essential Questions:
     How do individuals and groups interact in a community/society?
     How do our family, neighborhood, and community help us meet our needs?
     How do people depend on, adapt to, and/or modify their environment to meet their basic needs?
Com-                        Identify community resources such as parks and museums, etc.                                   FC-P3-SS-18
munity
                                                                                                                           FC-P3-SS-19
                            Students will describe various forms of interactions (compromise, cooperation, conflict,
                            competition) that occur between individuals/groups at home and at school.
                                 Social Systems and Diversity – The role and responsibility of family members
    2nd
                                                                                             Fleming County Schools Instructional Checklist
                                                                                                       Content: Social Studies Grade: P3
                                                                                                                                         5
Big Idea: Historical Perspective
History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives.
In order for students to understand the present and plan for the future, they must understand the past. Studying history engages
students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical
context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed
over time in Kentucky, the United States, and the world.
Essential Questions:
     How have the lives of the Native Americans changed over time?
     How have individuals and groups been significant in American history?
     Why do people move and settle in different places around the world?
     How did westward expansion affect the Native Americans?
     Why were the Cherokee forced from their land?
     Why did the War of 1812 happen?
     How does learning about historical battles help us to understand how history ties with the present?
     Why did American pioneers want to go west?
Big Idea: Cultures and Societies
Essential Questions:
     How do cultural elements describe the Native Americans?
Big Idea: Geography
Essential Questions:
     How has technology helped people move, settle and interact in the modern world?
     How does the physical environment help determine human activities?
     What patterns can we see when we look at human settlement over time?
     How did travel change during Westward Expansion?
Big Idea: Structure in the Arts
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts.
Structures that artists use include elements and principles of each art form, tools, media, and subject matter that impact artistic
products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these in the creative
process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create
meaningful works of their own. The more students understand, the greater their ability to produce, interpret, or critique artworks from
other artists, cultures, and historical periods.
Essential Questions:
     How does music help to reflect the culture of a society?
                                                                                Fleming County Schools Instructional Checklist
                                                                                             Content: Social Studies Grade: P3
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Native      Students will describe cultural elements (e.g., beliefs, traditions, languages, skills,     FC-P3-SS-20
Americans   literature, the arts). DOK 1
                 Sequoyah and Cherokee Alphabet (I)
            Students will describe and give examples of change over time in communication,              FC-P3-SS-21
            education, and transportation
                                                                                                        FC-P3-SS-22
            Students will use a variety of tools (e.g., primary and secondary sources, artifacts,
            diaries, timelines) to learn about the past.
                 Forced removal to reservations: The Trail of Tears (I)
                 Some Native Americans are displaced from their homes and ways of life by
                    railroads (The Iron Horse) (I)
                 Effect of near extermination of buffalo by Plains Indians
Pioneers                                                                                                FC-P3-SS-23
head West   Students will describe how the physical environment can both promote and restrict
            human activities.
            Students will describe how technology helps us move, settle and interact in the modern FC-P3-SS-24
            world.
                 New Means of Travel (I)
                 Robert Fulton invention of the steamboat
                 Erie Canal
                 Railroads: the Transcontinental Railroad
            Students will explain why people move and settle in different places on earth.              FC-P3-SS-25
                 Routes West: Wagon Trains on the Oregon Trail (I)
            Students will describe patterns of human settlement in places and regions on Earth’s
            surface.                                                                                    FC-P3-SS-26
            Students will describe and give examples of change over time in communication and           FC-P3-SS-27
            transportation.
            Students will describe places on Earth’s surface by their physical characteristics (e.g., FC-P3-SS-28
            climate, landforms, soils, vegetation, bodies of water).
            Students will identify various styles of music (spirituals, game songs, folk songs, work    FC-P3-SS-29
            songs, lullabies, patriotic, bluegrass).
                 Identify and discuss styles of music for the time period of Westward Expansion
                    and War of 1812-Work songs-Folk Songs-Patriotic Songs-“I’ve Been Working
                                                                                           Fleming County Schools Instructional Checklist
                                                                                                        Content: Social Studies Grade: P3
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                                  on the Railroad”, “Erie Canal”, “John Henry”, “Drill Ye Tarriers Drill”, “Sweet
                                  Betsy from Pike”, “Star Spangled Banner”, etc.
    3rd
Big Idea: Government and Civics
The study of government and civics equips students to understand the nature of government and the unique characteristics of
American democracy, including its fundamental principles, structure and the role of citizens. Understanding the historical
development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other
parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is
critical to full participation in society and is a central purpose of the social studies.
Essential Questions:
      How does a person become a U.S. citizen?
      What rights and responsibilities do we have in America?
      How does the U.S. government work to establish order, provide security and accomplish common goals of democracy?
Big Idea: Historical Perspective
Essential Questions:
      How do American symbols remind us of important parts of American history?
      Why did immigrants come to America?
      Who fought for the Civil rights of all Americans?
Immigration                   Students will explain why people move and settle in different places on earth.           FC-P3-SS-30
and                                 Millions of Newcomers to America (I)
Citizenship                         Large populations of immigrants settle in major cities (I)
                                                                                                                       FC-P3-SS-31
                              Students will define basic democratic terms (e.g., liberty, justice, equality, rights,
                              responsibility).
                                    America perceived as a Land of Opportunity (I)
                                    The meaning of E Pluribus Unum (I)
                                    Ellis Island and the significance of the Statue of Liberty (I)
                                    The Idea of Citizenship (I)
                                    American citizens have certain rights and responsibilities (I)
                                    Becoming an American Citizen (I)
                                    Democratic Principle – Know how Democratic decisions are made (R)
                                    Know why laws and rules are needed (R)
                                   
                                                                                    Fleming County Schools Instructional Checklist
                                                                                                 Content: Social Studies Grade: P3
                                                                                                                                 8
               Students will identify and give examples of ways to show good citizenship at home, FC-P3-SS-32
               at school, and in the community (e.g., helping a peer with homework, recycling
               paper or cans at school, picking up trash on the playground, donating canned food
               to a class holiday food drive for needy families, setting the table for dinner,
               drawing a get-well card for a sick neighbor). DOK 1
Civil Rights   Students will use a variety of tools (e.g., primary and secondary sources, artifacts,        FC-P3-SS-33
               diaries, timelines) to learn about the past.
                    Susan B. Anthony and the Right to Vote (I)
                    Eleanor Roosevelt and Civil Rights and Human Rights (I)
                    Mary McLead Bethune and Educational Opportunity (I)
                    Jackie Robinson and the Integration of Major League Baseball (I)
                    Rosa Parks and the Bus Boycott in Montgomery, Alabama (I)
                    Martin Luther King Jr. and the Dream of Equal Rights for all (I)
                    Caesar Chavez and the Rights of Migrant Workers (I)
American       Students will identify the basic functions of local government (to establish order,          FC-P3-SS-34
Government     provide security and accomplish common goals); give examples of services local
/The           governments provide (e.g., police and fire protection, maintain roads and snow
Constitution   removal, garbage pick-up, provide city parks and life guards for city pools), and
               explain how the local government pays for these services (by collecting taxes from
               people who live there).
                    American Government is based on the Constitution, The Highest Law of our
                       Land (I)
                    James Madison, the Father of the Constitution (I)
                    Government by the Consent of the Governed: We the People (I)
               Students will compare rules (school, clubs, teams) with laws in their community.
                                                                                                            FC-P3-SS-35
               Students will describe how local governments are structured (e.g., mayor, city council, FC-P3-SS-36
               court).
                    Every level of government has specific offices that contain similar duties
                       (executive branch at the local level is called mayor, state level called governor,
                       and national level called president)
                                                                                            Fleming County Schools Instructional Checklist
                                                                                                      Content: Social Studies Grade: P3
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Big Idea: Cultures and Societies
Essential Questions:
    What was life in Ancient India like?
    What is life in Modern day Japan like?
Big Idea: Historical Perspective
Essential Questions:
    How does learning about life in Ancient Greece help me to understand patterns of human interaction and settlements?
    How did life in Ancient Greece influence life in America today?
    How did life in Ancient China influence life today?
    How does learning about early civilizations help me to understand how people depend on, adapt to, and/or modify their
       environments?
Big Idea: Geography
Essential Questions:
    How does the use of geographic tools such as maps, globes, charts and mental maps help me to learn the geography of South
       America?
    4th
South                                                                                                                FC-P3-SS-37
America                  Students will describe places on Earth’s surface by their physical characteristics (e.g.,
                         climate, landforms, soils, vegetation, bodies of water).
                              Brazil (I)
                              Peru and Chile (The Andes Mountains) (I)
                              Locate: Venezuela, Columbia, Ecuador (I)
                              Bolivia: Named after Simon Bolivia, The Liberator (I)
                              Argentina (I)
                         Students will describe cultural elements (e.g., beliefs, traditions, languages, skills,     FC-P3-SS-38
                         literature, the arts). DOK 1
                              Main Language: Spanish/Portuguese (I)
Ancient                                                                                                              FC-P3-SS-39
Greece                   Students will describe places on Earth’s surface by their physical characteristics (e.g.,
                         climate, landforms, soils, vegetation, bodies of water).
                              Mediterranean Sea, Aegean Sea & Crete (I)
                              Sparta (I)
                                                                                   Fleming County Schools Instructional Checklist
                                                                                                Content: Social Studies Grade: P3
                                                                                                                               10
                                                                                                           FC-P3-SS-40
                Students will use a variety of tools (e.g., primary and secondary sources, artifacts,
                diaries, timelines) to learn about the past.
                     Persian Wars (I)
                     Athens as a city-state; the beginnings of democracy
                     Olympic Games (I)
                     Alexander the Great (I)
                Students will describe cultural elements (e.g., beliefs, traditions, languages, skills,    FC-P3-SS-41
                literature, the arts). DOK 1
                     Worship of Gods and Goddesses (I)
                     Great Thinkers: Socrates, Plato, and Aristotle (I)
Early                                                                                                      FC-P3-SS-42
Civilization;   Students will describe places on Earth’s surface by their physical characteristics (e.g.,
Asia            climate, landforms, soils, vegetation, bodies of water).
                     Largest Continent with the Most Populous Countries in the World (R)

                Students will use a variety of tools (e.g., primary and secondary sources, artifacts,
                diaries, timelines) to learn about the past.                                              FC-P3-SS-43


                Students will identify the relative location of places and things.                        FC-P3-SS-44
                     Locate: China, India and Japan (I)
India           Students will use geographic tools to identify major landforms, bodies of water and       FC-P3-SS-45
                natural resources on Earth’s surface.
                     Indus River, Ganges River (I)
                Students will use a variety of tools (e.g., primary and secondary sources, artifacts,
                diaries, timelines) to learn about the past.                                              FC-P3-SS-46
                     King Asoka (I)

                Students will describe cultural elements (e.g., beliefs, traditions, languages, skills,   FC-P3-SS-47
                literature, the arts). DOK 1
                     Hinduism (I)
                     Buddhism (I)
                                                                                                 Fleming County Schools Instructional Checklist
                                                                                                              Content: Social Studies Grade: P3
                                                                                                                                             11
                                   Buddhism begins as an outgrowth of Hinduism in India (I)
                                                                                                                            FC-P3-SS-48
                              Students will identify social institutions (government, economy, education, religion,
                              family) in the community.
                                                                                                                            FC-P3-SS-49
                              Students will describe places on Earth’s surface by their physical characteristics (e.g.,
                              climate, landforms, soils, vegetation, bodies of water).
China                         Students will use geographic tools to identify major landforms, bodies of water and           FC-P3-SS-50
                              natural resources on Earth’s surface
                                   Yellow River (I)
                                   Great Wall of China (I)
                              Students will use a variety of tools (e.g., primary and secondary sources, artifacts,
                              diaries, timelines) to learn about the past.                                                  FC-P3-SS-51
                                   Invention of Paper (I)
                                   Importance of Silk (I)
                              Students will describe cultural elements (e.g., beliefs, traditions, languages, skills,       FC-P3-SS-52
                              literature, the arts). DOK 1
                                   Teachings of Confucious (I)
                                   Chinese New Year (I)
                              Students will describe cultural elements (e.g., beliefs, traditions, languages, skills,       FC-P3-SS-53
                              literature, the arts). DOK 1
                              Students will identify social institutions (government, economy, education, religion,
                              family) in the community.                                                                     FC-P3-SS-54
Big Idea: Structure in the Arts
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts.
Structures that artists use include elements and principles of each art form, tools, media, and subject matter that impact artistic
products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these in the creative
process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create
meaningful works of their own. The more students understand, the greater their ability to produce, interpret, or critique artworks from
other artists, cultures, and historical periods.
Essential Questions:
     How does dance help to define a civilization’s culture?
                              Students will observe dance/movement and describe elements and movements                      FC-P3-SS-55
                                                                                   Fleming County Schools Instructional Checklist
                                                                                             Content: Social Studies Grade: P3
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                 using dance terminology. DOK 1

                 Explain how the Lion and Dragon dances of the Chinese New Year celebration use
                 both locomotor (Walking, hopping, running, skipping, jumping, sliding, leaping,
                 galloping) and non-locomotor (bending, stretching, twisting, swinging) movements.
                 Students will observe, define, and describe locomotor (e.g. walk, run, skip, gallop) and   FC-P3-SS-56
                 nonlocomotor (e.g. bend, stretch, twist, swing) movements.

                        Discuss how elements of dance and expressive qualities of movement (ideas,
                         emotions) contribute to the idea of dance in the dances of the Chinese New
                         Year.
                      Discuss how the Lion and Dragon dances have been a part of the Chinese
                         Culture and how they are used as a ceremonial celebration and a unique
                         expression of the Chinese Culture
Japan            Students will identify the relative location of places and things.                         FC-P3-SS-57
                      Locate relative to Continental Asia: Land of the Rising Sun (I)
                      Tokyo (I)
                 Students will use geographic tools to identify major landforms, bodies of water, and       FC-P3-SS-58
                 natural resources on Earth’s surface.
                      A Country made up of Islands: Four Major Islands (I)
                      Pacific Ocean; Sea of Japan (I)
                      Mount Fuji (I)
                      Big modern cities, Centers of industry and business (I)
                 Students will describe cultural elements (e.g., beliefs, traditions, languages, skills,    FC-P3-SS-59
                 literature, the arts). DOK 1
                      Japanese flag (I)
                      Traditional Craft: Origami (I)
                      Traditional Costume: Kimono (I)



                                                  Correlation
        Content Area _____Social Studies____________               Grade / Level ___________P3_____________
                                                      Fleming County Schools Instructional Checklist
                                                                Content: Social Studies Grade: P3
                                                                                                 13

FCC           POS                      KCC                         CK
FC-P3-SS-1
FC-P3-SS-2
FC-P3-SS-3
FC-P3-SS-4    Geography                                            CK-P2-SS-5
                                       SS-EP-4.1.1                 CK-P2-SS-6
                                                                   CK-P2-SS-8
FC-P3-SS-5    Geography                                            CK-P2-SS-7
                                       SS-EP-4.1.3                 CK-P1-SS-10
                                                                   CK-P2-SS-9
                                                                   CK-P2-SS-10
FC-P3-SS-6    Geography                SS-EP-4.1.2
FC-P3-SS-7    Geography                SS-EP-4.2.1                 CK-P3-SS-1
                                                                   CK-P3-SS-2
                                                                   CK-P3-SS-3
                                                                   CK-P3-SS-8
FC-P3-SS-8    Geography                SS-EP-4.1.3                 CK-P3-SS-4
                                                                   CK-P3-SS-5
                                                                   CK-P3-SS-6
                                                                   CK-P3-SS-7
FC-P3-SS-9    Geography                SS-EP-4.2.1                 CK-P3-SS-9
FC-P3-SS-10                            AH-EP-1.1.2
FC-P3-SS-11   Economics                SS-EP-3.1.1
FC-P3-SS-12   Economics                SS-EP-3.2.1
FC-P3-SS-13                            PL-EP-4.1.01
FC-P3-SS-14   Economics                SS-EP-3.4.1
FC-P3-SS-15                            PL-EP-4.1.02
FC-P3-SS-16                            PL-EP-4.1.03
FC-P3-SS-17                            PL-EP-4.2.01
FC-P3-SS-18                                                        CK
FC-P3-SS-19   Culture / Societies      SS-EP-2.3.1                 CK
FC-P3-SS-20   Culture / Societies      SS-EP-2.1.1                 CK-P3-SS-10
FC-P3-SS-21   Historical Perspective   SS-EP-5.2.4.
                                                     Fleming County Schools Instructional Checklist
                                                               Content: Social Studies Grade: P3
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FC-P3-SS-22   Historical Perspective   SS-EP-5.1.1               CK-P3-SS-11
                                                                 CK-P3-SS-12
                                                                 CK-P3-SS-13
FC-P3-SS-23   Geography                SS-EP-4.4.2               CK-P3-SS-20
FC-P3-SS-24   Geography                SS-EP-4.3.2               CK-P3-SS-21
                                                                 CK-P3-SS-22
FC-P3-SS-25   Historical Perspective   SS-EP-5.2.3               CK-P3-SS-24
FC-P3-SS-26   Geography
                                       SS-EP-4.3.1
FC-P3-SS-27   Historical Perspective   SS-EP-5.2.4
FC-P3-SS-28   Geography                SS-EP-4.2.1
FC-P3-SS-29                            AH-EP-1.1.2
FC-P3-SS-30   Historical Perspective   SS-EP-5.2.3                CK-P3-SS-36
                                                                  CK-P3-SS-37
FC-P3-SS-31   Government/Civics        SS-EP-1.3.1                CK-P3-SS-33
                                                                  CK-P3-SS-34
                                                                  CK-P3-SS-35
                                                                  CK-P3-SS-36
                                                                  CK-P3-SS-38
                                                                  CK-P3-SS-39
                                                                  CK-P3-SS-40
                                                                  CK
FC-P3-SS-32   Government/Civics        SS-EP-1.3.2
FC-P3-SS-33   Historical Perspective   SS-EP-5.1.1                CK-P3-SS-41
                                                                  CK-P3-SS-42
                                                                  CK-P3-SS-43
                                                                  CK-P3-SS-44
                                                                  CK-P3-SS-45
                                                                  CK-P3-SS-46
                                                                  CK-P3-SS-47
FC-P3-SS-34   Government/Civics        SS-EP-1.1.1                CK-P3-SS-51
                                                                  CK-P3-SS-52
                                                                  CK-P3-SS-53
FC-P3-SS-35   Government/Civics        SS-EP-1.1.2
                                                     Fleming County Schools Instructional Checklist
                                                               Content: Social Studies Grade: P3
                                                                                                15
FC-P3-SS-36   Government/Civics        SS-EP-1.2.1
FC-P3-SS-37   Geography                SS-EP-4.1.3                CK-P3-SS-54
                                                                  CK-P3-SS-55
                                                                  CK-P3-SS-56
                                                                  CK-P3-SS-57
                                                                  CK-P3-SS-58
FC-P3-SS-38   Cultures/Society         SS-EP-2.1.1                CK-P3-SS-59
FC-P3-SS-39   Geography                SS-EP-4.2.1                CK-P3-SS-60
                                                                  CK-P3-SS-61
FC-P3-SS-40   Historical Perspective   SS-EP-5.1.1                CK-P3-SS-62
                                                                  CK-P3-SS-63
                                                                  CK-P3-SS-64
                                                                  CK-P3-SS-67
FC-P3-SS-41   Cultures / Society       SS-EP-2.1.1                CK-P3-SS-65
                                                                  CK-P3-SS-66
FC-P3-SS-42   Geography                SS-EP-4.2.1                CK-P3-SS-68
FC-P3-SS-43   Historical Perspective   SS-EP-5.1.1
FC-P3-SS-44   Geography                SS-EP-4.1.2                CK-P3-SS-69
FC-P3-SS-45   Geography                SS-EP-4.1.3                CK-P3-SS-70
FC-P3-SS-46   Historical Perspective   SS-EP-5.1.1                CK-P3-SS-74
FC-P3-SS-47   Cultures / Society       SS-EP-2.1.1                CK-P3-SS-71
                                                                  CK-P3-SS-72
                                                                  CK-P3-SS-73
FC-P3-SS-48   Cultures / Society       SS-EP-2.2.1
FC-P3-SS-49   Geography                SS-EP-4.2.1
FC-P3-SS-50   Geography                SS-EP-4.1.3                CK-P3-SS-75
                                                                  CK-P3-SS-77
FC-P3-SS-51   Historical Perspective   SS-EP-5.1.1                CK-P3-SS-78
                                                                  CK-P3-SS-79
FC-P3-SS-52   Cultures / Society       SS-EP-2.1.1                CK-P3-SS-76
                                                                  CK-P3-SS-80
FC-P3-SS-53   Culture/Society          SS-EP-2.1.1
FC-P3-SS-54   Culture/Society          SS-EP-2.2.1
FC-P3-SS-55   Government/Civics        AH-EP-1.2.1
                                                Fleming County Schools Instructional Checklist
                                                          Content: Social Studies Grade: P3
                                                                                           16
FC-P3-SS-56   Government/Civics   AH-EP-1.2.2
FC-P3-SS-57   Geography           SS-EP-4.1.2                CK-P3-SS-81
                                                             CK-P3-SS-85
FC-P3-SS-58   Geography           SS-EP-4.1.3                CK-P3-SS-82
                                                             CK-P3-SS-83
                                                             CK-P3-SS-84
FC-P3-SS-59   Culture/Society     SS-EP-2.1.1                CK-P3-SS-86
                                                             CK-P3-SS-88
                                                             CK-P3-SS-89

				
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posted:12/5/2011
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