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A South Carolina Lesson Planner

to the

South Carolina Social Studies


and Reading Standards
Grades K-6

T/SS-21A
Scott Foresman Social Studies

This correlation demonstrates how Scott Foresman sustained practice. Graphic organizers provide support
Social Studies meets the South Carolina Social Studies for every skill.
and Reading Standards by citing the South Carolina
Social Studies and Reading Standards that match each Motivation
Scott Foresman Social Studies lesson. Scott Foresman Scott Foresman Social Studies is filled with compelling
Social Studies Unit Resources and Pacing Guides for visuals, intriguing facts, and exciting real-world learning.
each lesson are included as well as a list of the Scott Colonial Williamsburg Lessons provide exciting, special
Foresman Social Studies Leveled Readers that features from the nation’s largest living museum. Dorling
accompany each unit. Kindersley Visual Lessons provide bold, large-as life
photographs with interesting, easy-to-read expository
Scott Foresman is pleased to introduce our new Scott captions. Music lessons introduce or reinforce important
Foresman Social Studies, Kindergarten through Grade concepts and vocabulary. Discovery Channel School
6 - the social studies program that helps every child projects provide exclusive, hands-on unit projects that
become an active, involved, and informed citizen. synthesize and enhance learning. A special feature
entitled You Are There provides captivating suspense-
Content packed reading that builds excitement and lets students
Scott Foresman Social Studies content covers the key experience the event from a personal perspective. A
social studies strands: Citizenship, Culture, Economics, Web-Based Information Center continually updates
Geography, Government, History and information, maps, and biographies.
Science/Technology. Scott Foresman Social Studies
content is organized for a flexible teaching plan. If time is Accountability
short, teachers may use the Quick Teaching Plan to Scott Foresman Social Studies provides built-in skill
cover the core content and skills or to add depth, lessons in every unit and multiple assessment tools to
teachers may use the wealth of information in each unit. develop thinking citizens. Informal assessment
opportunities monitor children’s learning and provide
Accessibility If/then guidelines with specific reteaching strategies and
Scott Foresman Social Studies provides systematic effective practice. Formal assessment opportunities
instruction to improve comprehension and to reach out to assess children’s learning and provide practice for key
all learners. In every unit, reading skills are developed test-taking skills. Test-taking strategy lessons provide
through built-in lessons. Target comprehension skills are test preparation for national and state tests.
pre-taught and then applied throughout the unit for
TABLE OF CONTENTS

Kindergarten--Here We Go…………...…...……………………………………………………………………….……….……..…1

Grade One--All Together..…………………………………………………….……………………………………...……………..28

Grade Two--People and Places..……………………………………..……………....................................................………..50

Grade Three--South Carolina……….……………………………………..………………………………………..……...……...72

Grade Four--Building a Nation………………………………………………………………………………………....…..........104

Grade Five--Growth of a Nation...…………………………………………………….….......................................................176

Grade Six--The World…………...…………………………………………………….….........................................................234


South Carolina Lesson Planner
Scott Foresman Social Studies—Here We Go
Kindergarten
Kindergarten: Here We Go
Unit 1: Who We Are
Scott Foresman Social Studies Leveled Readers:
Below-Level Rules
On-Level Why We Have Rules
Advanced Rules Make Life Work
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: K-1.1 Compare the daily lives of Resources: K-R1.9 Demonstrate the ability
Families children and their families in the ƒ Vocabulary Poster to use pictures and words to
2 days United States in the past with the ƒ Every Student Learns Guide, make predictions about stories
Vocabulary: daily lives of children and their p. 6 read aloud or in predictable
mother families today. (H, E) ƒ Workbook, p. 2 books read independently.
father Meeting Individual Needs:
brother ƒ ESL Support, TE p.20 K-W1.2 Demonstrate the ability
sister ƒ Leveled Practice, TE p. 22 to write using a variety of
family formats.

K-W1.2.1 Demonstrate the


ability to use pictures, oral
language, and/or letters to
create stories about
experiences, people, objects,
and events.

Kindergarten 1
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) K-W2.1 Demonstrate the ability
to use oral language, draw
pictures, and/or use letters to
explain and inform.
K-RS2.1 Continue identifying
pictures and charts as sources
of information.
Lesson 2: K-5.2 Provide examples of Resources: K-R1.9 Demonstrate the ability
Homes personal connections to places, ƒ Vocabulary Poster to use pictures and words to
2 days including immediate ƒ Every Student Learns Guide, make predictions about stories
Vocabulary: surroundings, home, school, and p. 7 read aloud or in predictable
house neighborhood. (G) ƒ Workbook, p. 3 books read independently.
townhouse Meeting Individual Needs:
apartment ƒ Leveled Practice, TE p. 26 K-W1.2 Demonstrate the ability
city to write using a variety of
country formats.
K-W1.2.1 Demonstrate the
ability to use pictures, oral
language, and/or letters to
create stories about
experiences, people, objects,
and events.
K-W2.1 Demonstrate the ability
to use oral language, draw
pictures, and/or use letters to
explain and inform.

Kindergarten 2
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) K-RS2.1 Continue identifying
pictures and charts as sources
of information.

Lesson 3: K-2.2 Summarize the roles of Resources: K-R1.9 Demonstrate the ability
Getting Along people in authority in a child’s ƒ Vocabulary Poster to use pictures and words to
2 days life, including those of parents ƒ Every Student Learns Guide, make predictions about stories
Vocabulary: and teachers. (P) p. 8 read aloud or in predictable
share ƒ Workbook, p. 4 books read independently.
care Meeting Individual Needs:
help ƒ ESL Support, TE p.28 K-W1.2 Demonstrate the ability
belonging ƒ Leveled Practice, TE p. 30 to write using a variety of
respect formats.

K-W1.2.1 Demonstrate the


ability to use pictures, oral
language, and/or letters to
create stories about
experiences, people, objects,
and events.

K-W2.1 Demonstrate the ability


to use oral language, draw
pictures, and/or use letters to
explain and inform.

K-RS2.1 Continue identifying


pictures and charts as sources
of information.

Kindergarten 3
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: K-5.1 Identify the location of Resources: K-R1.9 Demonstrate the ability
Positions school, home, neighborhood, ƒ Vocabulary Poster to use pictures and words to
2 days community, city/town, and state ƒ Every Student Learns Guide, make predictions about stories
Vocabulary: on a map. (G) p. 9 read aloud or in predictable
over ƒ Workbook, p. 5 books read independently.
under Meeting Individual Needs:
up ƒ ESL Support, TE p.32 K-W1.2 Demonstrate the ability
down ƒ Leveled Practice, TE p. 34 to write using a variety of
right formats.
left
K-W1.2.1 Demonstrate the
ability to use pictures, oral
language, and/or letters to
create stories about
experiences, people, objects,
and events.

K-W2.1 Demonstrate the ability


to use oral language, draw
pictures, and/or use letters to
explain and inform.

K-RS2.1 Continue identifying


pictures and charts as sources
of information.

Kindergarten 4
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: K-2.1 Explain the purposes of Resources: K-R1.9 Demonstrate the ability
School Rules rules and laws and the ƒ Vocabulary Poster to use pictures and words to
2 days consequences of breaking them, ƒ Every Student Learns Guide, make predictions about stories
Vocabulary: including the sometimes p. 10 read aloud or in predictable
listen unspoken rules of ƒ Workbook, p. 6 books read independently.
learn sportsmanship and fair play. (P) Meeting Individual Needs:
quiet ƒ ESL Support, TE p.36 K-W1.2 Demonstrate the ability
cooperate K-2.2 Summarize the roles of ƒ Leveled Practice, TE p. 38 to write using a variety of
respect people in authority in a child’s formats.
life, including those of parents
and teachers. (P) K-W1.2.1 Demonstrate the
ability to use pictures, oral
K-2.3 Identify people in the language, and/or letters to
community and schools who create stories about
enforce the rules that keep experiences, people, objects,
people safe, including crossing and events.
guards, firefighters, and police
officers. (P) K-W2.1 Demonstrate the ability
to use oral language, draw
pictures, and/or use letters to
explain and inform.

K-RS2.1 Continue identifying


pictures and charts as sources
of information.

Kindergarten 5
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 6: K-4.2 Demonstrate good Resources: K-R1.9 Demonstrate the ability
Solving citizenship in classroom ƒ Vocabulary Poster to use pictures and words to
Problems 2 days behaviors, including taking ƒ Every Student Learns Guide, make predictions about stories
personal responsibility, p. 11 read aloud or in predictable
Vocabulary: cooperating and respecting ƒ Workbook, p. 7 books read independently.
friend others, taking turns and sharing, Meeting Individual Needs:
classmate and working with others to solve ƒ Leveled Practice, TE p. 42 K-W1.2 Demonstrate the ability
work problems. (P) to write using a variety of
play formats.

K-W1.2.1 Demonstrate the


ability to use pictures, oral
language, and/or letters to
create stories about
experiences, people, objects,
and events.

K-W2.1 Demonstrate the ability


to use oral language, draw
pictures, and/or use letters to
explain and inform.

K-RS2.1 Continue identifying


pictures and charts as sources
of information.

Kindergarten 6
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 7: K-4.2 Demonstrate good Resources: K-R1.9 Demonstrate the ability
School Helpers citizenship in classroom ƒ Vocabulary Poster to use pictures and words to
2 days behaviors, including taking ƒ Every Student Learns Guide, make predictions about stories
Vocabulary: personal responsibility, p. 12 read aloud or in predictable
teacher cooperating and respecting ƒ Workbook, p. 8 books read independently.
principal others, taking turns and sharing, Meeting Individual Needs:
custodian and working with others to solve ƒ Leveled Practice, TE p. 46 K-W1.2 Demonstrate the ability
nurse problems. (P) to write using a variety of
librarian formats.

K-W1.2.1 Demonstrate the


ability to use pictures, oral
language, and/or letters to
create stories about
experiences, people, objects,
and events.

K-W2.1 Demonstrate the ability


to use oral language, draw
pictures, and/or use letters to
explain and inform.

K-RS2.1 Continue identifying


pictures and charts as sources
of information.

Kindergarten 7
Kindergarten: Here We Go
Unit 2: Communities
Scott Foresman Social Studies Leveled Readers:
Below-Level Who Is My Neighbor
On-Level My Neighborhood
Advanced Neighbors Near and Far

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: K-5.1 Identify the location of Resources: K-R3.8 Demonstrate the ability
Neighborhoods school, home, neighborhood, ƒ Vocabulary Poster to identify and sort words by
2 days community, city/town, and state ƒ Every Student Learns Guide, category and sound.
Vocabulary: on a map. (G) p. 18
streets ƒ Workbook, p. 11 K-RS3.1 Continue organizing
neighborhood K-5.2 Provide examples of Meeting Individual Needs: and classifying information by
town personal connections to places, ƒ ESL Support, TE p. 70 constructing categories.
homes including immediate ƒ Leveled Practice, TE p. 72
stores surroundings, home, school, and
community neighborhood. (G)
citizen

Lesson 2: K-5.3 Construct a simple map. Resources: K-R3.8 Demonstrate the ability
Maps (G) ƒ Vocabulary Poster to identify and sort words by
2 days ƒ Every Student Learns Guide, category and sound.
Vocabulary: p.19
near ƒ Workbook, p. 12 K-RS3.1 Continue organizing
far Meeting Individual Needs: and classifying information by
above ƒ ESL Support, TE p. 74 constructing categories.
below ƒ Leveled Practice, TE p. 76
drawing

Kindergarten 8
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: K-2.1 Explain the purposes of Resources: K-R3.8 Demonstrate the ability
Signs rules and laws and the ƒ Vocabulary Poster to identify and sort words by
2 days consequences of breaking them, ƒ Every Student Learns Guide, category and sound.
Vocabulary: including the sometimes p. 20
signs unspoken rules of ƒ Workbook, p. 13 K-RS3.1 Continue organizing
stop light sportsmanship and fair play. (P) Meeting Individual Needs: and classifying information by
crosswalk ƒ Leveled Practice, TE p. 80 constructing categories.
crossing
guard
Lesson 4: K-2.1 Explain the purposes of Resources: K-R3.8 Demonstrate the ability
Rules rules and laws and the ƒ Vocabulary Poster to identify and sort words by
2 days consequences of breaking them, ƒ Every Student Learns Guide, category and sound.
Vocabulary: including the sometimes p. 21
rules unspoken rules of ƒ Workbook, p. 14 K-RS3.1 Continue organizing
friends sportsmanship and fair play. (P) Meeting Individual Needs: and classifying information by
cooperate ƒ ESL Support, TE p. 82 constructing categories.
compromise ƒ Leveled Practice, TE p. 84
Lesson 5: K-2.3 Identify people in the Resources: K-R3.8 Demonstrate the ability
Community community and schools who ƒ Vocabulary Poster to identify and sort words by
Helpers 2 days enforce the rules that keep ƒ Every Student Learns Guide, category and sound.
people safe, including crossing p. 22
Vocabulary: guards, firefighters, and police ƒ Workbook, p. 15 K-RS3.1 Continue organizing
police officers. (P) Meeting Individual Needs: and classifying information by
firefighter ƒ ESL Support, TE p. 86 constructing categories.
chef ƒ Leveled Practice, TE p. 88
mayor
sanitation
worker
train conductor

Kindergarten 9
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 6: K-5.1 Identify the location of Resources: K-R3.8 Demonstrate the ability
Communities school, home, neighborhood, ƒ Vocabulary Poster to identify and sort words by
2 days community, city/town, and state ƒ Every Student Learns Guide, category and sound.
Vocabulary: on a map. (G) p. 23
large ƒ Workbook, p. 16 K-RS3.1 Continue organizing
small K-5.2 Provide examples of Meeting Individual Needs: and classifying information by
city personal connections to places, ƒ Leveled Practice, TE p. 92 constructing categories.
country including immediate
suburb surroundings, home, school, and
farm neighborhood. (G)

Lesson 7: K-3.3 Identify the reasons for Resources: K-R3.8 Demonstrate the ability
Celebrations celebrating national holidays, ƒ Vocabulary Poster to identify and sort words by
2 days including Independence Day, ƒ Every Student Learns Guide, category and sound.
Vocabulary: Thanksgiving, President’s Day, p. 24
celebrate and Martin Luther King Jr. Day. ƒ Workbook, p. 17 K-RS3.1 Continue organizing
(H, P) Meeting Individual Needs: and classifying information by
ƒ ESL Support, TE p. 94 constructing categories.
ƒ Leveled Practice, TE p. 96

Kindergarten 10
Kindergarten: Here We Go
Unit 3: Work
Scott Foresman Social Studies Leveled Readers:
Below-Level Jobs, Jobs, Jobs
On-Level Who Does This Job?
Advanced Jobs in My Community

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: K-5.2 Provide examples of Resources: K-R1.8 Continue asking and
Work personal connections to places, ƒ Vocabulary Poster answering questions about texts
2 days including immediate ƒ Every Student Learns Guide, read aloud.
Vocabulary: surroundings, home, school, and p. 30
job neighborhood. (G) ƒ Workbook, p. 20 K-RS1.1 Demonstrate the ability
Meeting Individual Needs: to ask how and why questions
ƒ ESL Support, TE p. 120 about a topic of interest.
ƒ Leveled Practice, TE p. 122

Lesson 2: K-6.3 Match descriptions of work Resources: K-R1.8 Continue asking and
Jobs to the names of jobs in the ƒ Vocabulary Poster answering questions about texts
2 days school and local community, in ƒ Every Student Learns Guide, read aloud.
Vocabulary: the past and present, including p. 31
work jobs related to safety. (E, H) ƒ Workbook, p. 21 K-RS1.1 Demonstrate the ability
Meeting Individual Needs: to ask how and why questions
ƒ ESL Support, TE p. 124 about a topic of interest.
ƒ Leveled Practice, TE p. 126

Kindergarten 11
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: K-1.2 Explain how changes in Resources: K-R1.8 Continue asking and
Jobs Then and modes of communication and ƒ Vocabulary Poster answering questions about texts
Now 2 days transportation have changed the ƒ Every Student Learns Guide, read aloud.
way that families live and work, p. 32
Vocabulary: including e-mail and the ƒ Workbook, p. 22 K-RS1.1 Demonstrate the ability
cashier telephone as opposed to letters Meeting Individual Needs: to ask how and why questions
firefighter and messengers for ƒ Leveled Practice, TE p. 130 about a topic of interest.
chef communication and the
photographer automobile as opposed to the
horse for transportation. (H, G)

K-6.3 Match descriptions of work


to the names of jobs in the
school and local community, in
the past and present, including
jobs related to safety. (E, H)

Lesson 4: K-6.1 Classify several Resources: K-R1.8 Continue asking and


Earning Money community businesses ƒ Vocabulary Poster answering questions about texts
2 days according to the goods and ƒ Every Student Learns Guide, read aloud.
Vocabulary: services they provide. (E) p. 33
earn ƒ Workbook, p. 23 K-RS1.1 Demonstrate the ability
money Meeting Individual Needs: to ask how and why questions
ƒ ESL Support, TE p. 132 about a topic of interest.
ƒ Leveled Practice, TE p. 134

Kindergarten 12
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: K-6.2 Summarize methods of Resources: K-R1.8 Continue asking and
Using Money obtaining goods and services. ƒ Vocabulary Poster answering questions about texts
2 days (E) ƒ Every Student Learns Guide, read aloud.
Vocabulary: p. 34
spend ƒ Workbook, p. 24 K-RS1.1 Demonstrate the ability
shop Meeting Individual Needs: to ask how and why questions
market ƒ ESL Support, TE p. 136 about a topic of interest.
goods ƒ Leveled Practice, TE p. 138
services

Lesson 6: K-6.2 Summarize methods of Resources: K-R1.8 Continue asking and


Making Choices obtaining goods and services. ƒ Vocabulary Poster answering questions about texts
2 days (E) ƒ Every Student Learns Guide, read aloud.
Vocabulary: p. 35
choices ƒ Workbook, p. 25 K-RS1.1 Demonstrate the ability
save Meeting Individual Needs: to ask how and why questions
ƒ ESL Support, TE p. 140 about a topic of interest.
ƒ Leveled Practice, TE p. 142

Lesson 7: K-6.2 Summarize methods of Resources: K-R1.8 Continue asking and


Needs and obtaining goods and services. ƒ Vocabulary Poster answering questions about texts
Wants 2 days (E) ƒ Every Student Learns Guide, read aloud.
p. 36
Vocabulary: ƒ Workbook, p. 26 K-RS1.1 Demonstrate the ability
needs Meeting Individual Needs: to ask how and why questions
wants ƒ Leveled Practice, TE p. 146 about a topic of interest.
important
live
survive

Kindergarten 13
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 8: K-6.2 Summarize methods of Resources: K-R1.8 Continue asking and
Needs/Food obtaining goods and services. ƒ Vocabulary Poster answering questions about texts
2 days (E) ƒ Every Student Learns Guide, read aloud.
Vocabulary: p. 37
food ƒ Workbook, p. 27 K-RS1.1 Demonstrate the ability
Meeting Individual Needs: to ask how and why questions
ƒ Leveled Practice, TE p. 150 about a topic of interest.

Lesson 9: K-6.2 Summarize methods of Resources: K-R1.8 Continue asking and


Needs/Clothing obtaining goods and services. ƒ Vocabulary Poster answering questions about texts
2 days (E) ƒ Every Student Learns Guide, read aloud.
Vocabulary: p. 38
clothing ƒ Workbook, p. 28 K-RS1.1 Demonstrate the ability
Meeting Individual Needs: to ask how and why questions
ƒ Leveled Practice, TE p. 154 about a topic of interest.

Lesson 10: K-2.3 Identify people in the Resources: K-R1.8 Continue asking and
Needs/ Shelter community and schools who ƒ Vocabulary Poster answering questions about texts
2 days enforce the rules that keep ƒ Every Student Learns Guide, read aloud.
Vocabulary: people safe, including crossing p. 39
shelter guards, firefighters, and police ƒ Workbook, p. 29 K-RS1.1 Demonstrate the ability
officers. (P) Meeting Individual Needs: to ask how and why questions
ƒ Leveled Practice, TE p. 158 about a topic of interest.
K-6.2 Summarize methods of
obtaining goods and services.
(E)

Kindergarten 14
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 11: K-1.2 Explain how changes in Resources: K-R1.8 Continue asking and
From Here to modes of communication and ƒ Vocabulary Poster answering questions about texts
There 2 days transportation have changed the ƒ Every Student Learns Guide, read aloud.
way that families live and work, p. 40
Vocabulary: including e-mail and the ƒ Workbook, p. 30 K-RS1.1 Demonstrate the ability
transportation telephone as opposed to letters Meeting Individual Needs: to ask how and why questions
trains and messengers for ƒ ESL Support, TE p. 160 about a topic of interest.
planes communication and the ƒ Leveled Practice, TE p. 162
car automobile as opposed to the
truck horse for transportation. (H, G)

Kindergarten 15
Kindergarten: Here We Go
Unit 4: Earth
Scott Foresman Social Studies Leveled Readers:
Below-Level This Is Our World
On-Level Helping the Earth
Advanced Earth: How Can I Help?

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: K-5.4 Recognize natural Resources: K-R1.8 Continue asking and
Weather features of the environment, ƒ Vocabulary Poster answering question about texts
2 days including mountains and bodies ƒ Every Student Learns Guide, read aloud.
Vocabulary: of water, through pictures, p. 46
rain literature, and models. (G) ƒ Workbook, p. 33 K-RS1.1 Demonstrate the ability
wind Meeting Individual Needs: to ask how and why questions
weather ƒ ESL Support, TE p. 186 about a topic of interest.
snow ƒ Leveled Practice, TE p. 188
clouds
sun

Lesson 2: K-5.4 Recognize natural Resources: K-R1.8 Continue asking and


Seasons features of the environment, ƒ Vocabulary Poster answering question about texts
2 days including mountains and bodies ƒ Every Student Learns Guide, read aloud.
Vocabulary: of water, through pictures, p. 47
fall literature, and models. (G) ƒ Workbook, p. 34 K-RS1.1 Demonstrate the ability
winter Meeting Individual Needs: to ask how and why questions
summer ƒ Leveled Practice, TE p. 192 about a topic of interest.
spring

Kindergarten 16
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: K-5.4 Recognize natural Resources: K-R1.8 Continue asking and
Forests features of the environment, ƒ Vocabulary Poster answering question about texts
2 days including mountains and bodies ƒ Every Student Learns Guide, read aloud.
Vocabulary: of water, through pictures, p. 48
trees literature, and models. (G) ƒ Workbook, p. 35 K-RS1.1 Demonstrate the ability
deer Meeting Individual Needs: to ask how and why questions
owl ƒ ESL Support, TE p. 194 about a topic of interest.
forest ƒ Leveled Practice, TE p. 196

Lesson 4: K-5.4 Recognize natural Resources: K-R1.8 Continue asking and


Plains features of the environment, ƒ Vocabulary Poster answering question about texts
2 days including mountains and bodies ƒ Every Student Learns Guide, read aloud.
Vocabulary: of water, through pictures, p. 49
plains literature, and models. (G) ƒ Workbook, p. 36 K-RS1.1 Demonstrate the ability
fox Meeting Individual Needs: to ask how and why questions
rabbits ƒ ESL Support, TE p. 198 about a topic of interest.
grass ƒ Leveled Practice, TE p. 200
mice
hills

Lesson 5: K-5.4 Recognize natural Resources: K-R1.8 Continue asking and


Mountains features of the environment, ƒ Vocabulary Poster answering question about texts
2 days including mountains and bodies ƒ Every Student Learns Guide, read aloud.
Vocabulary: of water, through pictures, p. 50
mountains literature, and models. (G) ƒ Workbook, p. 37 K-RS1.1 Demonstrate the ability
valley Meeting Individual Needs: to ask how and why questions
peak ƒ ESL Support, TE p. 202 about a topic of interest.
ƒ Leveled Practice, TE p. 204

Kindergarten 17
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 6: K-5.4 Recognize natural Resources: K-R1.8 Continue asking and
Ocean features of the environment, ƒ Vocabulary Poster answering question about texts
2 days including mountains and bodies ƒ Every Student Learns Guide, read aloud.
Vocabulary: of water, through pictures, p. 51
water literature, and models. (G) ƒ Workbook, p. 38 K-RS1.1 Demonstrate the ability
salt Meeting Individual Needs: to ask how and why questions
Pacific ƒ ESL Support, TE p. 206 about a topic of interest.
Atlantic ƒ Leveled Practice, TE p. 208
ocean

Lesson 7: K-5.3 Construct a simple map. Resources: K-R1.8 Continue asking and
Maps (G) ƒ Vocabulary Poster answering question about texts
2 days ƒ Every Student Learns Guide, read aloud.
Vocabulary: K-5.4 Recognize natural p. 52
map features of the environment, ƒ Workbook, p. 39 K-RS1.1 Demonstrate the ability
drawing including mountains and bodies Meeting Individual Needs: to ask how and why questions
map key of water, through pictures, ƒ ESL Support, TE p. 210 about a topic of interest.
above literature, and models. (G) ƒ Leveled Practice, TE p. 212

Lesson 8: K-5.3 Construct a simple map. Resources: K-R1.8 Continue asking and
United States (G) ƒ Vocabulary Poster answering question about texts
Map 2 days ƒ Every Student Learns Guide, read aloud.
K-5.4 Recognize natural p. 53
Vocabulary: features of the environment, ƒ Workbook, p. 40 K-RS1.1 Demonstrate the ability
country including mountains and bodies Meeting Individual Needs: to ask how and why questions
United States of water, through pictures, ƒ ESL Support, TE p. 214 about a topic of interest.
state literature, and models. (G) ƒ Leveled Practice, TE p. 216
land
water

Kindergarten 18
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 9: K-5.3 Construct a simple map. Resources: K-R1.8 Continue asking and
World Map (G) ƒ Vocabulary Poster answering question about texts
2 days ƒ Every Student Learns Guide, read aloud.
Vocabulary: K-5.4 Recognize natural p. 54
world features of the environment, ƒ Workbook, p. 41 K-RS1.1 Demonstrate the ability
continents including mountains and bodies Meeting Individual Needs: to ask how and why questions
of water, through pictures, ƒ Leveled Practice, TE p. 220 about a topic of interest.
literature, and models. (G)

Lesson 10: K-5.3 Construct a simple map. Resources: K-R1.8 Continue asking and
Globe (G) ƒ Vocabulary Poster answering question about texts
2 days ƒ Every Student Learns Guide, read aloud.
Vocabulary: K-5.4 Recognize natural p. 55
globe features of the environment, ƒ Workbook, p. 42 K-RS1.1 Demonstrate the ability
model including mountains and bodies Meeting Individual Needs: to ask how and why questions
round of water, through pictures, ƒ Leveled Practice, TE p. 224 about a topic of interest.
literature, and models. (G)

Lesson 11: K-5.4 Recognize natural Resources: K-R1.8 Continue asking and
Conserve features of the environment, ƒ Vocabulary Poster answering question about texts
Resources 2 days including mountains and bodies ƒ Every Student Learns Guide, read aloud.
of water, through pictures, p. 56
Vocabulary: literature, and models. (G) ƒ Workbook, p. 43 K-RS1.1 Demonstrate the ability
recycle Meeting Individual Needs: to ask how and why questions
conserve ƒ Leveled Practice, TE p. 228 about a topic of interest.
resources

Kindergarten 19
Kindergarten: Here We Go
Unit 5: USA
Scott Foresman Social Studies Leveled Readers:
Below-Level George Washington
On-Level George Washington: Our First President
Advanced George Washington: Father of Our Country

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: K-3.1 Recognize the significance Resources: K-R1.6 Demonstrate the ability
National of things that exemplify the ƒ Vocabulary Poster to retell stories.
Symbols 2 days values and principles of ƒ Every Student Learns Guide, K-C1.10 Begin telling and
American democracy, including p. 62 retelling stories and events in
Vocabulary: the Pledge of Allegiance, songs ƒ Workbook, p. 46 logical order.
flag such as “The Star-Spangled Meeting Individual Needs:
Statue of Banner” (our national anthem) ƒ Leveled Practice, TE p. 254 K-C2.1 Demonstrate the ability
Liberty and “America the Beautiful,” and to follow one- and two-step oral
presidents the American flag. (H, P) directions.
White House
capitol
Lesson 2: K-1.1 Compare the daily lives of Resources: K-R1.6 Demonstrate the ability
First Americans children and their families in the ƒ Vocabulary Poster to retell stories.
2 days United States in the past with the ƒ Every Student Learns Guide,
Vocabulary: daily lives of children and their p. 63 K-C1.10 Begin telling and
Native families today. (H, E) ƒ Workbook, p. 47 retelling stories and events in
Americans Meeting Individual Needs: logical order.
past ƒ ESL Support, TE p. 257
present ƒ Leveled Practice, TE p. 258 K-C2.1 Demonstrate the ability
then to follow one- and two-step oral
now directions.

Kindergarten 20
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: K-1.2 Explain how changes in Resources: K-R1.6 Demonstrate the ability
Explorers modes of communication and ƒ Vocabulary Poster to retell stories.
2 days transportation have changed the ƒ Every Student Learns Guide,
Vocabulary: way that families live and work, p. 64 K-C1.10 Begin telling and
explorers including e-mail and the ƒ Workbook, p. 48 retelling stories and events in
ships telephone as opposed to letters Meeting Individual Needs: logical order.
discover and messengers for ƒ Leveled Practice, TE p. 262
communication and the K-C2.1 Demonstrate the ability
automobile as opposed to the to follow one- and two-step oral
horse for transportation. (H, G) directions.

Lesson 4: K-3.3 Identify the reasons for Resources: K-R1.6 Demonstrate the ability
Thanksgiving celebrating the national holidays, ƒ Vocabulary Poster to retell stories.
2 days including Independence Day, ƒ Every Student Learns Guide,
Vocabulary: Thanksgiving, President’s Day, p. 65 K-C1.10 Begin telling and
Pilgrims and Martin Luther King Jr. Day. ƒ Workbook, p. 49 retelling stories and events in
November (H, P) Meeting Individual Needs: logical order.
turkey ƒ ESL Support, TE p. 264
harvest ƒ Leveled Practice, TE p. 266 K-C2.1 Demonstrate the ability
to follow one- and two-step oral
directions.

Kindergarten 21
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: K-3.3 Identify the reasons for Resources: K-R1.6 Demonstrate the ability
Celebrations celebrating the national holidays, ƒ Vocabulary Poster to retell stories.
2 days including Independence Day, ƒ Every Student Learns Guide,
Vocabulary: Thanksgiving, President’s Day, p. 66 K-C1.10 Begin telling and
Abraham Lincoln and Martin Luther King Jr. Day. ƒ Workbook, p. 50 retelling stories and events in
George (H, P) Meeting Individual Needs: logical order.
Washington ƒ Leveled Practice, TE p. 270
Betsy Ross K-C2.1 Demonstrate the ability
Martin Luther
to follow one- and two-step oral
King Jr.
Declaration of directions.
Independence

Lesson 6: K-1.2 Explain how changes in Resources: K-R1.6 Demonstrate the ability
Changes in modes of communication and ƒ Vocabulary Poster to retell stories.
Travel 2 days transportation have changed the ƒ Every Student Learns Guide,
way that families live and work, p. 67 K-C1.10 Begin telling and
Vocabulary: including e-mail and the ƒ Workbook, p. 51 retelling stories and events in
covered wagon telephone as opposed to letters Meeting Individual Needs: logical order.
car and messengers for ƒ ESL Support, TE p. 272
helicopter communication and the ƒ Leveled Practice, TE p. 274 K-C2.1 Demonstrate the ability
train automobile as opposed to the to follow one- and two-step oral
horse for transportation. (H, G) directions.

Kindergarten 22
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 7: K-1.2 Explain how changes in Resources: K-R1.6 Demonstrate the ability
Scientists and modes of communication and ƒ Vocabulary Poster to retell stories.
Inventors 2 days transportation have changed the ƒ Every Student Learns Guide,
way that families live and work, p. 68 K-C1.10 Begin telling and
Vocabulary: including e-mail and the ƒ Workbook, p. 52 retelling stories and events in
airplane telephone as opposed to letters Meeting Individual Needs: logical order.
change and messengers for ƒ Leveled Practice, TE p. 278
doctor communication and the K-C2.1 Demonstrate the ability
inventor automobile as opposed to the to follow one- and two-step oral
scientist horse for transportation. (H, G) directions.

Kindergarten 23
Kindergarten: Here We Go
Unit 6: Family Stories
Scott Foresman Social Studies Leveled Readers:
Below-Level It Is My Birthday
On-Level Happy Birthday to Me!
Advanced Birthday Celebrations

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: K-2.1 Summarize the roles of Resources: K-R1.6 Demonstrate the ability
Alike and people in authority in a child’s ƒ Vocabulary Poster to retell stories.
Different 2 days life, including those of parents ƒ Every Student Learns Guide,
and teachers. (P) p. 74 K-R1.7 Continue recalling details
Vocabulary: ƒ Workbook, p. 55 in texts read aloud.
alike Meeting Individual Needs:
different ƒ ESL Support, TE p. 302 K-W3.1 Demonstrate the ability
family ƒ Leveled Practice, TE p. 304 to respond to texts read aloud by
similar conversing with others, drawing
pictures, and writing letters or
words.

K-C1.10 Begin telling and


retelling stories and events in
logical order.

Kindergarten 24
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: K-2.1 Summarize the roles of Resources: K-R1.6 Demonstrate the ability
Everyday people in authority in a child’s ƒ Vocabulary Poster to retell stories.
Routines 2 days life, including those of parents ƒ Every Student Learns Guide,
and teachers. (P) p. 75 K-R1.7 Continue recalling details
Vocabulary: ƒ Workbook, p. 56 in texts read aloud.
together Meeting Individual Needs:
K-W3.1 Demonstrate the ability
work ƒ ESL Support, TE p. 306
to respond to texts read aloud by
play ƒ Leveled Practice, TE p. 308
conversing with others, drawing
cooperate
pictures, and writing letters or
routines
words.
daily
K-C1.10 Begin telling and
retelling stories and events in
logical order.
Lesson 3: K-1.1 Compare the daily lives of Resources: K-R1.6 Demonstrate the ability
Family children and their families in the ƒ Vocabulary Poster to retell stories.
Celebrations 2 days United States in the past with the ƒ Every Student Learns Guide,
daily lives of children and their p. 76 K-R1.7 Continue recalling details
Vocabulary: families today. (H, E) ƒ Workbook, p. 57 in texts read aloud.
celebrate Meeting Individual Needs:
K-W3.1 Demonstrate the ability
birthday ƒ ESL Support, TE p. 310
to respond to texts read aloud by
weddings ƒ Leveled Practice, TE p. 312
conversing with others, drawing
graduation
pictures, and writing letters or
words.
K-C1.10 Begin telling and
retelling stories and events in
logical order.

Kindergarten 25
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: K-1.1 Compare the daily lives of Resources: K-R1.6 Demonstrate the ability
Then and Now children and their families in the ƒ Vocabulary Poster to retell stories.
2 days United States in the past with the ƒ Every Student Learns Guide,
Vocabulary: daily lives of children and their p. 77 K-R1.7 Continue recalling details
then families today. (H, E) ƒ Workbook, p. 58 in texts read aloud.
now Meeting Individual Needs:
modern K-1.2 Explain how changes in ƒ Leveled Practice, TE p. 316 K-W3.1 Demonstrate the ability
old-fashioned modes of communication and to respond to texts read aloud by
past transportation have changed the conversing with others, drawing
present way that families live and work, pictures, and writing letters or
including e-mail and the words.
telephone as opposed to letters
and messengers for K-C1.10 Begin telling and
communication and the retelling stories and events in
automobile as opposed to the logical order.
horse for transportation. (H, G)
Lesson 5: K-1.1 Compare the daily lives of Resources: K-R1.6 Demonstrate the ability
Special Foods children and their families in the ƒ Vocabulary Poster to retell stories.
2 days United States in the past with the ƒ Every Student Learns Guide,
Vocabulary: daily lives of children and their p. 78 K-R1.7 Continue recalling details
traditions families today. (H, E) ƒ Workbook, p. 59 in texts read aloud.
recipe Meeting Individual Needs:
ƒ Leveled Practice, TE p. 320 K-W3.1 Demonstrate the ability
to respond to texts read aloud by
conversing with others, drawing
pictures, and writing letters or
words.
K-C1.10 Begin telling and
retelling stories and events in
logical order.

Kindergarten 26
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 6: K-1.1 Compare the daily lives of Resources: K-R1.6 Demonstrate the ability
Games children and their families in the ƒ Vocabulary Poster to retell stories.
2 days United States in the past with the ƒ Every Student Learns Guide,
Vocabulary: daily lives of children and their p. 79 K-R1.7 Continue recalling details
games families today. (H, E) ƒ Workbook, p. 60 in texts read aloud.
jobs Meeting Individual Needs:
K-W3.1 Demonstrate the ability
chores ƒ ESL Support, TE p. 322
to respond to texts read aloud by
ƒ Leveled Practice, TE p. 324
conversing with others, drawing
pictures, and writing letters or
words.
K-C1.10 Begin telling and
retelling stories and events in
logical order.
Lesson 7: K-1.1 Compare the daily lives of Resources: K-R1.6 Demonstrate the ability
Places We Go children and their families in the ƒ Vocabulary Poster to retell stories.
2 days United States in the past with the ƒ Every Student Learns Guide,
Vocabulary: daily lives of children and their p. 80 K-R1.7 Continue recalling details
picnics families today. (H, E) ƒ Workbook, p. 61 in texts read aloud.
camping Meeting Individual Needs:
K-W3.1 Demonstrate the ability
shopping ƒ Leveled Practice, TE p. 328
to respond to texts read aloud by
conversing with others, drawing
pictures, and writing letters or
words.
K-C1.10 Begin telling and
retelling stories and events in
logical order.

Kindergarten 27
South Carolina Lesson Planner
Scott Foresman Social Studies—All Together
Grade One
Grade One: All Together
Unit 1: Time for School
Scott Foresman Social Studies Leveled Readers:
Below-Level Making Rules
On-Level Who Makes the Rules?
Advanced How Do Rules Get Made?

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 1.1.1 Summarize the Resources: 1-R1.10 Demonstrate the ability
Getting to Know characteristics that contribute to ƒ Workbook, pp. 3-4 to use pictures and words to
Andrew 2 days personal identity, including ƒ Vocabulary Cards: school, make predictions about stories
physical growth, the group read aloud or independently.
Vocabulary: development of individual ƒ Every Student Learns Guide,
school interests, and family changes pp. 2-5 1-RS2.1 Demonstrate the ability
group over time. (H) Meeting Individual Needs: to identify pictures, charts, tables
ƒ Leveled Practice, TE p. 13a of contents, and diagrams as
sources of information.

1-C3.3 Demonstrate the ability to


make connections between
material from nonprint sources
and his or her prior knowledge,
other sources, and the world.

Grade One 28
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 1.1.5 Illustrate different elements Resources: 1-R1.10 Demonstrate the ability
Home and of community life, including the ƒ Workbook, pp. 5-6 to use pictures and words to
School 3 days structure of schools; typical jobs; ƒ Vocabulary Cards: flag, make predictions about stories
the interdependence of family, country read aloud or independently.
Vocabulary: school, and the community; and ƒ Every Student Learns Guide,
flag the common methods of pp. 6-9 1-RS2.1 Demonstrate the ability
country transportation and ƒ Transparency 10 to identify pictures, charts, tables
communication. (H, E, G) Meeting Individual Needs: of contents, and diagrams as
ƒ ESL Support, TE p. 15 sources of information.
ƒ Leveled Practice, TE pp. 16,
1-C3.3 Demonstrate the ability to
21a
make connections between
material from nonprint sources
and his or her prior knowledge,
other sources, and the world.
Lesson 3: 1.3.2 Summarize of the concept Resources: 1-R1.10 Demonstrate the ability
Rules We of authority and give examples ƒ Workbook, pp. 7-8 to use pictures and words to
Follow 2 days of people in authority, including ƒ Vocabulary Card: rule make predictions about stories
school officials, public safety ƒ Every Student Learns Guide, read aloud or independently.
Vocabulary: officers, and government pp. 10-13
rule officials. (P) ƒ Transparencies 11, 12 1-RS2.1 Demonstrate the ability
Meeting Individual Needs: to identify pictures, charts, tables
1.3.4 Summarize possible ƒ ESL Support, TE p.23 of contents, and diagrams as
consequences of an absence of ƒ Leveled Practice, TE p. 27a sources of information.
laws and rules, including the
1-C3.3 Demonstrate the ability to
potential for disorderliness and
make connections between
violence. (P)
material from nonprint sources
and his or her prior knowledge,
other sources, and the world.

Grade One 29
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 1.1.1 Summarize the Resources: 1-R1.10 Demonstrate the ability
Learning About characteristics that contribute to ƒ Workbook, p. 9 to use pictures and words to
My School 3 days personal identity, including ƒ Every Student Learns Guide, make predictions about stories
physical growth, the pp. 14-17 read aloud or independently.
development of individual Meeting Individual Needs:
interests, and family changes ƒ ESL Support, TE p. 29 1-RS2.1 Demonstrate the ability
over time. (H) ƒ Leveled Practice, TE pp. 35, to identify pictures, charts, tables
35a of contents, and diagrams as
1.1.5 Illustrate different elements sources of information.
of community life, including the
structure of schools; typical jobs; 1-C3.3 Demonstrate the ability to
the interdependence of family, make connections between
school, and the community; and material from nonprint sources
the common methods of and his or her prior knowledge,
transportation and other sources, and the world.
communication. (H, E, G)

Grade One 30
Grade One: All Together
Unit 2: In My Community
Scott Foresman Social Studies Leveled Readers:
Below-Level Things Change
On-Level Then and Now
Advanced Changing Communities

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 1.1.2 Summarize ways in which Resources: 1-R1.19 Begin comparing and
Welcome to My people are both alike and ƒ Workbook, pp. 14-15 contrasting the information,
Neighborhood 2 days different from one another in ƒ Vocabulary card: ideas, and elements within a
different regions of the United neighborhood single text.
Vocabulary: States and the world, including ƒ Every Student Learns
neighborhood their culture, language, and Guide, pp. 18-21 1-RS2.1 Demonstrate the ability
jobs. (H, G, E) ƒ Transparencies 13, 14 to identify pictures, charts,
Meeting Individual Needs: tables of contents, and diagrams
1-2.2 Compare the ways that ƒ ESL Support, TE p. 52 as sources of information.
people use land and natural ƒ Leveled Practice, TE p. 55a
resources in different settings
across the world, including the
conservation of natural
resources and the actions that
may harm the environment. (G)

Grade One 31
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 1.1.5 Illustrate different elements Resources: 1-R1.19 Begin comparing and
Different Kinds of community life, including the ƒ Workbook, pp. 16-17 contrasting the information,
of 2 days structure of schools; typical jobs; ƒ Vocabulary Card: community ideas, and elements within a
Communities the interdependence of family, ƒ Every Student Learns Guide, single text.
school, and the community; and pp. 22-25
Vocabulary: the common methods of ƒ Transparency 15 1-RS2.1 Demonstrate the ability
community transportation and Meeting Individual Needs: to identify pictures, charts, tables
communication. (H, E, G) ƒ ESL Support, TE pp. 58, 61 of contents, and diagrams as
ƒ Leveled Practice, TE p. 61a sources of information.
1-2.1 Identify a familiar area or
neighborhood on a simple map,
using the basic map symbols
and the cardinal directions. (G)

Lesson 3: 1.1.1 Summarize the Resources: 1-R1.19 Begin comparing and


Special Things characteristics that contribute to ƒ Workbook, p. 18 contrasting the information,
We Do 3 days personal identity, including ƒ Every Student Learns Guide, ideas, and elements within a
physical growth, the pp. 26-29 single text.
development of individual Meeting Individual Needs:
interests, and family changes ƒ ESL Support, TE p. 64 1-RS2.1 Demonstrate the ability
over time. (H) ƒ Leveled Practice, TE p. 69a to identify pictures, charts, tables
of contents, and diagrams as
sources of information.

Grade One 32
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 1.3.2 Summarize of the concept Resources: 1-R1.19 Begin comparing and
Community of authority and give examples ƒ Workbook, p. 19 contrasting the information,
Laws and 2 days of people in authority, including ƒ Vocabulary Cards: law, ideas, and elements within a
Leaders school officials, public safety leader single text.
officers, and government ƒ Every Student Learns Guide,
Vocabulary: officials. (P) pp. 30-33 1-RS2.1 Demonstrate the ability
law Meeting Individual Needs: to identify pictures, charts, tables
leader 1.3.4 Summarize possible ƒ Leveled Practice, of contents, and diagrams as
consequences of an absence of TE pp. 73, 73a sources of information.
laws and rules, including the
potential for disorderliness and
violence. (P)

Lesson 5: 1-2.1 Identify a familiar area or Resources: 1-R1.19 Begin comparing and
Where in the neighborhood on a simple map, ƒ Workbook, p. 20 contrasting the information,
World Do I 2 days using the basic map symbols ƒ Vocabulary Cards: state, ideas, and elements within a
Live? and the cardinal directions. (G) continent, ocean single text.
ƒ Every Student Learns Guide,
Vocabulary: pp. 34-37 1-RS2.1 Demonstrate the ability
state ƒ Transparencies 16, 17 to identify pictures, charts, tables
continent Meeting Individual Needs: of contents, and diagrams as
ocean ƒ ESL Support, TE p. 76 sources of information.
ƒ Leveled Practice, TE p. 79a

Grade One 33
Grade One: All Together
Unit 3: Work! Work! Work!
Scott Foresman Social Studies Leveled Readers:
Below-Level Working
On-Level People at Work
Advanced Where We Work

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 1.6.3 Identify ways that families Resources: 1-R1.16 Begin to follow one-
Ben’s Job and communities cooperate and ƒ Workbook, pp. 25-26 step written directions to
2 days compromise in order to meet ƒ Transparencies 9, 19 complete a task.
Vocabulary: their needs and wants. (E, P) ƒ Vocabulary Card: job
job ƒ Every Student Learns 1-R1.17 Begin using graphic
Guide, pp. 38-41 representations such as
Meeting Individual Needs: charts, graphs, pictures, and
ƒ ESL Support, TE p. 96 graphic organizers as
ƒ Leveled Practice, TE p. 99a information sources and as a
means of organizing information
and events logically.
1-C2.1 Demonstrate the ability
to follow one-and two-step oral
directions.
1-C2.2 Begin following multistep
oral directions.
1-RS2.1 Demonstrate the ability
to identify pictures, charts,
tables of contents, and diagrams
as sources of information.

Grade One 34
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 1.6.3 Identify ways that families Resources: 1-R1.16 Begin to follow one-step
Needs and and communities cooperate and ƒ Workbook, p. 27 written directions to complete a
Wants 2 days compromise in order to meet ƒ Vocabulary Cards: needs, task.
their needs and wants. (E, P) wants
Vocabulary: ƒ Every Student Learns Guide, 1-R1.17 Begin using graphic
needs pp. 42-45 representations such as charts,
wants Meeting Individual Needs: graphs, pictures, and graphic
ƒ ESL Support, TE p. 101 organizers as information
ƒ Leveled Practice, TE p. sources and as a means of
103a organizing information and
events logically.
1-C2.1 Demonstrate the ability to
follow one-and two-step oral
directions.
1-C2.2 Begin following multistep
oral directions.
1-RS2.1 Demonstrate the ability
to identify pictures, charts, tables
of contents, and diagrams as
sources of information.

Grade One 35
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 1.6.2 Explain methods for Resources: 1-R1.16 Begin to follow one-step
Spending and obtaining goods and services, ƒ Workbook, p. 28 written directions to complete a
Saving 2 days including buying with money and ƒ Every Student Learns task.
bartering. (E) Guide, pp. 46-49
ƒ Transparency 20 1-R1.17 Begin using graphic
Meeting Individual Needs: representations such as charts,
ƒ ESL Support, TE p. 105 graphs, pictures, and graphic
ƒ Leveled Practice, TE p. organizers as information sources
107a and as a means of organizing
information and events logically.

1-C2.1 Demonstrate the ability to


follow one-and two-step oral
directions.

1-C2.2 Begin following multistep


oral directions.

1-RS2.1 Demonstrate the ability to


identify pictures, charts, tables of
contents, and diagrams as sources
of information.

Grade One 36
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 1.6.4 Recognize the roles of Resources: 1-R1.16 Begin to follow one-step
Welcome to producers and consumers and ƒ Workbook, p. 29 written directions to complete a
Job Day! 3 days the ways in which they are ƒ Vocabulary Cards: tools, task.
interdependent. ((E) goods, service, volunteer
Vocabulary: ƒ Every Student Learns 1-R1.17 Begin using graphic
tools Guide, pp. 50-53 representations such as charts,
goods Meeting Individual Needs: graphs, pictures, and graphic
service ƒ ESL Support, TE p. 110 organizers as information
volunteer ƒ Leveled Practice, TE p. sources and as a means of
115a organizing information and events
logically.

1-C2.1 Demonstrate the ability to


follow one-and two-step oral
directions.

1-C2.2 Begin following multistep


oral directions.

1-RS2.1 Demonstrate the ability


to identify pictures, charts, tables
of contents, and diagrams as
sources of information.

Grade One 37
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: 1-2.1 Identify a familiar area or Resources: 1-R1.16 Begin to follow one-
Interview with a neighborhood on a simple map, ƒ Workbook, pp. 30-31 step written directions to
Farmer 3 days using the basic map symbols ƒ Transparency 9, 21 complete a task.
and the cardinal directions. (G) ƒ Every Student Learns
Guide, pp. 54-57 1-R1.17 Begin using graphic
1.6.4 Recognize the roles of Meeting Individual Needs: representations such as
producers and consumers and ƒ ESL Support, TE p. 118 charts, graphs, pictures, and
the ways in which they are ƒ Leveled Practice, TE p. graphic organizers as
interdependent. (E) 123a information sources and as a
means of organizing information
and events logically.

1-C2.1 Demonstrate the ability


to follow one-and two-step oral
directions.

1-C2.2 Begin following multistep


oral directions.

1-RS2.1 Demonstrate the ability


to identify pictures, charts,
tables of contents, and diagrams
as sources of information.

Grade One 38
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 6: 1.1.5 Illustrate different Resources: 1-R1.16 Begin to follow one-
From Place to elements of community life, ƒ Workbook, p. 32 step written directions to
Place 2 days including structure of schools; ƒ Vocabulary Card: complete a task.
typical jobs; the transportation
Vocabulary: interdependence of family, ƒ Every Student Learns 1-R1.17 Begin using graphic
transportation school, and the community; and Guide, pp. 58-61 representations such as
the common methods of Meeting Individual Needs: charts, graphs, pictures, and
transportation and ƒ ESL Support, TE p. 126 graphic organizers as
communication. (H, E, G) ƒ Leveled Practice, TE p. information sources and as a
127a means of organizing information
and events logically.

1-C2.1 Demonstrate the ability


to follow one-and two-step oral
directions.

1-C2.2 Begin following multistep


oral directions.

1-RS2.1 Demonstrate the ability


to identify pictures, charts,
tables of contents, and diagrams
as sources of information.

Grade One 39
Grade One: All Together
Unit 4: Our Earth, Our Resources
Scott Foresman Social Studies Leveled Readers:
Below-Level Find It!
On-Level Maps and Globes
Advanced Reading Maps and Globes

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 1.1.3 Illustrate personal and Resources: 1-R1.13 Begin summarizing
Different Kinds family history on a time line. (H) ƒ Workbook, pp. 37-39 main ideas in texts read aloud
of Weather 2 days ƒ Vocabulary Card: weather or independently.
ƒ Every Student Learns
Vocabulary: Guide, pp. 62-65 1-W1.1 Demonstrate the ability
weather ƒ Transparency 22 to choose a topic and generate
Meeting Individual Needs: ideas about which to write.
ƒ ESL Support, TE p. 144
ƒ Leveled Practice, TE p. 1-C2.8 Demonstrate the ability
149a to listen for main ideas.

Lesson 2: 1-2.2 Compare the ways that Resources: 1-R1.13 Begin summarizing
Looking at Our people use land and natural ƒ Workbook, pp. 40-41 main ideas in texts read aloud
Land and 2 days resources in different settings ƒ Vocabulary Cards: or independently.
Water across the world, including the mountain, plain, lake, river
conservation of natural ƒ Every Student Learns 1-W1.1 Demonstrate the ability
Vocabulary: resources and the actions that Guide, pp. 66-69 to choose a topic and generate
mountain may harm the environment. (G) ƒ Transparency 23 ideas about which to write.
plain Meeting Individual Needs:
lake ƒ ESL Support, TE pp. 151, 1-C2.8 Demonstrate the ability
river 154 to listen for main ideas.
ƒ Leveled Practice, TE p.
155a

Grade One 40
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 1-2.1 Identify a familiar area or Resources: 1-R1.13 Begin summarizing
Our Earth’s neighborhood on a simple map, ƒ Workbook, p. 42 main ideas in texts read aloud
Resources 3 days using the basic map symbols ƒ Vocabulary Card: natural or independently.
and the cardinal directions. (G) resource
Vocabulary: ƒ Every Student Learns 1-W1.1 Demonstrate the ability
natural 1-2.2 Compare the ways that Guide, pp. 70-73 to choose a topic and generate
resource people use land and natural Meeting Individual Needs: ideas about which to write.
resources in different settings ƒ ESL Support, TE pp. 157,
across the world, including the 162 1-C2.8 Demonstrate the ability
conservation of natural ƒ Leveled Practice, TE p. to listen for main ideas.
resources and the actions that 163a
may harm the environment. (G)

Lesson 4: 1.6.4 Recognize the roles of Resources: 1-R1.13 Begin summarizing


Interview About producers and consumers and ƒ Workbook, p. 43 main ideas in texts read aloud
Farm History 2 days the ways in which they are ƒ Vocabulary Card: history or independently.
interdependent. (E) ƒ Every Student Learns
Vocabulary: Guide, pp. 74-77 1-W1.1 Demonstrate the ability
history Meeting Individual Needs: to choose a topic and generate
ƒ ESL Support, TE p. 166 ideas about which to write.
ƒ Leveled Practice, TE p.
169a 1-C2.8 Demonstrate the ability
to listen for main ideas.

Grade One 41
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: 1-2.2 Compare the ways that Resources: 1-R1.13 Begin summarizing
Caring for Our people use land and natural ƒ Workbook, p. 44 main ideas in texts read aloud
Resources 2 days resources in different settings ƒ Every Student Learns or independently.
across the world, including the Guide, pp. 78-81
conservation of natural ƒ Transparency 24 1-W1.1 Demonstrate the ability
resources and the actions that Meeting Individual Needs: to choose a topic and generate
may harm the environment. (G) ƒ ESL Support, TE p. 171 ideas about which to write.
ƒ Leveled Practice, TE p.
175a 1-C2.8 Demonstrate the ability
to listen for main ideas.

Grade One 42
Grade One: All Together
Unit 5: This Is Our Country
Scott Foresman Social Studies Leveled Readers:
Below-Level Happy Birthday, America!
On-Level The Fourth of July
Advanced Independence Day

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 1.1.1 Summarize the Resources: 1-R1.5 Demonstrate the ability
Native characteristics that contribute to ƒ Workbook, pp. 49-51 to retell stories.
Americans 3 days personal identity, including ƒ Every Student Learns
physical growth, the Guide, pp. 82-85 1-R1.6 Demonstrate the ability
development of individual ƒ Transparencies 25, 26 to recall details in texts read
interests, and family changes Meeting Individual Needs: aloud.
over time. (H) ƒ ESL Support, TE p. 192
ƒ Leveled Practice, TE p. 1-R1.7 Begin recalling details in
1.1.2 Summarize ways in which 195a texts read independently.
people are both alike and
different from one another in
different regions of the United
States and the world, including
their culture, language, and
jobs. (H, G, E)

Grade One 43
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 1.1.1 Summarize the Resources: 1-R1.5 Demonstrate the ability
Early Travelers characteristics that contribute to ƒ Workbook, pp. 52-53 to retell stories.
to America 2 days personal identity, including ƒ Vocabulary Card: freedom
physical growth, the ƒ Every Student Learns 1-R1.6 Demonstrate the ability
Vocabulary: development of individual Guide, pp. 86-89 to recall details in texts read
freedom interests, and family changes ƒ Transparency 27 aloud.
over time. (H) Meeting Individual Needs:
ƒ ESL Support, TE p. 198 1-R1.7 Begin recalling details in
1.1.2 Summarize ways in which ƒ Leveled Practice, TE p. texts read independently.
people are both alike and 201a
different from one another in
different regions of the United
States and the world, including
their culture, language, and
jobs. (H, G, E)
Lesson 3: 1.1.1 Summarize the Resources: 1-R1.5 Demonstrate the ability
The Colonies characteristics that contribute to ƒ Workbook, p. 54 to retell stories.
Become Free 2 days personal identity, including ƒ Vocabulary Card: colony
physical growth, the ƒ Every Student Learns 1-R1.6 Demonstrate the ability
Vocabulary: development of individual Guide, pp. 90-93 to recall details in texts read
colony interests, and family changes ƒ Transparency 28 aloud.
over time. (H) Meeting Individual Needs:
ƒ ESL Support, TE p. 204 1-R1.7 Begin recalling details in
1.1.2 Summarize ways in which ƒ Leveled Practice, TE p. texts read independently.
people are both alike and 207a
different from one another in
different regions of the United
States and the world, including
their culture, language, and
jobs. (H, G, E)

Grade One 44
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 1.4.3 Recall the contributions Resources: 1-R1.5 Demonstrate the ability
Symbols in Our made by historic and political ƒ Workbook, p. 55 to retell stories.
Country 2 days figures to democracy in the ƒ Every Student Learns
United States, including George Guide, pp. 94-97 1-R1.6 Demonstrate the ability
Washington, Benjamin Franklin, ƒ Transparencies 29, 30 to recall details in texts read
Thomas Jefferson, Abraham Meeting Individual Needs: aloud.
Lincoln, Martin Luther King Jr., ƒ ESL Support, TE p. 210
and Rosa Parks. (P, H) ƒ Leveled Practice, TE p. 1-R1.7 Begin recalling details in
211a texts read independently.

Lesson 5: 1.4.1 Recognize the basic Resources: 1-R1.5 Demonstrate the ability
We Celebrate values of American democracy, ƒ Workbook, p. 56 to retell stories.
Holidays 2 days including respect for the rights ƒ Vocabulary Cards: holiday,
and opinions of others, fair President 1-R1.6 Demonstrate the ability
Vocabulary: treatment for everyone, and ƒ Every Student Learns to recall details in texts read
holiday respect for the rules by which Guide, pp. 98-101 aloud.
President we live. (P) ƒ Transparencies 31, 32
Meeting Individual Needs: 1-R1.7 Begin recalling details in
1.4.3 Recall the contributions ƒ ESL Support, TE p. 214 texts read independently.
made by historic and political ƒ Leveled Practice, TE p.
figures to democracy in the 217a
United States, including George
Washington, Benjamin Franklin,
Thomas Jefferson, Abraham
Lincoln, Martin Luther King Jr.,
and Rosa Parks. (P, H)

Grade One 45
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 6: 1.5.1 Recognize ways that all Resources: 1-R1.5 Demonstrate the ability
Choosing Our citizens can serve the common ƒ Workbook, p. 57 to retell stories.
Country’s 2 days good, including serving as public ƒ Vocabulary Cards: citizen,
Leaders officials and participating in the vote, capital 1-R1.6 Demonstrate the ability
election process. (P) ƒ Every Student Learns to recall details in texts read
Vocabulary: Guide, pp. 102-105 aloud.
citizen 1.5.2 Summarize the rule- Meeting Individual Needs:
vote making process in a direct ƒ ESL Support, TE p. 220 1-R1.7 Begin recalling details in
capital democracy (everyone votes on ƒ Leveled Practice, TE p. 223a texts read independently.
the rules) and in a
representative democracy (an
elected group of people make
the rules). (P)

Grade One 46
Grade One: All Together
Unit 6: Our Country, Our World
Scott Foresman Social Studies Leveled Readers:
Below-Level On the Move
On-Level How Travel Has Changed
Advanced Changes in Transportation

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 1.6.2 Explain methods for Resources: 1-R1.10 Demonstrate the ability
Visiting the obtaining goods and services, ƒ Workbook, pp. 62-63 to use pictures and words to
Market 2 days including buying with money and ƒ Vocabulary Card: market make predictions about stories
bartering. (E) ƒ Every Student Learns read aloud or independently.
Vocabulary: Guide, pp. 106-109
market ƒ Transparencies 34 1-C2.7 Demonstrate the ability
Meeting Individual Needs: to make predictions about the
ƒ ESL Support, TE p. 240 content of stories read aloud.
ƒ Leveled Practice, TE p.
241a 1-C3.2 Demonstrate the ability
to make predictions about the
content of what he or she views.

Lesson 2: 1.1.1 Summarize the Resources: 1-R1.10 Demonstrate the ability


How Things characteristics that contribute to ƒ Workbook, p. 64 to use pictures and words to
Have Changed 2 days personal identity, including ƒ Every Student Learns make predictions about stories
physical growth, the Guide, pp. 110-113 read aloud or independently.
development of individual Meeting Individual Needs:
interests, and family changes ƒ ESL Support, TE p. 243 1-C2.7 Demonstrate the ability
over time. (H) ƒ Leveled Practice, TE p. to make predictions about the
245a content of stories read aloud.

Grade One 47
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 1.1.2 Summarize ways in which
people are both alike and 1-C3.2 Demonstrate the ability
different from one another in to make predictions about the
different regions of the United content of what he or she views.
States and the world, including
their culture, language, and
jobs. (H, G, E)
Lesson 3: 1.1.5 Illustrate different Resources: 1-R1.10 Demonstrate the ability
Inventors and elements of community life, ƒ Workbook, p. 65 to use pictures and words to
Inventions 2 days including structure of schools; ƒ Vocabulary Cards: make predictions about stories
typical jobs; the communicate, invention, read aloud or independently.
Vocabulary: interdependence of family, inventor
communicate school, and the community; and ƒ Every Student Learns 1-C2.7 Demonstrate the ability
invention the common methods of Guide, pp. 114-117 to make predictions about the
inventor transportation and Meeting Individual Needs: content of stories read aloud.
communication. (H, E, G) ƒ ESL Support, TE p. 248
1-C3.2 Demonstrate the ability
ƒ Leveled Practice, TE p.
to make predictions about the
251a
content of what he or she views.
Lesson 4: 1.1.5 Illustrate different Resources: 1-R1.10 Demonstrate the ability
How Travel Has elements of community life, ƒ Workbook, pp. 66-67 to use pictures and words to
Changed 3 days including structure of schools; ƒ Every Student Learns make predictions about stories
typical jobs; the Guide, pp. 118-121 read aloud or independently.
interdependence of family, ƒ Transparency 35
school, and the community; and Meeting Individual Needs: 1-C2.7 Demonstrate the ability
the common methods of ƒ ESL Support, TE p. 257 to make predictions about the
transportation and ƒ Leveled Practice, TE p. content of stories read aloud.
communication. (H, E, G) 257a
1-C3.2 Demonstrate the ability
to make predictions about the
content of what he or she views.

Grade One 48
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: 1.1.2 Summarize ways in which Resources: 1-R1.10 Demonstrate the ability
Life Around the people are both alike and ƒ Workbook, p. 68 to use pictures and words to
World 3 days different from one another in ƒ Vocabulary Card: world make predictions about stories
different regions of the United ƒ Every Student Learns read aloud or independently.
Vocabulary: States and the world, including Guide, pp. 122-125
world their culture, language, and ƒ Transparency 36 1-C2.7 Demonstrate the ability
jobs. Meeting Individual Needs: to make predictions about the
(H, G, E) ƒ ESL Support, TE p. 260 content of stories read aloud.
ƒ Leveled Practice, TE p.
1.1.4 Compare daily life of 265a 1-C3.2 Demonstrate the ability
families across the world – to make predictions about the
including roles of men, women, content of what he or she views.
and children; typical food,
clothes, and style of homes; and
the ways the families earn their
living. (H, E, G)

Grade One 49
South Carolina Lesson Planner
Scott Foresman Social Studies—People and Places
Grade Two
Grade Two: People and Places
Unit 1: Where We Live
Scott Foresman Social Studies Leveled Readers:
Below-Level Our Communities
On-Level Communities All Over
Advanced Communities: Alike and Different

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 2.2.3 Summarize the roles of Resources: 2-R3.10 Demonstrate the ability
Living in a various workers in the ƒ Workbook, pp. 3-4 to use sentence structure
Neighborhood 3 days community, including those who ƒ Transparencies 6, 10 (syntax) and context to
hold government jobs there. (E) ƒ Vocabulary Cards: law, vote determine the meaning of
Vocabulary: ƒ Every Student Learns Guide, unfamiliar words.
law 2.3.1 Recognize types of local pp. 2-5
vote laws and those people who have Meeting Individual Needs: 2-RS2.1 Demonstrate the ability
the power and authority to ƒ ESL Support, TE p. 10 to identify pictures, charts, tables
enforce them. (P) ƒ Leveled Practice, TE p. 15a of contents, and diagrams as
sources of information.
2.33 Explain the ways that local
and state governments
contribute to the federal system,
including law enforcement and
highway construction. (P)

Grade Two 50
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 2.2.1 Locate on a map the Resources: 2-R3.10 Demonstrate the ability
A Walk through places and features of the local ƒ Workbook, pp. 5-6 to use sentence structure
a Community 3 days community, including the ƒ Transparencies 5,11 (syntax) and context to
geographic features (e.g., parks, ƒ Vocabulary Cards: determine the meaning of
Vocabulary: water features) and the urban, community, history unfamiliar words.
community suburban, and rural areas. (G) ƒ Every Student Learns Guide, 2-RS2.1 Demonstrate the ability
history pp. 6-9 to identify pictures, charts, tables
2.2.5 Compare the history and Meeting Individual Needs: of contents, and diagrams as
features of the local community ƒ ESL Support, TE p. 18 sources of information.
with those of different ƒ Leveled Practice, TE p. 23a
communities around the world.
(G)

2.3.2 Identify the roles of leaders


and officials in local government,
including law enforcement and
public safety officials. (P)

2.2.1 Locate on a map the


places and features of the local
community, including the
geographic features (e.g., parks,
water features) and the urban,
suburban, and rural areas. (G)

Grade Two 51
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 2.1.2 Compare the historic Resources: 2-R3.10 Demonstrate the ability
Comparing traditions, customs, and cultures ƒ Workbook, p. 7 to use sentence structure
Communities 2 days of various regions in the United ƒ Transparency 4 (syntax) and context to
States, including how traditions ƒ Vocabulary Cards: rural, determine the meaning of
Vocabulary: are passed between and among suburb, urban unfamiliar words.
rural generations. (G, H) ƒ Every Student Learns Guide,
suburb pp. 10-13 2-RS2.1 Demonstrate the ability
urban 2.2.2 Recognize characteristics Meeting Individual Needs: to identify pictures, charts, tables
of the local region, including its ƒ ESL Support, TE p. 27 of contents, and diagrams as
geographic features and natural ƒ Leveled Practice, TE p. 29a sources of information.
resources. (G, E)
Lesson 4: 2.1.1 Recognize the basic Resources: 2-R3.10 Demonstrate the ability
Our State and elements that make up a cultural ƒ Workbook, p. 8 to use sentence structure
Our Country 2 days region in the United States, ƒ Transparencies 8, 12 (syntax) and context to
including language, customs, ƒ Vocabulary Card: capital determine the meaning of
Vocabulary: and economic activities. (G, H, ƒ Every Student Learns Guide, unfamiliar words.
capitol E, P) pp. 14-17
Meeting Individual Needs: 2-RS2.1 Demonstrate the ability
ƒ ESL Support, TE p. 32 to identify pictures, charts, tables
ƒ Leveled Practice, TE p. 35a of contents, and diagrams as
sources of information.
Lesson 5: 2.2.5 Compare the history and Resources: 2-R3.10 Demonstrate the ability
Our Country Is features of the local community ƒ Workbook, p. 9 to use sentence structure
Part of Our 2 days with those of different ƒ Transparency 13 (syntax) and context to
World communities around the world. ƒ Every Student Learns Guide, determine the meaning of
(G) pp. 18-21 unfamiliar words.
Meeting Individual Needs:
ƒ ESL Support, TE p. 39 2-RS2.1 Demonstrate the ability
ƒ Leveled Practice, TE p. 41a to identify pictures, charts, tables
of contents, and diagrams as
sources of information.

Grade Two 52
Grade Two: People and Places
Unit 2: Our Earth
Scott Foresman Social Studies Leveled Readers:
Below-Level To Market, To Market
On-Level Communities All Over
Advanced Communities: Alike and Different

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 2.2.2 Recognize characteristics Resources: 2-R1.12 Demonstrate the ability
Interview with a of the local region, including its ƒ Workbook, pp. 14-15 to determine cause and effect.
Geographer 2 days geographic features and natural ƒ Transparencies 3, 14
resources. (G, E) ƒ Vocabulary Cards: 2-R1.16 Continue using graphic
Vocabulary: geography, landform representations such as charts,
geography ƒ Every Student Learns Guide, graphs, pictures, and graphic
landform pp. 22-25 organizers as information
Meeting Individual Needs: sources and as a means of
ƒ ESL Support, TE p. 58 organizing information and
ƒ Leveled Practice, TE p. 61a events logically.

Lesson 2: 2.1.3 Summarize the cultural Resources: 2-R1.12 Demonstrate the ability
Where People contributions of Native American ƒ Workbook, p. 16 to determine cause and effect.
Live 2 days nations, African Americans, and ƒ Transparency 13
immigrant groups on different ƒ Every Student Learns Guide, 2-R1.16 Continue using graphic
regions of the United States. (G, pp. 26-29 representations such as charts,
H) Meeting Individual Needs: graphs, pictures, and graphic
ƒ ESL Support, TE p. 63 organizers as information
2.2.2 Recognize characteristics ƒ Leveled Practice, TE p. 67a sources and as a means of
of the local region, including its organizing information and
geographic features and natural events logically.
resources. (G, E)

Grade Two 53
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 2-5.1 Identify examples of Resources: 2-R1.12 Demonstrate the ability
From My markets and price in the local ƒ Workbook, pp. 17-18 to determine cause and effect.
Orchard to You 3 days community and explain the roles ƒ Transparency 2
of buyers and sellers in creating ƒ Vocabulary Cards: ancestor, 2-R1.16 Continue using graphic
Vocabulary: markets and pricing. (E) producer, consumer representations such as charts,
ancestor ƒ Every Student Learns Guide, graphs, pictures, and graphic
producer 2-5.2 Summarize the concept of pp. 30-33 organizers as information
consumer supply and demand and explain Meeting Individual Needs: sources and as a means of
its effect on price. (E) ƒ ESL Support, TE p. 71 organizing information and
ƒ Leveled Practice, TE p. 75a events logically.
2-5.4 Identify the relationships
between trade and resources
both within and among
communities, including natural,
human, and capital resources.
(E)

Lesson 4: 2.2.2 Recognize characteristics Resources: 2-R1.12 Demonstrate the ability


Our Earth’s of the local region, including its ƒ Workbook, pp. 19-20 to determine cause and effect.
Resources 2 days geographic features and natural ƒ Transparency 15
resources. (G, E) ƒ Vocabulary Cards: natural 2-R1.16 Continue using graphic
Vocabulary: resources, crop representations such as charts,
natural 2-5.4 Identify the relationships ƒ Every Student Learns Guide, graphs, pictures, and graphic
resource between trade and resources pp. 34-37 organizers as information
crop both within and among Meeting Individual Needs: sources and as a means of
communities, including natural, ƒ ESL Support, TE p. 78 organizing information and
human, and capital resources. ƒ Leveled Practice, TE p. 81a events logically.
(E)

Grade Two 54
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: 2.2.2 Recognize characteristics Resources: 2-R1.12 Demonstrate the ability
Caring for Our of the local region, including its ƒ Workbook, p. 21 to determine cause and effect.
Resources 2 days geographic features and natural ƒ Vocabulary Cards:
resources. (G, E) conservation 2-R1.16 Continue using graphic
Vocabulary: ƒ Every Student Learns Guide, representations such as charts,
conservation 2-5.4 Identify the relationships pp. 38-41 graphs, pictures, and graphic
between trade and resources Meeting Individual Needs: organizers as information
both within and among ƒ ESL Support, TE p. 85 sources and as a means of
communities, including natural, ƒ Leveled Practice, TE p. 89a organizing information and
human, and capital resources. events logically.
(E)

Grade Two 55
Grade Two: People and Places
Unit 3: Working Together
Scott Foresman Social Studies Leveled Readers:
Below-Level Who Does It? Who Buys It?
On-Level Buyers Need Sellers Need Buyers
Advanced The Consumer-Producer Connection

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 2.2.3 Summarize the roles of Resources: 2-R1.8 Demonstrate the ability to
Choosing various workers in the ƒ Workbook, pp. 26-27 make predictions about stories.
Goods and 2 days community, including those who ƒ Transparencies 7, 16
Services hold government jobs there. (E) ƒ Vocabulary Cards: income, 2-R1.16 Continue using graphic
goods, services representations such as charts,
Vocabulary: 2-5.1 Identify examples of ƒ Every Student Learns Guide, graphs, pictures, and graphic
income markets and price in the local pp. 42-45 organizers as information
goods community and explain the roles Meeting Individual Needs: sources and as a means of
services of buyers and sellers in creating ƒ Leveled Practice, TE p. 111a organizing information and
markets and pricing. (E) events logically.

2-5.3 Recognize the people’s 2-C3.1 Demonstrate the ability to


choices about what they buy will make predictions about the
determine what goods and content of what he or she views.
services are produced. (E)
2-RS2.1 Demonstrate the ability
to identify pictures, charts, tables
of contents, and diagrams as
sources of information.

Grade Two 56
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 2.2.3 Summarize the roles of Resources: 2-R1.8 Demonstrate the ability to
Services in Our various workers in the ƒ Workbook, p. 28 make predictions about stories.
Community 3 days community, including those who ƒ Transparencies 3, 17
hold government jobs there. (E) ƒ Vocabulary Cards: tax 2-R1.16 Continue using graphic
Vocabulary: 2.3.2 Identify the roles of leaders ƒ Every Student Learns Guide, representations such as charts,
tax and officials in local government, pp. 46-49 graphs, pictures, and graphic
including law enforcement and Meeting Individual Needs: organizers as information
public safety officials. (P) ƒ ESL Support, TE p. 114 sources and as a means of
ƒ Leveled Practice, TE p. 119a organizing information and
2.3.3 Explain the ways that local events logically.
and state governments
contribute to the federal system, 2-C3.1 Demonstrate the ability to
including law enforcement and make predictions about the
highway construction. (P) content of what he or she views.

2-5.3 Recognize the people’s 2-RS2.1 Demonstrate the ability


choices about what they buy will to identify pictures, charts, tables
determine what goods and of contents, and diagrams as
services are produced. (E) sources of information.

Grade Two 57
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 2-5.1 Identify examples of Resources: 2-R1.8 Demonstrate the ability to
Goods from the markets and price in the local ƒ Workbook, pp. 29-30 make predictions about stories.
Factory to You 2 days community and explain the roles ƒ Transparencies 9, 18
of buyers and sellers in creating ƒ Vocabulary Cards: factory 2-R1.16 Continue using graphic
Vocabulary: markets and pricing. (E) ƒ Every Student Learns Guide, representations such as charts,
factory pp. 50-53 graphs, pictures, and graphic
2-5.2 Summarize the concept of Meeting Individual Needs: organizers as information
supply and demand and explain ƒ ESL Support, TE p. 122 sources and as a means of
its effect on price. (E) ƒ Leveled Practice, TE p. 125a organizing information and
events logically.
2-5.3 Recognize the people’s
choices about what they buy will 2-C3.1 Demonstrate the ability to
determine what goods and make predictions about the
services are produced. (E) content of what he or she views.

2-5.4 Identify the relationships 2-RS2.1 Demonstrate the ability


between trade and resources to identify pictures, charts, tables
both within and among of contents, and diagrams as
communities, including natural, sources of information.
human, and capital resources.
(E)

Grade Two 58
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 2-5.1 Identify examples of Resources: 2-R1.8 Demonstrate the ability to
A Trip to the markets and price in the local ƒ Workbook, pp. 31-32 make predictions about stories.
Bank 3 days community and explain the roles ƒ Transparencies 5, 19
of buyers and sellers in creating ƒ Every Student Learns Guide, 2-R1.16 Continue using graphic
markets and pricing. (E) pp. 54-57 representations such as charts,
Meeting Individual Needs: graphs, pictures, and graphic
2-5.3 Recognize that people’s ƒ ESL Support, TE p. 130 organizers as information
choices about what they buy will ƒ Leveled Practice, TE p. 133a sources and as a means of
determine what goods and organizing information and
services they produce. (E) events logically.

2-C3.1 Demonstrate the ability to


make predictions about the
content of what he or she views.

2-RS2.1 Demonstrate the ability


to identify pictures, charts, tables
of contents, and diagrams as
sources of information.

Grade Two 59
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: 2-4.2 Summarize how nation- Resources: 2-R1.8 Demonstrate the ability to
Countries states interact with one another ƒ Workbook, p. 33 make predictions about stories.
Trade and 2 days in order to conduct trade. (P, H, ƒ Transparency 7
Move Goods E, G) ƒ Vocabulary Cards: trade, 2-R1.16 Continue using graphic
transportation, barter representations such as charts,
Vocabulary: 2-5.4 Identify relationships ƒ Every Student Learns Guide, graphs, pictures, and graphic
trade between trade and resources pp. 58-61 organizers as information
transportation both within and among Meeting Individual Needs: sources and as a means of
barter communities, including natural, ƒ ESL Support, TE p. 135 organizing information and
human, and capital resources. ƒ Leveled Practice, TE p. 139a events logically.
(E)
2-C3.1 Demonstrate the ability to
make predictions about the
content of what he or she views.

2-RS2.1 Demonstrate the ability


to identify pictures, charts, tables
of contents, and diagrams as
sources of information.

Grade Two 60
Grade Two: People and Places
Unit 4: Our Country Today
Scott Foresman Social Studies Leveled Readers:
Below-Level It’s the Law
On-Level Making a Law
Advanced Law Making in the United States

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 2.2.3 Summarize the roles of Resources: 2-R1.9 Demonstrate the ability to
Local various workers in the ƒ Workbook, p. 38 summarize the main idea of a
Government 2 days community, including those who ƒ Transparencies 5, 20 particular text.
hold government jobs there. (E) ƒ Vocabulary Cards:
Vocabulary: government, mayor, citizen 2-R1.16 Continue using graphic
government 2.3.1 Recognize different types ƒ Every Student Learns Guide, representations such as charts,
mayor of local laws and those people pp. 62-65 graphs, pictures, and graphic
citizen who have the power and Meeting Individual Needs: organizers as information
authority to enforce them. (P) ƒ ESL Support, TE p. 155 sources and as a means of
ƒ Leveled Practice, TE p. 159a organizing information and
2.3.2 Identify the roles of leaders events logically.
and officials in local government,
including law enforcement and 2-R2.4 Begin summarizing the
public safety officials. (P) theme of a particular text.

2-W1.1 Demonstrate the ability


to choose a topic and generate
ideas and use oral and written
prewriting strategies.

2-C2.6 Demonstrate the ability to


listen for main ideas.

Grade Two 61
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 2.3.1 Recognize different types Resources: 2-R1.9 Demonstrate the ability to
State of local laws and those people ƒ Workbook, pp. 39-40 summarize the main idea of a
Government 2 days who have the power and ƒ Transparencies 5, 21, 22 particular text.
authority to enforce them. (P) ƒ Vocabulary Cards: governor
Vocabulary: ƒ Every Student Learns Guide, 2-R1.16 Continue using graphic
governor 2.3.2 Identify the roles of leaders pp. 66-69 representations such as charts,
and officials in local government, Meeting Individual Needs: graphs, pictures, and graphic
including law enforcement and ƒ ESL Support, TE p. 161 organizers as information
public safety officials. (P) ƒ Leveled Practice, TE p. 165a sources and as a means of
organizing information and
2.3.3 Explain the ways that local events logically.
and state governments
contribute to the federal system, 2-R2.4 Begin summarizing the
including law enforcement and theme of a particular text.
highway construction. (P)
2-W1.1 Demonstrate the ability
to choose a topic and generate
ideas and use oral and written
prewriting strategies.

2-C2.6 Demonstrate the ability to


listen for main ideas.

Grade Two 62
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 2.3.3 Explain the ways that local Resources: 2-R1.9 Demonstrate the ability to
Federal and state governments ƒ Workbook, p. 41 summarize the main idea of a
Government 2 days contribute to the federal system, ƒ Transparency 5 particular text.
including law enforcement and ƒ Vocabulary Cards:
Vocabulary: highway construction. (P) Congress, President 2-R1.16 Continue using graphic
Congress ƒ Every Student Learns Guide, representations such as charts,
President pp. 70-73 graphs, pictures, and graphic
Meeting Individual Needs: organizers as information
ƒ ESL Support, TE p. 168 sources and as a means of
ƒ Leveled Practice, TE p. 171a organizing information and
events logically.
2-R2.4 Begin summarizing the
theme of a particular text.

2-W1.1 Demonstrate the ability


to choose a topic and generate
ideas and use oral and written
prewriting strategies.

2-C2.6 Demonstrate the ability to


listen for main ideas.

Grade Two 63
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 2.3.1 Recognize different types Resources: 2-R1.9 Demonstrate the ability to
Voting for of local laws and those people ƒ Workbook, pp. 42-43 summarize the main idea of a
Leaders 3 days who have the power and ƒ Transparency 9 particular text.
authority to enforce them. (P) ƒ Vocabulary Cards:
ƒ Every Student Learns Guide, 2-R1.16 Continue using graphic
2.3.2 Identify the roles of leaders pp. 74-77 representations such as charts,
and officials in local government, Meeting Individual Needs: graphs, pictures, and graphic
including law enforcement and ƒ ESL Support, TE p. 173 organizers as information
public safety officials. (P) ƒ Leveled Practice, TE p. 179a sources and as a means of
organizing information and
2.3.3 Explain the ways that local events logically.
and state governments
contribute to the federal system, 2-R2.4 Begin summarizing the
including law enforcement and theme of a particular text.
highway construction. (P)
2-W1.1 Demonstrate the ability
to choose a topic and generate
ideas and use oral and written
prewriting strategies.

2-C2.6 Demonstrate the ability to


listen for main ideas.

Grade Two 64
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: 2.1.2 Compare the historic Resources: 2-R1.9 Demonstrate the ability to
The Land of traditions, customs, and cultures ƒ Workbook, pp. 44-45 summarize the main idea of a
Freedom 3 days of various regions in the United ƒ Transparencies 5, 23, 24 particular text.
States, including how traditions ƒ Vocabulary Cards: freedom,
Vocabulary: are passed between and among motto, monument 2-R1.16 Continue using graphic
freedom generations. (G, H) ƒ Every Student Learns Guide, representations such as charts,
motto pp. 78-81 graphs, pictures, and graphic
monument 2.1.3 Summarize the cultural Meeting Individual Needs: organizers as information
contributions of Native American ƒ ESL Support, TE p. 181 sources and as a means of
nations, African Americans, and ƒ Leveled Practice, TE p. 187a organizing information and
immigrant groups of different events logically.
regions of the United States. (G,
H) 2-R2.4 Begin summarizing the
theme of a particular text.
2.2.1 Locate on a map the
places and features of the local
2-W1.1 Demonstrate the ability
community, including the
to choose a topic and generate
geographic features (e.g., parks,
ideas and use oral and written
water features) and the urban,
prewriting strategies.
suburban, and rural areas. (G,
E)
2-C2.6 Demonstrate the ability to
2-4.1 Identify on a map the listen for main ideas.
continents and the major nation-
states of the world and
distinguish between these tow
entities. (P, G)

Grade Two 65
Grade Two: People and Places
Unit 5: Our Country Long Ago
Scott Foresman Social Studies Leveled Readers:
Below-Level Abraham Lincoln
On-Level Abraham Lincoln: Our Sixteenth President
Advanced Abraham Lincoln: Great Man, Great Words

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 2.1.1 Recognize the basic Resources: 2-W1.2 Demonstrate the ability
The First elements that make up a cultural ƒ Workbook, pp. 50-51 to generate drafts that focus on
Americans 3 days region in the United States ƒ Transparencies 9, 25, 26 a topic; have a beginning,
including language, customs, ƒ Vocabulary Cards: shelter, middle, and end; and include
Vocabulary: and economic activities. (G, H, tradition relevant and supportive details.
shelter E, P) ƒ Every Student Learns Guide,
tradition pp. 82-85 2-C1.8 Demonstrate the ability to
2.1.3 Summarize the cultural Meeting Individual Needs: give one-and two-step oral
contributions of Native American ƒ ESL Support, TE p. 204 directions.
nations, African Americans, and ƒ Leveled Practice, TE p. 209a
immigrant groups of different
regions of the United States. (G,
H)

Grade Two 66
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 2.1.1 Recognize the basic Resources: 2-W1.2 Demonstrate the ability
Colonies elements that make up a cultural ƒ Workbook, pp. 52-53 to generate drafts that focus on
2 days region in the United States ƒ Transparencies 5, 27 a topic; have a beginning,
Vocabulary: including language, customs, ƒ Vocabulary Cards: explorer, middle, and end; and include
explorer and economic activities. (G, H, colony, colonist relevant and supportive details.
colony E, P) ƒ Every Student Learns Guide,
colonist pp. 86-89 2-C1.8 Demonstrate the ability to
2.1.2 Compare the historic Meeting Individual Needs: give one-and two-step oral
traditions, customs, and cultures ƒ ESL Support, TE p. 212 directions.
of various regions in the United ƒ Leveled Practice, TE p. 215a
States, including how traditions
are passed between and among
generations. (G, H)

Lesson 3: 2.1.1 Recognize the basic Resources: 2-W1.2 Demonstrate the ability
Thirteen elements that make up a cultural ƒ Workbook, p. 54 to generate drafts that focus on
Colonies, One 2 days region in the United States ƒ Transparencies 2, 28, 29 a topic; have a beginning,
Country including language, customs, ƒ Vocabulary Card: middle, and end; and include
and economic activities. (G, H, independence relevant and supportive details.
Vocabulary: E, P) ƒ Every Student Learns Guide,
independence pp. 90-93 2-C1.8 Demonstrate the ability to
2.1.2 Compare the historic Meeting Individual Needs: give one-and two-step oral
traditions, customs, and cultures ƒ ESL Support, TE p. 217 directions.
of various regions in the United ƒ Leveled Practice, TE p. 221a
States, including how traditions
are passed between and among
generations. (G, H)

Grade Two 67
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 2.1.1 Recognize the basic Resources: 2-W1.2 Demonstrate the ability
Our Country elements that make up a cultural ƒ Workbook, pp. 55-56 to generate drafts that focus on
Grows 3 days region in the United States ƒ Transparencies 5, 30, 31, 32, a topic; have a beginning,
including language, customs, 33 middle, and end; and include
Vocabulary: and economic activities. (G, H, ƒ Vocabulary Cards: pioneer relevant and supportive details.
pioneer E, P) ƒ Every Student Learns Guide,
pp. 94-97 2-C1.8 Demonstrate the ability to
2.1.2 Compare the historic Meeting Individual Needs: give one-and two-step oral
traditions, customs, and cultures ƒ ESL Support, TE p. 224 directions.
of various regions in the United ƒ Leveled Practice, TE p. 229a
States, including how traditions
are passed between and among
generations. (G, H)

Lesson 5: 2.1.3 Summarize the cultural Resources: 2-W1.2 Demonstrate the ability
We Remember contributions of Native American ƒ Workbook, p. 57 to generate drafts that focus on
Americans 2 days nations, African Americans, and ƒ Transparency 9 a topic; have a beginning,
immigrant groups of different ƒ Every Student Learns Guide, middle, and end; and include
regions of the United States. (G, pp. 98-101 relevant and supportive details.
H) Meeting Individual Needs:
ƒ ESL Support, TE p. 232 2-C1.8 Demonstrate the ability to
ƒ Leveled Practice, TE p. 235a give one-and two-step oral
directions.

Grade Two 68
Grade Two: People and Places
Unit 6: People and Places in History
Scott Foresman Social Studies Leveled Readers:
Below-Level Meet Our Families
On-Level Family Histories
Advanced Remembering Our Pasts
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 2.1.3 Summarize the cultural Resources: 2-R1.5 Demonstrate the ability to
Family History contributions of Native American ƒ Workbook, p. 62 retell stories.
2 days nations, African Americans, and ƒ Transparency 8
Vocabulary: immigrant groups of different ƒ Vocabulary Cards: immigrant 2-R1.6 Demonstrate the ability to
immigrant regions of the United States. (G, ƒ Every Student Learns Guide, recall details in texts.
H) pp. 102-105
Meeting Individual Needs: 2-C1.9 Demonstrate the ability to
2-4.1 Identify on a map the ƒ ESL Support, TE p. 252 retell stories and event in logical
continents and the major nation- ƒ Leveled Practice, TE p. 255a order.
states of the world and
distinguish between these two
entities. (P, G)
Lesson 2: 2.1.1 Recognize the basic Resources: 2-R1.5 Demonstrate the ability to
People elements that make up a cultural ƒ Workbook, pp. 63-64 retell stories.
Celebrate 3 days region in the United States ƒ Transparencies 9, 34, 35
including language, customs, ƒ Vocabulary Cards: holiday, 2-R1.6 Demonstrate the ability to
Vocabulary: and economic activities. (G, H, custom recall details in texts.
holiday E, P) ƒ Every Student Learns Guide,
custom pp. 106-109 2-C1.9 Demonstrate the ability to
2.1.2 Compare the historic Meeting Individual Needs: retell stories and event in logical
traditions, customs, and cultures ƒ ESL Support, TE p. 258 order.
of various regions in the United ƒ Leveled Practice, TE p. 263a
States, including how traditions
are passed between and among
generations. (G, H)

Grade Two 69
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 2.1.2 Compare the historic Resources: 2-R1.5 Demonstrate the ability to
Landmarks in traditions, customs, and cultures ƒ Workbook, p. 65 retell stories.
Our Country 3 days of various regions in the United ƒ Vocabulary Cards: landmark
States, including how traditions ƒ Every Student Learns Guide, 2-R1.6 Demonstrate the ability to
Vocabulary: are passed between and among pp. 110-113 recall details in texts.
landmark generations. (G, H) Meeting Individual Needs:
ƒ ESL Support, TE p. 266 2-C1.9 Demonstrate the ability to
2.2.5 Compare the history and ƒ Leveled Practice, TE p. 271a retell stories and event in logical
features of the local community order.
with those of different
communities around the world.
(G)
2-4.1 Identify on a map the
continents and the major nation-
states of the world and
distinguish between these two
entities. (P, G)
Lesson 4: 2.2.5 Compare the history and Resources: 2-R1.5 Demonstrate the ability to
A Step Back in features of the local community ƒ Workbook, pp. 66-67 retell stories.
Time 2 days with those of different ƒ Transparencies 8, 36
communities around the world. ƒ Vocabulary Cards: artifact, 2-R1.6 Demonstrate the ability to
Vocabulary: (G) invention recall details in texts.
artifact ƒ Every Student Learns Guide,
invention 2-5.4 Identify the relationships pp. 114-117 2-C1.9 Demonstrate the ability to
between trade and resources Meeting Individual Needs: retell stories and event in logical
both within and among ƒ ESL Support, TE p. 274 order.
communities, including natural, ƒ Leveled Practice, TE p. 277a
human, and capital resources.
(E)

Grade Two 70
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: 2.2.5 Compare the history and Resources: 2-R1.5 Demonstrate the ability to
Linking Our features of the local community ƒ Workbook, 68 retell stories.
World 2 days with those of different ƒ Vocabulary Cards:
communities around the world. communication 2-R1.6 Demonstrate the ability to
Vocabulary: (G) ƒ Every Student Learns Guide, recall details in texts.
communication pp. 118-121
Meeting Individual Needs: 2-C1.9 Demonstrate the ability to
ƒ ESL Support, TE p. 279 retell stories and event in logical
ƒ Leveled Practice, TE p. 283a order.

Grade Two 71
South Carolina Lesson Planner
Scott Foresman Social Studies—South Carolina
Grade Three
Grade Three: South Carolina
Unit 1: Welcome to the Palmetto State
Chapter 1: The Geography of South Carolina
Scott Foresman Social Studies Leveled Readers:
Below-Level The Places We Live
On-Level Why We Live Where We Live
Advanced Land and Water: How Geography Affects Our Communities
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3-1.1 Identify on a map the Resources: 3-R1.8 Demonstrate the ability to
Explore South locations and characteristics of ƒ Workbook, pp. 3, 4 summarize the main idea of a
Carolina 4 days significant physical features of Meeting Individual Needs: particular text.
South Carolina, including ƒ ESL Support, TE p. 11
Places: landforms; river systems such as ƒ Learning Styles, TE p. 12 3-R2.4 Continue summarizing
South Carolina the Pee Dee River Basin, the ƒ Leveled Practice, TE pp. 14, the theme of a particular text.
Savannah River Santee River Basin, the Edisto 18
Columbia River Basin, and the Savannah 3-C2.5 Demonstrate the ability to
Charleston River Basin; major cities; and listen for main ideas.
Sassafras climate regions. (G)
Mountains 3-RS3.1 Demonstrate the ability
Blue Ridge 3-1.2 Interpret thematic maps of to organize and classify
Mountain South Carolina places and information by constructing
Range regions that show how and categories.
where people live, work, and use
People:
land and transportation. (G, P,
Charles F.
E)
Bolden, Jr.

Grade Three 72
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 3-1.4 Explain the effects of
Vocabulary: human systems on the physical
landform landscape of South Carolina
state over time, including the
country relationship of population
continent distribution and patterns of
capital migration to natural resources,
climate, agriculture, and
economic development. (G,E,H)
Lesson 2: 3-1.4 Explain the effects of Resources: 3-R1.8 Demonstrate the ability to
Geography human systems on the physical ƒ Workbook, pp. 5, 6 summarize the main idea of a
Shapes Our 3 days landscape of South Carolina Meeting Individual Needs: particular text.
Communities over time, including the ƒ ESL Support, TE p. 21
relationship of population ƒ Leveled Practice, TE pp. 23, 3-R2.4 Continue summarizing
Places:
distribution and patterns of 26 the theme of a particular text.
Sea Islands
migration to natural resources,
St. Helena
climate, agriculture, and 3-C2.5 Demonstrate the ability to
Island
economic development. (G, E, listen for main ideas.
Vocabulary: H)
urban 3-RS3.1 Demonstrate the ability
3-2.7 Explain the transfer of the
community to organize and classify
institution of slavery into South
suburban information by constructing
Carolina from the West Indies,
community categories.
including the slave trade and the
rural community
role of African Americans in the
natural
developing plantation economy;
resource

Grade Three 73
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) the daily lives of African
hydroelectric American slaves and their
power contributions to South Carolina,
culture such as the Gullah culture and
the introduction of new foods;
and African American acts of
resistance against white
authority. (H, E, P, G)
Lesson 3: 3-1.4 Explain the effects of Resources: 3-R1.8 Demonstrate the ability to
Natural South human systems on the physical ƒ Workbook, p. 7 summarize the main idea of a
Carolina 4 days landscape of South Carolina Meeting Individual Needs: particular text.
over time, including the ƒ ESL Support, TE p. 29
Places:
relationship of population ƒ Leveled Practice, TE p. 32 3-R2.4 Continue summarizing
Congaree
distribution and patterns of the theme of a particular text.
National Park
migration to natural resources,
Appalachian
climate, agriculture, and 3-C2.5 Demonstrate the ability to
Mountains
economic development. (G, E, listen for main ideas.
People: H)
Ernest 3-RS3.1 Demonstrate the ability
Frederick to organize and classify
“Fritz” information by constructing
Hollings categories.
Vocabulary:
climate
precipitation
ecosystem
salt marsh
swamp
cove forest
conservation

Grade Three 74
Grade Three: South Carolina
Unit 1: Welcome to the Palmetto State
Chapter 2: Regions of South Carolina
Scott Foresman Social Studies Leveled Readers:
Below-Level The Places We Live
On-Level Why We Live Where We Live
Advanced Land and Water: How Geography Affects Our Communities
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3-1.3 Categorize the six Resources: 3-R1.16 Demonstrate the ability
The Blue Ridge geographic regions of South ƒ Workbook, pp. 10, 11 to compare and contrast the
and the 3 days Carolina – the Blue Ridge Meeting Individual Needs: information, ideas, and elements
Piedmont Mountain Region, the Piedmont, ƒ ESL Support, TE p. 43 within a single text; continue
the Sand Hills, the Inner Coastal ƒ Leveled Practice, TE pp. 47, comparing and contrasting his or
Places: Plain, the Outer Coastal Plain, 49 her findings on a particular topic
Blue Ridge and the Coastal Zone – after having extracted that
Region according to their different information from two or more
Sassafras physical and human pieces of graphic or written
Mountains characteristics. (G) material.
Piedmont
Region 3-R2.11 Continue comparing
Spartanburg and contrasting settings,
characters, events, and ideas in
Vocabulary: a variety of texts.
region
geographer 3-C1.8 Demonstrate the ability to
monadnock use oral language to inform, to
generalization entertain, and to compare and
contrast different viewpoints.

Grade Three 75
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 3-C2.7 Begin distinguishing
between fact and opinion,
comparing and contrasting
information and ideas, and
making inferences with regard to
what he or she has heard.
Lesson 2: 3-1.3 Categorize the six Resources: 3-R1.16 Demonstrate the ability
The Sandhills geographic regions of South ƒ Workbook, p. 12 to compare and contrast the
and the Inner 3 days Carolina – the Blue Ridge Meeting Individual Needs: information, ideas, and elements
Coastal Plain Mountain Region, the Piedmont, ƒ ESL Support, TE p. 51 within a single text; continue
the Sand Hills, the Inner Coastal ƒ Leveled Practice, TE p. 53 comparing and contrasting his or
Places: Plain, the Outer Coastal Plain, ƒ Learning Styles, TE p. 55 her findings on a particular topic
Sandhills region and the Coastal Zone – after having extracted that
Inner Coastal according to their different information from two or more
Plain region physical and human pieces of graphic or written
characteristics. (G) material.
People:
Evelyn Dabbs 3-R2.11 Continue comparing
3-1.4 Explain the effects of
human systems on the physical and contrasting settings,
Vocabulary:
landscape of South Carolina characters, events, and ideas in
fossil
over time, including the a variety of texts.
fall line
canal relationship of population
3-C1.8 Demonstrate the ability to
plain distribution and patterns of
use oral language to inform, to
migration to natural resources,
entertain, and to compare and
climate, agriculture, and
contrast different viewpoints.
economic development. (G,E,H)

Grade Three 76
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 3-C2.7 Begin distinguishing
between fact and opinion,
comparing and contrasting
information and ideas, and
making inferences with regard to
what he or she has heard.
Lesson 3: 3-1.1 Identify on a map the Resources: 3-R1.16 Demonstrate the ability
The Outer locations and characteristics of ƒ Workbook, p. 13 to compare and contrast the
Coastal Plain 4 days significant physical features of Meeting Individual Needs: information, ideas, and elements
and the Coastal South Carolina, including ƒ Leveled Practice, TE pp. 59, within a single text; continue
Zone landforms; river systems such as 61 comparing and contrasting his or
the Pee Dee River Basin, the ƒ ESL Support, TE p. 64 her findings on a particular topic
Places: Santee River Basin, the Edisto after having extracted that
Outer Coastal River Basin, and the Savannah information from two or more
Plain Region River Basin; major cities; and pieces of graphic or written
Coastal Zone climate regions. (G) material.
Region
Myrtle Beach 3-1.2 Interpret thematic maps of 3-R2.11 Continue comparing
Ashley- South Carolina places and and contrasting settings,
Combahee- regions that show how and characters, events, and ideas in
Edisto River where people live, work, and use a variety of texts.
System land and transportation. (G, P,
E) 3-C1.8 Demonstrate the ability to
Vocabulary:
use oral language to inform, to
tourism
entertain, and to compare and
tributary
contrast different viewpoints.
barrier island
erosion
hurricane

Grade Three 77
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 3-1.3 Categorize the six 3-C2.7 Begin distinguishing
geographic regions of South between fact and opinion,
Carolina – the Blue Ridge comparing and contrasting
Mountain Region, the Piedmont, information and ideas, and
the Sand Hills, the Inner Coastal making inferences with regard to
Plain, the Outer Coastal Plain, what he or she has heard.
and the Coastal Zone –
according to their different
physical and human
characteristics. (G)

Grade Three 78
Grade Three: South Carolina
Unit 2: South Carolina Long Ago
Chapter 3: The First South Carolinians
Scott Foresman Social Studies Leveled Readers:
Below-Level A Whole New World
On-Level Exploring a New World
Advanced Adventure in the Americas
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3-2.4 Compare the culture, Resources: 3-R1.16 Demonstrate the ability
The Cherokee governance, and geographic ƒ Workbook, p. 18 to compare and contrast the
4 days locations of different Native Meeting Individual Needs: information, ideas, and elements
Places: American nations in South ƒ ESL Support, TE p. 87 within a single text; continue
Cherokee, Carolina, including the three ƒ Leveled Practice, TE p. 88 comparing and contrasting his or
North Carolina principal nations – Cherokee, ƒ Learning Styles, TE p. 90 her findings on a particular topic
Catawba, and Yemassee – that after having extracted that
People: influenced the development of information from two or more
Sequoyah colonial South Carolina. (H, G, pieces of graphic or written
P, E) material.
Vocabulary:
government 3-R2.11 Continue comparing
council and contrasting settings,
characters, events, and ideas in
a variety of texts.
3-C1.8 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.

Grade Three 79
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 3-C2.7 Begin distinguishing
between fact and opinion,
comparing and contrasting
information and ideas, and
making inferences with regard to
what he or she has heard.
Lesson 2: 3-2.4 Compare the culture, Resources: 3-R1.16 Demonstrate the ability
The Catawba governance, and geographic ƒ Workbook, pp. 19, 20 to compare and contrast the
2 days locations of different Native Meeting Individual Needs: information, ideas, and elements
Places: American nations in South ƒ ESL Support, TE p. 97 within a single text; continue
Rock Hill, South Carolina, including the three ƒ Leveled Practice, TE p. 96 comparing and contrasting his or
Carolina principal nations – Cherokee, her findings on a particular topic
Catawba, and Yemassee – that after having extracted that
People:
influenced the development of information from two or more
Hagler
colonial South Carolina. (H, G, pieces of graphic or written
Vocabulary: P, E) material.
descendant
3-R2.11 Continue comparing
intermediate
and contrasting settings,
direction
characters, events, and ideas in
cardinal
a variety of texts.
directions
northeast 3-C1.8 Demonstrate the ability to
northwest use oral language to inform, to
southeast entertain, and to compare and
southwest contrast different viewpoints.
compass rose

Grade Three 80
3

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 3-C2.7 Begin distinguishing
between fact and opinion,
comparing and contrasting
information and ideas, and
making inferences with regard to
what he or she has heard.
Lesson 3: 3-2.4 Compare the culture, Resources: 3-R1.16 Demonstrate the ability
People of the governance, and geographic ƒ Workbook, pp. 21, 22 to compare and contrast the
Coast 3 days locations of different Native Meeting Individual Needs: information, ideas, and elements
American nations in South ƒ ESL Support, TE p. 101 within a single text; continue
Places: Carolina, including the three ƒ Leveled Practice, TE p. 103 comparing and contrasting his or
Savannah River principal nations – Cherokee, her findings on a particular topic
Combahee Catawba, and Yemassee – that after having extracted that
River influenced the development of information from two or more
colonial South Carolina. (H, G, pieces of graphic or written
Vocabulary: P, E) material.
midden mound
3-R2.11 Continue comparing
and contrasting settings,
characters, events, and ideas in
a variety of texts.
3-C1.8 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.
3-C2.7 Begin distinguishing
between fact and opinion,
comparing and contrasting
information and ideas, and
making inferences with regard to
what he or she has heard.

Grade Three 81
Grade Three: South Carolina
Unit 2: South Carolina Long Ago
Chapter 4: Exploration and Settlement
Scott Foresman Social Studies Leveled Readers:
Below-Level A Whole New World
On-Level Exploring a New World
Advanced Adventure in the Americas

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3-2.1 Explain the motives behind Resources: 3-R1.16 Demonstrate the ability
European the exploration of South Carolina ƒ Workbook, pp. 25, 26 to compare and contrast the
Explorers 4 days by the English, the Spanish, and Meeting Individual Needs: information, ideas, and elements
the French, including the idea of ƒ ESL Support, TE p. 114 within a single text; continue
Places:
“for king and country.” (G, P, E, ƒ Leveled Practice, TE pp. comparing and contrasting his or
Grand Strand
H) 113, 120 her findings on a particular topic
Cofitachequi
ƒ Learning Styles, TE p. 121 after having extracted that
Port Royal
3-2.2 Summarize the activities information from two or more
Hilton Head
and accomplishments of key pieces of graphic or written
Island
explorers of South Carolina, material.
People: including Hernando DeSoto,
Christopher Jean Ribault, Juan Pardo, Henry 3-R2.11 Continue comparing
Columbus Woodward, and William Hilton. and contrasting settings,
Giovanni da (H, G) characters, events, and ideas in
Verrazano a variety of texts.
Hernando de 3-2.3 Use a map to identify the
Soto sea and land routes of explorers 3-C1.8 Demonstrate the ability to
Lady of of South Carolina and compare use oral language to inform, to
Cofitachequi the geographic features of areas entertain, and to compare and
William Hilton they explored, including the contrast different viewpoints.
climate and the abundance of
forests. (G, H)

Grade Three 82
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 3-C2.7 Begin distinguishing
Vocabulary: between fact and opinion,
explorer comparing and contrasting
time line information and ideas, and
decade making inferences with regard to
century what he or she has heard.

Lesson 2: 3-2.5 Summarize the impact that Resources: 3-R1.16 Demonstrate the ability
Early the Europeans colonization of ƒ Workbook, p. 27 to compare and contrast the
Settlements 3 days South Carolina had on Native Meeting Individual Needs: information, ideas, and elements
Americans, including conflicts ƒ ESL Support, TE p. 126 within a single text; continue
Places: between the settlers and Native ƒ Leveled Practice, TE p. 128 comparing and contrasting his or
Port Royal Americans. (H, G) her findings on a particular topic
Albemarle Point after having extracted that
Charles Town 3-2.6 Summarize the information from two or more
Fort Prince contributions of settlers in South pieces of graphic or written
George Carolina under the Lords material.
Proprietors and the Royal
People: colonial government, including 3-R2.11 Continue comparing
Lucas Vasquez the English from Barbados and and contrasting settings,
de Ayllon the other groups who made up characters, events, and ideas in
Lord Anthony the diverse European population a variety of texts.
Ashley of early South Carolina. (H, G)
Cooper 3-C1.8 Demonstrate the ability to
Henry use oral language to inform, to
Woodward entertain, and to compare and
Elizabeth Lucas contrast different viewpoints.
Pinckney

Grade Three 83
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 3-C2.7 Begin distinguishing
Vocabulary: between fact and opinion,
proprietor comparing and contrasting
colony information and ideas, and
indigo making inferences with regard to
what he or she has heard.
Lesson 3: 3-2.7 Explain the transfer of the Resources: 3-R1.16 Demonstrate the ability
Slavery in institution of slavery into South ƒ Workbook, p. 28 to compare and contrast the
South Carolina 2 days Carolina from the West Indies, Meeting Individual Needs: information, ideas, and elements
including the slave trade and the ƒ ESL Support, TE p. 133 within a single text; continue
Places: role of African American in the ƒ Leveled Practice, TE pp. comparing and contrasting his or
West Indies developing plantation economy; 134, 136 her findings on a particular topic
the daily lives of African after having extracted that
People: American slaves and their information from two or more
William Sayle contributions to South Carolina, pieces of graphic or written
Cato such as the Gullah culture and material.
the introduction of new food; and
Vocabulary: African American acts of 3-R2.11 Continue comparing
slavery resistance against white and contrasting settings,
plantation authority. (H, E, P, G) characters, events, and ideas in
cash crop a variety of texts.
rebellion
3-C1.8 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.
3-C2.7 Begin distinguishing
between fact and opinion,
comparing and contrasting
information and ideas, and
making inferences with regard to
what he or she has heard.

Grade Three 84
Grade Three: South Carolina
Unit 3: From Colony to State
Chapter 5: The Birth of the Colonies
Scott Foresman Social Studies Leveled Readers:
Below-Level Thomas Jefferson
On-Level Thomas Jefferson: A Man of Ideas
Advanced Starting America: Thomas Jefferson and His Writings

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3-4.1: Compare the conditions of Resources: 3-R1.9 Demonstrate the ability to
Colonial South daily life for various classes of ƒ Workbook, pp. 33, 34 draw conclusions and make
Carolina 3 days people in South Carolina, Meeting Individual Needs: inferences.
including the elite, the middle ƒ ESL Support, TE p. 156
Places: class, the lower class, the ƒ Leveled Practice, TE pp.
Camden independent farmers, and the 155, 161
free and the enslaved African
Places:
Americans. (H, E)
Francis
Nicholson

Vocabulary:
immigrant
export
point of view

Grade Three 85
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 3-2.6 Summarize the Resources: 3-R1.9 Demonstrate the ability to
Early South contributions of settlers in South ƒ Workbook, p. 35 draw conclusions and make
Carolina 4 days Carolina under the Lords Meeting Individual Needs: inferences.
Government Proprietors and the Royal ƒ ESL Support, TE p. 163
colonial government, including ƒ Leveled Practice, TE p. 165
Places: the English from Barbados and ƒ Learning Styles, TE p. 171
Boston, the other groups who made up
the diverse European population
Massachusetts of early South Carolina. (H, G)
Charles Town
Philadelphia, 3-3.1 Analyze the causes of the
Pennsylvania American Revolution – including
People: Britain’s passage of the Tea Act,
Gideon Gibson the Intolerable Acts, the rebellion
Christopher of the colonists, and the
Gadsden Declaration of Independence –
and South Carolina’s role in
Vocabulary: these events. (H, P, E)
tax
boycott
constitution

Grade Three 86
Grade Three: South Carolina
Unit 3: From Colony to State
Chapter 6: Revolution and Statehood
Scott Foresman Social Studies Leveled Readers:
Below-Level Thomas Jefferson
On-Level Thomas Jefferson: A Man of Ideas
Advanced Starting America: Thomas Jefferson and His Writings

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3-3.1 Analyze the causes of the Resources: 3-R1.9 Demonstrate the ability to
The American American Revolution – including ƒ Workbook, pp. 38, 39 draw conclusions and make
Revolution 5 days Britain’s passage of the Tea Act, Meeting Individual Needs: inferences.
the Intolerable Acts, the rebellion ƒ ESL Support, TE p. 182
Places: of the colonists, and the ƒ Leveled Practice, TE p. 180
Sullivan’s Declaration of Independence –
Island and South Carolina’s role in
Philadelphia, these events. (H, P, E)
Pennsylvania
3-3.2 Summarize the key
People:
conflicts and key leaders of the
George
American Revolution in South
Washington
Carolina and their effects on the
William Moultrie
state, including the occupation of
Thomas
Charleston by the British; the
Jefferson
partisan warfare of Thomas
Francis Marion
Sumter, Andrew Pickens, and
Rebecca Motte
Francis Marion; and the battles
Vocabulary: of Cowpens and Kings
Patriot Mountain. (H, P, G)
Loyalist
declaration
history map

Grade Three 87
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 3-3.3 Summarize the key Resources: 3-R1.9 Demonstrate the ability to
From Colony to conflicts and key leaders of the ƒ Workbook, p. 40 draw conclusions and make
State 3 days American Revolution in South Meeting Individual Needs: inferences.
Carolina and their effects on the ƒ ESL Support, TE p. 191
Places: state, including the occupation of ƒ Leveled Practice, TE p. 192
Charleston Charleston by the British; the ƒ Learning Styles, TE p. 197
Columbia partisan warfare of Thomas
Philadelphia, Sumter, Andrew Pickens, and
Pennsylvania Francis Marion; and the battles
of Cowpens and Kings
People:
Mountain. (H, P, G)
John Rutledge
Charles 3.3.3 Summarize the effects of
Pinckney the American Revolution in
Aedanus Burke South Carolina, including the
establishment of a new nation
Vocabulary:
and a new state government and
ratify
capital. (H, P, G)
Terms:
3-3.4 Outline the current
Midlands
structure of state government,
Constitutional
including the branches of
Convention
government; the names of the
representative bodies; and the
role that cities, towns, and
counties play in this system.
(P,G)

Grade Three 88
Grade Three: South Carolina
Unit 4: South Carolina and the Civil War
Chapter 7: South Carolina Between Wars
Scott Foresman Social Studies Leveled Readers:
Below-level Abraham Lincoln
On-Level Abraham Lincoln: Our Sixteenth President
Advanced Abraham Lincoln: Great Man, Great Words

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3-4.1 Compare the conditions of Resources: 3-R1.11 Demonstrate the ability
Life Before the daily life for various classes of ƒ Workbook, pp. 45, 46 to determine cause and effect.
Civil War 3 days people in South Carolina, Meeting Individual Needs:
including the elite, the middle ƒ ESL Support, TE p. 215 3-R2.2 Demonstrate the ability to
Places: class, the lower class, the ƒ Leveled Practice, TE p. 219 identify problem and solution in a
McConnells independent farmers, and the work of fiction or drama.
Charleston free and enslaved African
Americans. (H, E) 3-C3.2 Demonstrate the ability to
Vocabulary: recognize details, setting,
merchant characters, and cause and
overseer effect in material from nonprint
yeoman farmer sources; begin analyzing
artisan details, character, setting, and
map scale cause and effect in such
material.

Grade Three 89
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 3-4.2 Summarize the institution Resources: 3-R1.11 Demonstrate the ability
Cotton and of slavery prior to the Civil War, ƒ Workbook, p. 47 to determine cause and effect.
Slavery 4 days including reference to conditions Meeting Individual Needs:
in South Carolina, the invention ƒ ESL Support, TE p. 223 3-R2.2 Demonstrate the ability to
Places: of the cotton gin, subsequent ƒ Leveled Practice, TE pp. identify problem and solution in a
Bishopville expansion of slavery, and 224, 226 work of fiction or drama.
economic dependence on
People:
slavery. (H, E, P) 3-C3.2 Demonstrate the ability to
Eli Whitney
recognize details, setting,
Sarah Grimke
characters, and cause and
Angelina
effect in material from nonprint
Grimke
sources; begin analyzing
John C.
details, character, setting, and
Calhoun
cause and effect in such
Vocabulary: material.
abolitionist
compromise
Terms:
cotton gin
Underground
Railroad
states’ rights
Compromise of
1850
Fugitive Slave
Law

Grade Three 90
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 3.4.3 Explain the reasons for Resources: 3-R1.11 Demonstrate the ability
South Carolina South Carolina’s secession from ƒ Workbook, p. 48 to determine cause and effect.
Leaves the 3 days the Union, including the Meeting Individual Needs:
Union abolitionist movement, states’ ƒ ESL Support, TE p. 233 3-R2.2 Demonstrate the ability to
rights, and the desire to defend ƒ Leveled Practice, TE p. 234 identify problem and solution in a
Places: South Carolina’s way of life. work of fiction or drama.
Abbeville (H, P, E0
Columbia 3-C3.2 Demonstrate the ability to
Charleston recognize details, setting,
Fort Sumter characters, and cause and
effect in material from nonprint
People: sources; begin analyzing
Abraham details, character, setting, and
Lincoln cause and effect in such
Jefferson Davis material.
Mary Chestnut

Vocabulary:
secede

Terms:
Confederate
States
of America

Events:
Secession
Convention

Grade Three 91
Grade Three: South Carolina
Unit 4: South Carolina and the Civil War
Chapter 8: Cotton and Slavery
Scott Foresman Social Studies Leveled Readers:
Below-level Abraham Lincoln
On-Level Abraham Lincoln: Our Sixteenth President
Advanced Abraham Lincoln: Great Man, Great Words
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3.3.4 Outline the course of the Resources: 3-R1.11 Demonstrate the ability
The War Civil War and South Carolina’s ƒ Workbook, pp. 51, 52 to determine cause and effect.
Between the 4 days role in significant events, Meeting Individual Needs:
States including the Secession ƒ ESL Support, TE p. 245 3-R2.2 Demonstrate the ability to
Convention, the firing on Fort ƒ Leveled Practice, TE p. 248 identify problem and solution in a
Places: Sumter, the Union blockade of work of fiction or drama.
Manassas, Charleston, and Sherman’s
Virginia march through South Carolina. 3-C3.2 Demonstrate the ability to
Columbia (H, G) recognize details, setting,
Appomattox characters, and cause and
Court effect in material from nonprint
House, sources; begin analyzing
Virginia details, character, setting, and
cause and effect in such
People: material.
Wade Hampton
William T.
Sherman
Robert E. Lee
Ulysses S.
Grant

Grade Three 92
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Vocabulary:
blockade
generalization
cross-section
diagram
Events:
First Battle of
Manassas
(Battle
of Bull Run)
Sherman’s
March
Lesson 2: 3.4.5 Summarize the effects of Resources: 3-R1.11 Demonstrate the ability
The Effects of the Civil War on the daily lives of ƒ Workbook, p. 53 to determine cause and effect.
War 3 days people of different classes in Meeting Individual Needs:
South Carolina, including the ƒ ESL Support, TE p. 255 3-R2.2 Demonstrate the ability to
Places:
lack of food, clothing, and living ƒ Leveled Practice, TE p. 257 identify problem and solution in a
Beaufort
essentials and the continuing work of fiction or drama.
People: racial tensions. (H, E)
Oliver “Otis” 3-C3.2 Demonstrate the ability to
Howard 3.4.6 Explain how the Civil War recognize details, setting,
Robert Smalls affected South Carolina’s characters, and cause and
economy, including destruction effect in material from nonprint
Vocabulary: of plantations, towns, factories, sources; begin analyzing
freedom and transportation systems. (E, details, character, setting, and
sharecropper H) cause and effect in such
phosphate material.
carpetbagger

Grade Three 93
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Terms:
Emancipation
Proclamation
Freedman’s
Bureau
truck farming
Lesson 3: 3.4.7 Summarize the effects of Resources: 3-R1.11 Demonstrate the ability
Rebuilding Reconstruction in South ƒ Workbook, p. 54 to determine cause and effect.
South Carolina 3 days Carolina, including the Meeting Individual Needs:
development of public education, ƒ ESL Support, TE p. 267 3-R2.2 Demonstrate the ability to
Places: racial advancements and ƒ Leveled Practice, TE p. 265 identify problem and solution in a
Washington, tensions, and economic work of fiction or drama.
D.C. changes. (H, E, P)
Columbia 3-C3.2 Demonstrate the ability to
recognize details, setting,
People:
characters, and cause and
Andrew
effect in material from nonprint
Johnson
sources; begin analyzing
Daniel E
details, character, setting, and
Sickles
cause and effect in such
Vocabulary: material.
Reconstruction
Terms:
black codes
Constitution of
1868
Compromise of
1877

Grade Three 94
Grade Three: South Carolina
Unit 5: Challenge and Changes
Chapter 9: South Carolina Rebuilds
Scott Foresman Social Studies Leveled Readers:
Below-Level It’s the Law
On-Level Making a Law
Advanced Law Making in the United States

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3-5.1 Summarize developments Resources: 3-R1.13 Demonstrate the ability
Life After 3 days in industry and technology in ƒ Workbook, p. 60 to follow a logical sequence of
Reconstruction South Carolina in the late Meeting Individual Needs: written directions to complete a
nineteenth century and the ƒ ESL Support, TE p. 289 task.
Places: twentieth century, including the ƒ Leveled Practice, TE p. 291
Columbia rise of the textile industry, the ƒ Learning Styles, p. 294 3-W1.2 Demonstrate the ability
Graniteville expansion of the railroad, and to plan for audience and
the growth of the towns. (H, G, purpose and to generate drafts
People: E) that use a logical progression of
Wade Hampton ideas to develop a specific topic.
William Gregg

Vocabulary:
outmigration

Grade Three 95
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 3-5.1 Summarize developments Resources: 3-R1.13 Demonstrate the ability
Daily Life in industry and technology in ƒ Workbook, pp. 61, 62 to follow a logical sequence of
2 days South Carolina in the late Meeting Individual Needs: written directions to complete a
Places:
nineteenth century and the ƒ ESL Support, TE p. 298 task.
The Sea
twentieth century, including the ƒ Leveled Practice, TE pp.
Islands
rise of the textile industry, the 297, 300 3-W1.2 Demonstrate the ability
People: expansion of the railroad, and to plan for audience and
Richard the growth of the towns. (H, G, purpose and to generate drafts
Greener E) that use a logical progression of
ideas to develop a specific topic.
Vocabulary:
segregation
locator map
Lesson 3: 3-5.1 Summarize developments Resources: 3-R1.13 Demonstrate the ability
New in industry and technology in ƒ Workbook, p. 63 to follow a logical sequence of
Challenges 4 days South Carolina in the late Meeting Individual Needs: written directions to complete a
nineteenth century and the ƒ ESL Support, TE p. 303 task.
Places:
twentieth century, including the ƒ Leveled Practice, TE pp.
Columbia
rise of the textile industry, the 307, 310 3-W1.2 Demonstrate the ability
People: expansion of the railroad, and to plan for audience and
Benjamin the growth of the towns. (H, G, purpose and to generate drafts
Tillman E) that use a logical progression of
Thomas ideas to develop a specific topic.
Clemson 3-5.2 Summarize the effects of
the state and local laws that are
Vocabulary: commonly know as Jim Crow
suffrage laws on African Americans in
discrimination particular and on South
Terms: Carolinians as a whole. (H, P, E,
Jim Crow Laws G)

Grade Three 96
Grade Three: South Carolina
Unit 5: Challenge and Changes
Chapter 10: South Carolina in the 1900s
Scott Foresman Social Studies Leveled Readers:
Below-Level It’s the Law
On-Level Making a Law
Advanced Law Making in the United States

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3.5.3 Summarize the changes in Resources: 3-R1.13 Demonstrate the ability
A New Century South Carolina’s economy in the ƒ Workbook, p. 66 to follow a logical sequence of
3 days twentieth century, including the Meeting Individual Needs: written directions to complete a
Places: rise and fall of the cotton/textile ƒ ESL Support, TE p. 317 task.
Greenville markets and the development of ƒ Leveled Practice, TE p. 321
Parris Island tourism and other industries. (E, 3-W1.2 Demonstrate the ability
H) to plan for audience and
People: purpose and to generate drafts
Anita Pollitzer 3-5.4 Explain the impact and the that use a logical progression of
Richard I. causes of emigration from South ideas to develop a specific topic.
Manning, III Carolina and internal migration
Woodrow from the rural areas to the cities,
Wilson including unemployment, poor
sanitation and transportation
Vocabulary: services, and the lack of
suffragist electricity and other modern
reform conveniences in rural locations,
neutral (H, E, G)
ration

Grade Three 97
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 3-5.5 Explain the effects of the Resources: 3-R1.13 Demonstrate the ability
Boom times, Great Depression and the New ƒ Workbook, p. 67 to follow a logical sequence of
Hard Times 3 days Deal on daily life in South Meeting Individual Needs: written directions to complete a
Carolina, including the ƒ ESL Support, TE p. 325 task.
Places: widespread poverty and ƒ Leveled Practice, TE p. 328
Myrtle Beach unemployment and the role of 3-W1.2 Demonstrate the ability
the Civilian Conservation Corps. to plan for audience and
People:
(H, E, P) purpose and to generate drafts
Franklin D.
that use a logical progression of
Roosevelt
ideas to develop a specific topic.
Mary McLeod
Bethune
Vocabulary:
depression
Events:
Great
Depression
World War II
Terms:
Roaring
Twenties
New Deal
Civilian
Conservation
Corps

Grade Three 98
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 3-5.6 Summarize the key events Resources: 3-R1.13 Demonstrate the ability
Civil Rights and effects of the civil rights ƒ Workbook, pp. 68, 69 to follow a logical sequence of
movement in South Carolina, Meeting Individual Needs: written directions to complete a
Places: including the desegregation of ƒ ESL Support, TE p. 333 task.
Clarendon schools (Briggs v. Elliott) and ƒ Leveled Practice, TE p. 336
County other public facilities and the ƒ Learning Styles, TE pp. 338, 3-W1.2 Demonstrate the ability
Rock Hill acceptance of African 340 to plan for audience and
American’s right to vote. (P, H) purpose and to generate drafts
People:
that use a logical progression of
Septima
ideas to develop a specific topic.
Poinsette
Clark
Dr. Martin
Luther
King, Jr.
Vocabulary:
civil rights
conflict
mediator
Terms:
Briggs v. Elliot
Brown v. Brown
of Education
Civil Rights Act
Voting Right
Act

Grade Three 99
Grade Three: South Carolina
Unit 6: South Carolina Today
Chapter 11: South Carolina’s Economy
Scott Foresman Social Studies Leveled Readers:
Below-Level We Are Part of This Place
On-Level What It Means to Be a Citizen
Advanced A Citizen of the United States

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3.5.3 Summarize the changes in Resources: 3-R1.4 Begin summarizing
South South Carolina’s economy in the ƒ Workbook, pp. 74, 75, 76 texts.
Carolina’s 5 days twentieth century, including the Meeting Individual Needs:
Changing rise and fall of the cotton/textile ƒ ESL Support, TE p. 359 3-R1.8 Demonstrate the ability to
Economy markets and the development of ƒ Leveled Practice, TE pp. summarize the main idea of a
tourism and other industries. (E, 360, 365, 366 particular text.
Places: H) ƒ Learning Styles, TE p. 369
Spartanburg 3-R2.3 Demonstrate the ability to
Myrtle Beach identify the narrator’s point of
view in a work of fiction.
People:
Charles 3-R2.4 Continue summarizing
Townes the theme of a particular text.

Vocabulary: 3-C1.11 Demonstrate the ability


demand to summarize conversations
supply and discussions.
manufacture
technology 3-C2.4 Demonstrate the ability to
latitude summarize conversations and
longitude discussions.

Grade Three 100


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 3-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.
Lesson 2: 3.5.3 Summarize the changes in Resources: 3-R1.4 Begin summarizing
The Economy South Carolina’s economy in the ƒ Workbook, p. 77 texts.
Today 2 days twentieth century, including the Meeting Individual Needs:
rise and fall of the cotton/textile ƒ ESL Support, TE p. 371 3-R1.8 Demonstrate the ability to
Places: markets and the development of ƒ Leveled Practice, TE p. 372 summarize the main idea of a
Gaffney tourism and other industries. (E, particular text.
Greenville H)
3-R2.3 Demonstrate the ability to
identify the narrator’s point of
Vocabulary:
view in a work of fiction.
mineral
kaolin 3-R2.4 Continue summarizing
service the theme of a particular text.
3-C1.11 Demonstrate the ability
to summarize conversations
and discussions.
3-C2.4 Demonstrate the ability to
summarize conversations and
discussions.
3-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.

Grade Three 101


Grade Three: South Carolina
Unit 6: South Carolina Today
Chapter 12: South Carolina’s Government
Scott Foresman Social Studies Leveled Readers:
Below-Level We Are Part of This Place
On-Level What It Means to Be a Citizen
Advanced A Citizen of the United States

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 3-3.4 Outline the current Resources: 3-R1.4 Begin summarizing
Governing structure of state government, ƒ Workbook, p. 80 texts.
South Carolina 3 days including the branches of Meeting Individual Needs:
government; the names of the ƒ ESL Support, TE p. 381 3-R1.8 Demonstrate the ability to
Places: summarize the main idea of a
representative bodies; and the ƒ Leveled Practice, TE p. 382
Washington,DC. particular text.
role that cities, towns, and
Columbia
counties play in this system. (P,
3-R2.3 Demonstrate the ability to
People: G)
identify the narrator’s point of
Strom Thurmond
James F. Clyburn view in a work of fiction.

Vocabulary: 3-R2.4 Continue summarizing


veto the theme of a particular text.
budget
council 3-C1.11 Demonstrate the ability
administrator to summarize conversations
mayor and discussions.

Terms: 3-C2.4 Demonstrate the ability to


legislative summarize conversations and
branch discussions.
executive
3-C3.3 Demonstrate the ability to
branch
summarize information that he
judicial branch
or she receives from nonprint
sources.

Grade Three 102


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 3-5.7 Summarize the rights and Resources: 3-R1.4 Begin summarizing
Citizens of the responsibilities that ƒ Workbook, pp. 81, 82 texts.
United States 4 days contemporary South Carolinians Meeting Individual Needs:
have in the schools, the ƒ ESL Support, TE p. 389 3-R1.8 Demonstrate the ability to
Places: community, the state and the ƒ Leveled Practice, TE pp. summarize the main idea of a
South Carolina nation. (P) 390, 392 particular text.

People: 3-R2.3 Demonstrate the ability to


Marian Wright identify the narrator’s point of
Edelman view in a work of fiction.

Vocabulary: 3-R2.4 Continue summarizing


right the theme of a particular text.
responsibility
periodicals 3-C1.11 Demonstrate the ability
reference to summarize conversations
books and discussions.
Internet
searches 3-C2.4 Demonstrate the ability to
Keyword summarize conversations and
discussions.

3-C3.3 Demonstrate the ability to


summarize information that he
or she receives from nonprint
sources.

Grade Three 103


South Carolina Lesson Planner
Scott Foresman Social Studies—Building a Nation
Grade Four
Grade Four—Building a Nation
Overview: American People, American Land

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-4.4 Compare the roles and Resources: 4-R1.9 Demonstrate the ability to
The American accomplishments of early ƒ Workbook, pp. 4-5 summarize and paraphrase the
People 2 days leaders in the development of ƒ Transparencies 1, 24 main idea of a particular text.
the new nation, including ƒ Every Student Learns Guide,
Vocabulary: George Washington, John pp. 2-5 4-R2.4 Demonstrate the ability to
culture Adams, Thomas Jefferson, ƒ Quick Study, pp. 2-3 summarize the theme of a
ideals Alexander Hamilton, John Meeting Individual Needs: particular text.
ethnic group Marshall, and James Madison. ƒ Leveled Practice, TE p. 8
census (H, P) ƒ Learning Styles, TE p. 9 4-W1.3 Demonstrate the ability
immigrants ƒ ESL Support, TE p. 10 to develop an extended response
around a central idea, using
relevant supporting details.

Grade Four 104


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 4-4.5 Provide examples of how Resources: 4-R1.9 Demonstrate the ability to
Government by American constitutional ƒ Workbook, p, 6 summarize and paraphrase the
the People 1 day democracy places important ƒ Transparency 1 main idea of a particular text.
responsibilities on citizens to ƒ Every Student Learns Guide,
People:
take an active role in the civil pp. 6-9 4-R2.4 Demonstrate the ability to
Abraham
process. (P, H) ƒ Quick Study, pp. 4-5 summarize the theme of a
Lincoln
Meeting Individual Needs: particular text.
John F.
ƒ Leveled Practice, TE p. 15
Kennedy
ƒ ESL Support, TE p. 16 4-W1.3 Demonstrate the ability
Vocabulary: to develop an extended response
democracy around a central idea, using
republic relevant supporting details.
constitution
citizen
Lesson 3: 4-4.5 Provide examples of how Resources: 4-R1.9 Demonstrate the ability to
Free Enterprise American constitutional ƒ Workbook, p. 7 summarize and paraphrase the
2 days democracy places important ƒ Transparency 1 main idea of a particular text.
People:
responsibilities on citizens to ƒ Every Student Learns Guide,
Madam C. J.
take an active role in the civil pp. 10-13 4-R2.4 Demonstrate the ability to
Walker
process. (P, H) ƒ Quick Study, pp. 6-7 summarize the theme of a
Thomas Edison
Meeting Individual Needs: particular text.
Vocabulary: ƒ Leveled Practice, TE p. 20
private property ƒ ESL Support, TE p. 21 4-W1.3 Demonstrate the ability
economy to develop an extended response
free enterprise around a central idea, using
profit relevant supporting details.
supply
demand
export
import
consumer
entrepreneur

Grade Four 105


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: Reviews Grade 2 Resources: 4-R1.9 Demonstrate the ability to
Land and 2.2.2 Recognize characteristics ƒ Workbook, pp. 8-9 summarize and paraphrase the
Regions 3 days of the local region, including its ƒ Transparencies 3, 25 main idea of a particular text.
geographic features and natural ƒ Every Student Learns Guide,
Places: resources. (G, E) pp. 14-17 4-R2.4 Demonstrate the ability to
Northeast ƒ Quick Study, pp. 8-9 summarize the theme of a
Southeast Meeting Individual Needs: particular text.
Midwest
Southwest ƒ ESL Support, TE p. 28
West ƒ Leveled Practice, TE pp. 29, 4-W1.3 Demonstrate the ability
32 to develop an extended response
Vocabulary: around a central idea, using
region relevant supporting details.
geography
agriculture
irrigation
climate
precipitation
interdependent
elevation map
elevation
sea level

Grade Four 106


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: Previews Grade 5 Resources: 4-R1.9 Demonstrate the ability
Resources and 5.2.1 Explain how aspects of the ƒ Workbook, p. 10 to summarize and paraphrase
the 2 days natural environment – including ƒ Transparency 1 the main idea of a particular
Environment the principal mountain ranges ƒ Every Student Learns Guide, text.
and rivers, terrain, vegetation, pp. 18-21
Places:
and climate of the region – ƒ Quick Study, pp. 10-11 4-R2.4 Demonstrate the ability
Yellowstone
affected travel to the West and Meeting Individual Needs: to summarize the theme of a
National Park
thus the settlement of that ƒ ESL support, TE p. 35 particular text.
Mount McKinley
region. (G, H) ƒ Leveled Practice, TE pp. 36,
Everglades
40 4-W1.3 Demonstrate the ability
National Park
to develop an extended
People: response around a central
Theodore idea, using relevant supporting
Roosevelt details.
Marjory
Stoneman
Douglas
Vocabulary:
natural
resource
mineral
fossil fuel
renewable
resource
nonrenewable
resource
conservation
environment
pollution

Grade Four 107


Grade Four—Building a Nation
Unit 1: Early Life, East and West
Chapter 1: Life in the Western Hemisphere
Scott Foresman Social Studies Leveled Readers:
Below-Level Learning About the First Americans
On-Level Uncovering America’s Past
Advanced Archaeologists Explore Early America

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-2.1 Use the land bridge theory Resources: 4-R1.9 Demonstrate the ability to
Migration to the to summarize and illustrate the ƒ Workbook, pp. 15, 16 summarize and paraphrase the
Americas 2 days spread of Native American ƒ Transparencies 6, 26, 27 main idea of a particular text.
populations. (G, H) ƒ Every Student Learns Guide,
Places: pp. 22-25 4-R2.4 Demonstrate the ability to
Bering Strait ƒ Quick Study, pp. 12-13 summarize the theme of a
Meeting Individual Needs: particular text.
Vocabulary: ƒ ESL Support, TE p. 55
Ice Age ƒ Leveled Practice, TE p. 56 4-W1.6.2 Demonstrate the ability
glacier to use the internet with teacher
migrate guidance and support to
theory communicate with others.
artifact
archaeologist 4-C1.11 Demonstrate the ability
climograph to summarize conversations and
discussions.

4-C2.3 Demonstrate the ability to


summarize conversations and
discussions.

Grade Four 108


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.
Lesson 2: 4-2.2 Compare the everyday Resources: 4-R1.9 Demonstrate the ability to
Early American life, physical environment, and ƒ Workbook, p. 17 summarize and paraphrase the
Cultures 2 days culture of the major Native ƒ Transparencies 6, 28 main idea of a particular text.
American cultural groupings, ƒ Every Student Learns Guide,
Places: including Eastern Woodlands, pp. 26-29 4-R2.4 Demonstrate the ability to
Cahokia Southeastern, Plains, ƒ Quick Study, pp. 14-15 summarize the theme of a
Four Corners Southwestern, and Pacific Meeting Individual Needs: particular text.
Mesa Verde Northwestern. (G, H) ƒ Leveled Practice, TE p. 61
ƒ Learning Styles, TE p. 62 4-W1.6.2 Demonstrate the ability
Vocabulary: ƒ ESL Support, TE p. 63 to use the internet with teacher
ceremony guidance and support to
mesa communicate with others.
drought
4-C1.11 Demonstrate the ability
People: to summarize conversations and
Nampeyo discussions.

4-C2.3 Demonstrate the ability to


summarize conversations and
discussions.

Grade Four 109


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.
Lesson 3: The Previews Grade 6 Resources: 4-R1.9 Demonstrate the ability to
Rise of Empires 6.4.4 Compare the significant ƒ Workbook, p. 18 summarize and paraphrase the
2 days political, social, geographic, and ƒ Transparencies 6, 29 main idea of a particular text.
Places: economic features and the ƒ Every Student Learns Guide,
Valley of Mexico contributions of the Aztecan, pp. 30-33 4-R2.4 Demonstrate the ability to
Tenochtitlan Mayan, and Incan civilizations, ƒ Quick Study, pp. 16-17 summarize the theme of a
Cuzco
including their forms of Meeting Individual Needs: particular text.
government and their ƒ ESL Support, TE p. 67
Vocabulary:
contributions in mathematics, ƒ Leveled Practice, TE p. 68 4-W1.6.2 Demonstrate the ability
civilization
astronomy, and architecture. (H, to use the internet with teacher
surplus
G, E, P) guidance and support to
specialize
communicate with others.
pyramid
4-C1.11 Demonstrate the ability
to summarize conversations and
discussions.

4-C2.3 Demonstrate the ability to


summarize conversations and
discussions.

Grade Four 110


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.

Grade Four 111


Grade Four—Building a Nation
Unit 1: Early Life, East and West
Chapter 2: Native American of North America
Scott Foresman Social Studies Leveled Readers:
Below-Level Learning About the First Americans
On-Level Uncovering America’s Past
Advanced Archaeologists Explore Early America

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-2.2 Compare the everyday Resources: 4-R1.9 Demonstrate the ability to
The Eastern life, physical environment, and ƒ Workbook, p. 21 summarize and paraphrase the
Woodlands 2 days culture of the major Native ƒ Transparency 6 main idea of a particular text.
American cultural groupings, ƒ Every Student Learns Guide,
Places: including Eastern Woodlands, pp. 34-37 4-R2.4 Demonstrate the ability to
Iroquois Trail Southeastern, Plains, ƒ Quick Study, pp. 18-19 summarize the theme of a
Eastern Southwestern, and Pacific Meeting Individual Needs: particular text.
Woodlands Northwestern. (G, H) ƒ ESL Support, TE p. 77
cultural region ƒ Leveled Practice, TE p. 78 4-W1.6.2 Demonstrate the ability
ƒ Learning Styles, TE p. 79 to use the internet with teacher
People:
guidance and support to
Deganawidah
communicate with others.
Hiawatha
Vocabulary: 4-C1.11 Demonstrate the ability
tribe to summarize conversations and
league discussions.
cultural region
longhouse 4-C2.3 Demonstrate the ability to
wampum summarize conversations and
reservation discussions.

Grade Four 112


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.
Lesson 2: 4-2.2 Compare the everyday Resources: 4-R1.9 Demonstrate the ability to
The Great Plains life, physical environment, and ƒ Workbook, pp. 22, 23 summarize and paraphrase the
2 days culture of the major Native ƒ Transparency 21 main idea of a particular text.
Places: American cultural groupings, ƒ Every Student Learns Guide,
Great Plains including Eastern Woodlands, pp. 38-41 4-R2.4 Demonstrate the ability to
Cultural region summarize the theme of a
Lame Deer, Southeastern, Plains, ƒ Quick Study, pp. 20-21
Montana Southwestern, and Pacific Meeting Individual Needs: particular text.
Northwestern. (G, H) ƒ ESL Support, TE p. 83
4-W1.6.2 Demonstrate the ability
Vocabulary: ƒ Leveled Practice, TE p. 84
to use the internet with teacher
lodge guidance and support to
tepee communicate with others.
travois
powwow 4-C1.11 Demonstrate the ability
research to summarize conversations and
Internet discussions.
Web site
search engine 4-C2.3 Demonstrate the ability to
summarize conversations and
discussions.

Grade Four 113


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.
Lesson 3: The 4-2.2 Compare the everyday Resources: 4-R1.9 Demonstrate the ability to
Southwest life, physical environment, and ƒ Workbook, p. 24 summarize and paraphrase the
Desert 2 days culture of the major Native ƒ Transparency 1 main idea of a particular text.
American cultural groupings, ƒ Every Student Learns Guide,
Places: including Eastern Woodlands, pp. 42-45 4-R2.4 Demonstrate the ability to
Southwest Southeastern, Plains, ƒ Quick Study, pp. 22-23 summarize the theme of a
Desert Southwestern, and Pacific Meeting Individual Needs: particular text.
cultural region Northwestern. (G, H) ƒ ESL Support, TE p. 89
Oraibi ƒ Leveled Practice, TE p. 90 4-W1.6.2 Demonstrate the ability
to use the internet with teacher
Vocabulary: guidance and support to
pueblo communicate with others.

4-C1.11 Demonstrate the ability


to summarize conversations and
discussions.

4-C2.3 Demonstrate the ability to


summarize conversations and
discussions.

Grade Four 114


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.
Lesson 4: 4-2.2 Compare the everyday Resources: 4-R1.9 Demonstrate the ability to
The Northwest life, physical environment, and ƒ Workbook, p.25 summarize and paraphrase the
Coast 1 day culture of the major Native ƒ Transparency 23 main idea of a particular text.
American cultural groupings, ƒ Every Student Learns Guide,
Places: including Eastern Woodlands, pp. 46-49 4-R2.4 Demonstrate the ability to
Northwest Southeastern, Plains, ƒ Quick Study, pp. 24-25 summarize the theme of a
Coast Southwestern, and Pacific Meeting Individual Needs: particular text.
cultural region Northwestern. (G, H) ƒ ESL Support, TE p. 95
Vancouver ƒ Leveled Practice, TE p. 96 4-W1.6.2 Demonstrate the ability
Island to use the internet with teacher
guidance and support to
Vocabulary: communicate with others.
potlatch
totem pole 4-C1.11 Demonstrate the ability
shaman to summarize conversations and
discussions.

Grade Four 115


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C2.3 Demonstrate the ability to
summarize conversations and
discussions.

4-C3.3 Demonstrate the ability to


summarize information that he
or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.

Grade Four 116


Grade Four—Building a Nation
Unit 1: Early Life, East and West
Chapter 3: Life in the Eastern Hemisphere
Scott Foresman Social Studies Leveled Readers:
Below-Level Learning About the First Americans
On-Level Uncovering America’s Past
Advanced Archaeologists Explore Early America

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-1.1 Explain the political, Resources: 4-R1.9 Demonstrate the ability to
Traveling Asia’s economic, and technological ƒ Workbook, p. 28 summarize and paraphrase the
Silk Road 1 day factors that led to the ƒ Transparencies 6, 30 main idea of a particular text.
exploration of the New World by ƒ Every Student Learns Guide,
Places: Spain, Portugal, and England, pp. 50-53 4-R2.4 Demonstrate the ability to
Venice including the competition ƒ Quick Study, pp. 26-27 summarize the theme of a
Shangdu between nation states, the Meeting Individual Needs: particular text.
Silk Road expansion of international trade, ƒ ESL Support, TE p. 103
and the technological advances ƒ Leveled Practice, TE p. 104 4-W1.6.2 Demonstrate the ability
People: in shipbuilding and navigation. to use the internet with teacher
Marco Polo (E, G, H, P) guidance and support to
Kublai Khan communicate with others.
Zheng He Previews Grade 6
6.2.6 Summarize the significant 4-C1.11 Demonstrate the ability
Vocabulary: features of the classical to summarize conversations and
emperor Chinese civilization, including discussions.
magnetic the Silk Road and contributions
compass to the modern world such as 4-C2.3 Demonstrate the ability to
gunpowder, paper, silk, and the summarize conversations and
seismograph. (H, G, E) discussions.

Grade Four 117


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.

Lesson 2: 4-1.1 Explain the political, Resources: 4-R1.9 Demonstrate the ability to
Africa’s Trading economic, and technological ƒ Workbook, p. 29 summarize and paraphrase the
Empires 1 day factors that led to the ƒ Transparencies 9, 31 main idea of a particular text.
exploration of the New World by ƒ Every Student Learns Guide,
Places: Spain, Portugal, and England, pp. 54-57 4-R2.4 Demonstrate the ability to
Sahara including the competition ƒ Quick Study, pp. 28-29 summarize the theme of a
Ghana between nation states, the Meeting Individual Needs: particular text.
Timbuktu expansion of international trade, ƒ ESL Support, TE p. 107
4-W1.6.2 Demonstrate the ability
Mali and the technological advances ƒ Leveled Practice, TE p. 108
to use the internet with teacher
Mecca in shipbuilding and navigation.
guidance and support to
Songhai (E, G, H, P)
communicate with others.
People: 4-C1.11 Demonstrate the ability
Mansa Musa to summarize conversations and
discussions.
Vocabulary:
caravan 4-C2.3 Demonstrate the ability to
pilgrimage summarize conversations and
astrolabe discussions.

Grade Four 118


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.3 Demonstrate the ability to
summarize information that he
or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.
Lesson 3: 4-1.1 Explain the political, Resources: 4-R1.9 Demonstrate the ability to
European economic, and technological ƒ Workbook, pp. 30, 31 summarize and paraphrase the
Explorers 2 days factors that led to the ƒ Transparencies 23, 32 main idea of a particular text.
exploration of the New World by ƒ Every Student Learns Guide,
Places: Spain, Portugal, and England, pp. 58-61 4-R2.4 Demonstrate the ability to
Greenland including the competition ƒ Quick Study, pp. 30-31 summarize the theme of a
Vinland between nation states, the Meeting Individual Needs: particular text.
Portugal expansion of international trade, ƒ Leveled Practice, TE p. 111
Cape of Good and the technological advances ƒ Learning Styles, TE p. 113 4-W1.6.2 Demonstrate the ability
Hope in shipbuilding and navigation. ƒ ESL Support, TE p. 114 to use the internet with teacher
(E, G, H, P) guidance and support to
People:
communicate with others.
Eric the Red
4-1.2 Summarize the motivation
Leif Ericsson
and accomplishments of the 4-C1.11 Demonstrate the ability
Johann
Vikings and the Portuguese, to summarize conversations and
Gutenberg
Spanish, English, and French discussions.
Prince Henry
explorers, including Leif
Bartolomeu
Eriksson, Christopher
Dias
Columbus, Hernando de Soto,
Vasco da
Gama

Grade Four 119


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Vocabulary: Ferdinand Magellan, Henry 4-C2.3 Demonstrate the ability to
saga Hudson, John Cabot, and summarize conversations and
Renaissance Robert La Salle.(H, E) discussions.
navigation
slave trade 4-C3.3 Demonstrate the ability to
parallel time summarize information that he
line or she receives from nonprint
sources.

4-RS2.5 Begin summarizing the


information that he or she has
gathered.

Grade Four 120


Grade Four—Building a Nation
Unit 2: Connections Across Continents
Chapter 4: Spain Builds an Empire
Scott Foresman Social Studies Leveled Readers:
Below-Level His Name Was Amerigo
On-Level Vespucci Sails for America
Advanced Exploring with Amerigo Vespucci

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-1.3 Use a map to identify the Resources: 4-R1.13 Demonstrate the ability
The Voyages of routes of various sea and land ƒ Workbook, pp. 36, 37 to distinguish between fact and
Columbus 2 days expeditions to the New World ƒ Transparencies 11, 33 opinion.
and match these to the ƒ Every Student Learns Guide,
Places: territories claimed by different pp. 62-65 4-R1.15 Demonstrate the ability
Bahama nations – including the Spanish ƒ Quick Study, pp. 32-33 to use graphic representations
Islands dominance in South America Meeting Individual Needs: such as charts, graphs, pictures,
West Indies and the French, Dutch, and ƒ Leveled Practice, TE p. 135 and graphic organizers as
English exploration in North ƒ Learning Styles, TE p. 141 information sources and as a
People: America - and summarize the ƒ ESL Support, TE p. 138 means of organizing information
Christopher discoveries associated with and events logically.
Columbus these expeditions. (G, H)
King Ferdinand 4-W1.2 Demonstrate the ability
Queen Isabella 4-1.4 Explain the exchange of to plan for audience and
Amerigo plant life, animal life and purpose and to generate drafts
Vespucci disease that resulted from using a logical progression of
Vasco Nunez exploration of the New World, ideas to develop a specific topic.
de Balboa
Ferdinand
Magellan

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Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Vocabulary: including the introduction of 4-C2.5 Demonstrate the ability to
expedition wheat, rice coffee, horses, pigs, distinguish between fact and
colony cows, and chickens to the opinion.
Columbia Americas; the introduction of
4-C3.4 Continue distinguishing
Exchange corn, potatoes, peanuts, and
between fact and opinion,
latitude squash to Europe and the
comparing and contrasting
longitude effects of such diseases as
information and ideas, and
meridian diphtheria, measles, smallpox,
making inferences with regard to
grid and malaria on native
what he or she has viewed.
prime meridian Americans. (G, H, E)
4-RS3.1 Demonstrate the ability
to organize and classify
information by categorizing;
begin to sequence information.
Lesson 2: 4-1.1 Explain the political, Resources: 4-R1.13 Demonstrate the ability
Different economic, and technological ƒ Workbook, p. 38 to distinguish between fact and
Worlds Collide 1 day factors that led to the ƒ Transparency 10 opinion.
exploration of the New World by ƒ Every Student Learns Guide,
Places:
Spain, Portugal, and England, pp. 66-69 4-R1.15 Demonstrate the ability
Tenochtitlan
including the competition ƒ Quick Study, pp. 34-35 to use graphic representations
New Spain
between nation states, the Meeting Individual Needs: such as charts, graphs, pictures,
Mexico City
expansion of international trade, ƒ ESL Support, TE, p. 143 and graphic organizers as
Cuzco
and the technological advances ƒ Leveled Practice, TE p. 145 information sources and as a
Lima
in shipbuilding and navigation. means of organizing information
People: (E, G, H, P) and events logically.
Moctezuma
Hernando
Cortes
Dona Marina
Francisco
Pizarro
Atahualpa

Grade Four 122


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-1.2 Summarize the motivation 4-W1.2 Demonstrate the ability
Vocabulary: and accomplishments of the to plan for audience and
conquistador Vikings and the Portuguese, purpose and to generate drafts
ally Spanish, English, and French using a logical progression of
conquest explorers, including Leif ideas to develop a specific topic.
convert Eriksson, Christopher
colonist Columbus, Hernando de Soto, 4-C2.5 Demonstrate the ability to
Ferdinand Magellan, Henry distinguish between fact and
Hudson, John Cabot, and opinion.
Robert La Salle.(H, E) 4-C3.4 Continue distinguishing
between fact and opinion,
comparing and contrasting
information and ideas, and
making inferences with regard to
what he or she has viewed.

4-RS3.1 Demonstrate the ability


to organize and classify
information by categorizing;
begin to sequence information.

Grade Four 123


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 4-1.2 Summarize the motivation Resources: 4-R1.13 Demonstrate the ability
Life in New and accomplishments of the ƒ Workbook, p. 39 to distinguish between fact and
Spain 2 days Vikings and the Portuguese, ƒ Transparency 10 opinion.
Spanish, English, and French ƒ Every Student Learns Guide,
Places: 4-R1.15 Demonstrate the ability
explorers, including Leif pp. 70-73
Hispaniola to use graphic representations
Eriksson, Christopher ƒ Quick Study, pp. 36-37
such as charts, graphs, pictures,
Columbus, Hernando de Soto, Meeting Individual Needs:
People: and graphic organizers as
Ferdinand Magellan, Henry ƒ ESL Support, TE p. 148
Hernando de information sources and as a
Hudson, John Cabot, and ƒ Leveled Practice, TE p. 149
Soto means of organizing information
Robert La Salle.(H, E)
Esteban and events logically.
Alvar Nunez
4-W1.2 Demonstrate the ability
Cabeza de
to plan for audience and
Vaca
purpose and to generate drafts
Francisco
using a logical progression of
Vasquez
ideas to develop a specific topic.
de Coronado
Juan Ponce de 4-C2.5 Demonstrate the ability to
Leon distinguish between fact and
Bartolome de opinion.
Las 4-C3.4 Continue distinguishing
Casas between fact and opinion,
Vocabulary: comparing and contrasting
society information and ideas, and
plantation making inferences with regard to
encomienda what he or she has viewed.
missionary 4-RS3.1 Demonstrate the ability
mission to organize and classify
information by categorizing;
begin to sequence information.

Grade Four 124


Grade Four—Building a Nation
Unit 2: Connections Across Continents
Chapter 5: The Struggle to Found Colonies
Scott Foresman Social Studies Leveled Readers:
Below-Level His Name Was Amerigo
On-Level Vespucci Sails for America
Advanced Exploring with Amerigo Vespucci

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-2.3 Identify the English, Resources: 4-R1.13 Demonstrate the ability
Hard Times in Spanish, and French colonies in ƒ Workbook, p. 42 to distinguish between fact and
Virginia 2 days North America and summarize ƒ Transparency 13 opinion.
the motivations for the ƒ Every Student Learns Guide,
Places: settlement of these colonies, pp. 74-77 4-R1.15 Demonstrate the ability
Roanoke Island including freedom of worship, ƒ Quick Study, pp. 38-39 to use graphic representations
Virginia and economic opportunity. (H, Meeting Individual Needs: such as charts, graphs, pictures,
Jamestown G, E) ƒ Leveled Practice, TE p. 160 and graphic organizers as
ƒ Learning Styles, TE p. 157 information sources and as a
People: 4-2.4 Compare the European ƒ ESL Support, TE p. 157 means of organizing information
Queen settlements in North America in and events logically.
Elizabeth l terms of their economic
Walter Raleigh activities, religious emphasis, 4-W1.2 Demonstrate the ability
John White government, and lifestyles. (H, to plan for audience and
Francis Drake G, E, P) purpose and to generate drafts
King James l
using a logical progression of
John Smith
ideas to develop a specific topic.
Chief Powhatan
Pocahontas
John Rolfe

Grade Four 125


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-2.6 Explain the impact of 4-C2.5 Demonstrate the ability to
Vocabulary: indentured servitude and distinguish between fact and
charter slavery on life in the New World, opinion.
stock and the contributions of African
cash crop slaves to the development of 4-C3.4 Continue distinguishing
indentured the American colonies, between fact and opinion,
servant including farming techniques, comparing and contrasting
House of cooking styles, and languages. information and ideas, and
Burgesses (H, E) making inferences with regard to
what he or she has viewed.
4-RS3.1 Demonstrate the ability
to organize and classify
information by categorizing;
begin to sequence information.
Lesson 2: 4-1.2 Summarize the motivation Resources: 4-R1.13 Demonstrate the ability
New European and accomplishments of the ƒ Workbook, p. 43 to distinguish between fact and
Colonies 1 day Vikings and the Portuguese, ƒ Transparency 20 opinion.
Spanish, English, and French ƒ Every Student Learns Guide,
Places: explorers, including Leif pp. 78-81 4-R1.15 Demonstrate the ability
Quebec Eriksson, Christopher ƒ Quick Study, pp. 40-41 to use graphic representations
St. Lawrence Columbus, Hernando de Soto, Meeting Individual Needs: such as charts, graphs, pictures,
River Ferdinand Magellan, Henry ƒ Leveled Practice, TE p. 165 and graphic organizers as
New France Hudson, John Cabot, and ƒ ESL Support, TE p. 166 information sources and as a
Hudson River Robert La Salle.(H, E) means of organizing information
New and events logically.
Netherland
New
Amsterdam

Grade Four 126


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
People: 4-1.3 Use a map to identify the 4-W1.2 Demonstrate the ability
Samuel de routes of various sea and land to plan for audience and
Champlain expeditions to the New World purpose and to generate drafts
Henry Hudson and match these to the using a logical progression of
territories claimed by different ideas to develop a specific topic.
Vocabulary: nations – including the Spanish
Northwest dominance in South America 4-C2.5 Demonstrate the ability to
Passage and the French, Dutch, and distinguish between fact and
English exploration in North opinion.
America - and summarize the
discoveries associated with 4-C3.4 Continue distinguishing
these expeditions. (G, H) between fact and opinion,
comparing and contrasting
4-2.3 Identify the English, information and ideas, and
Spanish, and French colonies in making inferences with regard to
North America and summarize what he or she has viewed.
the motivations for the
settlement of these colonies, 4-RS3.1 Demonstrate the ability
including freedom of worship, to organize and classify
and economic opportunity. (H, information by categorizing;
G, E) begin to sequence information.

Grade Four 127


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 4-2.3 Identify the English, Resources: 4-R1.13 Demonstrate the ability
The First Spanish, and French colonies in ƒ Workbook, pp. 44, 45 to distinguish between fact and
Colonies 2 days North America and summarize ƒ Transparency 13 opinion.
the motivations for the ƒ Every Student Learns Guide,
Places: settlement of these colonies, pp. 82-85 4-R1.15 Demonstrate the ability
New England including freedom of worship, ƒ Quick Study, pp. 42-43 to use graphic representations
Plymouth and economic opportunity. Meeting Individual Needs: such as charts, graphs, pictures,
Massachusetts (H, G, E) ƒ ESL Support, TE p. 169 and graphic organizers as
Bay Colony ƒ Leveled Practice, TE p. 174 information sources and as a
Boston 4-2.4 Compare the European means of organizing information
settlements in North America in and events logically.
People:
terms of their economic
William 4-W1.2 Demonstrate the ability
activities, religious emphasis,
Bradford to plan for audience and
government, and lifestyles.
Samoset purpose and to generate drafts
(H, G, E, P)
Squanto using a logical progression of
Massosoit ideas to develop a specific topic.
John Winthrop
4-C2.5 Demonstrate the ability to
Vocabulary: distinguish between fact and
Pilgrim opinion.
Separatist
persecution 4-C3.4 Continue distinguishing
Mayflower between fact and opinion,
Compact comparing and contrasting
Puritan information and ideas, and
fact making inferences with regard to
opinion what he or she has viewed.

Grade Four 128


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-RS3.1 Demonstrate the ability
to organize and classify
information by categorizing;
begin to sequence information.
Lesson 4: 4-2.3 Identify the English, Resources: 4-R1.13 Demonstrate the ability
The 13 English Spanish, and French colonies in ƒ Workbook, p. 46 to distinguish between fact and
Colonies 3 days North America and summarize ƒ Transparencies 13, 34 opinion.
the motivations for the ƒ Every Student Learns Guide,
Places: settlement of these colonies, pp. 86-89 4-R1.15 Demonstrate the ability
New England including freedom of worship, ƒ Quick Study, pp. 44-45 to use graphic representations
Colonies and economic opportunity. (H, Meeting Individual Needs: such as charts, graphs, pictures,
Middle Colonies G, E) ƒ Leveled Practice, TE p. 178 and graphic organizers as
Southern ƒ ESL Support, TE p. 181 information sources and as a
Colonies 4-2.4 Compare the European means of organizing information
settlements in North America in and events logically.
People:
terms of their economic
Roger Williams 4-W1.2 Demonstrate the ability
activities, religious emphasis,
Anne to plan for audience and
government, and lifestyles. (H,
Hutchinson purpose and to generate drafts
G, E, P)
Thomas Hooker using a logical progression of
William Penn ideas to develop a specific topic.
James
Oglethorpe 4-C2.5 Demonstrate the ability to
Tomochichi distinguish between fact and
opinion.
Vocabulary:
dissenter 4-C3.4 Continue distinguishing
proprietor between fact and opinion,
debtor comparing and contrasting
information and ideas, and
making inferences with regard to
what he or she has viewed.

Grade Four 129


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-RS3.1 Demonstrate the ability
to organize and classify
information by categorizing;
begin to sequence information.

Grade Four 130


Grade Four—Building a Nation
Unit 3: Colonial Life in North America
Chapter 6: Life in the English Colonies
Scott Foresman Social Studies Leveled Readers:
Below-Level New World, New Neighbors
On-Level Making Connections: American Indians and Settlers
Advanced Early American Alliances

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-2.4 Compare the European Resources: 4-R1.18 Demonstrate the ability
Working and settlements in North America in ƒ Workbook, pp. 51, 52 to compare and contrast his or
Trading 2 days terms of their economic ƒ Transparencies 13, 35 her findings on a particular topic
activities, religious emphasis, ƒ Every Student Learns Guide, after having extracted that
Places: government, and lifestyles. (H, pp. 90-93 information from two or more
Charleston G, E, P) ƒ Quick Study, pp. 46-47 pieces of graphic or written
West Africa Meeting Individual Needs: material.
West Indies 4-2.5 Summarize the ƒ Leveled Practice, TE p. 203
introduction and establishment ƒ EL Support, TE p. 207 4-R2.11 Demonstrate the ability
Vocabulary: to compare and contrast
of slavery in the American
apprentice settings, characters, events
colonies, including the role of
artisan and ideas in a variety of texts.
the slave trade; the nature of
triangular
the Middle Passage; and the
trade routes 4-C1.8 Demonstrate the ability to
types of goods – rice, indigo,
Middle Passage use oral language to inform, to
sugar, tobacco, and rum, for
news article entertain, and to compare and
example –that were exchanged
feature article contrast different viewpoints.
among the West Indies, Europe,
headline
and the Americas. (E, H, G, P)
dateline

Grade Four 131


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C2.5 Demonstrate the ability to
distinguish between fact and
opinion, comparing and
contrasting information and
ideas, and making inferences
with regard to what he or she has
heard.

4-C3.4 Continue distinguishing


between fact and opinion,
comparing and contrasting and
ideas, and making inferences
with regard to what he or she has
viewed.

4-C3.5 Begin comparing and


contrasting different viewpoints
that he or she encounters in
nonprint sources.

4-C3.6 Begin comparing and


contrasting the treatment of a
given situation or event in
nonprint sources.

Grade Four 132


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 4-2.4 Compare the European Resources: 4-R1.18 Demonstrate the ability
Cities, Towns, settlements in North America in ƒ Workbook, p. 53 to compare and contrast his or
and Farms 2 days terms of their economic ƒ Transparency 13 her findings on a particular topic
activities, religious emphasis, ƒ Every Student Learns Guide, after having extracted that
Places: government, and lifestyles. (H, pp. 94-97 information from two or more
Philadelphia G, E, P) ƒ Quick Study, pp. 48-49 pieces of graphic or written
Meeting Individual Needs: material.
People: 4-2.5 Summarize the ƒ Leveled Practice, TE p. 211
Benjamin introduction and establishment ƒ ESL Support, TE p. 214 4-R2.11 Demonstrate the ability
Franklin of slavery in the American to compare and contrast
Eliza Lucas colonies, including the role of settings, characters, events
Pinckney the slave trade; the nature of and ideas in a variety of texts.
the Middle Passage; and the
4-C1.8 Demonstrate the ability to
Vocabulary: types of goods – rice, indigo,
use oral language to inform, to
self-sufficient sugar, tobacco, and rum, for
entertain, and to compare and
town common example –that were exchanged
contrast different viewpoints.
among the West Indies, Europe,
and the Americas. (E, H, G, P) 4-C2.5 Demonstrate the ability to
distinguish between fact and
opinion, comparing and
contrasting information and
ideas, and making inferences
with regard to what he or she has
heard.
4-C3.4 Continue distinguishing
between fact and opinion,
comparing and contrasting and
ideas, and making inferences
with regard to what he or she has
viewed.

Grade Four 133


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.5 Begin comparing and
contrasting different viewpoints
that he or she encounters in
nonprint sources.

4-C3.6 Begin comparing and


contrasting the treatment of a
given situation or event in
nonprint sources.
Lesson 3: 4-2.4 Compare the European Resources: 4-R1.18 Demonstrate the ability
Everyday Life in settlements in North America in ƒ Workbook, p. 54 to compare and contrast his or
the Colonies 2 days terms of their economic ƒ Transparency 13 her findings on a particular topic
activities, religious emphasis, ƒ Every Student Learns Guide, after having extracted that
Places: government, and lifestyles. (H, pp. 98-101 information from two or more
Boston G, E, P) ƒ Quick Study, pp. 50-51 pieces of graphic or written
Williamsburg Meeting Individual Needs: material.
Newport ƒ Leveled Practice, TE p. 217
ƒ ESL Support, TE p. 220 4-R2.11 Demonstrate the ability
People: to compare and contrast
George settings, characters, events
Washington and ideas in a variety of texts.
George
Whitefield 4-C1.8 Demonstrate the ability to
John Peter use oral language to inform, to
Zenger entertain, and to compare and
contrast different viewpoints.
Vocabulary:
Great
Awakening
almanac

Grade Four 134


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C2.5 Demonstrate the ability to
distinguish between fact and
opinion, comparing and
contrasting information and
ideas, and making inferences
with regard to what he or she has
heard.

4-C3.4 Continue distinguishing


between fact and opinion,
comparing and contrasting and
ideas, and making inferences
with regard to what he or she has
viewed.

4-C3.5 Begin comparing and


contrasting different viewpoints
that he or she encounters in
nonprint sources.

4-C3.6 Begin comparing and


contrasting the treatment of a
given situation or event in
nonprint sources.

Grade Four 135


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 4-2.7 Explain how conflict and Resources: 4-R1.18 Demonstrate the ability
Slavery in the cooperation among the Native ƒ Workbook, p. 55 to compare and contrast his or
Colonies 1 day Americans, Europeans, and ƒ Transparencies 13, 36 her findings on a particular topic
Africans influenced colonial ƒ Every Student Learns Guide, after having extracted that
People: events including the French and pp. 102-105 information from two or more
Venture Smith Indian Wars, slave revolts, ƒ Quick Study, pp. 52-53 pieces of graphic or written
Olaudah Native American wars, and Meeting Individual Needs: material.
Equiano trade. (H, G, P, E) ƒ Leveled Practice, TE p. 225
ƒ ESL Support, TE p. 226 4-R2.11 Demonstrate the ability
Vocabulary: to compare and contrast
Stono Rebellion settings, characters, events
and ideas in a variety of texts.

4-C1.8 Demonstrate the ability to


use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.

4-C2.5 Demonstrate the ability to


distinguish between fact and
opinion, comparing and
contrasting information and
ideas, and making inferences
with regard to what he or she has
heard.

Grade Four 136


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.4 Continue distinguishing
between fact and opinion,
comparing and contrasting and
ideas, and making inferences
with regard to what he or she has
viewed.

4-C3.5 Begin comparing and


contrasting different viewpoints
that he or she encounters in
nonprint sources.

4-C3.6 Begin comparing and


contrasting the treatment of a
given situation or event in
nonprint sources.

Grade Four 137


Grade Four—Building a Nation
Unit 3: Colonial Life in North America
Chapter 7: The Fight for a Continent
Scott Foresman Social Studies Leveled Readers:
Below-Level New World, New Neighbors
On-Level Making Connections: American Indians and Settlers
Advanced Early American Alliances

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-2.7 Explain how conflict and Resources: 4-R1.18 Demonstrate the ability
The Spanish cooperation among the Native ƒ Workbook, p. 58 to compare and contrast his or
Move North 2 days Americans, Europeans, and ƒ Transparencies 14, 37 her findings on a particular topic
Africans influenced colonial ƒ Every Student Learns Guide, after having extracted that
Places: events including the French and pp. 106-109 information from two or more
Florida Indian Wars, slave revolts, ƒ Quick Study, pp. 54-55 pieces of graphic or written
St. Augustine Native American wars, and Meeting Individual Needs: material.
New Mexico trade. (H, G, P, E) ƒ Leveled Practice, TE p. 234
Santa Fe ƒ ESL Support, TE p. 235 4-R2.11 Demonstrate the ability
San Antonio to compare and contrast
settings, characters, events
People: and ideas in a variety of texts.
Pedro
Menendez de 4-C1.8 Demonstrate the ability to
Aviles use oral language to inform, to
Pope entertain, and to compare and
Junipero Serra contrast different viewpoints.

Vocabulary:
hacienda
presidio
El Camino Real
Pueblo Revolt

Grade Four 138


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C2.5 Demonstrate the ability to
distinguish between fact and
opinion, comparing and
contrasting information and
ideas, and making inferences
with regard to what he or she has
heard.

4-C3.4 Continue distinguishing


between fact and opinion,
comparing and contrasting and
ideas, and making inferences
with regard to what he or she has
viewed.

4-C3.5 Begin comparing and


contrasting different viewpoints
that he or she encounters in
nonprint sources.

4-C3.6 Begin comparing and


contrasting the treatment of a
given situation or event in
nonprint sources.

Grade Four 139


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 4-2.7 Explain how conflict and Resources: 4-R1.18 Demonstrate the ability
French Explore cooperation among the Native ƒ Workbook, pp. 59, 60 to compare and contrast his or
the Mississippi 2 days Americans, Europeans, and ƒ Transparencies 10, 38, 39 her findings on a particular topic
Africans influenced colonial ƒ Every Student Learns Guide, after having extracted that
Places: events including the French and pp. 110-113 information from two or more
Mississippi Indian Wars, slave revolts, ƒ Quick Study, pp. 56-57 pieces of graphic or written
River Native American wars, and Meeting Individual Needs: material.
Louisiana trade. (H, G, P, E) ƒ Leveled Practice, TE p. 242
4-R2.11 Demonstrate the ability
New Orleans ƒ ESL Support, TE p. 243
to compare and contrast
settings, characters, events
People:
and ideas in a variety of texts.
Jacques
Marquette 4-C1.8 Demonstrate the ability to
Louis Jolliet use oral language to inform, to
Robert La Salle entertain, and to compare and
contrast different viewpoints.
Vocabulary: 4-C2.5 Demonstrate the ability to
trading post distinguish between fact and
tributary opinion, comparing and
small-scale contrasting information and
map ideas, and making inferences
large-scale map with regard to what he or she has
heard.
4-C3.4 Continue distinguishing
between fact and opinion,
comparing and contrasting and
ideas, and making inferences
with regard to what he or she has
viewed.

Grade Four 140


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.5 Begin comparing and
contrasting different viewpoints
that he or she encounters in
nonprint sources.

4-C3.6 Begin comparing and


contrasting the treatment of a
given situation or event in
nonprint sources.
Lesson 3: The 4-2.7 Explain how conflict and Resources: 4-R1.18 Demonstrate the ability
French and cooperation among the Native ƒ Workbook, p. 61 to compare and contrast his or
Indian War 2 days Americans, Europeans, and ƒ Transparencies 20, 40 her findings on a particular topic
Africans influenced colonial ƒ Every Student Learns Guide, after having extracted that
Places: events including the French and pp. 114-117 information from two or more
Fort Necessity Indian Wars, slave revolts, ƒ Quick Study, pp. 58-59 pieces of graphic or written
Ohio River Native American wars, and Meeting Individual Needs: material.
valley trade. (H, G, P, E) ƒ Leveled Practice, TE p. 250
Fort Duquesne ƒ ESL Support, TE p. 249 4-R2.11 Demonstrate the ability
Quebec to compare and contrast
settings, characters, events
Vocabulary:
and ideas in a variety of texts.
King Philip’s
War
4-C1.8 Demonstrate the ability to
backcountry
use oral language to inform, to
French and
entertain, and to compare and
Indian War
contrast different viewpoints.

Grade Four 141


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C2.5 Demonstrate the ability to
distinguish between fact and
Pontiac’s opinion, comparing and
Rebellion contrasting information and
Proclamation of ideas, and making inferences
1763 with regard to what he or she has
heard.

4-C3.4 Continue distinguishing


between fact and opinion,
comparing and contrasting and
ideas, and making inferences
with regard to what he or she has
viewed.

4-C3.5 Begin comparing and


contrasting different viewpoints
that he or she encounters in
nonprint sources.

4-C3.6 Begin comparing and


contrasting the treatment of a
given situation or event in
nonprint sources.

Grade Four 142


Grade Four—Building a Nation
Unit 4: The American Revolution
Chapter 8: The Road to War
Scott Foresman Social Studies Leveled Readers:
Below-Level Choosing Freedom
On-Level Conflict in the Colonies
Advanced On the Road to Revolution

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-3.1 Explain the political and Resources: 4-R1.12 Demonstrate the ability
Trouble over economic factors leading to the ƒ Workbook, p. 66 to determine cause and effect.
Taxes 2 days American Revolution, including ƒ Transparency 20
the French and Indian War; ƒ Every Student Learns Guide,
Places:
British colonial policies such as pp. 118-121
Williamsburg,
the Stamp Act, the Tea Act, and ƒ Quick Study, pp. 60-61
Virginia
the so-called Intolerable Acts; Meeting Individual Needs:
New York City,
and the American colonists’ ƒ Leveled Practice, TE p. 269
New York
early resistance through ƒ ESL Support, TE p. 271
Boston,
boycotts, congresses, and
Massachusetts
petitions. (E, P, H)
People:
King George lll 4-3.2 Summarize the roles of
Patrick Henry principal American, British, and
Samuel Adams European leaders involved in
Mercy Otis the conflict, including King
Warren George lll, George Washington,
Benjamin Franklin, Thomas
Vocabulary: Jefferson, John Adams,
Parliament Thomas Paine, Patrick Henry,
Stamp Act and the Marquis de Lafayette.
repeal (H, P)

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Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Sons of Liberty
Townshend
Acts
tariff
boycott
Daughters of
Liberty
Lesson 2: 4-3.1 Explain the political and Resources: 4-R1.12 Demonstrate the ability
The Colonists economic factors leading to the ƒ Workbook, pp. 67, 68 to determine cause and effect.
Rebel 3 days American Revolution, including ƒ Transparency 21
the French and Indian War; ƒ Every Student Learns Guide,
Places: British colonial policies such as pp. 122-125
Boston, the Stamp Act, the Tea Act, and ƒ Quick Study, pp. 62-63
Massachusetts the so-called Intolerable Acts; Meeting Individual Needs:
Philadelphia, and the American colonists’ ƒ Learning Styles, TE p. 277
Pennsylvania early resistance through ƒ Leveled Practice, TE pp. 280,
Richmond, boycotts, congresses, and 285
Virginia petitions. (E, P, H) ƒ ESL Support, TE p. 281
4-3.2 Summarize the roles of
People: principal American, British, and
Crispus Attucks European leaders involved in
John Adams the conflict, including King
Paul Revere George lll, George Washington,
Thomas Gage Benjamin Franklin, Thomas
George Jefferson, John Adams,
Washington Thomas Paine, Patrick Henry,
and the Marquis de Lafayette.
(H, P)

Grade Four 144


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-3.6 Compare the daily life
Vocabulary: and roles of diverse groups of
Boston Americans during and after the
Massacre Revolutionary War, including
Committee of roles taken by women and
Correspond- African Americans such as
ence Martha Washington, Mary
Tea Act Ludwig, Hays McCauley (Molly
Boston Tea Pitcher), Abigail Adams,
Party Crispus Attucks, and Peter
Intolerable Salem. (H, P)
Acts Patriots
Loyalists
First
Continental
Congress
militia
minutemen
primary
source

Grade Four 145


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 4-3.2 Summarize the roles of Resources: 4-R1.12 Demonstrate the ability
The Revolution principal American, British, and ƒ Workbook, p. 69 to determine cause and effect.
Begins 2 days European leaders involved in ƒ Transparencies 16, 41, 42
the conflict, including King ƒ Every Student Learns Guide,
Places: George lll, George Washington, pp. 126-129
Concord, Benjamin Franklin, Thomas ƒ Quick Study, pp. 64-65
Massachusetts Jefferson, John Adams, Meeting Individual Needs:
Lexington, Thomas Paine, Patrick Henry, ƒ Leveled Practice, TE p. 287
Massachusetts and the Marquis de Lafayette. ƒ ESL Support, TE p. 288
Charlestown, (H, P)
Massachusetts
4-3.4 Summarize the events
People: and key battles of the
John Hancock Revolutionary War, including
William Dawes Lexington and Concord, Bunker
Samuel (Breed’s) Hill, Charleston,
Prescott Saratoga, Cowpens, and
John Parker Yorktown. (G, H)
William
Prescott

Vocabulary:
American
Revolution
Battle of Bunker
Hill

Grade Four 146


Grade Four—Building a Nation
Unit 4: The American Revolution
Chapter 9: Winning the Revolution
Scott Foresman Social Studies Leveled Readers:
Below-Level Choosing Freedom
On-Level Conflict in the Colonies
Advanced On the Road to Revolution

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-3.2 Summarize the roles of Resources: 4-R1.12 Demonstrate the ability
Declaring principal American, British, and ƒ Workbook, p. 72 to determine cause and effect.
Independence 2 days European leaders involved in ƒ Transparency 20
the conflict, including King ƒ Every Student Learns Guide,
Places: George lll, George Washington, pp. 130-133
Philadelphia, Benjamin Franklin, Thomas ƒ Quick Study, pp. 66-67
Pennsylvania Jefferson, John Adams, Meeting Individual Needs:
Thomas Paine, Patrick Henry, ƒ Leveled Practice, TE p. 297
People:
and the Marquis de Lafayette. ƒ ESL Support, TE p. 299
John Adams
(H, P)
George
Washington
4-3.3 Explain the major ideas
John Hancock
and philosophies of government
Thomas Paine
reflected in the Declaration of
Richard Henry
Independence. (P, H)
Lee
Thomas
Jefferson

Grade Four 147


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Vocabulary:
Second
Continental
Congress
Continental
Army
Olive Branch
Petition
Declaration of
Independence
traitor
Lesson 2: 4-3.4 Summarize the events Resources: 4-R1.12 Demonstrate the ability
Patriots at War and key battles of the ƒ Workbook, p. 73 to determine cause and effect.
3 days Revolutionary War, including ƒ Transparency 10, 43
Places: Lexington and Concord, Bunker ƒ Every Student Learns Guide,
Fort (Breed’s) Hill, Charleston, pp. 134-137
Ticonderoga Saratoga, Cowpens, and ƒ Quick Study, pp. 68-69
Trenton, Yorktown. (G, H) Meeting Individual Needs:
New Jersey ƒ ESL Support, TE p. 305
Saratoga, 4-3.6 Compare the daily life and ƒ Leveled Practice, TE p. 306
New York roles of diverse groups of ƒ Learning Styles, TE p. 308
Valley Forge, Americans during and after the
Pennsylvania Revolutionary War, including
roles taken by women and
People: African Americans such as
Ethan Allen Martha Washington, Mary
Henry Knox Ludwig, Hays McCauley (Molly
Nathan Hale Pitcher), Abigail Adams,
John Burgoyne Crispus Attucks, and Peter
Salem. (H, P)

Grade Four 148


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary

Thaddeus
Kosciusko
Benedict Arnold
Peter Salem
James
Armistead
Prince Hall
Martha
Washington
Mary Ludwig
Hays
Deborah
Sampson
Phillis Wheatley

Vocabulary:
Green
Mountain
Boys
mercenary
Battle of
Saratoga

Grade Four 149


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 4-3.4 Summarize the events Resources: 4-R1.12 Demonstrate the ability
The World and key battles of the ƒ Workbook, pp. 74, 75 to determine cause and effect.
Turned Upside 2 days Revolutionary War, including ƒ Transparencies 23, 44
Down Lexington and Concord, Bunker ƒ Every Student Learns Guide,
(Breed’s) Hill, Charleston, pp. 138-141
Places:
Saratoga, Cowpens, and ƒ Quick Study, pp. 70-71
Savannah,
Yorktown. (G, H) Meeting Individual Needs:
Georgia
ƒ Leveled Practice, TE p. 315
Fort Vincennes
4-3.5 Explain how the aid ƒ ESL Support, TE p. 318
Yorktown,
received from France, the
Virginia
Netherlands, and the alliances
People: with Native American nations
Friedrich von contributed to the American
Stueben victory in the Revolutionary
Marquis de War. (H, G)
Lafayette
Bernardo de
Galvez
Francis Marion
George Rogers
Clark
John Paul
Jones
Nathanael
Greene
Charles
Cornwallis
Vocabulary:
Treaty of Paris
generalization

Grade Four 150


Grade Four—Building a Nation
Unit 5: Life in a New Nation
Chapter 10: Forming a New Government
Scott Foresman Social Studies Leveled Readers:
Below-Level The People Who Gave Us the U.S. Constitution
On-Level Words of Freedom: The U.S. Constitution
Advanced Authors of Liberty: Writing the U.S. Constitution

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: A 4-3.7 Explain the effects of the Resources: 4-R1.10 Demonstrate the ability
Weak American Revolution on African ƒ Workbook, p. 80 to draw conclusions and make
Government 2 days Americans and Native ƒ Transparencies 23, 45 inferences.
Americans, including how the ƒ Every Student Learns Guide,
Places: war affected attitudes about pp. 142-145 4-W1.6.2 Demonstrate the ability
Springfield, slavery and contributed to the ƒ Quick Study, pp. 72-73 to use the Internet with teacher
Massachusetts inclusion of abolition in early Meeting Individual Needs: guidance and support to
Northwest state constitutions and how the ƒ Leveled Practice, TE p. 339 communicate with others.
Territory Land Ordinance of 1785 and ƒ ESL Support, TE p. 340
the Northwest Ordinance of ƒ Learning Styles, TE p. 343 4-RS2.1 Demonstrate the ability
People:
1787 that were developed by to use a variety of resources,
Daniel Shays
Congress influenced the future including technology, to access
Vocabulary: of Native Americans. (H, P, G) information.
Articles of
4-4.1 Compare the ideas in the 4-RS2.2 Demonstrate the ability
Confederation
Articles of Confederation with to gather and organize
ratify
those in the United States information from a variety of
legislative
Constitution, including how sources, including those
branch judicial
powers are now shared accessed through the use of
branch inflation
between state and national technology.
Shays’
government and how individuals
Rebellion
and states are represented in
Northwest
the national congress. (P, H)
Ordinance

Grade Four 151


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 4-4.1 Compare the ideas in the Resources: 4-R1.10 Demonstrate the ability
Debate in Articles of Confederation with ƒ Workbook, p. 81 to draw conclusions and make
Philadelphia 2 days those in the United States ƒ Transparency 23 inferences.
Constitution, including how ƒ Every Student Learns Guide,
Places:
powers are now shared pp. 146-149 4-W1.6.2 Demonstrate the ability
Philadelphia,
between state and national ƒ Quick Study, pp. 74-75 to use the Internet with teacher
Pennsylvania
government and how individuals Meeting Individual Needs: guidance and support to
People: and states are represented in ƒ Leveled Practice, TE p. 346 communicate with others.
James Madison the national congress. (P, H) ƒ ESL Support, TE p. 347
Alexander 4-RS2.1 Demonstrate the ability
Hamilton 4-4.2 Classify government to use a variety of resources,
Vocabulary: activities according to the three including technology, to access
delegate branches of government information.
Constitutional established by the United
Convention States Constitution and give 4-RS2.2 Demonstrate the ability
Virginia Plan examples of the checks and to gather and organize
New Jersey balances that the Constitution information from a variety of
Plan provides among the branches. sources, including those
compromise (P, H) accessed through the use of
Great technology.
Compromise 4-4.6 Illustrate how the ideals of
Three-Fifths equality as described in the
Compromise Declaration of Independence
Preamble were slow to take hole as
reserved evident in the Three-Fifths
powers Compromise and Fugitive Slave
separation of Acts. (P, H)
powers
check and
balances
veto

Grade Four 152


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 4-4.3 Explain the role of the Bill Resources: 4-R1.10 Demonstrate the ability
Ratifying the of Rights in the ratification of the ƒ Workbook, pp. 82, 83 to draw conclusions and make
Constitution 2 days Constitution, including how the ƒ Transparency 23 inferences.
Constitution serves to ƒ Every Student Learns Guide,
Places: guarantee the rights of the pp. 150-153 4-W1.6.2 Demonstrate the ability
New York City, individual and protect the ƒ Quick Study, pp. 76-77 to use the Internet with teacher
New York common good yet also to limit Meeting Individual Needs: guidance and support to
the powers of government. (P, ƒ Leveled Practice, TE p. 353 communicate with others.
People: H) ƒ ESL Support, TE p. 354
Benjamin Rush ƒ Learning Styles, TE p. 357 4-RS2.1 Demonstrate the ability
to use a variety of resources,
Vocabulary: including technology, to access
Federalists information.
federal
Antifederalists 4-RS2.2 Demonstrate the ability
The Federalist to gather and organize
amendment information from a variety of
Bill of Rights sources, including those
accessed through the use of
technology.

Grade Four 153


Grade Four—Building a Nation
Unit 5: Life in a New Nation
Chapter 11: The Young United States
Scott Foresman Social Studies Leveled Readers:
Below-Level The People Who Gave Us the U.S. Constitution
On-Level Words of Freedom: The U.S. Constitution
Advanced Authors of Liberty: Writing the U.S. Constitution

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-4.4 Compare the roles and Resources: 4-R1.10 Demonstrate the ability
Washington as accomplishments of early ƒ Workbook, 86 to draw conclusions and make
President 2 days leaders in the development of ƒ Transparency 23 inferences.
the new nation, including ƒ Every Student Learns Guide,
Places: George Washington, John pp. 154-157 4-W1.6.2 Demonstrate the ability
New York City, Adams, Thomas Jefferson, ƒ Quick Study, pp. 78-79 to use the Internet with teacher
New York Alexander Hamilton, John Meeting Individual Needs: guidance and support to
Washington, Marshall, and James Madison. ƒ Leveled Practice, TE p. 365 communicate with others.
D.C (H, P) ƒ Learning Styles, TE p. 367
ƒ ESL Support, TE p. 364 4-RS2.1 Demonstrate the ability
People:
4-4.7 Compare the social and to use a variety of resources,
Pierre L’Enfant
economic differences of the two including technology, to access
Benjamin
political parties that began to information.
Banneker
form in the 1790’s, led by
Abigail Adams
Alexander Hamilton and 4-RS2.2 Demonstrate the ability
Vocabulary: Thomas Jefferson. (H, P, E) to gather and organize
electoral information from a variety of
college sources, including those
inauguration accessed through the use of
Cabinet technology.
political party

Grade Four 154


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 4-4.4 Compare the roles and Resources: 4-R1.10 Demonstrate the ability
Jefferson Looks accomplishments of early ƒ Workbook, pp. 87, 88 to draw conclusions and make
West 3 days leaders in the development of ƒ Transparencies 6, 46, 47 inferences.
the new nation, including ƒ Every Student Learns Guide,
Places: George Washington, John pp. 158-161 4-W1.6.2 Demonstrate the ability
Wilderness Adams, Thomas Jefferson, ƒ Quick Study, pp. 80-81 to use the Internet with teacher
Road Alexander Hamilton, John Meeting Individual Needs: guidance and support to
Cumberland Marshall, and James Madison. ƒ ESL Support, TE p. 372 communicate with others.
Gap (H, P) ƒ Leveled Practice, TE p. 373
4-RS2.1 Demonstrate the ability
Mississippi
4-5.1 Summarize the major to use a variety of resources,
River
expeditions and explorations including technology, to access
New Orleans
that played a role in westward information.
Louisiana
Territory expansion – including Daniel
4-RS2.2 Demonstrate the ability
St. Louis, Boone, Lewis and Clark, and
to gather and organize
Missouri Zebulon Pike – and compare
information from a variety of
Missouri River the geographic features of
sources, including those
areas explored. (G, H)
accessed through the use of
People: technology.
4-5.2 Explain the motives for
Daniel Boone
the exploration in the West and
James Monroe
the push for westward
Meriwether
expansion, including the
Lewis
concept of manifest destiny,
William Clark
economic opportunities in trade,
York
and the availability of rich land.
Sacagawea
(G, E, H)

Grade Four 155


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-5.3 Summarize the events
Vocabulary: that led key territorial
pioneer acquisitions –including the
frontier Louisiana Purchase, the Florida
Louisiana Purchase, the Northwest
Purchase Territory treaty, the annexations
distribution map of Texas, and the Mexican
population Cession – as well as the
density map motives for these acquisitions
and the location and geographic
features of the lands acquired.
(G, E, H)
Lesson 3: 4-5.4 Explain how territorial Resources: 4-R1.10 Demonstrate the ability
Another War expansion and related land ƒ Workbook, p. 89 to draw conclusions and make
with Britain 2 days policies affected Native ƒ Transparency 20 inferences.
Americans, including their ƒ Every Student Learns Guide,
Places: resistance to Americans’ taking pp. 162-165 4-W1.6.2 Demonstrate the ability
Baltimore, over the land, breaking treaties, ƒ Quick Study, pp. 82-83 to use the Internet with teacher
Maryland and massacring the Native Meeting Individual Needs: guidance and support to
Fort McHenry American people; the Indian ƒ Leveled Practice, TE p. 381 communicate with others.
New Orleans, Removal Act of 1830, and the ƒ ESL Support, TE p. 383
Louisiana Seminole Wars. (H, G, E) ƒ Learning Styles, TE p. 384 4-RS2.1 Demonstrate the ability
to use a variety of resources,
People: including technology, to access
Tecumseh information.
James Madison
Henry Clay
Oliver Hazard
Perry

Grade Four 156


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-RS2.2 Demonstrate the ability
Francis Scott to gather and organize
Key information from a variety of
Dolley Madison sources, including those
Andrew accessed through the use of
Jackson technology.

Vocabulary:
neutral
Battle of
Tippecanoe
War Hawks
War of 1812
national anthem
Battle of New
Orleans

Grade Four 157


Grade Four—Building a Nation
Unit 6: A Growing Nation
Chapter 12: Times of Changes
Scott Foresman Social Studies Leveled Readers:
Below-Level The Growing United States
On-Level The Search for Land, Gold, and a New Life
Advanced Following the Golden Dome
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: The 4-5.4 Explain how territorial Resources: 4-R1.18 Demonstrate the ability
United States expansion and related land ƒ Workbook, p. 94 to compare and contrast his or
Turns Fifty 2 days policies affected Native ƒ Transparency 14 her findings on a particular topic
Americans, including their ƒ Every Student Learns Guide, after having extracted that
Places: resistance to Americans’ taking pp. 166-169 information from two or more
Florida over the land, breaking treaties, ƒ Quick Study, pp. 84-85 pieces of graphic or written
Indian Territory and massacring the Native Meeting Individual Needs: material.
American people; the Indian ƒ ESL Support, TE p. 403
People:
Removal Act of 1830, and the ƒ Leveled Practice, TE p. 405 4-R2.11 Demonstrate the ability
James Monroe
Seminole Wars. (H, G, E) to compare and contrast
Andrew
settings, characters, events
Jackson
and ideas in a variety of texts.
Sequoyah
John Ross
4-C1.8 Demonstrate the ability to
Vocabulary: use oral language to inform, to
nationalism entertain, and to compare and
Era of Good contrast different viewpoints.
Feelings

Grade Four 158


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Monroe 4-C3.4 Continue distinguishing
Doctrine between fact and opinion,
suffrage comparing and contrasting and
Indian Removal ideas, and making inferences
Act with regard to what he or she has
Trail of Tears viewed.

4-C3.5 Begin comparing and


contrasting different viewpoints
that he or she encounters in
nonprint sources.

4-C3.6 Begin comparing and


contrasting the treatment of a
given situation or event in
nonprint sources.
Lesson 2: 4-5.2 Explain the motives for Resources: 4-R1.18 Demonstrate the ability
A New Kind of the exploration in the West and ƒ Workbook, pp. 95, 96 to compare and contrast his or
Revolution 2 days the push for westward ƒ Transparencies 14, 18 her findings on a particular topic
expansion, including the ƒ Every Student Learns Guide, after having extracted that
Places: concept of manifest destiny, pp. 170-173 information from two or more
Lowell economic opportunities in trade, ƒ Quick Study, pp. 86-87 pieces of graphic or written
National Road and the availability of rich land. Meeting Individual Needs: material.
Erie Canal (G, E, H) ƒ Leveled Practice, TE p. 409
ƒ Learning Styles, TE p. 410 4-R2.11 Demonstrate the ability
ƒ ESL Support, TE p. 412 to compare and contrast
settings, characters, events
and ideas in a variety of texts.

Grade Four 159


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C1.8 Demonstrate the ability to
People: use oral language to inform, to
Samuel Slater entertain, and to compare and
Francis Cabot contrast different viewpoints.
Lowell
Eli Whitney 4-C3.4 Continue distinguishing
Robert Fulton between fact and opinion,
comparing and contrasting and
Vocabulary: ideas, and making inferences
Industrial with regard to what he or she has
Revolution viewed.
manufacture
technology 4-C3.5 Begin comparing and
cotton gin contrasting different viewpoints
mechanical reaper that he or she encounters in
canal nonprint sources.
cross-section
diagram 4-C3.6 Begin comparing and
contrasting the treatment of a
given situation or event in
nonprint sources.

Grade Four 160


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 4-6.2 Summarize the roles and Resources: 4-R1.18 Demonstrate the ability
The Struggle accomplishments of the leaders ƒ Workbook, pp. 97, 98 to compare and contrast his or
for Reforms 3 days of the abolitionist movement ƒ Transparency 14 her findings on a particular topic
and the Underground Railroad ƒ Every Student Learns Guide, after having extracted that
Places: before and during the Civil War, pp. 174-177 information from two or more
Seneca Falls including those of Harriet ƒ Quick Study, pp. 88-89 pieces of graphic or written
Tubman, John Brown, Frederick Meeting Individual Needs: material.
People: Douglas, Harriet Beecher ƒ ESL Support, TE p. 417
Frederick Stowe, Sojourner Truth, and ƒ Leveled Practice, TE p. 419 4-R2.11 Demonstrate the ability
Douglass William Lloyd Garrison (H, P). to compare and contrast
William Lloyd settings, characters, events
Garrison and ideas in a variety of texts.
Sojourner Truth
Lucretia Mott 4-C1.8 Demonstrate the ability to
Elizabeth Cady use oral language to inform, to
Stanton entertain, and to compare and
contrast different viewpoints.
Vocabulary:
reform 4-C3.4 Continue distinguishing
revival between fact and opinion,
temperance comparing and contrasting and
abolitionist ideas, and making inferences
Seneca Falls with regard to what he or she has
Convention viewed.

Grade Four 161


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.5 Begin comparing and
contrasting different viewpoints
that he or she encounters in
nonprint sources.

4-C3.6 Begin comparing and


contrasting the treatment of a
given situation or event in
nonprint sources.

Grade Four 162


Grade Four—Building a Nation
Unit 6: A Growing Nation
Chapter 13: People Moving South and West
Scott Foresman Social Studies Leveled Readers:
Below-Level The Growing United States
On-Level The Search for Land, Gold, and a New Life
Advanced Following the Golden Dome

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-5.2 Explain the motives for Resources: 4-R1.18 Demonstrate the ability
Settling the the exploration in the West and ƒ Workbook, p. 101 to compare and contrast his or
South and 2 days the push for westward ƒ Transparencies 13, 49 her findings on a particular topic
Texas expansion, including the ƒ Every Student Learns Guide, after having extracted that
concept of manifest destiny, pp. 178-181 information from two or more
Places: economic opportunities in trade, ƒ Quick Study, pp. 90-91 pieces of graphic or written
Florida and the availability of rich land. Meeting Individual Needs: material.
Texas (G, E, H) ƒ Leveled Practice, TE p. 433
Mexico ƒ ESL Support, TE p. 436 4-R2.11 Demonstrate the ability
San Antonio 4-5.3 Summarize the events to compare and contrast
that led key territorial settings, characters, events
People: acquisitions –including the and ideas in a variety of texts.
Osceola Louisiana Purchase, the Florida
Stephen F. Purchase, the Northwest 4-C1.8 Demonstrate the ability to
Austin Territory treaty, the annexations use oral language to inform, to
Antonio Lopez of Texas, and the Mexican entertain, and to compare and
de Santa Anna Cession – as well as the contrast different viewpoints.
Juan Seguin motives for these acquisitions
Sam Houston and the location and geographic
James K. Polk features of the lands acquired.
(G, E, H)

Grade Four 163


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C3.4 Continue distinguishing
Vocabulary: 4-5.4 Explain how territorial between fact and opinion,
Texas expansion and related land comparing and contrasting and
Revolution policies affected Native ideas, and making inferences
annex Americans, including their with regard to what he or she has
manifest resistance to Americans’ taking viewed.
destiny over the land, breaking treaties,
Mexican War and massacring the Native 4-C3.5 Begin comparing and
Bear Flag American people; the Indian contrasting different viewpoints
Revolt Removal Act of 1830, and the that he or she encounters in
Seminole Wars. (H, G, E) nonprint sources.
Treaty of
4-C3.6 Begin comparing and
Guadalupe
contrasting the treatment of a
Hidalgo
given situation or event in
nonprint sources.

Grade Four 164


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 4-5.5 Use a map to illustrate Resources: 4-R1.18 Demonstrate the ability
Trails of the patterns of migration and trade ƒ Workbook, p. 102 to compare and contrast his or
West 1 day during the period of westward ƒ Transparency 6 her findings on a particular topic
expansion, including the Santa ƒ Every Student Learns Guide, after having extracted that
Places: Fe and Oregon trails. (G, E, H) pp. 182-185 information from two or more
Oregon Country ƒ Quick Study, pp. 92-93 pieces of graphic or written
Oregon Trail 4-5.6 Compare the experiences Meeting Individual Needs: material.
Mormon Trail of different groups who ƒ ESL Support, TE p. 439
4-R2.11 Demonstrate the ability
Salt Lake City migrated and settled the West, ƒ Leveled Practice, TE p. 441
to compare and contrast
including the reasons for
settings, characters, events
People: migrating, their experiences on
and ideas in a variety of texts.
Marcus the trails and at their
Whitman destinations, the cooperation 4-C1.8 Demonstrate the ability to
Narcissa and conflict between and use oral language to inform, to
Whitman among the different groups, and entertain, and to compare and
Joseph Smith the nature of their daily lives. contrast different viewpoints.
Brigham Young (H, G, E)
4-C3.4 Continue distinguishing
Vocabulary: between fact and opinion,
mountain men comparing and contrasting and
wagon train ideas, and making inferences
with regard to what he or she has
viewed.
4-C3.5 Begin comparing and
contrasting different viewpoints
that he or she encounters in
nonprint sources.
4-C3.6 Begin comparing and
contrasting the treatment of a
given situation or event in
nonprint sources.

Grade Four 165


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 4-5.6 Compare the experiences Resources: 4-R1.18 Demonstrate the ability
The Golden of different groups who ƒ Workbook, pp. 103, 104 to compare and contrast his or
State 2 days migrated and settled the West, ƒ Transparency 14 her findings on a particular topic
including the reasons for ƒ Every Student Learns Guide, after having extracted that
Places: migrating, their experiences on pp. 186-189 information from two or more
American River the trails and at their ƒ Quick Study, pp. 94-95 pieces of graphic or written
California Trail destinations, the cooperation Meeting Individual Needs: material.
San Francisco and conflict between and ƒ ESL Support, TE p. 443
among the different groups, and ƒ Leveled Practice, TE p. 444 4-C1.8 Demonstrate the ability to
People: the nature of their daily lives. use oral language to inform, to
James Marshall (H, G, E) entertain, and to compare and
John Sutter contrast different viewpoints.
Luzena Stanley
4-C3.4 Continue distinguishing
Wilson
between fact and opinion,
Levi Strauss
comparing and contrasting and
ideas, and making inferences
Vocabulary:
with regard to what he or she has
gold rush
viewed.
forty-niners
discrimination 4-C3.5 Begin comparing and
advertisement contrasting different viewpoints
that he or she encounters in
nonprint sources.
4-C3.6 Begin comparing and
contrasting the treatment of a
given situation or event in
nonprint sources.

Grade Four 166


Grade Four—Building a Nation
Unit 7: War Divides the Nation
Chapter 14: A Divided Nation
Scott Foresman Social Studies Leveled Readers:
Below-Level Women of the Civil War
On-Level Civil War Heroines
Advanced The Civil War Sisterhood: Women Who Made a Difference

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-6.1 Compare the industrial Resources: 4-R1.9 Demonstrate the ability to
North and North and the agricultural South ƒ Workbook, pp. 109, 110 summarize and paraphrase the
South Grow 2 days prior to the Civil War, including ƒ Transparency 4 main idea of a particular text.
Apart the specific nature of the ƒ Every Student Learns Guide,
economy of each region, the pp. 190-193 4-R2.3 Demonstrate the ability to
People: geographic characteristics and ƒ Quick Study, pp. 96-97 identify the narrator’s point of
David Walker boundaries of each region, and Meeting Individual Needs: view in a work of fiction.
the basic way of life in each ƒ ESL Support, TE p. 465
Vocabulary: region. (G, E, H) ƒ Leveled Practice, TE p. 467 4-R2.4 Demonstrate the ability to
sectionalism summarize the theme of a
point of view 4-6.3 Explain how specific particular text.
events and issues led to the
Civil War, including the 4-W1.3 Demonstrate the ability
sectionalism fueled by issues of to develop an extended response
slavery in the territories, states’ around a central idea, using
rights, the election of 1860, and relevant supporting details.
secession. (H, G, E)
4-C1.8 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.

Grade Four 167


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 4-6.2 Summarize the roles and Resources: 4-R1.9 Demonstrate the ability to
Resisting accomplishments of the leaders ƒ Workbook, p. 111 summarize and paraphrase the
Slavery 2 days of the abolitionist movement ƒ Transparencies 2, 50 main idea of a particular text.
and the Underground Railroad ƒ Every Student Learns Guide,
Places: before and during the Civil War, pp. 194-197 4-R2.3 Demonstrate the ability to
Southampton including those of Harriet ƒ Quick Study, pp. 98-99 identify the narrator’s point of
County, Tubman, John Brown, Frederick Meeting Individual Needs: view in a work of fiction.
Virginia Douglas, Harriet Beecher ƒ ESL Support, TE p. 471
New Haven, Stowe, Sojourner Truth, and ƒ Learning Styles, TE p. 473 4-R2.4 Demonstrate the ability to
Connecticut William Lloyd Garrison. (H, P) ƒ Leveled Practice, TE p. 474 summarize the theme of a
particular text.
People:
Nat Turner 4-W1.3 Demonstrate the ability
Joseph Cinque to develop an extended response
Harriet Tubman around a central idea, using
Levi Coffin relevant supporting details.
Catherine
Coffin 4-C1.8 Demonstrate the ability to
use oral language to inform, to
Vocabulary: entertain, and to compare and
slave codes contrast different viewpoints.
Underground
Railroad

Grade Four 168


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 4-5.7 Explain how specific Resources: 4-R1.9 Demonstrate the ability to
The Struggle legislation and events affected ƒ Workbook, p. 112 summarize and paraphrase the
over Slavery 2 days the institution of slavery in the ƒ Transparencies 2, 51, 52 main idea of a particular text.
territories, including the ƒ Every Student Learns Guide,
Places: Northwest Ordinance of 1787, pp. 198-201 4-R2.3 Demonstrate the ability to
Nebraska the Missouri-Compromise, the ƒ Quick Study, pp. 100-101 identify the narrator’s point of
Territory annexation of Texas, the Meeting Individual Needs: view in a work of fiction.
Kansas Compromise of 1850, the ƒ ESL Support, TE p. 477
Territory Kansas-Nebraska Act, and the ƒ Leveled Practice, TE pp. 479, 4-R2.4 Demonstrate the ability to
Harpers Ferry, Dred Scott decision. (H, G) 482 summarize the theme of a
Virginia ƒ Learning Styles, TE p. 480 particular text.
4-6.2 Summarize the roles and
People:
accomplishments of the leaders 4-W1.3 Demonstrate the ability
John C.
of the abolitionist movement to develop an extended response
Calhoun
and the Underground Railroad around a central idea, using
Henry Clay
before and during the Civil War, relevant supporting details.
Daniel Webster
including those of Harriet
Stephen
Tubman, John Brown, Frederick 4-C1.8 Demonstrate the ability to
Douglas
Douglas, Harriet Beecher use oral language to inform, to
Harriet Beecher
Stowe, Sojourner Truth, and entertain, and to compare and
Stowe
William Lloyd Garrison. (H, P) contrast different viewpoints.
Dred Scott
John Brown
Abraham
Lincoln
Vocabulary:
free state
slave state
states’ rights

Grade Four 169


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Missouri
Compromise
Fugitive Slave
Law
Compromise of
1850
Kansas-
Nebraska
Law
Lesson 4: 4-6.4 Summarize significant key Resources: 4-R1.9 Demonstrate the ability to
The First Shots battles, strategies, and turning ƒ Workbook, p. 113 summarize and paraphrase the
Are Fired 1 day points of the Civil War – ƒ Transparencies 1, 53 main idea of a particular text.
including the battles of fort ƒ Every Student Learns Guide,
Places: Sumter and Gettysburg, the pp. 202-205 4-R2.3 Demonstrate the ability to
Fort Sumter, Emancipation Proclamation, the ƒ Quick Study, pp. 102-103 identify the narrator’s point of
South Carolina significance of the Gettysburg Meeting Individual Needs: view in a work of fiction.
Address, and the surrender t ƒ Leveled Practice, TE p. 486
People: 4-R2.4 Demonstrate the ability to
Appomattox – and the role of ƒ ESL Support, TE p. 487
Jefferson Davis summarize the theme of a
African Americans in the War.
particular text.
Vocabulary: (H, G, E)
secede 4-W1.3 Demonstrate the ability
Confederacy 4-6.5 Compare the roles and to develop an extended response
Union accomplishments of key figures around a central idea, using
border state of the Civil War, including relevant supporting details.
civil war Abraham Lincoln, Ulysses S.
Grant, Jefferson Davis, and 4-C1.8 Demonstrate the ability to
Robert E. Lee. (H, P) use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.

Grade Four 170


Grade Four—Building a Nation
Unit 7: War Divides the Nation
Chapter 15: War and Reconstruction
Scott Foresman Social Studies Leveled Readers:
Below-Level Women of the Civil War
On-Level Civil War Heroines
Advanced The Civil War Sisterhood: Women Who Made a Difference
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 4-6.4 Summarize significant key Resources: 4-R1.9 Demonstrate the ability to
The Early battles, strategies, and turning ƒ Workbook, p. 116 summarize and paraphrase the
Stages of the 2 days points of the Civil War – ƒ Transparency 1 main idea of a particular text.
War including the battles of fort ƒ Every Student Learns Guide,
Sumter and Gettysburg, the pp. 206-209 4-R2.3 Demonstrate the ability to
Places: Emancipation Proclamation, the ƒ Quick Study, pp. 104-105 identify the narrator’s point of
Richmond, significance of the Gettysburg Meeting Individual Needs: view in a work of fiction.
Virginia Address, and the surrender t ƒ Leveled Practice, TE p. 493
Manassas Appomattox – and the role of ƒ ESL Support, TE p. 494 4-R2.4 Demonstrate the ability to
Junction, African Americans in the War. summarize the theme of a
Virginia (H, G, E) particular text.

People: 4-6.5 Compare the roles and 4-W1.3 Demonstrate the ability
Winfield Scott accomplishments of key figures to develop an extended response
Thomas of the Civil War, including around a central idea, using
“Stonewall” Abraham Lincoln, Ulysses S. relevant supporting details.
Jackson Grant, Jefferson Davis, and
Robert E. Lee Robert E. Lee. (H, P) 4-C1.8 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.

Grade Four 171


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Vocabulary:
blockade
Anaconda Plan
First Battle of
Bull Run
Battle of
Antietam
Lesson 2: 4-6.4 Summarize significant key Resources: 4-R1.9 Demonstrate the ability to
Life During the battles, strategies, and turning ƒ Workbook, p. 117 summarize and paraphrase the
War 2 days points of the Civil War – ƒ Transparency 1 main idea of a particular text.
including the battles of fort ƒ Every Student Learns Guide,
Places: Sumter and Gettysburg, the pp. 210-213 4-R2.3 Demonstrate the ability to
Fort Wagner, Emancipation Proclamation, the ƒ Quick Study, pp. 106-107 identify the narrator’s point of
South significance of the Gettysburg Meeting Individual Needs: view in a work of fiction.
Carolina Address, and the surrender t ƒ Leveled Practice, TE p. 499
Appomattox – and the role of ƒ ESL Support, TE p. 502 4-R2.4 Demonstrate the ability to
People: African Americans in the War. summarize the theme of a
Mathew Brady (H, G, E) particular text.
William Carney
Belle Boyd 4-6.5 Compare the roles and 4-W1.3 Demonstrate the ability
Clara Barton accomplishments of key figures to develop an extended response
of the Civil War, including around a central idea, using
Vocabulary: Abraham Lincoln, Ulysses S. relevant supporting details.
draft Grant, Jefferson Davis, and
Emancipation Robert E. Lee. (H, P) 4-C1.8 Demonstrate the ability to
Proclamation use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.

Grade Four 172


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-6.6 Explain the impact of the
Civil War on the nation,
including its effects on the
physical environment and on
the people – soldiers, women,
African Americans, and the
civilian population of the nation
as a whole. (H, P, G, E)
Lesson 3: 4-6.4 Summarize significant key Resources: 4-R1.9 Demonstrate the ability to
How the North battles, strategies, and turning ƒ Workbook, pp. 118, 119 summarize and paraphrase the
Won 3 days points of the Civil War – ƒ Transparencies 1, 54, 55 main idea of a particular text.
including the battles of fort ƒ Every Student Learns Guide,
Places: Sumter and Gettysburg, the pp. 214-217 4-R2.3 Demonstrate the ability to
Gettysburg, Emancipation Proclamation, the ƒ Quick Study, pp. 108-109 identify the narrator’s point of
Pennsylvania significance of the Gettysburg Meeting Individual Needs: view in a work of fiction.
Vicksburg, Address, and the surrender at ƒ Leveled Practice, TE pp. 507, 4-R2.4 Demonstrate the ability to
Mississippi Appomattox – and the role of 512 summarize the theme of a
Atlanta, African Americans in the War. ƒ Learning Styles, TE p. 508 particular text.
Georgia (H, G, E) ƒ ESL Support, TE p. 511
Savannah, 4-W1.3 Demonstrate the ability
Georgia 4-6.5 Compare the roles and to develop an extended response
Appomattox accomplishments of key figures around a central idea, using
Court of the Civil War, including relevant supporting details.
House, Abraham Lincoln, Ulysses S.
Virginia Grant, Jefferson Davis, and 4-C1.8 Demonstrate the ability to
Robert E. Lee. (H, P) use oral language to inform, to
People:
entertain, and to compare and
Ulysses S.
contrast different viewpoints.
Grant
William
Tecumseh
Sherman

Grade Four 173


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Vocabulary:
Battle of
Gettysburg
Gettysburg
Address
Battle of
Vicksburg
total war
road map
interstate
highway
Lesson 4: 4-6.6 Explain the impact of the Resources: 4-R1.9 Demonstrate the ability to
The End of Civil War on the nation, ƒ Workbook, p. 120 summarize and paraphrase the
Slavery 2 days including its effects on the ƒ Transparency 1 main idea of a particular text.
physical environment and on ƒ Every Student Learns Guide,
Places:
the people – soldiers, women, pp. 218-221 4-R2.3 Demonstrate the ability to
Washington,
African Americans, and the ƒ Quick Study, pp. 110-111 identify the narrator’s point of
D.C.
civilian population of the nation Meeting Individual Needs: view in a work of fiction.
People: as a whole. (H, P, G, E) ƒ Leveled Practice, TE p. 518
Andrew ƒ ESL Support, TE p. 519 4-R2.4 Demonstrate the ability to
Jackson summarize the theme of a
Hiram R. Revel particular text.
Blanche K.
Bruce 4-W1.3 Demonstrate the ability
Vocabulary: to develop an extended response
assassination around a central idea, using
Reconstruction relevant supporting details.
Thirteenth
Amendment
black codes
Freedmen’s
Bureau

Grade Four 174


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 4-C1.8 Demonstrate the ability to
Fourteenth use oral language to inform, to
Amendment entertain, and to compare and
Fifteenth contrast different viewpoints.
Amendment
impeachment
Jim Crow laws
segregation
sharecropping

Grade Four 175


South Carolina Lesson Planner
Scott Foresman Social Studies –Growth of a Nation
Grade Five
Grade Five: Growth of a Nation
Overview: Establishing a Nation

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Reviews Grade 4 Resources: 5-R1.4 Demonstrate the ability to
Connections 4-2.1 Use the land bridge theory ƒ Workbook, p. 4 summarize and paraphrase
Across 2 days to summarize and illustrate the ƒ Transparency 6 texts.
Continents spread of Native American ƒ Every Student Learns Guide,
populations. (G, H) pp. 2-5 5-C1.11 Demonstrate the ability
Places: ƒ Quick Study, pp. 2-3 to summarize conversations and
Bering Strait Meeting Individual Needs: discussions.
Asia ƒ ESL Support, TE p. 7
North America ƒ Learning Styles, TE p. 8 5-C2.2 Demonstrate the ability to
ƒ Leveled Practice, TE p. 9 summarize conversations and
People:
discussions.
Christopher
Columbus
5-C3.3 Demonstrate the ability to
Vocabulary: summarize information that he
Ice Age or she receives from nonprint
glacier sources.
migrate
agriculture
culture
colony
Columbian
Exchange

Grade Five 176


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: Reviews Grade 4 Resources: 5-R1.4 Demonstrate the ability to
Life in the 4-2.3 Identify the English, ƒ Workbook, pp. 5, 6 summarize and paraphrase
Colonies 4 days Spanish, and French colonies in ƒ Transparency 7 texts.
North America and summarize ƒ Every Student Learns Guide,
Places: the motivations for the pp. 6-9 5-C1.11 Demonstrate the ability
New settlement of these colonies, ƒ Quick Study, pp, 4-5 to summarize conversations and
Amsterdam including freedom of worship, Meeting Individual Needs: discussions.
Quebec and economic opportunity. (H, ƒ Leveled Practice, TE p. 13
Jamestown G, E) ƒ ESL Support, TE p. 17 5-C2.2 Demonstrate the ability to
Plymouth summarize conversations and
Reviews Grade 4 discussions.
People:
4-2.4 Compare the European
John Smith
settlements in North America in 5-C3.3 Demonstrate the ability to
John Rolfe
terms of their economic summarize information that he
Pocahontas
activities, religious emphasis, or she receives from nonprint
Squanto
government, and lifestyles. (H, sources.
Vocabulary: G, E, P)
cash crop
House of Reviews Grade 4
Burgess 4-2.6 Explain the impact of
natural indentured servitude and
resource slavery on life in the New World,
economy and the contributions of African
plantations slaves to the development of
triangular trade the American colonies,
routes including farming techniques,
French and cooking styles, and languages.
Indian War
smallscale map
large-scale map

Grade Five 177


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: Reviews Grade 4 Resources: 5-R1.4 Demonstrate the ability to
Revolution and 4-4.1 Compare the ideas in the ƒ Workbook, p. 7 summarize and paraphrase
Constitution 3 days Articles of Confederation with ƒ Transparency 6 texts.
those in the United States ƒ Every Student Learns Guide,
Places: Constitution, including how pp. 10-13 5-C1.11 Demonstrate the ability
Boston, powers are now shared ƒ Quick Study, pp. 6-7 to summarize conversations and
between state and national Meeting Individual Needs: discussions.
Massachusetts government and how individuals ƒ Leveled Practice, TE p. 23
Philadelphia, and states are represented in ƒ ESL Support, TE p. 26 5-C2.2 Demonstrate the ability to
Pennsylvania the national congress. (P, H) summarize conversations and
Yorktown, discussions.
Virginia Reviews Grade 4
4-4.2 Classify government 5-C3.3 Demonstrate the ability to
People: activities according to the three summarize information that he
Samuel Adams branches of government or she receives from nonprint
George established by the United sources.
Washington States Constitution and give
John Adams examples of the checks and
Benjamin balances that the Constitution
Franklin provides among the branches.
Thomas (P, H)
Jefferson
Reviews Grade 4
Abigail Adams
4-4.3 Explain the role of the Bill
Peter Salem
of Rights in the ratification of the
Constitution, including how the
Vocabulary:
Constitution serves to
Stamp Act
guarantee the rights of the
Declaration of
individual and protect the
Independence
common good yet also to limit
republic
the powers of government. (P,
constitution
H)

Grade Five 178


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) Reviews Grade 4
4-4.6 Illustrate how the ideals of
checks and equality as described in the
balances Declaration of Independence
Bill of Rights were slow to take hole as
evident in the Three-Fifths
Compromise and Fugitive Slave
Acts. (P, H)

Lesson 4: Reviews Grade 4 Resources: 5-R1.4 Demonstrate the ability to


A Growing 4-5.6 Compare the experiences ƒ Workbook, pp. 8, 9 summarize and paraphrase
Nation 5 days of different groups who ƒ Transparency 7 texts.
migrated and settled the West, ƒ Every Student Learns Guide,
Places: including the reasons for pp. 14-17 5-C1.11 Demonstrate the ability
Washington, D.C. migrating, their experiences on ƒ Quick Study, pp. 8-9 to summarize conversations and
the trails and at their Meeting Individual Needs: discussions.
People: destinations, the cooperation ƒ ESL Support, TE p. 31
Alexander Hamilton
Meriwether Lewis and conflict between and ƒ Leveled Practice, TE p. 33 5-C2.2 Demonstrate the ability to
William Clark among the different groups, and summarize conversations and
Sacagawea the nature of their daily lives. discussions.
Sequoyah (H, G, E)
James Monroe
Andrew Jackson
5-C3.3 Demonstrate the ability to
Samuel Slater summarize information that he
Frederick Douglass or she receives from nonprint
sources.

Grade Five 179


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Vocabulary: Reviews Grade 4
Cabinet 4-6.2 Summarize the roles and
political party accomplishments of the leaders
Industrial of the abolitionist movement
Revolution and the Underground Railroad
manifest before and during the Civil War,
destiny including those of Harriet
abolitionist Tubman, John Brown, Frederick
parallel time Douglas, Harriet Beecher
lines Stowe, Sojourner Truth, and
decade William Lloyd Garrison (H, P).
century

Grade Five 180


Grade Five: Growth of a Nation
Unit 1: War Divides the Nation
Chapter 1: A Divided Nation
Scott Foresman Social Studies Leveled Readers:
Below-Level Women of the Civil War
On-Level Civil War Heroines
Advanced The Civil War sisterhood: Women Who Made a Difference
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Reviews Grade 4 Resources: 5-R1.8 Demonstrate the ability to
North and 4-6.1 Compare the industrial ƒ Workbook, pp. 15, 16 paraphrase the main ideas of
South Grow 2 days North and the agricultural South ƒ Transparency 4 texts.
Apart prior to the Civil War, including ƒ Every Student Learns Guide,
the specific nature of the pp. 18-21 5-C1.7 Demonstrate the ability to
People: economy of each region, the ƒ Quick Study, pp. 10-11 use oral language to inform, to
David Walker geographic characteristics and Meeting Individual Needs: entertain, and to compare and
boundaries of each region, and ƒ ESL Support, TE p. 55 contrast different viewpoints.
Vocabulary:
the basic way of life in each ƒ Leveled Practice, TE p. 57
sectionalism
region. (G, E, H)
point of view
Reviews Grade 4
4-6.3 Explain how specific
events and issues led to the
Civil War, including the
sectionalism fueled by issues of
slavery in the territories, states’
rights, the election of 1860, and
secession. (H, G, E)

Grade Five 181


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: Reviews Grade 4 Resources: 5-R1.8 Demonstrate the ability to
Resisting 4-6.2 Summarize the roles and ƒ Workbook, p. 17 paraphrase the main ideas of
Slavery 2 days accomplishments of the leaders ƒ Transparencies 2, 50 texts.
of the abolitionist movement ƒ Every Student Learns Guide, 5-C1.7 Demonstrate the ability to
Places: and the Underground Railroad pp. 22-25 use oral language to inform, to
Southampton before and during the Civil War, ƒ Quick Study, pp. 12-13 entertain, and to compare and
County, including those of Harriet Meeting Individual Needs: contrast different viewpoints.
Virginia Tubman, John Brown, Frederick ƒ ESL Support, TE p. 61
New Haven, Douglas, Harriet Beecher ƒ Learning Styles, TE p. 63
Connecticut Stowe, Sojourner Truth, and ƒ Leveled Practice, TE p. 64
William Lloyd Garrison (H, P).
People:
Nat Turner
Joseph Cinque
Harriet Tubman
Levi Coffin
Catherine
Coffin

Vocabulary:
slave codes
Underground
Railroad

Grade Five 182


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 4-5.7 Explain how specific Resources: 5-R1.8 Demonstrate the ability to
The Struggle legislation and events affected ƒ Workbook, p. 18 paraphrase the main ideas of
Over Slavery 2 days the institution of slavery in the ƒ Transparencies 2, 51, 52 texts.
territories, including the ƒ Every Student Learns Guide,
Places: Northwest Ordinance of 1787, pp. 26-29 5-C1.7 Demonstrate the ability to
Nebraska the Missouri-Compromise, the ƒ Quick Study, pp. 14-15 use oral language to inform, to
Territory annexation of Texas, the Meeting Individual Needs: entertain, and to compare and
Kansas Compromise of 1850, the ƒ ESL Support, TE p. 67 contrast different viewpoints.
Territory Kansas-Nebraska Act, and the ƒ Leveled Practice, TE pp. 69,
Harpers Ferry, Dred Scott decision. (H, G) 72
Virginia ƒ Learning Styles, TE p. 70
4-6.2 Summarize the roles and
People:
accomplishments of the leaders
John C.
of the abolitionist movement
Calhoun
and the Underground Railroad
Henry Clay
before and during the Civil War,
Daniel Webster
including those of Harriet
Stephen
Tubman, John Brown, Frederick
Douglas
Douglas, Harriet Beecher
Harriet Beecher
Stowe, Sojourner Truth, and
Stowe
William Lloyd Garrison (H, P).
Dred Scott
John Brown
Abraham
Lincoln
Vocabulary:
free state
slave state
states’ rights

Grade Five 183


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Missouri
Compromise
Fugitive Slave
Law
Compromise of
1850
Kansas-
Nebraska
Law
Lesson 4: Reviews Grade 4 Resources: 5-R1.8 Demonstrate the ability to
The First Shots 4-6.4 Summarize significant key ƒ Workbook, p. 19 paraphrase the main ideas of
Are Fired 1 day battles, strategies, and turning ƒ Transparencies 1, 53 texts.
points of the Civil War – ƒ Every Student Learns Guide,
Places: including the battles of fort pp. 30-33 5-C1.7 Demonstrate the ability to
Fort Sumter, Sumter and Gettysburg, the ƒ Quick Study, pp. 16-17 use oral language to inform, to
South Emancipation Proclamation, the Meeting Individual Needs: entertain, and to compare and
Carolina significance of the Gettysburg ƒ Leveled Practice, TE p. 76 contrast different viewpoints.
Address, and the surrender t ƒ ESL Support, TE p. 77
People: Appomattox – and the role of
Jefferson Davis African Americans in the War.
(H, G, E)
Vocabulary
secede Reviews Grade 4
Confederacy 4-6.5 Compare the roles and
Union accomplishments of key figures
border state of the Civil War, including
civil war Abraham Lincoln, Ulysses S.
Grant, Jefferson Davis, and
Robert E. Lee. (H, P)

Grade Five 184


Grade Five: Growth of a Nation
Unit 1: War Divides the Nation
Chapter 2: War and Reconstruction
Scott Foresman Social Studies Leveled Readers:
Below-Level Women of the Civil War
On-Level Civil War Heroines
Advanced The Civil War sisterhood: Women Who Made a Difference
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Reviews Grade 4 Resources: 5-R1.8 Demonstrate the ability to
The Early 4-6.4 Summarize significant key ƒ Workbook, p. 22 paraphrase the main ideas of
Stages of the 2 days battles, strategies, and turning ƒ Transparency 1 texts.
War points of the Civil War – ƒ Every Student Learns Guide,
Places: including the battles of fort pp. 34-37 5-C1.7 Demonstrate the ability to
Richmond, Sumter and Gettysburg, the ƒ Quick Study, pp. 18-19 use oral language to inform, to
Virginia Emancipation Proclamation, the Meeting Individual Needs: entertain, and to compare and
Manassas significance of the Gettysburg ƒ Leveled Practice, TE p. 83 contrast different viewpoints.
Junction, Address, and the surrender t ƒ ESL Support, TE p. 84
Virginia Appomattox – and the role of
People: African Americans in the War.
Winfield Scott (H, G, E)
Thomas
“Stonewall” Reviews Grade 4
Jackson 4-6.5 Compare the roles and
Robert E. Lee accomplishments of key figures
Vocabulary: of the Civil War, including
blockade Abraham Lincoln, Ulysses S.
Anaconda Plan Grant, Jefferson Davis, and
First Battle of Robert E. Lee. (H, P)
Bull Run
Battle of
Antietam

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Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: Reviews Grade 4 Resources: 5-R1.8 Demonstrate the ability to
Life During the 4-6.4 Summarize significant key ƒ Workbook, p. 23 paraphrase the main ideas of
War 2 days battles, strategies, and turning ƒ Transparency 1 texts.
points of the Civil War – ƒ Every Student Learns Guide,
Places: including the battles of fort pp. 38-41 5-C1.7 Demonstrate the ability to
Fort Wagner, Sumter and Gettysburg, the ƒ Quick Study, pp. 20-21 use oral language to inform, to
South Emancipation Proclamation, the Meeting Individual Needs: entertain, and to compare and
Carolina significance of the Gettysburg ƒ Leveled Practice, TE p. 89 contrast different viewpoints.
Address, and the surrender t ƒ ESL Support, TE p. 92
People: Appomattox – and the role of
Mathew Brady African Americans in the War.
William Carney (H, G, E)
Belle Boyd
Clara Barton Reviews Grade 4
4-6.5 Compare the roles and
Vocabulary: accomplishments of key figures
draft of the Civil War, including
Emancipation Abraham Lincoln, Ulysses S.
Proclamation Grant, Jefferson Davis, and
Robert E. Lee. (H, P)
Reviews Grade 4
4-6.6 Explain the impact of the
Civil War on the nation,
including its effects on the
physical environment and on
the people – soldiers, women,
African Americans, and the
civilian population of the nation
as a whole. (H, P, G, E)

Grade Five 186


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: How 4-6.4 Summarize significant key Resources: 5-R1.8 Demonstrate the ability to
the North Won battles, strategies, and turning ƒ Workbook, pp. 24, 25 paraphrase the main ideas of
3 days points of the Civil War – ƒ Transparencies 1, 54, 55 texts.
Places:
including the battles of fort ƒ Every Student Learns Guide,
Gettysburg,
Sumter and Gettysburg, the pp. 42-45 5-C1.7 Demonstrate the ability to
Pennsylvania
Emancipation Proclamation, the ƒ Quick Study, pp. 22-23 use oral language to inform, to
Vicksburg,
significance of the Gettysburg Meeting Individual Needs: entertain, and to compare and
Mississippi
Address, and the surrender at ƒ Leveled Practice, TE pp. 97, contrast different viewpoints.
Atlanta,
Appomattox – and the role of 102
Georgia
African Americans in the War. ƒ Learning Styles, TE p. 98
Savannah,
(H, G, E) ƒ ESL Support, TE p. 101
Georgia
Appomattox
4-6.5 Compare the roles and
Court
accomplishments of key figures
House,
of the Civil War, including
Virginia
Abraham Lincoln, Ulysses S.
People: Grant, Jefferson Davis, and
Ulysses S. Robert E. Lee. (H, P)
Grant
William
Tecumseh
Sherman
Vocabulary:
Battle of
Gettysburg
Gettysburg
Address
Battle of
Vicksburg

Grade Five 187


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
total war
road map
interstate
highway
Lesson 4: 5.1.1 Summarize the aims of Resources: 5-R1.8 Demonstrate the ability to
The End of Reconstruction and explain the ƒ Workbook, p. 26 paraphrase the main ideas of
Slavery 2 days effects of Abraham Lincoln’s ƒ Transparency 1 texts.
assassination on the course of ƒ Every Student Learns Guide,
Places: Reconstruction. (P, H, E) pp. 46-49 5-C1.7 Demonstrate the ability to
Washington, ƒ Quick Study, pp. 24-25 use oral language to inform, to
D.C. 5.1.2 Summarize the provisions Meeting Individual Needs: entertain, and to compare and
of the Thirteenth, Fourteenth, ƒ Leveled Practice, TE p. 108 contrast different viewpoints.
People:
and Fifteenth Amendments to ƒ ESL Support, TE p. 109
Andrew
the Constitution, including how
Jackson
the amendments protected the
Hiram R.
rights of African Americans and
Revels
sought to enhance their
Blanche K.
political, social, and economic
Bruce
opportunities. (P, E, H)
Vocabulary:
assassination 5.1.3 Explain the effects of
Reconstruction Reconstruction on African
Thirteenth Americans, including their new
Amendment rights and restrictions, their
black codes motivations to relocate to the
Freedmen’s North and the West, and the
Bureau actions of the Freedmen’s
Fourteenth Bureau. (P, G, E, H)
Amendment

Grade Five 188


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.1.4 Compare the economic
Fifteenth and social effects of
Amendment Reconstruction on different
impeachment populations, including the move
Jim Crow laws from farms to factories and the
segregation change from the plantation
sharecropping system to sharecropping. (E, P)

5.1.5 Explain the purpose and


motivations behind the rise of
discriminatory laws and groups
and their effect on the rights
and opportunities of African
Americans in different regions
of the United States. (P, G, E,
H)

Grade Five 189


Grade Five: Growth of a Nation
Unit 2: An Expanding Nation
Chapter 3: Crossing the Continent
Scott Foresman Social Studies Leveled Readers:
Below-Level Heading West
On-Level Spreading Across the Continent
Advanced Westward Expansion

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 5.2.1 Explain how aspects of Resources: 5-R1.14 Demonstrate the ability
Rails Across the natural environment – ƒ Workbook, pp. 31, 32, 33 to use graphic representations
the Nation 4 days including the principal mountain ƒ Transparency 11 such as charts, graphs, pictures
ranges and rivers, terrain, ƒ Every Student Learns Guide, and graphic organizers as
Places: vegetation, and climate of the pp. 50-53 information sources and as a
Omaha, region – affected travel to the ƒ Quick Study, pp. 26-27 means of organizing information
Nebraska West and thus the settlement of Meeting Individual Needs: and events logically.
Sacramento, that region. (G, H) ƒ Leveled Practice, TE p. 129
California ƒ ESL Support, TE p. 130
Promontory 5.2.2 Illustrate the effects of
Point, settlement on the environment
Utah Territory of the West, including changes
in the physical and human
People: systems. (G)
Samuel Morse
Red Cloud 5.2.3 Summarize how railroads
affected development of the
standard time West, including their ease and
inexpensiveness for travelers
and their impact on trade and
the natural environment. (G, E,
H)

Grade Five 190


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.2.4 Provide examples of
Vocabulary: conflict and cooperation
Pony Express between occupational and
telegraph ethnic groups in the West,
transcontinental including miners, ranchers, and
railroad cowboys; Native Americans and
time zone Mexican Americans; and
European and Asian
immigrants. (E, H)
Lesson 2: 5.2.1 Explain how aspects of Resources: 5-R1.14 Demonstrate the ability
Pioneers on the the natural environment – ƒ Workbook, pp. 34, 35 to use graphic representations
Plains 4 days including the principal mountain ƒ Transparency 10 such as charts, graphs, pictures
ranges and rivers, terrain, ƒ Every Student Learns Guide, and graphic organizers as
Places: vegetation, and climate of the pp. 54-57 information sources and as a
Great Plains region – affected travel to the ƒ Quick Study, pp. 28-29 means of organizing information
Nicodemus, West and thus the settlement of Meeting Individual Needs: and events logically.
Kansas that region. (G, H) ƒ ESL Support, TE p. 139
ƒ Leveled Practice, TE p. 140
People: 5.2.2 Illustrate the effects of ƒ Learning Styles, TE p. 142
Willa Cather settlement on the environment
Benjamin of the West, including changes
Singleton in the physical and human
George Shima systems. (G)
5.2.3 Summarize how railroads
Vocabulary:
affected development of the
pioneer
West, including their ease and
Homestead Act
inexpensiveness for travelers
and their impact on trade and
the natural environment. (G, E,
H)

Grade Five 191


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.2.4 Provide examples of
homesteader conflict and cooperation
sodbuster between occupational and
exoduster ethnic groups in the West,
technology including miners, ranchers, and
climograph cowboys; Native Americans and
Mexican Americans; and
European and Asian
immigrants. (E, H)
Lesson 3: 5.2.1 Explain how aspects of Resources: 5-R1.14 Demonstrate the ability
Cowboys and the natural environment – ƒ Workbook, p. 36 to use graphic representations
Miners 2 days including the principal mountain ƒ Transparency 10 such as charts, graphs, pictures
ranges and rivers, terrain, ƒ Every Student Learns Guide, and graphic organizers as
Places: vegetation, and climate of the pp. 58-61 information sources and as a
Dodge City, region – affected travel to the ƒ Quick Study, pp. 30-31 means of organizing information
Kansas West and thus the settlement of Meeting Individual Needs: and events logically.
Chicago, Illinois that region. (G, H) ƒ ESL Support, TE pp. 150, 152
Denver, ƒ Leveled Practice, TE p. 151
Colorado 5.2.2 Illustrate the effects of
Virginia City, settlement on the environment
Nevada of the West, including changes
in the physical and human
People: systems. (G)
Charles
5.2.3 Summarize how railroads
Goodnight
affected development of the
Nat Love
West, including their ease and
Luzena Stanley
inexpensiveness for travelers
Wilson
and their impact on trade and
Levi Strauss
the natural environment. (G, E,
Mark Twain
H)

Grade Five 192


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.2.4 Provide examples of
conflict and cooperation
Vocabulary: between occupational and
cattle drive ethnic groups in the West,
gold rush including miners, ranchers, and
entrepreneur cowboys; Native Americans and
Mexican Americans; and
European and Asian
immigrants. (E, H)
5.2.5 Explain the social and
economic effects of the
westward expansion on Native
Americans, including changes
in federal policies, armed
conflicts, opposing views
concerning land ownership, and
Native American displacement.
(P, G, E, H)
Lesson 4: 5.2.4 Provide examples of Resources: 5-R1.14 Demonstrate the ability
War in West conflict and cooperation ƒ Workbook, p. 37 to use graphic representations
3 days between occupational and ƒ Transparency 10 such as charts, graphs, pictures
Places: ethnic groups in the West, ƒ Every Student Learns Guide, and graphic organizers as
Black Hills including miners, ranchers, and pp. 62-65 information sources and as a
cowboys; Native Americans and ƒ Quick Study, pp. 32-33 means of organizing information
People:
Mexican Americans; and Meeting Individual Needs: and events logically.
Sitting Bull
European and Asian ƒ ESL Support, TE p. 157
George Custer
immigrants. (E, H) ƒ Leveled Practice, TE p. 158
Crazy Horse
Chief Joseph
Geronimo

Grade Five 193


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Vocabulary: 5.2.5 Explain the social and
reservation economic effects of the
Battle of Little westward expansion on Native
Bighorn Americans, including changes
in federal policies, armed
conflicts, opposing views
concerning land ownership, and
Native American displacement.
(P, G, E, H)

Grade Five 194


Grade Five: Growth of a Nation
Unit 2: An Expanding Nation
Chapter 4: Industry and Immigration
Scott Foresman Social Studies Leveled Readers:
Below-Level Heading West
On-Level Spreading Across the Continent
Advanced Westward Expansion

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 5.3.1 Explain how the Industrial Resources: 5-R1.14 Demonstrate the ability
Inventors Revolution was furthered by ƒ Workbook, pp. 40, 41 to use graphic representations
Change the 3 days new inventions and ƒ Transparency 10 such as charts, graphs, pictures
World technologies, including new ƒ Every Student Learns Guide, and graphic organizers as
methods of mass production pp. 66-69 information sources and as a
Places: and transportation and the ƒ Quick Study, pp. 34-35 means of organizing information
Menlo Park, invention of the light bulb, the Meeting Individual Needs: and events logically.
New telegraph, and the telephone. ƒ ESL Support, TE p.167
Jersey (E, H) ƒ Leveled Practice, TE pp. 171,
Richmond, 5.3.2 Identify prominent 174
Virginia inventors and scientists of the
Kitty Hawk, period and summarize their
North inventions or discoveries,
Carolina including Thomas Edison,
Alexander Graham Bell, the
People: Wright Brothers, and Albert
Alexander Einstein. (H)
Graham
Bell

Grade Five 195


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Thomas Edison
Lewis Latimer
Frank Sprague
Frank Duryea
Wilbur Wright
Orville Wright
Blanche Stuart
Scott
Vocabulary
investor
outline
Lesson 2: 5.3.1 Explain how the Industrial Resources: 5-R1.14 Demonstrate the ability
The Rise of Big Revolution was furthered by ƒ Workbook, p. 42 to use graphic representations
Business 3 days new inventions and ƒ Transparency 1 such as charts, graphs, pictures
technologies, including new ƒ Every Student Learns Guide, and graphic organizers as
Places: methods of mass production pp. 70-73 information sources and as a
Pittsburgh, and transportation and the ƒ Quick Study, pp. 36-37 means of organizing information
Pennsylvania invention of the light bulb, the Meeting Individual Needs: and events logically.
Cleveland, Ohio telegraph, and the telephone. ƒ Leveled Practice, TE p. 177
(E, H) ƒ ESL Support, TE p. 178
People:
Andrew 5.3.2 Identify prominent
Carnegie inventors and scientists of the
John D. period and summarize their
Rockefeller inventions or discoveries,
George including Thomas Edison,
Westinghouse Alexander Graham Bell, the
William Wright Brothers, and Albert
Randolph Einstein. (H)
Hearst

Grade Five 196


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.3.3 Explain the effects of
Madame C. J. immigration and urbanization on
Walker the American economy during
J. P. Morgan the Industrial Revolution,
Vocabulary: including the role of immigrants
corporation in the work force and the growth
stock of cities, the shift from an
monopoly agrarian to an industrial
free enterprise economy, and the rise of big
consumer business. (P, G, E, H)
human
resource
capital resource

Grade Five 197


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 5.3.3 Explain the effects of Resources: 5-R1.14 Demonstrate the ability
New Americans immigration and urbanization on ƒ Workbook, p. 43 to use graphic representations
3 days the American economy during ƒ Transparency 6 such as charts, graphs, pictures
Places: the Industrial Revolution, ƒ Every Student Learns Guide, and graphic organizers as
Ellis Island including the role of immigrants pp. 74-77 information sources and as a
Angel Island in the work force and the growth ƒ Quick Study, pp. 38-39 means of organizing information
of cities, the shift from an Meeting Individual Needs: and events logically.
People: agrarian to an industrial ƒ ESL Support, TE p. 185
Mary Antin economy, and the rise of big ƒ Leveled Practice, TE p. 188
business. (P, G, E, H)
Vocabulary:
prejudice 5.3.4 Summarize the
diversity significance of large-scale
immigration and the
contributions of immigrants to
America in the early 1900’s,
including the countries from
which they came, the
opportunities and resistance
they faced when they arrived,
and the cultural and economic
contributions they made to this
nation. (P, G, E, H)

Grade Five 198


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 5.3.5 Explain how building cities Resources: 5-R1.14 Demonstrate the ability
The Labor and industries led to ƒ Workbook, p. 44 to use graphic representations
Movement 3 days progressive reforms, including ƒ Transparency 23 such as charts, graphs, pictures
labor reforms, business ƒ Every Student Learns Guide, and graphic organizers as
Places: reforms, and Prohibition. (P, G, pp. 78-81 information sources and as a
Homestead, E, H) ƒ Quick Study, pp. 40-41 means of organizing information
Pennsylvania Meeting Individual Needs: and events logically.
New York, New
York ƒ ESL Support, TE p. 195
ƒ Leveled Practice, TE p. 197
People:
Lewis Hine
Samuel Gompers
Mary Harris Jones

Vocabulary:
sweatshop
labor union
strike

Grade Five 199


Grade Five: Growth of a Nation
Unit 3: Expansion and Change
Chapter 5: Changing Ways of Life
Scott Foresman Social Studies Leveled Readers:
Below-Level Growing and Changing Cities
On-Level New Problems, New Solutions
Advanced The Urbanization of America

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson :1: 5.3.1 Explain how the Industrial Resources: 5-R2.4 Begin comparing and
Rural Life Revolution was furthered by ƒ Workbook, p. 49 contrasting theme in a variety of
Changes 2 days new inventions and ƒ Transparency 14 texts.
technologies, including new ƒ Every Student Learns Guide,
Places: methods of mass production pp. 82-85 5-R2.11 Demonstrate the ability
Walnut Grove,
Virginia
and transportation and the ƒ Quick Study, pp. 42-43 to compare and contrast
Ahwahnee Valley, invention of the light bulb, the Meeting Individual Needs: settings, characters, events,
California telegraph, and the telephone. ƒ Learning Styles, TE p. 217 and ideas in a variety of texts.
(E, H) ƒ ESL Support, TE p. 218
People: ƒ Leveled Practice, TE p. 219 5-C1.7 Demonstrate the ability to
Cyrus McCormick 5.3.2 Identify prominent use oral language to inform, to
L. O. Colvin inventors and scientists of the entertain, and to compare and
Gustav de Laval
Ellen Eglui period and summarize their contrast different viewpoints.
Aaron Montgomery inventions or discoveries,
Ward including Thomas Edison, 5-C2.4 Demonstrate the ability to
Richard Sears Alexander Graham Bell, the distinguish between fact and
Alvah C. Roebuck opinion, to compare and contrast
Wright Brothers, and Albert
Einstein. (H) information and ideas, and to
make inferences with regard to
what he or she has heard.

Grade Five 200


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.3.3 Explain the effects of 5-C3.4 Demonstrate the ability to
Vocabulary: immigration and urbanization on distinguish between fact and
manual labor the American economy during opinion, to compare and contrast
mechanization the Industrial Revolution, information and ideas, and to
reaper including the role of immigrants make inferences with regard to
threshing in the work force and the growth what he or she has viewed.
machine of cities, the shift from an
agrarian to an industrial 5-C3.5 Continue comparing and
economy, and the rise of big contrasting different viewpoints
business. (P, G, E, H) that he or she encounters in
nonprint sources.
5-C3.6 Demonstrate the ability to
compare and contrast the
treatment of a given situation or
event in various print and
nonprint sources.
Lesson 2: 5.3.1 Explain how the Industrial Resources: 5-R2.4 Begin comparing and
Life in the Revolution was furthered by ƒ Workbook, pp. 50, 51 contrasting theme in a variety of
Growing Cities 3 days new inventions and ƒ Transparency 20 texts.
technologies, including new ƒ Every Student Learns Guide,
Places: methods of mass production pp. 86-89 5-R2.11 Demonstrate the ability
New York, and transportation and the ƒ Quick Study, pp. 44-45 to compare and contrast
New York invention of the light bulb, the Meeting Individual Needs: settings, characters, events,
telegraph, and the telephone. ƒ ESL Support, TE p. 225 and ideas in a variety of texts.
People: (E, H) ƒ Leveled Practice, TE pp. 226,
Jane Addams 230
Jacob Riis
“Boss” William
M. Tweed

Grade Five 201


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.3.2 Identify prominent 5-C1.7 Demonstrate the ability to
Elisha Graves Otis inventors and scientists of the use oral language to inform, to
James Buchanan period and summarize their entertain, and to compare and
Eads
John Roebling inventions or discoveries, contrast different viewpoints.
including Thomas Edison,
Vocabulary: Alexander Graham Bell, the 5-C2.4 Demonstrate the ability to
urbanization Wright Brothers, and Albert distinguish between fact and
tenement Einstein. (H) opinion, to compare and contrast
settlement information and ideas, and to
5.3.3 Explain the effects of make inferences with regard to
house
immigration and urbanization on what he or she has heard.
political
the American economy during
machine
the Industrial Revolution, 5-C3.4 Demonstrate the ability to
suspension
including the role of immigrants distinguish between fact and
bridge
in the work force and the growth opinion, to compare and contrast
line graph
of cities, the shift from an information and ideas, and to
circle graph
agrarian to an industrial make inferences with regard to
economy, and the rise of big what he or she has viewed.
business. (P, G, E, H)
5-C3.5 Continue comparing and
5.3.4 Summarize the
contrasting different viewpoints
significance of large-scale
that he or she encounters in
immigration and the
nonprint sources.
contributions of immigrants to
America in the early 1900’s,
5-C3.6 Demonstrate the ability to
including the countries from
compare and contrast the
which they came, the
treatment of a given situation or
opportunities and resistance
event in various print and
they faced when they arrived,
nonprint sources.
and the cultural and economic
contributions they made to this
nation. (P, G, E, H)

Grade Five 202


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 5.4.1 Summarize changes in Resources: 5-R2.4 Begin comparing and
Unequal daily life in the boom period of ƒ Workbook, p. 52 contrasting theme in a variety of
Opportunities 3 days the 1920s, including the ƒ Transparency 1 texts.
improved standard of living; the ƒ Every Student Learns Guide,
Places: popularity of new technology pp. 90-93 5-R2.11 Demonstrate the ability
Chicago, Illinois such as automobiles, airplanes, ƒ Quick Study, pp. 46-47 to compare and contrast
Tuskegee, radio, and movies; the Harlem Meeting Individual Needs: settings, characters, events,
Alabama Renaissance and the Great ƒ Leveled Practice, TE p. 234 and ideas in a variety of texts.
Migration; Prohibition; and racial ƒ ESL Support, TE p. 235
People: and ethnic conflict. (P, E, H) 5-C1.7 Demonstrate the ability to
Jack L. Cooper use oral language to inform, to
W. E. B. Du Bois entertain, and to compare and
Booker T.
Washington contrast different viewpoints.
George
Washington 5-C2.4 Demonstrate the ability to
Carver distinguish between fact and
Ida Wells-Barnett
opinion, to compare and contrast
information and ideas, and to
Vocabulary:
make inferences with regard to
tenant
what he or she has heard.
enfranchise
Great Migration
5-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to
make inferences with regard to
what he or she has viewed.

Grade Five 203


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5-C3.5 Continue comparing and
contrasting different viewpoints
that he or she encounters in
nonprint sources.

5-C3.6 Demonstrate the ability to


compare and contrast the
treatment of a given situation or
event in various print and
nonprint sources.
Lesson 4: 5.3.5 Explain how building cities Resources: 5-R2.4 Begin comparing and
Women’s and industries led to ƒ Workbook, p. 53 contrasting theme in a variety of
Rights 3 days progressive reforms, including ƒ Transparency 10 texts.
labor reforms, business ƒ Every Student Learns Guide,
Places: reforms, and Prohibition. (P, G, pp. 94-97 5-R2.11 Demonstrate the ability
Seneca Falls, E, H) ƒ Quick Study, pp. 48-49 to compare and contrast
New Jersey Meeting Individual Needs: settings, characters, events,
Argonia, 5.4.1 Summarize changes in ƒ Leveled Practice, TE p. 241 and ideas in a variety of texts.
Kansas daily life in the boom period of ƒ ESL Support, TE p. 242
the 1920s, including the 5-C1.7 Demonstrate the ability to
People: improved standard of living; the use oral language to inform, to
Lucretia Mott popularity of new technology entertain, and to compare and
Elizabeth Cady such as automobiles, airplanes, contrast different viewpoints.
Stanton
Lucy Stone radio, and movies; the Harlem
Susannah Medora Renaissance and the Great
Salter Migration; Prohibition; and racial
and ethnic conflict. (P, E, H)

Grade Five 204


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5-C2.4 Demonstrate the ability to
Susan B. Anthony distinguish between fact and
Carrie Chapman opinion, to compare and contrast
Catt
information and ideas, and to
Vocabulary:
make inferences with regard to
suffrage
what he or she has heard.
suffragist
Nineteenth
5-C3.4 Demonstrate the ability to
Amendment
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to
make inferences with regard to
what he or she has viewed.

5-C3.5 Continue comparing and


contrasting different viewpoints
that he or she encounters in
nonprint sources.

5-C3.6 Demonstrate the ability to


compare and contrast the
treatment of a given situation or
event in various print and
nonprint sources.

Grade Five 205


Grade Five: Growth of a Nation
Unit 3: Expansion and Change
Chapter 6: Becoming a World Power
Scott Foresman Social Studies Leveled Readers:
Below-Level Growing and Changing Cities
On-Level New Problems, New Solutions
Advanced The Urbanization of America

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 5.3.6 Summarize actions by the Resources: 5-R2.4 Begin comparing and
Expanding United States that contributed to ƒ Workbook, pp. 56, 57 contrasting theme in a variety of
Overseas the rise of this nation as a world ƒ Transparency 21 texts.
power, including the annexation ƒ Every Student Learns Guide,
of the new territory following the pp. 98-101 5-R2.11 Demonstrate the ability
Places:
Spanish-American War and the ƒ Quick Study, pp. 50-51 to compare and contrast
Hawaii role played by the United States settings, characters, events,
Meeting Individual Needs:
Puerto Rico in the building of the Panama ƒ ESL Support, TE pp. 253, 257 and ideas in a variety of texts.
Cuba Canal and in World War I. (P, ƒ Leveled Practice, TE p. 254
Panama G, H) 5-C1.7 Demonstrate the ability to
Canal use oral language to inform, to
entertain, and to compare and
People: contrast different viewpoints.
William
Seward 5-C2.4 Demonstrate the ability to
Liliuokalani distinguish between fact and
opinion, to compare and contrast
Theodore
information and ideas, and to
Roosevelt make inferences with regard to
Walter Reed what he or she has heard.
John Stevens

Grade Five 206


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5-C3.4 Demonstrate the ability to
Vocabulary distinguish between fact and
yellow opinion, to compare and contrast
journalism information and ideas, and to
Spanish- make inferences with regard to
American what he or she has viewed.
War
Rough Riders 5-C3.5 Continue comparing and
Buffalo soldiers contrasting different viewpoints
isthmus that he or she encounters in
source nonprint sources.
credible
5-C3.6 Demonstrate the ability to
compare and contrast the
treatment of a given situation or
event in various print and
nonprint sources.
Lesson 2: 5.3.5 Explain how building cities Resources: 5-R2.4 Begin comparing and
The and industries led to ƒ Workbook, pp. 58, 59 contrasting theme in a variety of
Progressive progressive reforms, including ƒ Transparency 14 texts.
Movement labor reforms, business ƒ Every Student Learns Guide,
reforms, and Prohibition. (P, G, pp. 102-105 5-R2.11 Demonstrate the ability
Places: E, H) ƒ Quick Study, pp. 52-53 to compare and contrast
Yosemite Meeting Individual Needs: settings, characters, events,
National ƒ ESL Support, TE p. 264 and ideas in a variety of texts.
Park ƒ Leveled Practice, TE p. 265
Grand Canyon
National
Monument

Grade Five 207


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5-C1.7 Demonstrate the ability to
People: use oral language to inform, to
Ida Tarbell entertain, and to compare and
Upton Sinclair contrast different viewpoints.
John Muir
5-C2.4 Demonstrate the ability to
Vocabulary distinguish between fact and
trust opinion, to compare and contrast
Progressives information and ideas, and to
muckraker make inferences with regard to
Blue Laws what he or she has heard.
conservation
political cartoon 5-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to
make inferences with regard to
what he or she has viewed.

5-C3.5 Continue comparing and


contrasting different viewpoints
that he or she encounters in
nonprint sources.

5-C3.6 Demonstrate the ability to


compare and contrast the
treatment of a given situation or
event in various print and
nonprint sources.

Grade Five 208


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 5.3.6 Summarize actions by the Resources: 5-R2.4 Begin comparing and
World War I United States that contributed to ƒ Workbook, pp. 60, 61 contrasting theme in a variety of
the rise of this nation as a world ƒ Transparency 14 texts.
Places: power, including the annexation ƒ Every Student Learns Guide,
Austria- of the new territory following the pp. 106-109 5-R2.11 Demonstrate the ability
Hungary Spanish-American War and the ƒ Quick Study, pp. 54-55 to compare and contrast
Serbia role played by the United States Meeting Individual Needs: settings, characters, events,
Versailles, in the building of the Panama ƒ ESL Support, TE p. 273 and ideas in a variety of texts.
France Canal and in World War I. (P, ƒ Leveled Practice, TE p. 276
G, H) 5-C1.7 Demonstrate the ability to
People:
use oral language to inform, to
Woodrow
entertain, and to compare and
Wilson
contrast different viewpoints.
John J.
Pershing
5-C2.4 Demonstrate the ability to
Eddie
distinguish between fact and
Rickenbacker
opinion, to compare and contrast
Alvin C. York
information and ideas, and to
Vocabulary make inferences with regard to
World War I what he or she has heard.
nationalism
alliance 5-C3.4 Demonstrate the ability to
isolationism distinguish between fact and
League of opinion, to compare and contrast
Nations information and ideas, and to
Treaty of make inferences with regard to
Versailles what he or she has viewed.

Grade Five 209


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5-C3.5 Continue comparing and
contrasting different viewpoints
that he or she encounters in
nonprint sources.

5-C3.6 Demonstrate the ability to


compare and contrast the
treatment of a given situation or
event in various print and
nonprint sources.

Grade Five 210


Grade Five: Growth of a Nation
Unit 4: Prosperity, Depression, and War
Chapter 7: Times of Plenty, times of Hardship
Scott Foresman Social Studies Leveled Readers:
Below-Level The War at Home
On-Level The Homefront
Advanced We’re in This Together

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 5.3.1 Explain how the Industrial Resources: 5-R1.9 Demonstrate the ability to
An Industrial Revolution was furthered by ƒ Workbook, pp. 67, 68 draw conclusions and make
Nation 4 days new inventions and ƒ Transparency 23 inferences.
technologies, including new ƒ Every Student Learns Guide,
Places: methods of mass production pp. 110-113 5-R1.12 Demonstrate the ability
Detroit , and transportation and the ƒ Quick Study, pp. 56-57 to analyze fact and opinion.
Michigan invention of the light bulb, the Meeting Individual Needs:
Los Angeles, telegraph, and the telephone. ƒ ESL Support, TE pp. 299, 307 5-C2.4 Demonstrate the ability to
California (E, H) ƒ Leveled Practice, TE p. 300 distinguish between fact and
opinion, to compare and contrast
People: 5.3.2 Identify prominent information and ideas, and to
Henry Ford inventors and scientists of the make inferences with regard to
Guglielmo period and summarize their what he or she has heard.
Marconi inventions or discoveries,
David Sarnoff including Thomas Edison, 5-C3.4 Demonstrate the ability to
Frank Conrad Alexander Graham Bell, the distinguish between fact and
Wright Brothers, and Albert opinion, to compare and contrast
Vocabulary
Einstein. (H) information and ideas, and to
assembly line
mass make inferences with regard to
production what he or she has viewed.
mass media
fact
opinion

Grade Five 211


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.4.1 Summarize changes in
daily life in the boom period of
the 1920s, including the
improved standard of living; the
popularity of new technology
such as automobiles, airplanes,
radio, and movies; the Harlem
Renaissance and the Great
Migration; Prohibition; and racial
and ethnic conflict. (P, E, H)
Lesson 2: 5.4.1 Summarize changes in Resources: 5-R1.9 Demonstrate the ability to
The Roaring daily life in the boom period of ƒ Workbook, p. 69 draw conclusions and make
Twenties 4 days the 1920s, including the ƒ Transparency 23 inferences.
improved standard of living; the ƒ Every Student Learns Guide,
Places: popularity of new technology pp. 114-117 5-R1.12 Demonstrate the ability
New Orleans, such as automobiles, airplanes, ƒ Quick Study, pp. 58-59 to analyze fact and opinion.
Louisiana radio, and movies; the Harlem Meeting Individual Needs:
5-C2.4 Demonstrate the ability to
Harlem, New Renaissance and the Great ƒ ESL Support, TE p. 313
distinguish between fact and
York Migration; Prohibition; and racial ƒ Leveled Practice, TE p. 315
opinion, to compare and contrast
and ethnic conflict. (P, E, H)
information and ideas, and to
People:
make inferences with regard to
Duke Ellington
what he or she has heard.
Louis
Armstrong 5-C3.4 Demonstrate the ability to
Bessie Smith distinguish between fact and
F. Scott opinion, to compare and contrast
Fitzgerald information and ideas, and to
Langston make inferences with regard to
Hughes what he or she has viewed.

Grade Five 212


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Zora Neale
Hurston
Jacob
Lawrence
Charles
Lindbergh
Amelia Earhart
Georgia
O”Keefe
Vocabulary
Prohibition
Eighteenth
Amendment
Twenty-first
Amendment
jazz
Harlem
Renaissance

Grade Five 213


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 5.4.2 Summarize the stock Resources: 5-R1.9 Demonstrate the ability to
The Good market crash of 1929 and the ƒ Workbook, p. 70 draw conclusions and make
Times 3 days Great Depression, including ƒ Transparency 20 inferences.
End economic weakness, ƒ Every Student Learns Guide,
unemployment, failed banks pp. 118-121 5-R1.12 Demonstrate the ability
Places: and businesses, and migration ƒ Quick Study, pp. 60-61 to analyze fact and opinion.
New York, New from rural areas. (P, G, E, H) Meeting Individual Needs:
York ƒ ESL Support, TE p. 323 5-C2.4 Demonstrate the ability to
ƒ Leveled Practice, TE p. 324 distinguish between fact and
People: opinion, to compare and contrast
Herbert Hoover information and ideas, and to
make inferences with regard to
Vocabulary what he or she has heard.
unemployment
stock market 5-C3.4 Demonstrate the ability to
Great distinguish between fact and
Depression opinion, to compare and contrast
credit information and ideas, and to
make inferences with regard to
what he or she has viewed.

Grade Five 214


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 5.4.3 Explain the immediate and Resources: 5-R1.9 Demonstrate the ability to
The New Deal lasting effect on American ƒ Workbook, p. 71 draw conclusions and make
2 days workers caused by innovations ƒ Transparency 1 inferences.
Places: of the New Deal, including the ƒ Every Student Learns Guide,
Dodge City, Social Security Act, the Federal pp. 122-125 5-R1.12 Demonstrate the ability
Kansas Deposit Insurance Corporation, ƒ Quick Study, pp. 62-63 to analyze fact and opinion.
Queens, New and the Civilian Conservation Meeting Individual Needs:
York Corps. (P, E, H) ƒ ESL Support, TE p. 330 5-C2.4 Demonstrate the ability to
ƒ Leveled Practice, TE p. 333 distinguish between fact and
People: opinion, to compare and contrast
Franklin D. information and ideas, and to
Roosevelt make inferences with regard to
Eleanor what he or she has heard.
Roosevelt
Dorothea 5-C3.4 Demonstrate the ability to
Lange distinguish between fact and
John Steinbeck opinion, to compare and contrast
information and ideas, and to
Vocabulary: make inferences with regard to
New Deal what he or she has viewed.
Social Security
drought
Dust Bowl
migrant worker
inflation

Grade Five 215


Grade Five: Growth of a Nation
Unit 4: Prosperity, Depression, and War
Chapter 8: World War II
Scott Foresman Social Studies Leveled Readers:
Below-Level The War at Home
On-Level The Homefront
Advanced We’re in This Together

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 5.4.4 Explain the principal Resources: 5-R1.9 Demonstrate the ability to
World War II events related to the United ƒ Workbook, p. 75 draw conclusions and make
Begins 2 days States’ involvement in World ƒ Transparency 22 inferences.
War II-including the bombing of ƒ Every Student Learns Guide,
Places: Pearl Harbor, the invasion in pp. 126-129 5-R1.12 Demonstrate the ability
Pearl Harbor, Normandy, Pacific Island ƒ Quick Study, pp. 64-65 to analyze fact and opinion.
Hawaii hopping, the bombing of Meeting Individual Needs:
Hiroshima and Nagasaki – and ƒ ESL Support, TE p. 342 5-C2.4 Demonstrate the ability to
People: the role of key figures in this ƒ Leveled Practice, TE p. 343 distinguish between fact and
Franklin D. involvement such as Winston opinion, to compare and contrast
Roosevelt Churchill, Franklin D. Roosevelt, information and ideas, and to
Adolph Hitler Joseph Stalin, and Adolf Hitler. make inferences with regard to
Benito (P, G, H) what he or she has heard.
Mussolini
Winston 5-C3.4 Demonstrate the ability to
Churchill distinguish between fact and
Hideki Tojo opinion, to compare and contrast
Joseph Stalin information and ideas, and to
make inferences with regard to
what he or she has viewed.

Grade Five 216


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Vocabulary:
dictator
fascism
Axis
Allies
World War II
Lend-Lease
Lesson 2: 5.4.5 Summarize the political Resources: 5-R1.9 Demonstrate the ability to
The Home Front and social impact of World War ƒ Workbook, p. 76 draw conclusions and make
2 days II, including changes in ƒ Transparency 2 inferences.
Places: women’s roles, in attitudes ƒ Every Student Learns Guide,
Los Alamos, toward Japanese Americans, pp. 130-133 5-R1.12 Demonstrate the ability
New Mexico
and in nation-state boundaries ƒ Quick Study, pp. 66-67 to analyze fact and opinion.
People: and governments. (P, E, H) Meeting Individual Needs:
Benjamin O. Davis, ƒ Leveled Practice, TE p. 350 5-C2.4 Demonstrate the ability to
Jr. ƒ ESL Support, TE p. 354 distinguish between fact and
Albert Einstein opinion, to compare and contrast
information and ideas, and to
Vocabulary: make inferences with regard to
rationing what he or she has heard.
Tuskegee
Airmen 5-C3.4 Demonstrate the ability to
Manhattan distinguish between fact and
Project opinion, to compare and contrast
information and ideas, and to
make inferences with regard to
what he or she has viewed.

Grade Five 217


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 5.4.4 Explain the principal Resources: 5-R1.9 Demonstrate the ability to
The World at events related to the United ƒ Workbook, pp. 77, 78 draw conclusions and make
War 5 days States’ involvement in World ƒ Transparency 11 inferences.
War II-including the bombing of ƒ Every Student Learns Guide,
Places: Pearl Harbor, the invasion in pp. 134-137 5-R1.12 Demonstrate the ability
Normandy, Normandy, Pacific Island ƒ Quick Study, pp. 68-69 to analyze fact and opinion.
France hopping, the bombing of Meeting Individual Needs:
Iwo Jima, Hiroshima and Nagasaki – and ƒ ESL Support, TE p. 359 5-C2.4 Demonstrate the ability to
Japan the role of key figures in this ƒ Leveled Practice, TE p. 362 distinguish between fact and
Hiroshima, involvement such as Winston opinion, to compare and contrast
Japan Churchill, Franklin D. Roosevelt, information and ideas, and to
Joseph Stalin, and Adolf Hitler. make inferences with regard to
People: (P, G, H) what he or she has heard.
Chester Nimitz
Dwight D. 5.4.6 Summarize key 5-C3.4 Demonstrate the ability to
Eisenhower developments in technology, distinguish between fact and
George S. aviation, weaponry, and opinion, to compare and contrast
Patton communication and explain information and ideas, and to
Douglas their effects on World War II make inferences with regard to
MacArthur and the economy of the United what he or she has viewed.
Harry S. States. (P, E, H)
Truman
Anne Frank

Grade Five 218


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Vocabulary:
Battle of
Midway
Battle of
Stalingrad
Battle of the
Bulge
concentration
camp
Holocaust
latitude
longitude
grid
International
Date
Line

Grade Five 219


Grade Five: Growth of a Nation
Unit 5: Challenges at Home and Abroad
Chapter 9: The Postwar World
Scott Foresman Social Studies Leveled Readers:
Below-Level 3, 2, 1, Blast Off!
On-Level Rockets and Satellites
Advanced The Cold War and the Space Race
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 5.4.7 Explain the effects of Resources: 5-R1.11 Demonstrate the ability
The World increasing worldwide economic ƒ Workbook, pp. 84, 85 to analyze cause and effect.
Divided 3 days interdependence following ƒ Transparency 20
World War II, including how ƒ Every Student Learns Guide,
Places: interdependence between and pp. 138-141
East Berlin among nations and regions ƒ Quick Study, pp. 70-71
West Berlin affected economic productivity, Meeting Individual Needs:
Moscow policies, and world trade. (P, G, ƒ ESL Support, TE pp. 387, 392
People: E, H) ƒ Leveled Practice, TE p. 388
George C.
Marshall 5.5.4 Explain the course of the
Cold War, including differing
Vocabulary: economic and political
aggressor philosophies of the Union of
Marshall Plan Soviet Socialist Republics
United Nations (USSR) and the United States,
communism the spread of Communism,
ideology McCarthyism, the Korean
NATO Conflict, the Berlin Wall, the
Berlin Airlift space race, the Cuban missile
Cold War crisis, and the Vietnam War. (P,
propaganda G, E, H)

Grade Five 220


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.5.5 Explain the political
primary source alliances and policies that
secondary impacted the United States in
source the latter part of the twentieth
century, including the North
Atlantic Treaty Organization
(NATO), the United Nations,
and the Organization of
Petroleum Exporting Countries
(OPEC). (P, H, E, G)
Lesson 2: 5.4.7 Explain the effects of Resources: 5-R1.11 Demonstrate the ability
Boom Years at increasing worldwide economic ƒ Workbook, p. 86 to analyze cause and effect.
Home 4 days interdependence following ƒ Transparency 20
World War II, including how ƒ Every Student Learns Guide,
Places: interdependence between and pp. 142-145
Anaheim, California among nations and regions ƒ Quick Study, pp. 72-73
Detroit, Michigan affected economic productivity, Meeting Individual Needs:
policies, and world trade. (P, G, ƒ Leveled Practice, TE p. 400
People:
Walter Cronkite E, H) ƒ ESL Support, TE p. 402
Edward R. Murrow
5.5.1 Summarize the impact of
Vocabulary: cultural developments in the
suburbs United States following World
AFL-CIO War II, including the
G.I. Bill of Rights significance of pop culture and
consumer mass media and the population
credit card shifts to the suburbs. (G, H)
commute

Grade Five 221


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.5.2 Summarize changes in
the United States economy
following World War II, including
the expanding job market and
service industry, consumerism,
and new technology. (E, P, H)

Lesson 3: 5.5.4 Explain the course of the Resources: 5-R1.11 Demonstrate the ability
Cold War Conflicts Cold War, including differing ƒ Workbook, p. 87 to analyze cause and effect.
3 days economic and political ƒ Transparency 6
Places: philosophies of the Union of ƒ Every Student Learns Guide,
North Korea Soviet Socialist Republics pp. 146-149
South Korea
(USSR) and the United States, ƒ Quick Study, pp. 74-75
People: the spread of Communism, Meeting Individual Needs:
Joseph McCarthy McCarthyism, the Korean ƒ Leveled Practice, TE p. 407
John F. Kennedy Conflict, the Berlin Wall, the ƒ ESL Support, TE p. 410
space race, the Cuban missile
Vocabulary: crisis, and the Vietnam War. (P,
Korean War G, E, H)
Red Scare
arms race
Cuban Missile
Crises
Berlin Wall

Grade Five 222


Grade Five: Growth of a Nation
Unit 5: Challenges at Home and Abroad
Chapter 10: A Changing Nation
Scott Foresman Social Studies Leveled Readers:
Below-Level 3, 2, 1, Blast Off!
On-Level Rockets and Satellites
Advanced The Cold War and the Space Race

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 5.5.3 Explain the advancement Resources: 5-R1.11 Demonstrate the ability
African of the civil rights movement in ƒ Workbook, p. 91 to analyze cause and effect.
American and 4 days the United States, including key ƒ Transparency 20
Civil Rights events and people: ƒ Every Student Learns Guide,
desegregation of the armed pp. 150-153
Places: forces, Brown v. Board of ƒ Quick Study, pp. 76-77
Montgomery, Education, Martin Luther King, Meeting Individual Needs:
Alabama Jr., Rosa Parks, and Malcolm X. ƒ ESL Support, TE p. 422
Greensboro, (P, G, H) ƒ Leveled Practice, TE p. 424
North
Carolina

People:
Jackie
Robinson
Thurgood
Marshall
Rosa Parks
Martin Luther
King,
Jr.
Malcolm X

Grade Five 223


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Vocabulary:
civil rights
passive
resistance

Lesson 2: 5.5.4 Explain the course of the Resources: 5-R1.11 Demonstrate the ability
The Cold War Cold War, including differing ƒ Workbook, p. 92 to analyze cause and effect.
Continues 3 days economic and political ƒ Transparency 6
philosophies of the Union of ƒ Every Student Learns Guide,
Places: Soviet Socialist Republics pp. 154-157
North Vietnam (USSR) and the United States, ƒ Quick Study, pp. 78-79
South Vietnam the spread of Communism, Meeting Individual Needs:
McCarthyism, the Korean ƒ Leveled Practice, TE p. 432
People: Conflict, the Berlin Wall, the ƒ ESL Support, TE p. 434
John Glenn space race, the Cuban missile
Neil Armstrong crisis, and the Vietnam War. (P,
Edwin “Buzz” G, E, H)
Aldrin
Michael Collins
Richard Nixon
William

Westmoreland
Maya Ying Lin

Vocabulary:
space race
Vietnam
Conflict
guerrilla
warfare

Grade Five 224


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 5.6.2 Explain how humans Resources: 5-R1.11 Demonstrate the ability
Years of change the physical ƒ Workbook, p. 93 to analyze cause and effect.
Change 3 days environment of regions and the ƒ Transparency 20
consequences of such changes, ƒ Every Student Learns Guide,
Places: including use of natural pp. 158-161
New York, resources and the expansion of ƒ Quick Study, pp. 80-81
New York transportation systems. (P, G, Meeting Individual Needs:
E) ƒ Leveled Practice, TE p. 440
People: ƒ ESL Support, TE p. 442
Sandra Day
O’Connor
Phyllis Schlafly
Cesar Chavez
Dolores Huerta
Rachael
Carson

Vocabulary:
National
Organization
for
Women
United Farm
Workers
of America
Americans with
Disabilities
Act

Grade Five 225


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Equal
Employment
Opportunity
Commission
Earth Day
Environmental
Protection
Agency
Lesson 4: 5.5.4 Explain the course of the Resources: 5-R1.11 Demonstrate the ability
Changing Cold War, including differing ƒ Workbook, pp. 94, 95 to analyze cause and effect.
World, 3 days economic and political ƒ Transparency 17
Changing Roles philosophies of the Union of ƒ Every Student Learns Guide,
Soviet Socialist Republics pp. 162-165
Places: (USSR) and the United States, ƒ Quick Study, pp. 82-83
Middle East the spread of Communism, Meeting Individual Needs:
Afghanistan McCarthyism, the Korean ƒ Leveled Practice, TE p. 447
Kuwait Conflict, the Berlin Wall, the ƒ ESL Support, TE p. 450
space race, the Cuban missile
People: crisis, and the Vietnam War. (P,
Gerald Ford G, E, H)
Jimmy Carter
Ronald Reagan 5.6.1 Use a map to identify the
Mickhail regions of United States political
Gorbachev involvement since the fall of the
George Bush communist states, including
Condoleezza places in the Middle East,
Rice Central America, the Caribbean,
Colin Powell Africa, the Balkans in Europe,
Bill Clinton and Asia. (P, G, H)

Grade Five 226


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5.6.3 Explain how technological
Madeline innovations have changed daily
Albright life in the United States since
George W. early 1990’s, including changes
Bush in the economy and the culture
that were brought about by
Vocabulary: computers, electronics,
arms control satellites, and mass
Persian Gulf communication systems. (E, H)
War
Internet
map projection

Grade Five 227


Grade Five: Growth of a Nation
Unit 6: Moving into the Twenty-first Century
Chapter 11: The United States Today
Scott Foresman Social Studies Leveled Readers:
Below-Level The Heroes of 9/11
On-Level When Everyone Became a Hero
Advanced After the Attack

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 5.6.2 Explain how humans Resources: 5-R1.4 Demonstrate the ability to
The Fifty States change the physical ƒ Workbook, pp. 101, 102 summarize and paraphrase
3 days environment of regions and the ƒ Transparency 5 texts.
Places: consequences of such changes, ƒ Every Student Learns Guide,
Northeast including use of natural pp. 166-169 5-C1.11 Demonstrate the ability
Southeast resources and the expansion of ƒ Quick Study, pp. 84-85 to summarize conversations
Midwest transportation systems. (P, G, Meeting Individual Needs: and discussions.
Southwest E) ƒ ESL Support, TE p. 473
West ƒ Learning Styles, TE p. 475 5-C2.2 Demonstrate the ability to
ƒ Leveled Practice, TE p. 476 summarize conversations and
People: discussions.
Esmeralda
Santiago 5-C3.3 Demonstrate the ability to
summarize information that he
Vocabulary: or she receives from nonprint
region sources.
Sunbelt
ideals
ethnic group
distribution map
population
density
map

Grade Five 228


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: Reviews Grade 4 Resources: 5-R1.4 Demonstrate the ability to
Government of 4-4.2 Classify government ƒ Workbook, p. 103 summarize and paraphrase
the People 4 days activities according to the three ƒ Transparency 6 texts.
branches of government ƒ Every Student Learns Guide,
Places: established by the United pp. 170-173 5-C1.11 Demonstrate the ability
Washington, D.C. States Constitution and give ƒ Quick Study, pp. 86-87 to summarize conversations
examples of the check and Meeting Individual Needs: and discussions.
People: balances that the Constitution ƒ Leveled Practice, TE p. 484
Sandra O’Connor
provides among the branches. 5-C2.2 Demonstrate the ability to
(P, H) summarize conversations and
Vocabulary:
discussions.
democracy
popular sovereignty Reviews Grade 4
citizen 4-4.3 Explain the role of the Bill 5-C3.3 Demonstrate the ability to
electoral college of Rights in the ratification of the summarize information that he
Legislative Constitution, including how the or she receives from nonprint
Branch Constitution serves to sources.
Executive guarantee the rights of the
Branch individual and protect the
Judicial Branch common good yet also limit the
powers of government. (P, H)

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Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 5.5.2 Summarize changes in Resources: 5-R1.4 Demonstrate the ability to
Economy and the United States economy ƒ Workbook, pp. 104, 105 summarize and paraphrase
Trade 4 days following World War II, ƒ Transparency 19 texts.
including the expanding job ƒ Every Student Learns Guide,
Places: market and service industry, pp. 174-177 5-C1.11 Demonstrate the ability
Boston, consumerism, and new ƒ Quick Study, pp. 88-89 to summarize conversations and
technology. (E, P, H) Meeting Individual Needs: discussions.
Massachusetts ƒ Leveled Practice, TE p. 491
5.6.3 Explain how ƒ ESL Support, TE p. 493 5-C2.2 Demonstrate the ability to
People: technological innovations have summarize conversations and
An Wang changed daily life in the United discussions.
States since early 1990’s,
Vocabulary: including changes in the 5-C3.3 Demonstrate the ability to
supply economy and the culture that summarize information that he
demand were brought about by or she receives from nonprint
producer computers, electronics, sources.
opportunity satellites, and mass
cost communication systems. (E, H)
export
import 5-6.5 Summarize the changes
North American that have taken in United
Free Trade States foreign policy since
Agreement 1992, including the
globalization globalization of trade and the
interdependenc war on terrorism. (P, H, G, E)
e research

Grade Five 230


Grade Five: Growth of a Nation
Unit 6: Moving into the Twenty-first Century
Chapter 12: Global Challenges
Scott Foresman Social Studies Leveled Readers:
Below-Level The Heroes of 9/11
On-Level When Everyone Became a Hero
Advanced After the Attack

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 5.6.1 Use a map to identify the Resources: 5-R1.4 Demonstrate the ability to
New Dangers regions of United States political ƒ Workbook, p. 109 summarize and paraphrase
4 days involvement since the fall of the ƒ Transparency 6 texts.
Places: communist states, including ƒ Every Student Learns Guide,
Afghanistan places in the Middle East, pp. 178-181 5-C1.11 Demonstrate the ability
Iraq Central America, the Caribbean, ƒ Quick Study, pp. 90-91 to summarize conversations and
Africa, the Balkans in Europe, Meeting Individual Needs: discussions.
People: and Asia. (P, G, H) ƒ Leveled Practice, TE p. 505
Rudolph ƒ ESL Support, TE p. 507 5-C2.2 Demonstrate the ability to
Giulliani 5-6.5 Summarize the changes summarize conversations and
George W. that have taken in United States discussions.
Bush foreign policy since 1992,
Osama bin including the globalization of 5-C3.3 Demonstrate the ability to
Laden trade and the war on terrorism. summarize information that he
Saddam (P, H, G, E) or she receives from nonprint
Hussein sources.
Condoleezza
Rice
Daniel
Libeskind

Grade Five 231


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Vocabulary:
terrorist
weapons of
mass
destruction
Lesson 2: 5.6.2 Explain how humans Resources: 5-R1.4 Demonstrate the ability to
Looking Ahead change the physical ƒ Workbook, pp. 110, 111 summarize and paraphrase
4 days environment of regions and the ƒ Transparency 1 texts.
People: consequences of such changes, ƒ Every Student Learns Guide,
Jimmy Carter including use of natural pp. 182-185 5-C1.11 Demonstrate the ability
resources and the expansion of ƒ Quick Study, pp.92-93 to summarize conversations and
Vocabulary: transportation systems. (P, G, Meeting Individual Needs: discussions.
atmosphere E) ƒ Leveled Practice, TE pp. 513,
global warming 515 5-C2.2 Demonstrate the ability to
artificial 5.6.3 Explain how technological ƒ ESL Support, TE p. 517 summarize conversations and
intelligence innovations have changed daily discussions.
generalization life in the United States since
early 1990’s, including changes 5-C3.3 Demonstrate the ability to
in the economy and the culture summarize information that he
that were brought about by or she receives from nonprint
computers, electronics, sources.
satellites, and mass
communication systems. (E, H)

Grade Five 232


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 5-6.4 Identify examples of
cultural exchange between the
United States and other
countries that illustrate the
importance of popular culture
and the influence of American
pop culture in other places in
the world, including music,
fashion, food, and movies. (G,
H)

Grade Five 233


South Carolina Lesson Planner
Scott Foresman Social Studies—The World
Grade Six
Grade Six: The World
Unit 1: Early Civilizations and Cultures
Chapter 1: Digging Up the Past
Scott Foresman Social Studies Leveled Readers:
Below-Level Looking at Prehistory
On-Level Discovering the Old Stone Age
Advanced What Archaeology Tells Us About Prehistory
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.1.1 Analyze the hunter- Resources: 6-R1.8 Demonstrate the ability to
Early Gatherers gatherer communities in regard • Workbook, p. 3 draw conclusions and make
and Hunters 2 days to their geographic, social, and • Transparencies 10, 24 inferences.
cultural characteristics, • Every Student Learns Guide,
Places: including adaptation to the 6-R1.12 Demonstrate the ability
pp. 2-5
Clovis natural environment. (G,H) • Quick Study, pp. 2-3 to use graphic representations
Tassili such as charts, graphs, pictures,
Beringia and graphic organizers as
Meeting Individual Needs:
Monte Verde information sources and as a
Topper site • ESL Support, TE p. 11
• Leveled Practice, TE p. 15 means of logically organizing
information and events.
Vocabulary:
prehistory
6-C2.3 Demonstrate the ability to
archaeology
distinguish between fact and
archaeologist
opinion, to compare and contrast
artifact
information and ideas, and to
migrate
make inferences with regard to
glacier
what he or she has heard.

Grade Six 234


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
6-C3.4 Demonstrate the ability to
Terms: distinguish between fact and
Ice Age opinion, to compare and contrast
information and ideas, and to
make inferences with regard to
what he or she has viewed.

6-RS3.1 Demonstrate the ability


to classify and organize
information by categorizing and
sequencing.

Lesson 2: 6.1.2 Explain the emergence of Resources: 6-R1.8 Demonstrate the ability to
Early Farmers agriculture and its effect on • Workbook, pp. 4, 5 draw conclusions and make
2 days early human communities, • Transparency 11 inferences.
Places: including the impact of irrigation • Every Student Learns Guide,
Skara Brae techniques, and the pp. 6-9 6-R1.12 Demonstrate the ability
domestication of plants and • Quick Study, pp. 4-5 to use graphic representations
Vocabulary: animals. (H, E, G) Meeting Individual Needs: such as charts, graphs, pictures,
technology • Learning Styles, TE p. 19 and graphic organizers as
domesticate • ESL Support, TE p. 21 information sources and as a
harvest • Leveled Practice, TE p. 22 means of logically organizing
excavation site information and events.
agriculture
surplus 6-C1.3 Demonstrate the ability to
nomad give accurate directions to
others.

Grade Six 235


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C2.3 Demonstrate the ability to
social division distinguish between fact and
climate opinion, to compare and contrast
carbon dating information and ideas, and to
Terms: make inferences with regard to
Stone Age what he or she has heard.
Old Stone Age
New Stone Age 6-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to
make inferences with regard to
what he or she has viewed
6-RS3.1 Demonstrate the ability
to classify and organize
information by categorizing and
sequencing.
Lesson 3: 6.1.2 Explain the emergence of Resources: 6-R1.8 Demonstrate the ability
Developing agriculture and its effect on • Workbook, p. 6 to draw conclusions and make
Cultures 1 day early human communities, • Transparency 1 inferences.
including the impact of irrigation • Every Student Learns Guide,
Places: techniques, and the pp. 10-13 6-R1.12 Demonstrate the ability
Cave of the domestication of plants and • Quick Study, pp. 6-7 to use graphic representations
Hands animals. (H, E, G) such as charts, graphs, pictures,
Lascaux Meeting Individual Needs: and graphic organizers as
Altamira • Leveled Practice, TE p. 27 information sources and as a
Chauvet • ESL Support, TE p. 29 means of logically organizing
information and events.

Grade Six 236


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Vocabulary: 6-C1.3 Demonstrate the ability to
culture give accurate directions to
anthropology others.
landform
geography 6-C2.3 Demonstrate the ability to
diverse distinguish between fact and
opinion, to compare and contrast
Terms: information and ideas, and to
Late Stone Age make inferences with regard to
what he or she has heard.

6-C3.4 Demonstrate the ability to


distinguish between fact and
opinion, to compare and contrast
information and ideas, and to
make inferences with regard to
what he or she has viewed

6-RS3.1 Demonstrate the ability


to classify and organize
information by categorizing and
sequencing.

Grade Six 237


Grade Six: The World
Unit 1: Early Civilizations and Cultures
Chapter 2: Early Civilizations
Scott Foresman Social Studies Leveled Readers:
Below-Level Looking at Prehistory
On-Level Discovering the Old Stone Age
Advanced What Archaeology Tells Us About Prehistory

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.1.3 Use maps, globes, and Resources: 6-R1.8 Demonstrate the ability to
The Fertile models in explaining the role • Workbook, p. 9 draw conclusions and make
Crescent 2 days of the natural environment in • Transparency 20 inferences.
shaping early civilizations, • Every Student Learns Guide,
Places: including the role of the river pp. 14-17 6-R1.12 Demonstrate the ability to
Fertile Crescent systems of the Nile • Quick Study, pp. 8-9 use graphic representations such
Mesopotamia (Egyptian), Tigris-Euphrates Meeting Individual Needs: as charts, graphs, pictures, and
Uruk (Sumerian, Babylonian, • Leveled Practice, TE p. 35 graphic organizers as information
Kish Phoenician), Huang He • ESL Support, TE p. 36 sources and as a means of
Lagash (Chinese), and Indus logically organizing information and
Nippur (Harappan; the relationship events.
Umma of landforms, climate, and
Ur natural resources to trade 6-C1.3 Demonstrate the ability to
and other economic activities give accurate directions to others.
Vocabulary: and trade; and the ways that
civilization different human communities
fertile adapted to the environment.
plain (G, H, E)

Grade Six 238


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
plateau 6.1.4 Compare the cultural, 6-C2.3 Demonstrate the ability to
irrigation social, and political features distinguish between fact and
city-state and contributions of opinion, to compare and contrast
region civilizations in the Tigris information and ideas, and to make
artisan and Euphrates, Nile, Indus, inferences with regard to what he or
and Huang He river valleys, she has heard.
including the evolution of
language and writing 6-C3.4 Demonstrate the ability to
systems, architecture, distinguish between fact and
religious traditions and opinion, to compare and contrast
forms of social order, the information and ideas, and to make
division or specialization of inferences with regard to what he or
labor, and the development she has viewed
of different forms of
government. 6-RS3.1 Demonstrate the ability to
(H, P, E, G) classify and organize information by
categorizing and sequencing.
6.1.5 Explain the role of
economics in the
development of early
civilizations, including the
significance and geography
of trade networks and the
agriculture techniques that
allowed for an economic
surplus and the emergence
of city centers. (E, G, H)

Grade Six 239


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 6.1.3 Use maps, globes, Resources: 6-R1.8 Demonstrate the ability to
Mesopotamia and models in explaining • Workbook, p. 10 draw conclusions and make
2 days the role of the natural • Transparency 1 inferences.
Places: environment in shaping • Every Student Learns
Sumer early civilizations, including Guide, pp. 18-21 6-R1.12 Demonstrate the ability to
Akkad the role of the river systems • Quick Study, pp. 10-11 use graphic representations such
Uruk of the Nile (Egyptian), Meeting Individual Needs: as charts, graphs, pictures, and
Tigris-Euphrates • ESL Support, TE p. 41 graphic organizers as information
People: (Sumerian, Babylonian, • Leveled Practice, TE p. 42 sources and as a means of logically
Gilgamesh Phoenician), Huang He organizing information and events.
Sargon (Chinese), and Indus
Enheduanna (Harappan); the relationship 6-C1.3 Demonstrate the ability to
Ur-Nammu of landforms, climate, and give accurate directions to others.
Shulgi natural resources to trade
and other economic 6-C2.3 Demonstrate the ability to
Vocabulary: activities and trade; and the distinguish between fact and
ziggurat ways that different human opinion, to compare and contrast
society communities adapted to the information and ideas, and to make
polytheism environment. (G, H, E) inferences with regard to what he or
scribe she has heard.
cuneiform 6.1.4 Compare the cultural,
conquer social, and political features 6-C3.4 Demonstrate the ability to
empire and contributions of distinguish between fact and
dynasty civilizations in the Tigris opinion, to compare and contrast
and Euphrates, Nile, Indus, information and ideas, and to make
and Huang He river valleys, inferences with regard to what he or
including the evolution of she has viewed
language and writing
systems, architecture,

Grade Six 240


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) religious traditions and 6-RS3.1 Demonstrate the ability to
forms of social order, the classify and organize information by
division or specialization of categorizing and sequencing.
labor, and the development
of different forms of
government.
(H, P, E, G)
Lesson 3: 6.1.3 Use maps, globes, Resources: 6-R1.8 Demonstrate the ability to
Babylonia and and models in explaining • Workbook, p. 11 draw conclusions and make
Assyria 2 days the role of the natural • Transparencies 9, 25 inferences.
environment in shaping • Every Student Learns
Places: early civilizations, including 6-R1.12 Demonstrate the ability to
Guide, pp. 22-25
Babylon the role of the river systems • Quick Study, pp. 12-13 use graphic representations such
Babylonia of the Nile (Egyptian), as charts, graphs, pictures, and
Meeting Individual Needs:
Assyria Tigris-Euphrates graphic organizers as information
Nineveh • ESL Support, TE p. 49
(Sumerian, Babylonian, • Leveled Practice, TE p. 53 sources and as a means of logically
Phoenician), Huang He organizing information and events.
People:
(Chinese), and Indus
Hammurabi
(Harappan; the relationship 6-C1.3 Demonstrate the ability to
Ashurbanipal
of landforms, climate, and give accurate directions to others.
Nebuchad-
natural resources to trade
nezzar II
and other economic 6-C2.3 Demonstrate the ability to
Vocabulary: activities and trade; and the distinguish between fact and
conquest ways that different human opinion, to compare and contrast
communities adapted to the information and ideas, and to make
Terms: environment. (G, H, E) inferences with regard to what he or
Code of she has heard.
Hammurabi

Grade Six 241


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6.1.4 Compare the cultural, 6-C3.4 Demonstrate the ability to
social, and political features distinguish between fact and
and contributions of opinion, to compare and contrast
civilizations in the Tigris information and ideas, and to make
and Euphrates, Nile, Indus, inferences with regard to what he or
and Huang He river valleys, she has viewed
including the evolution of
language and writing 6-RS3.1 Demonstrate the ability to
systems, architecture, classify and organize information by
religious traditions and categorizing and sequencing.
forms of social order, the
division or specialization of
labor, and the development
of different forms of
government.
(H, P, E, G)
Lesson 4: 6.1.5 Explain the role of Resources: 6-R1.8 Demonstrate the ability to
Hebrews, economics in the • Workbook, pp. 12, 13 draw conclusions and make
Phoenicians, 2 days development of early • Transparencies 1, 26 inferences.
and Lydians civilizations, including the • Every Student Learns
significance and geography Guide, pp. 26-29 6-R1.12 Demonstrate the ability to
Places: of trade networks and the • Quick Study, pp. 14-15 use graphic representations such
Canaan agriculture techniques that as charts, graphs, pictures, and
Israel allowed for an economic Meeting Individual Needs: graphic organizers as information
Jerusalem surplus and the emergence • Leveled Practice, TE p. 55 sources and as a means of logically
Judah of city centers. (E, G, H) • ESL Support, TE p. 56 organizing information and events.
Carthage • Learning Styles, TE p. 61

Grade Six 242


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
People: 6.2.1 Compare the origins, 6-C1.3 Demonstrate the ability to
covenant founding leaders, basic give accurate directions to others.
monotheism principles, and diffusion of
slavery major religions and 6-C2.3 Demonstrate the ability to
descendant philosophies as they distinguish between fact and
synagogue emerged and expanded, opinion, to compare and contrast
barter including Judaism, information and ideas, and to make
Christianity, Islam, inferences with regard to what he or
Terms: Buddhism, Hinduism, she has heard.
Judaism Confucianism, and Taoism.
Ten (H, G) 6-C3.4 Demonstrate the ability to
Commandments distinguish between fact and
Torah opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has viewed

6-RS3.1 Demonstrate the ability to


classify and organize information by
categorizing and sequencing.

Grade Six 243


Grade Six: The World
Unit 2: Early Civilizations in Africa and Asia
Chapter 3: Ancient Egypt and Nubia
Scott Foresman Social Studies Leveled Readers:
Below-Level Ideas That Shaped Egyptian Life
On-Level Life and Beliefs in Ancient Egypt
Advanced Egyptian Mythology and Everyday Life

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.1.3 Use maps, globes, Resources: 6-R1.4 Demonstrate the ability to
The Lifeline of and models in explaining • Workbook, pp. 18, 19 summarize and paraphrase
the 2 days the role of the natural • Transparencies 6, 27 texts.
Nile environment in shaping • Every Student Learns
early civilizations, including Guide, pp. 30-33 6-C1.17 Demonstrate the ability to
Places: the role of the river • Quick Study, pp. 16-17 summarize conversations and
Egypt systems of the Nile discussions.
Meeting Individual Needs:
Nile River (Egyptian), Tigris-
Valley • Leveled Practice, TE p. 79
Euphrates (Sumerian, • Learning Styles, TE p. 80 6-C2.2 Demonstrate the ability to
Nile River Babylonian, Phoenician), summarize conversations and
Lower Egypt • ESL Support, TE p. 81
Huang He (Chinese), and discussions.
Upper Egypt Indus (Harappan; the
Memphis relationship of landforms, 6-RS2.1 Demonstrate the ability
climate, and natural to use a variety of resources,
Vocabulary:
resources to trade and including technology, to access
delta
other economic activities information.
silt
and trade; and the ways
papyrus
that different human
cataract
communities adapted to
the environment. (G, H, E)

Grade Six 244


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6.1.5 Explain the role of 6-RS2.3 Demonstrate the ability to
economics in the conduct independent research
development of early using available resources,
civilizations, including the including technology.
significance and
geography of trade 6-RS2.4 Demonstrate the ability to
networks and the summarize the information that he
agriculture techniques that or she has gathered.
allowed for an economic
surplus and the
emergence of city centers.
(E, G, H)

Lesson 2: 6.1.3 Use maps, globes, Resources: 6-R1.4 Demonstrate the ability to
Life in Egypt and models in explaining • Workbook, p. 20 summarize and paraphrase
2 days the role of the natural • Transparency 6 texts.
Places: environment in shaping • Every Student Learns Guide,
Giza early civilizations, including pp. 34-37 6-C1.17 Demonstrate the ability to
Deir el-Moedina the role of the river • Quick Study, pp. 18-19 summarize conversations and
systems of the Nile Meeting Individual Needs: discussions.
People: (Egyptian), Tigris- • Leveled Practice, TE pp. 86,
Menes Euphrates (Sumerian, 88 6-C2.2 Demonstrate the ability to
Manetho Babylonian, Phoenician), • Learning Styles, TE pp. 87, summarize conversations and
Khufu Huang He (Chinese), and 90 discussions.
Hatshepsut Indus (Harappan; the • ESL Support, TE p. 89
Akhenaten relationship of landforms,

Grade Six 245


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) climate, and natural 6-RS2.1 Demonstrate the ability
Vocabulary: resources to trade and to use a variety of resources,
unify other economic activities including technology, to access
pharaoh and trade; and the ways information.
hieroglyphics that different human
pyramid communities adapted to 6-RS2.3 Demonstrate the ability to
mummy the environment. (G, H, E) conduct independent research
economy using available resources,
6.1.4 Compare the cultural, including technology.
Terms: social, and political
Rosetta Stone features and contributions 6-RS2.4 Demonstrate the ability to
of civilizations in the Tigris summarize the information that he
and Euphrates, Nile, Indus, or she has gathered.
and Huang He river
valleys, including the
evolution of language and
writing systems,
architecture, religious
traditions and forms of
social order, the division or
specialization of labor, and
the development of
different forms of
government.
(H, P, E, G)

Grade Six 246


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.1.3 Use maps, globes, Resources: 6-R1.4 Demonstrate the ability to
Nubia and and models in explaining • Workbook, p. 21 summarize and paraphrase
Egypt 1 day the role of the natural • Transparency 6 texts.
environment in shaping • Every Student Learns Guide,
Places: early civilizations, including pp. 38-41 6-C1.17 Demonstrate the ability to
Nubia the role of the river • Quick Study, pp. 20-21 summarize conversations and
Meroë systems of the Nile Meeting Individual Needs: discussions.
Kish (Egyptian), Tigris- • Leveled Practice, TE p. 93
Napata Euphrates (Sumerian, • ESL Support, TE p. 94 6-C2.2 Demonstrate the ability to
Babylonian, Phoenician), • Learning Styles, TE p. 95 summarize conversations and
People: Huang He (Chinese), and discussions.
Thutmose III Indus (Harappan; the
Kashta relationship of landforms, 6-RS2.1 Demonstrate the ability
Piankhi climate, and natural to use a variety of resources,
Amanirenas resources to trade and including technology, to access
other economic activities information.
Vocabulary: and trade; and the ways
independent that different human 6-RS2.3 Demonstrate the ability to
communities adapted to conduct independent research
the environment. (G, H, E) using available resources,
including technology.
6.1.4 Compare the cultural,
social, and political 6-RS2.4 Demonstrate the ability to
features and contributions summarize the information that he
of civilizations in the Tigris or she has gathered.
and Euphrates, Nile, Indus,
and Huang He river
valleys, including the

Grade Six 247


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) evolution of language and
writing systems,
architecture, religious
traditions and forms of
social order, the division or
specialization of labor, and
the development of
different forms of
government.
(H, P, E, G)

6.1.5 Explain the role of


economics in the
development of early
civilizations, including the
significance and
geography of trade
networks and the
agriculture techniques that
allowed for an economic
surplus and the
emergence of city centers.
(E, G, H)

Grade Six 248


Grade Six: The World
Unit 2: Early Civilizations in Africa and Asia
Chapter 4: Ancient China
Scott Foresman Social Studies Leveled Readers:
Below-Level Ideas That Shaped Egyptian Life
On-Level Life and Beliefs in Ancient Egypt
Advanced Egyptian Mythology and Everyday Life

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.1.3 Use maps, globes, Resources: 6-R1.4 Demonstrate the ability to
The Geography and models in explaining • Workbook, pp. 24, 25 summarize and paraphrase
of China 2 days the role of the natural • Transparency 6 texts.
environment in shaping • Every Student Learns Guide,
Places: early civilizations, including pp. 42-45 6-C1.17 Demonstrate the ability to
North China Plain the role of the river • Quick Study, pp. 22-23 summarize conversations and
Beijing systems of the Nile Meeting Individual Needs: discussions.
Huang River (Egyptian), Tigris- • ESL Support, TE p. 101
Juang River Euphrates (Sumerian, 6-C2.2 Demonstrate the ability to
• Learning Styles, TE p. 102
Valley Babylonian, Phoenician), summarize conversations and
Guangxi • Leveled Practice, TE p. 103
Huang He (Chinese), and discussions.
Zhungzu Indus (Harappan; the
Tibetian relationship of landforms, 6-RS2.1 Demonstrate the ability
Plateau climate, and natural to use a variety of resources,
Himalayas resources to trade and including technology, to access
other economic activities information.
Vocabulary: and trade; and the ways
loess that different human 6-RS2.3 Demonstrate the ability to
terrace communities adapted to conduct independent research
levee the environment. (G, H, E) using available resources,
double cropping including technology.

Grade Six 249


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6.1.4 Compare the cultural, 6-RS2.4 Demonstrate the ability to
social, and political summarize the information that he
features and contributions or she has gathered.
of civilizations in the Tigris
and Euphrates, Nile, Indus,
and Huang He river
valleys, including the
evolution of language and
writing systems,
architecture, religious
traditions and forms of
social order, the division or
specialization of labor, and
the development of
different forms of
government.
(H, P, E, G)
6.1.5 Explain the role of
economics in the
development of early
civilizations, including the
significance and
geography of trade
networks and the
agriculture techniques that
allowed for an economic
surplus and the
emergence of city centers.
(E, G, H)

Grade Six 250


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 6.1.3 Use maps, globes, Resources: 6-R1.4 Demonstrate the ability to
China’s Past and models in explaining • Workbook, p. 26 summarize and paraphrase
2 days the role of the natural • Transparencies 6, 28 texts.
Places: environment in shaping • Every Student Learns Guide,
Anyang early civilizations, including pp. 46-49 6-C1.17 Demonstrate the ability to
the role of the river • Quick Study, pp. 24-25 summarize conversations and
People: systems of the Nile Meeting Individual Needs: discussions.
Shi Huangdi (Egyptian), Tigris- • ESL Support, TE p. 108
Gaozu Euphrates (Sumerian, • Leveled Practice, TE p. 109 6-C2.2 Demonstrate the ability to
Wu Di Babylonian, Phoenician), • Learning Styles, TE p. 111 summarize conversations and
Sima Qian Huang He (Chinese), and discussions.
Ban Zhao Indus (Harappan; the
relationship of landforms, 6-RS2.1 Demonstrate the ability
Vocabulary: climate, and natural to use a variety of resources,
pictograph resources to trade and including technology, to access
oracle bone other economic activities information.
province and trade; and the ways
ancestor that different human 6-RS2.3 Demonstrate the ability to
civil service communities adapted to conduct independent research
middleman the environment. (G, H, E) using available resources,
including technology.
Terms: 6.1.4 Compare the cultural,
Shang dynasty social, and political 6-RS2.4 Demonstrate the ability to
Bronze Age features and contributions summarize the information that he
Zhou dynasty of civilizations in the Tigris or she has gathered.
Qin dynasty and Euphrates, Nile, Indus,
Great Wall and Huang He river
Han dynasty valleys, including the
Silk Road evolution of language and

Grade Six 251


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) writing systems,
architecture, religious
traditions and forms of
social order, the division or
specialization of labor, and
the development of
different forms of
government.
(H, P, E, G)

6.1.5 Explain the role of


economics in the
development of early
civilizations, including the
significance and
geography of trade
networks and the
agriculture techniques that
allowed for an economic
surplus and the
emergence of city centers.
(E, G, H)

Grade Six 252


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.2.1 Compare the origins, Resources: 6-R1.4 Demonstrate the ability to
Legacy of founding leaders, basic • Workbook, p. 27 summarize and paraphrase
Thought 1 day principles, and diffusion of • Transparency 6 texts.
major religions and • Every Student Learns Guide,
Places: philosophies as they 6-C1.17 Demonstrate the ability to
pp. 50-53
summarize conversations and
Lu Province emerged and expanded, • Quick Study, pp. 26-27
People: including Judaism, discussions.
Confucius Christianity, Islam, Meeting Individual Needs: 6-C2.2 Demonstrate the ability to
Mencius Buddhism, Hinduism, • ESL Support, TE p. 115 summarize conversations and
Laozi Confucianism, and • Leveled Practice, TE p. 116 discussions.
Taoism. (H, G)
Vocabulary: 6-RS2.1 Demonstrate the ability
nobility to use a variety of resources,
including technology, to access
Terms: information.
Book of Documents
Analects 6-RS2.3 Demonstrate the ability to
Confucianism conduct independent research
Mandate of Heaven using available resources,
Daoism including technology.
6-RS2.4 Demonstrate the ability to
summarize the information that he
or she has gathered.

Grade Six 253


Grade Six: The World
Unit 2: Early Civilizations in Africa and Asia
Chapter 5: Ancient India and Persia
Scott Foresman Social Studies Leveled Readers:
Below-Level Ideas That Shaped Egyptian Life
On-Level Life and Beliefs in Ancient Egypt
Advanced Egyptian Mythology and Everyday Life
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.1.3 Use maps, globes, Resources: 6-R1.4 Demonstrate the ability to
Geography of and models in explaining • Workbook, p. 30 summarize and paraphrase
South Asia 2 days the role of the natural • Transparency 6 texts.
environment in shaping • Every Student Learns Guide,
Places: early civilizations, including pp. 54-57 6-C1.17 Demonstrate the ability to
Mount Everest the role of the river • Quick Study, pp. 28-29 summarize conversations and
Indo-Ganges systems of the Nile Meeting Individual Needs: discussions.
Plain (Egyptian), Tigris- • ESL Support, TE p. 124
Indus River Euphrates (Sumerian, • Leveled Practice, TE p. 125 6-C2.2 Demonstrate the ability to
Valley Babylonian, Phoenician), summarize conversations and
Harappa Huang He (Chinese), and discussions.
Deccan Plateau Indus (Harappan; the
Western Ghats relationship of landforms, 6-RS2.1 Demonstrate the ability
Eastern Ghats climate, and natural to use a variety of resources,
resources to trade and including technology, to access
Vocabulary: other economic activities information.
subcontinent and trade; and the ways
monsoon that different human 6-RS2.3 Demonstrate the ability to
season communities adapted to conduct independent research
subsistence the environment. (G, H, E) using available resources,
farming including technology.

Grade Six 254


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6.1.4 Compare the cultural, 6-RS2.4 Demonstrate the ability to
social, and political summarize the information that he
features and contributions or she has gathered.
of civilizations in the Tigris
and Euphrates, Nile, Indus,
and Huang He river
valleys, including the
evolution of language and
writing systems,
architecture, religious
traditions and forms of
social order, the division or
specialization of labor, and
the development of
different forms of
government.
(H, P, E, G)
6.1.5 Explain the role of
economics in the
development of early
civilizations, including the
significance and
geography of trade
networks and the
agriculture techniques that
allowed for an economic
surplus and the
emergence of city centers.
(E, G, H)

Grade Six 255


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 6.1.3 Use maps, globes, Resources: 6-R1.4 Demonstrate the ability to
India and and models in explaining • Workbook, p. 31 summarize and paraphrase
Persia 2 days the role of the natural • Transparencies 6, 29 texts.
environment in shaping • Every Student Learns Guide,
Places: early civilizations, including pp. 58-61 6-C1.17 Demonstrate the ability to
Harappa the role of the river • Quick Study, pp. 30-31 summarize conversations and
Mohenjo-Daro systems of the Nile Meeting Individual Needs: discussions.
(Egyptian), Tigris- • ESL Support, TE p. 130
People: Euphrates (Sumerian, • Learning Styles, TE p. 131 6-C2.2 Demonstrate the ability to
Cyrus II Babylonian, Phoenician), • Leveled Practice, TE p. 134 summarize conversations and
Darius I Huang He (Chinese), and discussions.
Chandragupta Indus (Harappan; the
Maurya relationship of landforms, 6-RS2.1 Demonstrate the ability
Ashoka climate, and natural to use a variety of resources,
resources to trade and including technology, to access
Vocabulary: other economic activities information.
brahmin and trade; and the ways
sudra that different human 6-RS2.3 Demonstrate the ability to
communities adapted to conduct independent research
Terms: the environment. (G, H, E) using available resources,
Sanskrit including technology.
Vedas 6.1.4 Compare the cultural,
Zoroastrianism social, and political 6-RS2.4 Demonstrate the ability to
features and contributions summarize the information that he
of civilizations in the Tigris or she has gathered.
and Euphrates, Nile, Indus,
and Huang He river
valleys, including the

Grade Six 256


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) evolution of language and
writing systems,
architecture, religious
traditions and forms of
social order, the division or
specialization of labor, and
the development of
different forms of
government.
(H, P, E, G)

6.1.5 Explain the role of


economics in the
development of early
civilizations, including the
significance and
geography of trade
networks and the
agriculture techniques that
allowed for an economic
surplus and the
emergence of city centers.
(E, G, H)

Grade Six 257


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.2.1 Compare the origins, Resources: 6-R1.4 Demonstrate the ability to
Hinduism founding leaders, basic • Workbook, p. 32 summarize and paraphrase
1 day principles, and diffusion of • Transparencies 6, 30 texts.
Places: major religions and • Every Student Learns Guide,
Ganges River philosophies as they pp. 62-65 6-C1.17 Demonstrate the ability to
emerged and expanded, • Quick Study, pp. 32-33 summarize conversations and
Vocabulary: including Judaism, Meeting Individual Needs: discussions.
reincarnation Christianity, Islam, • Leveled Practice, TE p. 137
caste Buddhism, Hinduism, • ESL Support, TE p. 138 6-C2.2 Demonstrate the ability to
Confucianism, and summarize conversations and
Terms: Taoism. (H, G) discussions.
Hinduism
Rig Veda 6-RS2.1 Demonstrate the ability
Brahman to use a variety of resources,
dharma including technology, to access
information.

6-RS2.3 Demonstrate the ability to


conduct independent research
using available resources,
including technology.

6-RS2.4 Demonstrate the ability to


summarize the information that he
or she has gathered.

Grade Six 258


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 6.2.1 Compare the origins, Resources: 6-R1.4 Demonstrate the ability to
Buddhism founding leaders, basic • Workbook, pp. 33, 34 summarize and paraphrase
2 days principles, and diffusion of • Transparencies 6, 31 texts.
Places: major religions and • Every Student Learns Guide,
Bodh Gaya philosophies as they pp. 66-69 6-C1.17 Demonstrate the ability to
emerged and expanded, • Quick Study, pp. 34-35 summarize conversations and
Vocabulary: including Judaism, Meeting Individual Needs: discussions.
meditation Christianity, Islam, • ESL Support, TE p. 142
enlightenment Buddhism, Hinduism, • Leveled Practice, TE p. 143 6-C2.2 Demonstrate the ability to
Confucianism, and summarize conversations and
Terms: Taoism. (H, G) discussions.
Buddhism
the Buddha 6-RS2.1 Demonstrate the ability
Four Noble to use a variety of resources,
Truths Eightfold including technology, to access
Path information.

6-RS2.3 Demonstrate the ability to


conduct independent research
using available resources,
including technology.

6-RS2.4 Demonstrate the ability to


summarize the information that he
or she has gathered.

Grade Six 259


Grade Six: The World
Unit 3: Early Civilizations in the Americas
Chapter 6: Mesoamerican Civilizations
Scott Foresman Social Studies Leveled Readers:
Below-Level Where Did They Come From? Where Did They Go?
On-Level Mysteries of the Ancient Americans
Advanced The Early Americans’ Unsolved Mysteries

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.4.4 Compare the Resources: 6-R1.14 Demonstrate the ability to
Geography of significant political, social, • Workbook, pp. 39, 40 compare and contrast his or her
Mesoamerica 2 days geographic, and economic • Transparency 13 findings on a particular topic after
features and the • Every Student Learns Guide, having extracted that information
Places: contributions of the pp. 70-73 from two or more pieces of graphic
Mesoamerica Aztecan, Mayan, and • Quick Study, pp. 36-37 or written material.
Sierra Madre Incan civilizations, Meeting Individual Needs:
Occidental including their forms of • Leveled Practice, TE p. 163 6-R1.15 Continue detecting bias
Sierra Madre government and their • ESL Support, TE p. 164 and identifying propaganda
Oriental contributions in techniques.
Plateau of mathematics, astronomy,
Mexico and architecture. 6-R2.2 Demonstrate the ability to
Central Plateau (H, G, E, P) compare and contrast conflict in a
Gulf of Mexico variety of literary works.
Yucatan
Peninsula 6-R2.4 Demonstrate the ability to
compare and contrast theme
Vocabulary: in a variety of texts.
peninsula
cenote

Grade Six 260


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C1.14 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.
6-C2.3 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has heard.
6-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has viewed.
6-C3.5 Demonstrate the ability to
compare and contrast different
viewpoints that he or she
encounters in nonprint sources.
6-C3.6 Demonstrate the ability to
compare and contrast the treatment
of a given situation or event in a
variety of nonprint sources.
6-C3.7 Begin analyzing nonprint
sources for accuracy, bias, intent,
and purpose.

Grade Six 261


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 6.4.4 Compare the Resources: 6-R1.14 Demonstrate the ability to
The Olmec and significant political, social, • Workbook, p. 41 compare and contrast his or her
the Maya 2 days geographic, and economic • Transparencies 13, 32 findings on a particular topic after
features and the • Every Student Learns having extracted that information
Places: contributions of the Guide, pp. 74-77 from two or more pieces of graphic
Tikal Aztecan, Mayan, and • Quick Study, pp. 38-39 or written material.
Chichén Itzá Incan civilizations, Meeting Individual Needs:
including their forms of • Leveled Practice, TE p. 169 6-R1.15 Continue detecting bias
Vocabulary: government and their • ESL Support, TE p. 171 and identifying propaganda
theocracy contributions in techniques.
aqueduct mathematics, astronomy,
codex and architecture. 6-R2.2 Demonstrate the ability to
(H, G, E, P) compare and contrast conflict in a
variety of literary works.

6-R2.4 Demonstrate the ability to


compare and contrast theme
in a variety of texts.

6-C1.14 Demonstrate the ability to


use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.

6-C2.3 Demonstrate the ability to


distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has heard.

Grade Six 262


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has viewed.
6-C3.5 Demonstrate the ability to
compare and contrast different
viewpoints that he or she
encounters in nonprint sources.
6-C3.6 Demonstrate the ability to
compare and contrast the treatment
of a given situation or event in a
variety of nonprint sources.
6-C3.7 Begin analyzing nonprint
sources for accuracy, bias, intent,
and purpose.
Lesson 3: 6.4.4 Compare the Resources: 6-R1.14 Demonstrate the ability to
The Aztecs significant political, social, • Workbook, p. 42 compare and contrast his or her
3 days geographic, and economic • Transparencies 1, 33 findings on a particular topic after
Places: features and the • Every Student Learns having extracted that information
Valley of contributions of the Guide, pp. 78-81 from two or more pieces of graphic
Mexico Aztecan, Mayan, and • Quick Study, pp. 40-41 or written material.
Lake Texcoco Incan civilizations, Meeting Individual Needs:
Tenochtitlan including their forms of • Leveled Practice, TE p. 175 6-R1.15 Continue detecting bias
government and their • ESL Support, TE p. 176 and identifying propaganda
contributions in • Learning Styles, TE p. 177 techniques.

Grade Six 263


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) mathematics, astronomy, 6-R2.2 Demonstrate the ability to
People: and architecture. compare and contrast conflict in a
Moctezuma I (H, G, E, P) variety of literary works.
Moctezuma II
Hernando 6-R2.4 Demonstrate the ability to
Cortés compare and contrast theme
in a variety of texts.
Vocabulary:
6-C1.14 Demonstrate the ability to
mercenary
use oral language to inform, to
chinampa
entertain, and to compare and
causeway
contrast different viewpoints.
alliance
6-C2.3 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has heard.
6-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has viewed.

Grade Six 264


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C3.5 Demonstrate the ability to
compare and contrast different
viewpoints that he or she
encounters in nonprint sources.

6-C3.6 Demonstrate the ability to


compare and contrast the treatment
of a given situation or event in a
variety of nonprint sources.

6-C3.7 Begin analyzing nonprint


sources for accuracy, bias, intent,
and purpose.

Grade Six 265


Grade Six: The World
Unit 3: Early Civilizations in the Americas
Chapter 7: The Early Peoples of South America
Scott Foresman Social Studies Leveled Readers:
Below-Level Where Did They Come From? Where Did They Go?
On-Level Mysteries of the Ancient Americans
Advanced The Early Americans’ Unsolved Mysteries

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.1.5 Explain the role of Resources: 6-R1.14 Demonstrate the ability to
Geography of economics in the • Workbook, p. 45 compare and contrast his or her
South America 1 day development of early • Transparency 13 findings on a particular topic after
civilizations, including the • Every Student Learns Guide, having extracted that information
Places: significance and from two or more pieces of graphic
pp. 82-85
Amazon River geography of trade • Quick Study, pp. 42-43 or written material.
Amazon rain networks and the Meeting Individual Needs:
forest agriculture techniques that 6-R1.15 Continue detecting bias
Pantanal • ESL Support, TE p. 188
allowed for an economic • Leveled Practice, TE p. 189 and identifying propaganda
Andes surplus and the techniques.
Mountains emergence of city centers.
Altiplano (E, G, H) 6-R2.2 Demonstrate the ability to
Lake Titicaca compare and contrast conflict in a
Guiana variety of literary works.
Highlands
Pampas 6-R2.4 Demonstrate the ability to
compare and contrast theme
Vocabulary:
in a variety of texts.
wetland
biome
scrub land
archipelago

Grade Six 266


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C1.14 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.
6-C2.3 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has heard.
6-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has viewed.
6-C3.5 Demonstrate the ability to
compare and contrast different
viewpoints that he or she
encounters in nonprint sources.
6-C3.6 Demonstrate the ability to
compare and contrast the treatment
of a given situation or event in a
variety of nonprint sources.
6-C3.7 Begin analyzing nonprint
sources for accuracy, bias, intent,
and purpose.

Grade Six 267


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 6.1.5 Explain the role of Resources: 6-R1.14 Demonstrate the ability to
The Chavin and economics in the • Workbook, pp. 46, 47 compare and contrast his or her
the Mochica 2 days development of early • Transparency 1 findings on a particular topic after
civilizations, including the • Every Student Learns having extracted that information
Places: significance and Guide, pp. 86-89 from two or more pieces of graphic
Peru geography of trade • Quick Study, pp. 44-45 or written material.
Chavin networks and the Meeting Individual Needs:
Moche Valley agriculture techniques that • ESL Support, TE p. 191 6-R1.15 Continue detecting bias
allowed for an economic • Leveled Practice, TE p. 192 and identifying propaganda
surplus and the • Learning Styles, TE p. 193 techniques.
emergence of city centers.
(E, G, H) 6-R2.2 Demonstrate the ability to
compare and contrast conflict in a
variety of literary works.

6-R2.4 Demonstrate the ability to


compare and contrast theme
in a variety of texts.

6-C1.14 Demonstrate the ability to


use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.

6-C2.3 Demonstrate the ability to


distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has heard.

Grade Six 268


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has viewed.

6-C3.5 Demonstrate the ability to


compare and contrast different
viewpoints that he or she
encounters in nonprint sources.

6-C3.6 Demonstrate the ability to


compare and contrast the treatment
of a given situation or event in a
variety of nonprint sources.

6-C3.7 Begin analyzing nonprint


sources for accuracy, bias, intent,
and purpose.

Lesson 3: 6.4.4 Compare the Resources: 6-R1.14 Demonstrate the ability to


The Inca significant political, social, • Workbook, p. 48 compare and contrast his or her
2 days geographic, and economic • Transparencies 1, 34 findings on a particular topic after
Places: features and the • Every Student Learns having extracted that information
Machu Picchu contributions of the Guide, pp. 90-93 from two or more pieces of graphic
Cuzco Aztecan, Mayan, and • Quick Study, pp. 46-47 or written material.
Incan civilizations,

Grade Six 269


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) including their forms of • Meeting Individual Needs: 6-R1.15 Continue detecting bias
People: government and their • ESL Support, TE p. 197 and identifying propaganda
Manco Capac contributions in • Learning Styles, TE p. 199 techniques.
Inca Viracocha mathematics, astronomy, • Leveled Practice, TE p. 200
Pachacuti and architecture. (H, G, E, 6-R2.2 Demonstrate the ability to
Topa Inca P) compare and contrast conflict in a
Francisco variety of literary works.
Pizarro
6-R2.4 Demonstrate the ability to
compare and contrast theme
Vocabulary:
in a variety of texts.
quipu
6-C1.14 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.
6-C2.3 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has heard.
6-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has viewed.

Grade Six 270


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C3.5 Demonstrate the ability to
compare and contrast different
viewpoints that he or she
encounters in nonprint sources.

6-C3.6 Demonstrate the ability to


compare and contrast the treatment
of a given situation or event in a
variety of nonprint sources.

6-C3.7 Begin analyzing nonprint


sources for accuracy, bias, intent,
and purpose.

Grade Six 271


Grade Six: The World
Unit 3: Early Civilizations in the Americas
Chapter 8: Early North American Peoples
Scott Foresman Social Studies Leveled Readers:
Below-Level Where Did They Come From? Where Did They Go?
On-Level Mysteries of the Ancient Americans
Advanced The Early Americans’ Unsolved Mysteries

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Reviews Grade 4 Resources: 6-R1.14 Demonstrate the ability to
Geography of 4-2.2 Compare the • Workbook, p. 51 compare and contrast his or her
North 1 day everyday life, physical • Transparency 13 findings on a particular topic after
America environment, and culture • Every Student Learns Guide, having extracted that information
of major Native American pp. 94-97 from two or more pieces of graphic
Places: cultural groupings, • Quick Study, pp. 48-49 or written material.
Rocky including Eastern Meeting Individual Needs:
Mountains Woodlands, Southeastern, • Learning Styles, TE p. 209 6-R1.15 Continue detecting bias
Great Basin Plains, Southwestern, and • ESL Support, TE p. 210 and identifying propaganda
Coastal Range Pacific Northwestern. (G, • Leveled Practice, TE p. 211 techniques.
Appalachian H)
Mountains 6-R2.2 Demonstrate the ability to
Interior Plains compare and contrast conflict in a
Great Plains variety of literary works.
Mississippi
River 6-R2.4 Demonstrate the ability to
Canadian compare and contrast theme
Shield in a variety of texts.

Grade Six 272


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Vocabulary: 6-C1.14 Demonstrate the ability to
basin and use oral language to inform, to
range entertain, and to compare and
tributary contrast different viewpoints.
tundra
arid 6-C2.3 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has heard.

6-C3.4 Demonstrate the ability to


distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he or
she has viewed.

6-C3.5 Demonstrate the ability to


compare and contrast different
viewpoints that he or she
encounters in nonprint sources.

6-C3.6 Demonstrate the ability to


compare and contrast the treatment
of a given situation or event in a
variety of nonprint sources.

Grade Six 273


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C3.7 Begin analyzing nonprint
sources for accuracy, bias, intent,
and purpose.
Lesson 2: 6.1.5 Explain the role of Resources: 6-R1.14 Demonstrate the ability to
The economics in the • Workbook, pp. 52, 53 compare and contrast his or her
Southwestern 2 days development of early • Transparency 13 findings on a particular topic after
Peoples civilizations, including the • Every Student Learns having extracted that information
significance and Guide, pp. 98-101 from two or more pieces of graphic
Places: geography of trade • Quick Study, pp. 50-51 or written material.
Snaketown networks and the Meeting Individual Needs:
agriculture techniques that • Leveled Practice, TE p. 215 6-R1.15 Continue detecting bias
Vocabulary: allowed for an economic • ESL Support, TE p. 214 and identifying propaganda
etching surplus and the techniques.
pit house emergence of city centers.
pueblo (E, G, H) 6-R2.2 Demonstrate the ability to
adobe compare and contrast conflict in a
variety of literary works.

6-R2.4 Demonstrate the ability to


compare and contrast theme
in a variety of texts.

6-C1.14 Demonstrate the ability to


use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.

Grade Six 274


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C2.3 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he
or she has heard.

6-C3.4 Demonstrate the ability to


distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he
or she has viewed.

6-C3.5 Demonstrate the ability to


compare and contrast different
viewpoints that he or she
encounters in nonprint sources.

6-C3.6 Demonstrate the ability to


compare and contrast the
treatment of a given situation or
event in a variety of nonprint
sources.

6-C3.7 Begin analyzing nonprint


sources for accuracy, bias, intent,
and purpose.

Grade Six 275


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.1.5 Explain the role of Resources: 6-R1.14 Demonstrate the ability to
The Mound economics in the • Workbook, p. 54 compare and contrast his or her
Builders 1 day development of early • Transparency 13 findings on a particular topic after
civilizations, including the • Every Student Learns having extracted that information
Places: significance and Guide, pp. 102-105 from two or more pieces of graphic
Great Serpent geography of trade • Quick Study, pp. 52-53 or written material.
Mound networks and the Meeting Individual Needs:
Cahokia agriculture techniques that 6-R1.15 Continue detecting bias
• Leveled Practice, TE p. 219 and identifying propaganda
allowed for an economic • ESL Support, TE p. 221
Vocabulary: surplus and the techniques.
burial mound emergence of city centers.
6-R2.2 Demonstrate the ability to
wattle (E, G, H)
compare and contrast conflict in a
wigwam
variety of literary works.
temple mound
6-R2.4 Demonstrate the ability to
compare and contrast theme
in a variety of texts.
6-C1.14 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.
6-C2.3 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he
or she has heard.

Grade Six 276


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he
or she has viewed.

6-C3.5 Demonstrate the ability to


compare and contrast different
viewpoints that he or she
encounters in nonprint sources.

6-C3.6 Demonstrate the ability to


compare and contrast the
treatment of a given situation or
event in a variety of nonprint
sources.

6-C3.7 Begin analyzing nonprint


sources for accuracy, bias, intent,
and purpose.

Grade Six 277


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: Reviews Grade 4 Resources: 6-R1.14 Demonstrate the ability to
Early 4-2.2 Compare the • Workbook, pp. 55, 56 compare and contrast his or her
Canadians 2 days everyday life, physical • Transparency 13 findings on a particular topic after
environment, and culture • Every Student Learns having extracted that information
Places: of major Native American Guide, pp. 106-109 from two or more pieces of graphic
Canada cultural groupings, • Quick Study, pp. 54-55 or written material.
Nunavut including Eastern Meeting Individual Needs:
Great Lakes Woodlands, Southeastern, 6-R1.15 Continue detecting bias
• Leveled Practice, TE p. 223 and identifying propaganda
Plains, Southwestern, and • ESL Support, TE p. 224
People: Pacific Northwestern. (G, techniques.
Deganawidah H)
6-R2.2 Demonstrate the ability to
compare and contrast conflict in a
Vocabulary:
variety of literary works.
snowhouse
sod house 6-R2.4 Demonstrate the ability to
long house compare and contrast theme
in a variety of texts.
6-C1.14 Demonstrate the ability to
use oral language to inform, to
entertain, and to compare and
contrast different viewpoints.
6-C2.3 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he
or she has heard.

Grade Six 278


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-C3.4 Demonstrate the ability to
distinguish between fact and
opinion, to compare and contrast
information and ideas, and to make
inferences with regard to what he
or she has viewed.

6-C3.5 Demonstrate the ability to


compare and contrast different
viewpoints that he or she
encounters in nonprint sources.

6-C3.6 Demonstrate the ability to


compare and contrast the
treatment of a given situation or
event in a variety of nonprint
sources.

6-C3.7 Begin analyzing nonprint


sources for accuracy, bias, intent,
and purpose.

Grade Six 279


Grade Six: The World
Unit 4: Mediterranean Empires
Chapter 9: Ancient Greece
Scott Foresman Social Studies Leveled Readers:
Below-Level Buildings in Greece and Rome
On-Level Building Ancient Greece and Rome
Advanced Greek and Roman Architecture

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.2.2 Summarize the Resources: 6-R1.7 Demonstrate the ability to
The Geography significant political and • Workbook, p. 61 analyze the main idea of a
of Greece 2 days cultural features of the • Transparency 1 particular text.
classical Greek civilization, • Every Student Learns Guide,
Places: including the concepts of 6-R2.4 Demonstrate the ability to
pp. 110-113
Balkan citizenship and the early • Quick Study, pp. 56-57 compare and contrast the theme in
Peninsula forms of democratic a variety of texts.
Meeting Individual Needs:
Mediterranean government in Athens; the
Sea • ESL Support, TE p. 247
role of Alexander the Great • Leveled Practice, TE p. 249
Aegean Sea as a political and military
Asia Minor leader; and the
Ionian Sea contributions of Socrates,
Crete Plato, Archimedes,
Mycenae Aristotle, and others in
philosophy, architecture,
People:
literature, the arts, science,
Plato
and mathematics. (H, G,
King Minos
P)
Vocabulary:
agora
plunder

Grade Six 280


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 6.2.2 Summarize the Resources: 6-R1.7 Demonstrate the ability to
The Greek City- significant political and • Workbook, pp. 62, 63 analyze the main idea of a
States 2 days cultural features of the • Transparency 13 particular text.
classical Greek • Every Student Learns Guide,
Places: civilization, including the pp. 114-117 6-R2.4 Demonstrate the ability to
Troy concepts of citizenship • Quick Study, pp. 58-59 compare and contrast the theme in
Mount Olympus and the early forms of Meeting Individual Needs: a variety of texts.
Athens democratic government • ESL Support, TE p. 253
Sparta in Athens; the role of • Leveled Practice, TE p. 255
Alexander the Great as a • Learning Styles, TE p. 258
People: political and military
Homer leader; and the
Pericles contributions of Socrates,
Plato, Archimedes,
Vocabulary: Aristotle, and others in
myth philosophy, architecture,
immortal literature, the arts,
aristocracy science, and
democracy mathematics. (H, G, P)

Terms:
oral tradition
Assembly
helot

Events:
Trojan War
Olympic Games

Grade Six 281


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.2.2 Summarize the Resources: 6-R1.7 Demonstrate the ability
The Golden significant political and • Workbook, p. 64 to analyze the main idea of a
Age of Athens 2 days cultural features of the • Transparency 1 particular text.
classical Greek civilization, • Every Student Learns
Places: including the concepts of 6-R2.4 Demonstrate the ability
Guide, pp. 118-121
Athens citizenship and the early • Quick Study, pp. 60-61 to compare and contrast the
Marathon forms of democratic theme in a variety of texts.
Meeting Individual Needs:
Salamis government in Athens; the
Thebes • Leveled Practice, TE p.
role of Alexander the Great 261
Macedonia as a political and military • ESL Support, TE p. 262
leader; and the
People:
contributions of Socrates,
Socrates
Plato, Archimedes, Aristotle,
Aristotle
and others in philosophy,
Vocabulary: architecture, literature, the
marathon arts, science, and
philosopher mathematics. (H, G, P)
reason
plague
mercenary
Terms:
Golden Age
Socratic
method
Delian League

Events:
Peloponnesian
War

Grade Six 282


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 6.2.2 Summarize the Resources: 6-R1.7 Demonstrate the ability
Alexander the significant political and • Workbook, p. 65 to analyze the main idea of a
Great 2 days cultural features of the • Transparencies 20, 35 particular text.
classical Greek civilization, • Every Student Learns
Places: including the concepts of Guide, pp. 122-125 6-R2.4 Demonstrate the ability
Alexandria citizenship and the early • Quick Study, pp. 62-63 to compare and contrast the
forms of democratic Meeting Individual Needs: theme in a variety of texts.
People: government in Athens; the • Leveled Practice, TE p.
Alexander role of Alexander the Great 268
Hippocrates as a political and military • ESL Support, TE p. 267
Archimedes leader; and the
Pythagoras contributions of Socrates,
Euclid Plato, Archimedes, Aristotle,
and others in philosophy,
Terms: architecture, literature, the
Hellenistic Age arts, science, and
mathematics. (H, G, P)

Grade Six 283


Grade Six: The World
Unit 4: Mediterranean Empires
Chapter 10: Ancient Rome
Scott Foresman Social Studies Leveled Readers:
Below-Level Buildings in Greece and Rome
On-Level Building Ancient Greece and Rome
Advanced Greek and Roman Architecture

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.2.3 Summarize the Resources: 6-R1.7 Demonstrate the ability to
Rome’s significant political and • Workbook, pp. 68, 69 analyze the main idea of a
Beginnings 2 days cultural features of the • Transparency 1 particular text.
classical Roman civilization, • Every Student Learns
Places: including its concepts of Guide, pp. 126-129 6-R2.4 Demonstrate the ability to
Tiber River citizenship, law, and • Quick Study, pp. 64-65 compare and contrast the theme
Italian government; its Meeting Individual Needs: in a variety of texts.
Peninsula contributions to literature • ESL Support, TE pp. 277,
Mediterranean and the arts; and its 279
Sea innovations in architecture • Leveled Practice, TE p.
Rome and engineering such as 278
roads, arches and
People: keystones, and aqueducts.
Tarquin (H, P)
Junius Brutus

Grade Six 284


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 6.2.3 Summarize the Resources: 6-R1.7 Demonstrate the ability to
The Roman significant political and • Workbook, p. 70 analyze the main idea of a
Republic 2 days cultural features of the • Transparency 1 particular text.
classical Roman civilization, • Every Student Learns
Places: including its concepts of 6-R2.4 Demonstrate the ability to
Guide, pp. 130-133
Carthage citizenship, law, and • Quick Study, pp. 66-67 compare and contrast the theme
Rome government; its in a variety of texts.
Meeting Individual Needs:
contributions to literature • Leveled Practice, TE p.
People:
and the arts; and its 283
Regulus
innovations in architecture • ESL Support, TE p. 284
Hannibal
and engineering such as • Learning Styles, TE p.
Scipio
roads, arches and 287
Julius Caesar
keystones, and aqueducts.
Vocabulary: (H, P)
patrician
plebeian
republic
representative
Senate
consul
dictator
tribune
patriotism
caesar
Terms:
Appian Way
Events:
The Punic Wars

Grade Six 285


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.2.1 Compare the origins, Resources: 6-R1.7 Demonstrate the ability to
The Roman founding leaders, basic • Workbook, p. 71 analyze the main idea of a
Empire 2 days principles, and diffusion of • Transparencies 23, 36 particular text.
major religions and • Every Student Learns
Places: philosophies as they Guide, pp. 134-137 6-R2.4 Demonstrate the ability to
Colosseum emerged and expanded, • Quick Study, pp. 68-69 compare and contrast the theme
including Judaism, Meeting Individual Needs: in a variety of texts.
People: Christianity, Islam, • ESL Support, TE p. 289
Augustus Buddhism, Hinduism, • Leveled Practice, TE p.
Caligula Confucianism, and Taoism. 290
Claudius (H, G) • Learning Styles, TE p.
Nero 293
Marcus 6.2.3 Summarize the
Aurelius significant political and
Seneca cultural features of the
classical Roman civilization,
Vocabulary: including its concepts of
emperor citizenship, law, and
gladiator government; its
contributions to literature
Terms: and the arts; and its
Pax Romana innovations in architecture
and engineering such as
roads, arches and
keystones, and aqueducts.
(H, P)

Grade Six 286


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 6.2.1 Compare the origins, Resources: 6-R1.7 Demonstrate the ability to
The Rise of founding leaders, basic • Workbook, p. 72 analyze the main idea of a
Christianity 1 day principles, and diffusion of • Transparencies 1, 37 particular text.
major religions and • Every Student Learns
Places philosophies as they Guide, pp. 138-141 6-R2.4 Demonstrate the ability to
Palestine emerged and expanded, • Quick Study, pp. 70-71 compare and contrast the theme
Nazareth including Judaism, Meeting Individual Needs: in a variety of texts.
Christianity, Islam, • ESL Support, TE p. 295
People Buddhism, Hinduism, • Leveled Practice, TE p.
Jesus Confucianism, and Taoism. 296
Peter (H, G)
Paul
Constantine 6.2.3 Summarize the
Theodosius significant political and
cultural features of the
Vocabulary classical Roman civilization,
catacomb including its concepts of
synagogue citizenship, law, and
disciple government; its
persecute contributions to literature
and the arts; and its
Terms innovations in architecture
Christianity and engineering such as
New Testament roads, arches and
Gospels keystones, and aqueducts.
Apostle (H, P)
Messiah

Grade Six 287


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 5: 6.2.2 Summarize the Resources: 6-R1.7 Demonstrate the ability to
Rise and Fall significant political and • Workbook, p. 73 analyze the main idea of a
2 days cultural features of the • Transparencies 20, 38 particular text.
Places: classical Greek civilization, • Every Student Learns
Byzantium including the concepts of Guide, pp. 142-145 6-R2.4 Demonstrate the ability to
Constantinople citizenship and the early • Quick Study, pp. 72-73 compare and contrast the theme
forms of democratic Meeting Individual Needs: in a variety of texts.
People: government in Athens; the • ESL Support, TE p. 299
Commodus role of Alexander the Great • Leveled Practice, TE p.
Diocletian as a political and military 303
Romulus leader; and the contributions • Learning Styles, TE p.
Augustulus of Socrates, Plato, 304
Archimedes, Aristotle, and
Vocabulary: others in philosophy,
auction architecture, literature, the
pope arts, science, and
pillage mathematics. (H, G, P)
vandal
6.2.3 Summarize the
Terms: significant political and
Byzantine cultural features of the
Empire classical Roman civilization,
Byzantine including its concepts of
Orthodox citizenship, law, and
Church government; its
Roman Catholic contributions to literature
Church and the arts; and its
innovations in architecture
and engineering such as
roads, arches and
keystones, and aqueducts.
(H, P)

Grade Six 288


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6.2.4 Explain the expansion
and the decline of the
Roman Empire, including
the political and geographic
reasons for its growth, the
role of Julius Caesar and
Augustus, and the internal
weaknesses and external
threats that contributed to
the Empire’s decline. (G, H,
E)

Grade Six 289


Grade Six: The World
Unit 5: The Medieval World
Chapter 11: Byzantine Empire and Ancient Arabia
Scott Foresman Social Studies Leveled Readers:
Below-Level House, Church, Castle
On-Level Medieval Buildings
Advanced The Architecture of the Middle Ages

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.3.6 Explain the Resources: 6-R1.12 Demonstrate the ability to
Geography of contributions that the • Workbook, p. 78 use graphic representations
the 1 day Byzantine Empire made to • Transparency 9 such as charts, graphs, pictures,
Byzantine the world, including the • Every Student Learns and graphic organizers as
Empire Justinian Code and the Guide, pp. 146-149 information sources and as a
preservation of ancient • Quick Study, pp. 74-75 means of logically organizing
Places: Greek and Roman learning Meeting Individual Needs: information and events.
Constantinople and traditions, architecture, • ESL Support, TE p. 323
Bosporus and government. (H, G) • Leveled Practice, TE p. 6-C1.3 Demonstrate the ability to
Black Sea 325 give accurate directions to others.
Sea of
Marmara 6-RS2.1 Demonstrate the ability to
Byzantium use a variety of resources,
Hippodrome including technology, to access
information.
Vocabulary:
hippodrome

Grade Six 290


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-RS2.3 Demonstrate the ability to
conduct independent research
using available resources,
including technology.

6-RS3.1 Demonstrate the ability to


classify and organize information
by categorizing and sequencing.
Lesson 2: 6.3.6 Explain the Resources: 6-R1.12 Demonstrate the ability to
The Greatness contributions that the • Workbook, p. 79 use graphic representations
of the 1 day Byzantine Empire made to • Transparency 9 such as charts, graphs, pictures,
Byzantine the world, including the • Every Student Learns and graphic organizers as
Empire Justinian Code and the Guide, pp. 150-153 information sources and as a
preservation of ancient • Quick Study, pp. 76-77 means of logically organizing
Places: Greek and Roman learning Meeting Individual Needs: information and events.
Hagia Sophia and traditions, architecture, • Leveled Practice, TE p.
Constantinople and government. (H, G) 6-C1.3 Demonstrate the ability to
327
give accurate directions to others.
• ESL Support, TE p. 328
People:
6-RS2.1 Demonstrate the ability to
Justinian
use a variety of resources,
Theodora
including technology, to access
information.
Vocabulary:
cathedral 6-RS2.3 Demonstrate the ability to
icon conduct independent research
using available resources,
Terms: including technology.
Justinian Code
6-RS3.1 Demonstrate the ability to
classify and organize information
by categorizing and sequencing.

Grade Six 291


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.2.1 Compare the origins, Resources: 6-R1.12 Demonstrate the ability to
Development of founding leaders, basic • Workbook, p. 80 use graphic representations
Islam 1 day principles, and diffusion of • Transparencies 1, 39 such as charts, graphs, pictures,
major religions and • Every Student Learns and graphic organizers as
Places: philosophies as they Guide, pp. 154-157 information sources and as a
Mecca emerged and expanded, • Quick Study, pp. 78-79 means of logically organizing
Medina including Judaism, Meeting Individual Needs: information and events.
Christianity, Islam, • ESL Support, TE p. 331
Vocabulary: Buddhism, Hinduism, • Leveled Practice, TE p. 6-C1.3 Demonstrate the ability to
pilgrimage Confucianism, and Taoism. 333 give accurate directions to others.
caravan (H, G)
mosque 6-RS2.1 Demonstrate the ability to
6.4.5 Summarize the use a variety of resources,
Terms: characteristics of the Islamic including technology, to access
Islam civilization and the information.
Quran geographic aspects of its
Muslim expansion. (G, H) 6-RS2.3 Demonstrate the ability to
caliph conduct independent research
using available resources,
including technology.

6-RS3.1 Demonstrate the ability to


classify and organize information
by categorizing and sequencing.

Grade Six 292


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 6.2.1 Compare the origins, Resources: 6-R1.12 Demonstrate the ability to
The Islamic founding leaders, basic • Workbook, pp. 81, 82 use graphic representations
World 2 days principles, and diffusion of • Transparency 20 such as charts, graphs, pictures,
major religions and • Every Student Learns and graphic organizers as
Places: philosophies as they Guide, pp. 158-161 information sources and as a
Arabian emerged and expanded, • Quick Study, pp. 80-81 means of logically organizing
Peninsula including Judaism, Meeting Individual Needs: information and events.
Anatolia Christianity, Islam, • ESL Support, TE p. 335 6-C1.3 Demonstrate the ability to
Buddhism, Hinduism, • Leveled Practice, TE p. give accurate directions to others.
People: Confucianism, and Taoism. 337
Ibn Battuta (H, G) • Learning Styles, TE p. 6-RS2.1 Demonstrate the ability to
338 use a variety of resources,
Vocabulary: 6.4.5 Summarize the including technology, to access
astrolabe characteristics of the Islamic information.
civilization and the
geographic aspects of its 6-RS2.3 Demonstrate the ability to
expansion. (G, H) conduct independent research
using available resources,
including technology.

6-RS3.1 Demonstrate the ability to


classify and organize information
by categorizing and sequencing.

Grade Six 293


Grade Six: The World
Unit 5: The Medieval World
Chapter 12: Asian Empires
Scott Foresman Social Studies Leveled Readers:
Below-Level House, Church, Castle
On-Level Medieval Buildings
Advanced The Architecture of the Middle Ages

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.2.5 Summarize the Resources: 6-R1.12 Demonstrate the ability to
Empire of Asia significant features of the • Workbook, p. 85 use graphic representations
1 day classical Indian civilization, • Transparency 10 such as charts, graphs, pictures,
Places: including the caste system • Every Student Learns and graphic organizers as
Taj Mahal and contributions to the Guide, pp. 162-165 information sources and as a
Agra modern world in literature, • Quick Study, pp. 82-83 means of logically organizing
the arts, and mathematics. Meeting Individual Needs: information and events.
People: (H, G) • ESL Support, TE p. 347
Babur 6-C1.3 Demonstrate the ability to
• Leveled Practice, TE p. give accurate directions to others.
Akbar 349
Shan Jahan
6-RS2.1 Demonstrate the ability to
use a variety of resources,
including technology, to access
information.
6-RS2.3 Demonstrate the ability to
conduct independent research
using available resources,
including technology.

Grade Six 294


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-RS3.1 Demonstrate the ability to
classify and organize information
by categorizing and sequencing.
Lesson 2: 6.2.6 Summarize the Resources: 6-R1.12 Demonstrate the ability to
Chinese significant features of the • Workbook, p. 86 use graphic representations
Dynasties 2 days classical Chinese • Transparencies 1, 40 such as charts, graphs, pictures,
civilization, including the Silk • Every Student Learns and graphic organizers as
Places: Road and contributions to information sources and as a
Guide, pp. 166-169
Forbidden City the modern world such as • Quick Study, pp. 84-85 means of logically organizing
China gunpowder, paper, silk, and information and events.
Meeting Individual Needs:
Mongolia the seismograph. (H, G, E)
Beijing • Leveled Practice, TE p. 6-C1.3 Demonstrate the ability to
351 give accurate directions to others.
People: • ESL Support, TE p. 352
Wu Hou • Learning Styles, TE p. 6-RS2.1 Demonstrate the ability to
Genghis Khan 355 use a variety of resources,
Kublai Khan including technology, to access
Zheng He information.
Terms: 6-RS2.3 Demonstrate the ability to
Sui dynasty conduct independent research
Tang dynasty using available resources,
Song dynasty including technology.
Mongol (Yuan)
dynasty 6-RS3.1 Demonstrate the ability to
Ming dynasty classify and organize information
by categorizing and sequencing.

Grade Six 295


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.1.5 Explain the role of Resources: 6-R1.12 Demonstrate the ability to
The Khmer economics in the • Workbook, p. 87 use graphic representations
1 day development of early • Transparencies 20, 41 such as charts, graphs, pictures,
Places: civilizations, including the • Every Student Learns and graphic organizers as
Cambodia significance and geography Guide, pp. 170-173 information sources and as a
Laos of trade networks and the • Quick Study, pp. 86-87 means of logically organizing
Indochina agriculture techniques that information and events.
Peninsula allowed for an economic Meeting Individual Needs:
Angkor surplus and the emergence • Leveled Practice, TE p. 6-C1.3 Demonstrate the ability to
Angkor Wat of city centers. (E, G, H) 357 give accurate directions to others.
• ESL Support, TE p. 358
People: 6.2.1 Compare the origins, 6-RS2.1 Demonstrate the ability to
Jayavarman II founding leaders, basic use a variety of resources,
Suryavarman II principles, and diffusion of including technology, to access
major religions and information.
Vocabulary: philosophies as they
deva-raja emerged and expanded, 6-RS2.3 Demonstrate the ability to
absolute power including Judaism, conduct independent research
Christianity, Islam, using available resources,
Buddhism, Hinduism, including technology.
Confucianism, and Taoism.
(H, G) 6-RS3.1 Demonstrate the ability to
classify and organize information
by categorizing and sequencing.

Grade Six 296


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 6.4.3 Summarize the Resources: 6-R1.12 Demonstrate the ability to
Japan in features and major • Workbook, pp. 88, 89 use graphic representations
Isolation 2 days contributions of the • Transparency 20 such as charts, graphs, pictures,
Japanese civilization, • Every Student Learns and graphic organizers as
Places: including the Japanese information sources and as a
Guide, pp. 174-177
Edo feudal system, the Shinto • Quick Study, pp. 88-89 means of logically organizing
Kyoto traditions, and contributions information and events.
Meeting Individual Needs:
Osaka in literature and the arts. (H,
Nagasaki • ESL Support, TE p. 361
E) • Leveled Practice, TE pp. 6-C1.3 Demonstrate the ability to
363, 364 give accurate directions to others.
People:
Murasaki
6-RS2.1 Demonstrate the ability to
Shikibu
use a variety of resources,
Toyotomi
including technology, to access
Hideyoshi
information.
Tokugawa
Ieyasu
6-RS2.3 Demonstrate the ability to
Vocabulary: conduct independent research
artistocrat using available resources,
samurai including technology.
typhoon
daimyo 6-RS3.1 Demonstrate the ability to
shogun classify and organize information
by categorizing and sequencing.
Terms:
Tokugawa
dynasty policy
of isolation

Grade Six 297


Grade Six: The World
Unit 5: The Medieval World
Chapter 13: African Empires
Scott Foresman Social Studies Leveled Readers:
Below-Level House, Church, Castle
On-Level Medieval Buildings
Advanced The Architecture of the Middle Ages

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.4.1 Compare the features Resources: 6-R1.12 Demonstrate the ability to
The Geography and major contributions of • Workbook, p. 92 use graphic representations
of Africa 1 day the African civilizations of • Transparency 6 such as charts, graphs, pictures,
Ghana, Mali, and Songhai, • Every Student Learns and graphic organizers as
Places: including the influence of Guide, pp. 178-181 information sources and as a
Sahara geography on their growth • Quick Study, pp. 90-91 means of logically organizing
Atlas Mountains and the impact of Islam and Meeting Individual Needs: information and events.
Great Rift Christianity on their cultures. • ESL Support, TE p. 371
Valley (H, G, E) 6-C1.3 Demonstrate the ability to
• Leveled Practice, TE p. give accurate directions to others.
Mount 372
Kilimanjaro
6-RS2.1 Demonstrate the ability to
use a variety of resources,
Vocabulary:
including technology, to access
savanna
information.
Terms: 6-RS2.3 Demonstrate the ability to
Bantu conduct independent research
using available resources,
including technology.

Grade Six 298


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-RS3.1 Demonstrate the ability to
classify and organize information
by categorizing and sequencing.
Lesson 2: 6.4.1 Compare the features Resources: 6-R1.12 Demonstrate the ability to
West African and major contributions of • Workbook, p. 93 use graphic representations
Kingdoms 2 days the African civilizations of • Transparencies 6, 42 such as charts, graphs, pictures,
Ghana, Mali, and Songhai, • Every Student Learns and graphic organizers as
Places: including the influence of Guide, pp. 182-185 information sources and as a
Ghana geography on their growth • Quick Study, pp. 92-93 means of logically organizing
Koumbi and the impact of Islam and Meeting Individual Needs: information and events.
Mali Christianity on their cultures. • ESL Support, TE p. 375
Timbuktu (H, G, E) • Leveled Practice, TE p. 6-C1.3 Demonstrate the ability to
Jenne-jenno 376 give accurate directions to others.
Gao • Learning Styles, TE p.
377 6-RS2.1 Demonstrate the ability to
People: use a variety of resources,
Sumanguru including technology, to access
Sundiata information.
Mansa Musa 6-RS2.3 Demonstrate the ability to
Sonni Ali conduct independent research
using available resources,
Vocabulary: including technology.
griot
6-RS3.1 Demonstrate the ability to
classify and organize information
by categorizing and sequencing.

Grade Six 299


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.1.5 Explain the role of Resources: 6-R1.12 Demonstrate the ability to
East, Central, economics in the • Workbook, pp. 94, 95 use graphic representations
and Southern 2 days development of early • Transparency 6 such as charts, graphs, pictures,
Africa civilizations, including the • Every Student Learns and graphic organizers as
significance and geography Guide, pp. 186-189 information sources and as a
Places: of trade networks and the • Quick Study, pp. 94-95 means of logically organizing
Axum agriculture techniques that Meeting Individual Needs: information and events.
Ethiopia allowed for an economic • ESL Support, TE p. 382
Adefa surplus and the emergence • Leveled Practice, TE p. 6-C1.3 Demonstrate the ability to
Sofala of city centers. (E, G, H) 383 give accurate directions to others.
Kilwa • Learning Styles, TE p.
Great 6.4.1 Compare the features 385 6-RS2.1 Demonstrate the ability to
Zimbabwe and major contributions of use a variety of resources,
Benin the African civilizations of including technology, to access
Ghana, Mali, and Songhai, information.
People: including the influence of 6-RS2.3 Demonstrate the ability to
Ezana geography on their growth conduct independent research
Lalibela and the impact of Islam and using available resources,
Christianity on their cultures. including technology.
Vocabulary: (H, G, E)
Swahili 6-RS3.1 Demonstrate the ability to
Oba classify and organize information
by categorizing and sequencing.
Terms:
Zagwe dynasty
Solomonid
dynasty

Grade Six 300


Grade Six: The World
Unit 5: The Medieval World
Chapter 14: Medieval Europe
Scott Foresman Social Studies Leveled Readers:
Below-Level House, Church, Castle
On-Level Medieval Buildings
Advanced The Architecture of the Middle Ages
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.1.5 Explain the role of Resources: 6-R1.12 Demonstrate the ability to
Geography of economics in the • Workbook, p. 98 use graphic representations
Europe 1 day development of early • Transparency 20 such as charts, graphs, pictures,
civilizations, including the • Every Student Learns and graphic organizers as
Places: significance and geography Guide, pp. 190-193 information sources and as a
Europe of trade networks and the • Quick Study, pp. 96-97 means of logically organizing
Ural Mountains agriculture techniques that Meeting Individual Needs: information and events.
North European allowed for an economic • Leveled Practice, TE p.
Plain surplus and the emergence 393 6-C1.3 Demonstrate the ability to
Volga River of city centers. (E, G, H) • ESL Support, TE p. 394 give accurate directions to others.
Danube River
Rhine River 6-RS2.1 Demonstrate the ability to
use a variety of resources,
including technology, to access
information.

6-RS2.3 Demonstrate the ability to


conduct independent research
using available resources,
including technology.

Grade Six 301


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-RS3.1 Demonstrate the ability to
classify and organize information
by categorizing and sequencing.

Lesson 2: 6.3.2 Explain the Resources: 6-R1.12 Demonstrate the ability to


Rulers and development of English • Workbook, p. 99 use graphic representations
Invaders 1 day government and legal • Transparencies 10, 43 such as charts, graphs, pictures,
practices, including the • Every Student Learns and graphic organizers as
Places: principles of the Magna Guide, pp. 194-197 information sources and as a
England Carta, its effect on the • Quick Study, pp. 98-99 means of logically organizing
Scandinavia feudal system, and its Meeting Individual Needs: information and events.
Runnymede contribution to the • Leveled Practice, TE p.
development of 397 6-C1.3 Demonstrate the ability to
People: representative government • ESL Support, TE p. 398 give accurate directions to others.
Charlemagne in England. (P, H)
William the 6-RS2.1 Demonstrate the ability to
Conqueror use a variety of resources,
King John including technology, to access
information.
Terms:
Domesday 6-RS2.3 Demonstrate the ability to
Book conduct independent research
Middle Ages using available resources,
Magna Carta including technology.

6-RS3.1 Demonstrate the ability to


classify and organize information
by categorizing and sequencing.

Grade Six 302


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6.31. Explain feudalism and Resources: 6-R1.12 Demonstrate the ability to
Life in the its relationship to the • Workbook, p. 100 use graphic representations
Middle Ages 2 days development of European • Transparency 1 such as charts, graphs, pictures,
nation states and • Every Student Learns and graphic organizers as
Places: monarchies, including Guide, pp. 198-201 information sources and as a
Europe feudal relationships, the • Quick Study, pp. 100-101 means of logically organizing
daily lives of peasants and Meeting Individual Needs: information and events.
People: serfs, the economy under • Leveled Practice, TE p.
Christine de the feudal/manorial system, 401 6-C1.3 Demonstrate the ability to
Pisan and the fact that feudalism • ESL Support, TE p. 404 give accurate directions to others.
helped monarchs centralize
Vocabulary: power. (E, H, P) 6-RS2.1 Demonstrate the ability to
monk use a variety of resources,
nun 6.3.2 Explain the including technology, to access
monastery development of English information.
convent government and legal
missionary practices, including the 6-RS2.3 Demonstrate the ability to
monarch principles of the Magna conduct independent research
serf Carta, its effect on the using available resources,
knight feudal system, and its including technology.
chivalry contribution to the
guild development of 6-RS3.1 Demonstrate the ability to
lady representative government classify and organize information
in England. (P, H) by categorizing and sequencing.
Terms:
feudalism
manor system
three-field
rotation

Grade Six 303


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: 6.2.6 Summarize the Resources: 6-R1.12 Demonstrate the ability to
Crusades, significant features of the • Workbook, pp. 101, 102 use graphic representations
Trade, 2 days classical Chinese • Transparencies 20, 44, such as charts, graphs, pictures,
and the civilization, including the Silk 45 and graphic organizers as
Plague Road and contributions to • Every Student Learns information sources and as a
the modern world such as Guide, pp. 202-205 means of logically organizing
Places: gunpowder, paper, silk, and • Quick Study, pp. 102-103 information and events.
Palestine the seismograph. (H, G, E) Meeting Individual Needs:
Rome • ESL Support, TE p. 407 6-C1.3 Demonstrate the ability to
Chang’an 6.3.3 Summarize the course • Leveled Practice, TE p. give accurate directions to others.
Dunhuang of the Crusades and explain 408
Genoa their effects, including their • Learning Styles, TE pp. 6-RS2.1 Demonstrate the ability to
role in spreading Christianity 409, 413 use a variety of resources,
People: and in introducing Asian and including technology, to access
Alexius African ideas and products information.
Comnenus to Europe. (H, G, E)
Urban II 6-RS2.3 Demonstrate the ability to
Marco Polo 6.3.4 Explain the influence conduct independent research
of the Roman Catholic using available resources,
Vocabulary: Church in Europe, including including technology.
epidemic its role in spreading
Christianity and the fact that 6-RS3.1 Demonstrate the ability to
Terms: monasteries affected classify and organize information
Crusades education and the arts by by categorizing and sequencing.
Silk Road founding universities and
Plague preserving ancient language
bubonic plague and learning. (H, G)

Grade Six 304


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6.3.5 Use a map to illustrate
the origins and the spread
of the bubonic plague on
society, including the
plague’s daily lives, its role
in bringing and end to the
feudal system, and its
impact on the global
population. (G, H, E)

6.5.1 Summarize the origins


of the Renaissance and its
spread throughout Europe,
including interaction
between Europeans and
Muslims during the
Crusades, political and
economic changes,
developments in commerce,
and intellectual and artistic
growth. (P, G, E)

Grade Six 305


Grade Six: The World
Unit 6: Discovery, Expansion, and Revolutions
Chapter 15: New Beginnings
Scott Foresman Social Studies Leveled Readers:
Below-Level Sailing for India
On-Level The Pursuit of Spices
Advanced Sea Route to the Spicelands

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: 6.5.2 Summarize the Resources: 6-R1.4 Demonstrate the ability to
The features and contributions of • Workbook, p. 107 summarize and paraphrase
Renaissance 2 days the Italian Renaissance, • Transparencies 6, 46 texts.
including the importance of • Every Student Learns
Places: Florence and the Guide, pp. 206-209 6-C1.17 Demonstrate the ability to
Florence accomplishments the • Quick Study, pp. 104-105 summarize conversations and
Milan Italians in art, music, Meeting Individual Needs: discussions.
Venice literature, and architecture. • ESL Support, TE p. 431
(H) • Leveled Practice, TE p. 6-C2.2 Demonstrate the ability to
People: 434 summarize conversations and
Petrarch 6.5.3 Explain the • Learning Styles, TE p. discussions.
Raphael significance of humanism 435
Michelangelo and the revival of classical 6-RS2.4 Demonstrate the ability to
Leonardo da learning in daily life during summarize the information that
Vinci the Renaissance, including he or she has gathered.
Copernicus the effect of humanism on
Galileo education, art, religion, and
Johannes government. (P)
Gutenberg
Martin Luther

Grade Six 306


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6.5.4 Identify the key figures
Vocabulary: of the Renaissance and the
commerce Reformation and their
Indulgence contributions, including
excommunicate Leonardo da Vinci,
Michelangelo, Johannes
Terms: Gutenberg, John Calvin,
Renaissance and Martin Luther. (H)
moveable type 6.5.5 Provide examples of
Protestantism developments in the
Renaissance that had a
Events: lasting impact on culture,
Reformation politics, and government in
Council of Trent Europe, including advances
Counter- in printing technology and
Reformation improved understanding of
anatomy and astronomy. (P,
G)
6.5.6 Explain the principal
causes and key events of
the Reformation, including
conflicts surrounding the
Roman Catholic Church, the
main points of theological
differences, the regional
patterns of the religious
affiliations involved, and the
key events and figures of
the Counter Reformation.
(P, G)

Grade Six 307


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: 6-6.1 Use a map to illustrate Resources: 6-R1.4 Demonstrate the ability to
Trade Routes the principal routes of • Workbook, p. 108 summarize and paraphrase
and Conquests 2 days exploration and trade • Transparencies 6, 47 texts.
between Europe, Asia, • Every Student Learns
Places: Africa, and the Americas 6-C1.17 Demonstrate the ability to
Guide, pp. 210-213
Cape of Good during the age of European • Quick Study, pp. 106-107 summarize conversations and
Hope exploration. (G, E) discussions.
Meeting Individual Needs:
West Indies
• Leveled Practice, TE p.
6-6.2 Compare the 439 6-C2.2 Demonstrate the ability to
People:
incentives of the various • ESL Support, TE p. 441 summarize conversations and
Henry the
European countries to discussions.
Navigator
explore and settle new
Bartolomeu
lands. (P, G, E) 6-RS2.4 Demonstrate the ability to
Dias
summarize the information that
Vasco do
6-6.3 Illustrate the exchange he or she has gathered.
Gama
of plants, animals, diseases,
Ferdinand
and technology throughout
Magellan
Europe, Asia, Africa, and
Christopher
the Americas (known as the
Columbus
Columbian Exchange), and
Isabella
explain the effect on the
Elizabeth I
people of these regions. (G,
Vocabulary: E)
circumnavigate
conquistatdor
Terms:
Treaty of
Tordesillas
Columbian
Exchange
Armada

Grade Six 308


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: 6-6.2 Compare the Resources: 6-R1.4 Demonstrate the ability to
European incentives of the various • Workbook, pp. 109, 110 summarize and paraphrase
Colonization 2 days European countries to • Transparencies 6, 48, 49 texts.
explore and settle new • Every Student Learns
Places: lands. (P, G, E) Guide, pp. 214-217 6-C1.17 Demonstrate the ability to
Sandwich • Quick Study, pp. 108-109 summarize conversations and
Island Meeting Individual Needs: discussions.
Brazil • Leveled Practice, TE p.
Jamestown 446 6-C2.2 Demonstrate the ability to
New South • ESL Support, TE p. 449 summarize conversations and
Wales discussions.
Quebec
6-RS2.4 Demonstrate the ability to
People: summarize the information that
James Cook he or she has gathered.
Jacques Cartier
Vocabulary:
colony
mercantilism

Terms:
encomienda
triangular trade

Grade Six 309


Grade Six: The World
Unit 6: Discovery, Expansion, and Revolutions
Chapter 16: Ideas and Movements
Scott Foresman Social Studies Leveled Readers:
Below-Level Sailing for India
On-Level The Pursuit of Spices
Advanced Sea Route to the Spicelands

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Reviews Grade 4 Resources: 6-R1.4 Demonstrate the ability to
Revolutions in 4-4.3 Explain the role of the • Workbook, pp. 113, 114 summarize and paraphrase
the Americas 3 days Bill of Rights in the • Transparency 13 texts.
ratification of the • Every Student Learns
Places: Constitution, including how Guide, pp. 218-221 6-C1.17 Demonstrate the ability to
Boston the Constitution serves to • Quick Study, pp. 110-111 summarize conversations and
Haiti guarantee the rights of the Meeting Individual Needs: discussions.
Dolores individual and protect the • ESL Support, TE p. 459
common good yet also to • Leveled Practice, TE p. 6-C2.2 Demonstrate the ability to
People: limit the powers of 461 summarize conversations and
George government. (P, H) • Learning Styles, TE p. discussions.
Washington 462
Toussaint Previews Grade 7 6-RS2.4 Demonstrate the ability to
L’Ouverture 7-3.3 Compare the summarize the information that
Miguel Hidalgo development of Latin he or she has gathered.
José María America independence
Morelos movements, including the
Agustín de Haitian revolution, the role
Iturbide of Simon Bolivar in different

Grade Six 310


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Símon Bolívar independence movements,
José de San and the role of Father
Martin Miguel Hildago in the
Mexican Revolution of 1810.
Bernardo (P, H, G)
O’Higgins
Vocabulary:
legislature
massacre
Terms:
Declaration of
Independence
United
Provinces
of Central
America
Events:
Boston
Massacre
Boston Tea
Party
American
Revolution
Battle of
Saratoga

Grade Six 311


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: Previews Grade 7 Resources: 6-R1.4 Demonstrate the ability to
The French 7-3.2 Explain the causes, • Workbook, pp. 115, 116 summarize and paraphrase
Revolution 2 days key ideas, and effects of the • Transparency 6 texts.
French Revolution, including • Every Student Learns
Places: the influence of ideas from 6-C1.17 Demonstrate the ability to
Guide, pp. 222-225
Paris the American Revolution • Quick Study, pp. 112-113 summarize conversations and
and the Enlightenment and Meeting Individual Needs: discussions.
People:
ways that the Revolution • Leveled Practice, TE p.
Louis XVI
changed social conditions in 468 6-C2.2 Demonstrate the ability to
Marie
France and the rest of • ESL Support, TE pp. 470, summarize conversations and
Antoinette
Europe. (P, H) 472 discussions.
Maximillen de
Robespierre • Learning Styles, TE p.
473 6-RS2.4 Demonstrate the ability to
Napoleon
summarize the information that he or
Bonaparte
she has gathered.
Vocabulary:
monarchy
Terms:
Estates-
General
estate
National
Assembly
Bastille

Grade Six 312


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Declaration of
the
Rights of Man
and of Citizen
Reign of Terror
Napoleonic
Code

Events:
French
Revolution
Battle of
Waterloo

Lesson 3: Reviews Grade 5 Resources: 6-R1.4 Demonstrate the ability to


The Industrial 5.3.1 Explain how the • Workbook, p. 117 summarize and paraphrase
Revolution 1 day Industrial Revolution was • Transparency 13 texts.
furthered by new inventions • Every Student Learns
Places: and technologies, including Guide, pp. 226-229 6-C1.17 Demonstrate the ability to
Great Britain new methods of mass • Quick Study, pp. 114-115 summarize conversations and
Hudson River production and Meeting Individual Needs: discussions.
New York City transportation and the • ESL Support, TE p. 476
Albany invention of the light bulb, • Leveled Practice, TE p. 6-C2.2 Demonstrate the ability to
the telegraph, and the 477 summarize conversations and
telephone. (E, H) discussions.

Grade Six 313


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
People: Reviews Grade 5 6-RS2.4 Demonstrate the ability to
James Watt 5.3.3 Explain the effects of summarize the information that he or
George immigration and she has gathered.
Stephenson urbanization on the
Robert Fulton American economy during
Charles the Industrial Revolution,
Dickens including the role of
immigrants in the work force
Vocabulary: and the growth of cities, the
textile shift from an agrarian to an
factory industrial economy, and the
tenement rise of big business. (P, G,
E, H)
Terms:
domestic
system
Industrial
Revolution
steam engine
factory system

Grade Six 314


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: Reviews Grade 5 Resources: 6-R1.4 Demonstrate the ability to
The Second 5.3.1 Explain how the • Workbook, p. 118 summarize and paraphrase
Industrial 1 day Industrial Revolution was • Transparency 1 texts.
Revolution furthered by new inventions • Every Student Learns
and technologies, including Guide, pp. 230-233 6-C1.17 Demonstrate the ability to
Places: new methods of mass • Quick Study, pp. 116-117 summarize conversations and
Menlo Park production and discussions.
Meeting Individual Needs:
People: transportation and the
Thomas Edison • ESL Support, TE p. 479
invention of the light bulb, • Leveled Practice, TE p. 6-C2.2 Demonstrate the ability to
Karl Marx the telegraph, and the summarize conversations and
480
telephone. (E, H) • Learning Styles, TE p. discussions.
Vocabulary:
481 6-RS2.4 Demonstrate the ability to
corporation
summarize the information that he or
reformer
she has gathered.
strike
Terms:
Second
Industrial
Revolution
assembly line
capitalism
capitalist
market
economy
traditional
economy
laissez faire
labor union
socialism
command
economy

Grade Six 315


Grade Six: The World
Unit 6: Discovery, Expansion, and Revolutions
Chapter 17: Imperialism, Nationalism, and Unification
Scott Foresman Social Studies Leveled Readers:
Below-Level Sailing for India
On-Level The Pursuit of Spices
Advanced Sea Route to the Spicelands

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Previews Grade 7 Resources: 6-R1.4 Demonstrate the ability to
Expanding 7-4.1 Summarize the • Workbook, pp. 121, 122 summarize and paraphrase
Empires 2 days economic origins of • Transparencies 6, 50 texts.
European imperialism, • Every Student Learns
Places: including the conflicts Guide, pp. 234-237 6-C1.17 Demonstrate the ability to
South Africa among European nations as • Quick Study, pp. 118-119 summarize conversations and
India they competed for raw Meeting Individual Needs: discussions.
Suez Canal materials and markets and • Leveled Practice, TE p.
Indochina for the establishment of 487 6-C2.2 Demonstrate the ability to
Berlin colonies in Africa, Asia, and • ESL Support, TE p. 488 summarize conversations and
Congo Free Oceania. (H, E, G) discussions.
State
Previews Grade 7 6-RS2.4 Demonstrate the ability to
People: 7-4.2 Use a map to illustrate summarize the information that he
Cecile Rhodes the geographic extent of or she has gathered.
Victoria European imperialism in
Tilak various regions, including
Leopold II Africa, Asia, the Middle
East, South America,
Australia, New Zealand,
Siberia, and Canada. (G, H)

Grade Six 316


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Vocabulary:
nationalism
imperialism
imperialist
Lesson 2: Previews Grade 7 Resources: 6-R1.4 Demonstrate the ability to
Imperialism in 7-4.5 Summarize the • Workbook, p. 123 summarize and paraphrase
East 2 days significant features and • Transparency 20 texts.
Asia explain the causes of • Every Student Learns
Japan’s imperial expansion Guide, pp. 238-241 6-C1.17 Demonstrate the ability to
Places: in East Asia, including the • Quick Study, pp. 120-121 summarize conversations and
Hong Kong defeat of the Russians in discussions.
Meeting Individual Needs:
Canton the Russo-Japanese War,
Shanghai • ESL Support, TE p. 494
the reasons for the • Leveled Practice, TE p. 6-C2.2 Demonstrate the ability to
Beijing expansion in Korea and summarize conversations and
Macao 495
Manchuria, and the rise of • Learning Styles, TE p. 496 discussions.
Formosa Japan as a world power. (H,
(Taiwan) G, E) 6-RS2.4 Demonstrate the ability to
Manchuria summarize the information that he
or she has gathered.
People:
Ci Xi
Matthew Perry
Meiji
Theodore
Roosevelt
Vocabulary:
treaty port
compound
modernization

Grade Six 317


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Terms:
Qing dynasty
Open Door
Policy

Events:
Opium War

Lesson 3: Previews Grade 7 Resources: 6-R1.4 Demonstrate the ability to


New Nations 7-3.6 Compare the • Workbook, p. 124 summarize and paraphrase
2 days emergence of nationalist • Transparencies 11, 51, 52 texts.
Places: movements across Europe • Every Student Learns
Germany in the nineteenth century, Guide, pp. 242-245 6-C1.17 Demonstrate the ability to
Italy including the unification of • Quick Study, pp. 122-123 summarize conversations and
Prussia Italy, the unification of Meeting Individual Needs: discussions.
Venice Germany, and Napoleon’s • ESL Support, TE p. 500
Rome role in the spreading of • Learning Styles, TE p. 501 6-C2.2 Demonstrate the ability to
Canada nationalism. (H, P, G) • Leveled Practice, TE p. summarize conversations and
Australia 503 discussions.
New Zealand
6-RS2.4 Demonstrate the ability to
People: summarize the information that he
Giuseppe or she has gathered.
Mazzini
Otto von
Bismarck
Wilhelm II

Grade Six 318


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Camillo di
Cavour
Victor
Emmanuel II
Giuseppe
Garibaldi
Sir John
MacDonald
Sir Edmund
Barton
William Hobson

Vocabulary:
dominion
parliament

Grade Six 319


Grade Six: The World
Unit 7: A World in Opposition
Chapter 18: The World at War
Scott Foresman Social Studies Leveled Readers:
Below-Level Winston Churchill
On-Level Churchill and the World at War
Advanced Winston Churchill: England’s Lion
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Previews Grade 7 Resources: 6-R1.9 Demonstrate the ability to
Headed Toward 7-5.1 Explain the causes • Workbook, pp. 129, 130 analyze cause and effect and its
War 2 days and key events of World • Transparency 20 impact on plot, character, and
War I, including the rise of • Every Student Learns theme.
Places: nationalism, ethnic and Guide, pp. 246-249
Serbia ideological conflicts in • Quick Study, pp. 124-125 6-C1.13 Demonstrate the ability to
Bosnia and different regions, political make appropriate statements to
Meeting Individual Needs:
Herzegovina and economic rivalries, the communicate agreement or
Sarajevo • Leveled Practice, TE pp.
human costs of 521, 524 disagreement with others’ ideas.
mechanization of war, the • ESL Support, TE p. 522
People:
Russian Revolution, and the 6-C1.14 Demonstrate the ability to
Wilhelm II
entry of the United States use oral language to inform, to
Francis
into the War. (H, P, G, E) entertain, and to compare and
Ferdinand
contrast different viewpoints.
Nicholas II
Vocabulary: 6-C3.10 Begin evaluation the use of
mobilization detail, character, setting, cause
neutral and effect, imagery, and sound in
nonprint sources.
Terms:
Triple Alliance
Triple Entente

Grade Six 320


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) 6-RS1.2 Begin asking questions to
investigate all aspects of a topic,
including various viewpoints
regarding it.
Lesson 2: Previews Grade 7 Resources: 6-R1.9 Demonstrate the ability to
The Great War 7-5.1 Explain the causes • Workbook, p. 131 analyze cause and effect and its
2 days and key events of World • Transparencies 22, 53 impact on plot, character, and
Places: War I, including the rise of • Every Student Learns theme.
Paris nationalism, ethnic and Guide, pp. 250-253
Ottoman ideological conflicts in • Quick Study, pp. 126-127 6-C1.13 Demonstrate the ability to
Empire Verdun different regions, political make appropriate statements to
Meeting Individual Needs:
Somme and economic rivalries, the communicate agreement or
Soviet Union • Leveled Practice, TE p.
human costs of 527 disagreement with others’ ideas.
mechanization of war, the • Learning Styles, TE p. 529
People:
Russian Revolution, and the • ESL Support, TE p. 530 6-C1.14 Demonstrate the ability to
Woodrow
entry of the United States use oral language to inform, to
Wilson
into the War. (H, P, G, E) entertain, and to compare and
Vladimir Lenin
contrast different viewpoints.
Vocabulary:
casualty 6-C3.10 Begin evaluation the use of
trench warfare detail, character, setting, cause
armistice and effect, imagery, and sound in
nonprint sources.
Terms:
Allied Powers 6-RS1.2 Begin asking questions to
Central Powers investigate all aspects of a topic,
communism including various viewpoints
Soviets regarding it.
Events:
Russian
Revolution

Grade Six 321


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: Previews Grade 7 Resources: 6-R1.9 Demonstrate the ability to
After the War 7-5.2 Explain the outcome • Workbook, p. 132 analyze cause and effect and its
1 day and effects of World War I, • Transparencies 16, 54 impact on plot, character, and
Places: including the conditions and • Every Student Learns theme.
Paris failures of the League of Guide, pp. 254-257
Rhineland Nations and the Treaty of • Quick Study, pp. 128-129 6-C1.13 Demonstrate the ability to
Versailles and the effects of Meeting Individual Needs: make appropriate statements to
People: major treaties on population • ESL Support, TE p. 535 communicate agreement or
Georges movement, the international • Leveled Practice, TE p. disagreement with others’ ideas.
Clemenceau economy, and shifts in 536
borders. (H, P, G, E) 6-C1.14 Demonstrate the ability to
use oral language to inform, to
Vocabulary: entertain, and to compare and
holocaust contrast different viewpoints.
reparations
inflation 6-C3.10 Begin evaluation the use of
detail, character, setting, cause
Terms: and effect, imagery, and sound in
Fourteen Points nonprint sources.
Treaty of
Versailles 6-RS1.2 Begin asking questions to
League of investigate all aspects of a topic,
Nations including various viewpoints
regarding it.

Grade Six 322


Grade Six: The World
Unit 7: A World in Opposition
Chapter 19: From Peace to War
Scott Foresman Social Studies Leveled Readers:
Below-Level Winston Churchill
On-Level Churchill and the World at War
Advanced Winston Churchill: England’s Lion

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Previews Grade 7 Resources: 6-R1.9 Demonstrate the ability to
Good to Bad 7-5.3 Explain the worldwide • Workbook, p. 135 analyze cause and effect and its
Times 2 days depression that took place • Transparency 20 impact on plot, character, and
in the 1930’s, including the • Every Student Learns theme.
Places: economic crash of 1929 and Guide, pp. 258-261
Germany political responses to the • Quick Study, pp. 130-131 6-C1.13 Demonstrate the ability to
Japan depression such as the New Meeting Individual Needs: make appropriate statements to
China Deal in the United States, • ESL Support, TE p. 543 communicate agreement or
Soviet Union the rise of Nazism in • Leveled Practice, TE p. disagreement with others’ ideas.
Germany, and the economic 544
People: retrenchment in Britain. (E, • Learning Styles, TE p. 545 6-C1.14 Demonstrate the ability to
Benito H) use oral language to inform, to
Mussolini entertain, and to compare and
Adolf Hitler Previews Grade 7 contrast different viewpoints.
Neville 7-5.4 Summarize aspects of
Chamberlain the rise of totalitarian 6-C3.10 Begin evaluation the use of
Hirohito governments in Germany, detail, character, setting, cause
Joseph Stalin Italy, Japan, and the Soviet and effect, imagery, and sound in
Union, including Fascist nonprint sources.

Grade Six 323


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) aggression and the 6-RS1.2 Begin asking questions to
Vocabulary: responses of major powers investigate all aspects of a topic,
depression and the rise of Joseph including various viewpoints
fascism Stalin. (H) regarding it.
Nazis
propaganda
aggression
annex
appeasement
collective

Terms:
Five-Year Plan

Events:
Great
Depression
Spanish Civil
War

Grade Six 324


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: Previews Grade 7 Resources: 6-R1.9 Demonstrate the ability to
World War II 7-5.5 Explain the causes, • Workbook, pp. 136, 137 analyze cause and effect and its
3 days key events, and outcomes • Transparencies 18, 55, 56 impact on plot, character, and
Places: of World War II, including • Every Student Learns theme.
Poland the German, Italian, and Guide, pp. 262-265
London Japanese drives for empire; • Quick Study, pp. 132-133 6-C1.13 Demonstrate the ability to
Pearl Harbor the role of appeasement Meeting Individual Needs: make appropriate statements to
Stalingrad and isolationism in Europe • ESL Support, TE p. 550 communicate agreement or
Normandy and the United States; the • Leveled Practice, TE p. disagreement with others’ ideas.
Berlin major turning points of the 552
Midway Island war both on civilizations and 6-C1.14 Demonstrate the ability to
Tokyo soldiers. (H, G, P, E) use oral language to inform, to
Hiroshima entertain, and to compare and
Nagasaki contrast different viewpoints.

People: 6-C3.10 Begin evaluation the use of


Winston detail, character, setting, cause
Churchill and effect, imagery, and sound in
Franklin nonprint sources.
Roosevelt
Oveta Culp 6-RS1.2 Begin asking questions to
Hobby investigate all aspects of a topic,
Dwight including various viewpoints
Eisenhower regarding it.
Douglas
MacArthur
Harry Truman

Grade Six 325


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Terms:
Axis Powers
Allies
Big Three
Women’s Army
Corps
D-Day
Kamikaze

Events:
Battle of Britain

Grade Six 326


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: Previews Grade 7 Resources: 6-R1.9 Demonstrate the ability to
The Aftermath 7-5.6 Summarize the • Workbook, pp. 138, 139 analyze cause and effect and its
2 days Holocaust and its impact on • Transparency 21 impact on plot, character, and
Places: European society and • Every Student Learns theme.
New York City Jewish culture, including Guide, pp. 266-269
Nazi policies to eliminate • Quick Study, pp. 134-135 6-C1.13 Demonstrate the ability to
People: the Jews and other Meeting Individual Needs: make appropriate statements to
Eleanor minorities, the “Final • ESL Support, TE p. 559 communicate agreement or
Roosevelt Solution,” and the war • Leveled Practice, TE p. disagreement with others’ ideas.
George crimes trials at Nuremberg. 560
Marshall (H) • Learning Styles, TE p. 562 6-C1.14 Demonstrate the ability to
Anne Frank use oral language to inform, to
entertain, and to compare and
Vocabulary: contrast different viewpoints.
refugee
concentration 6-C3.10 Begin evaluation the use of
camp detail, character, setting, cause
charter and effect, imagery, and sound in
nonprint sources.
Terms: 6-RS1.2 Begin asking questions to
United Nations investigate all aspects of a topic,
Marshall Plan including various viewpoints
regarding it.

Grade Six 327


Grade Six: The World
Unit 7: A World in Opposition
Chapter 20: The Cold War
Scott Foresman Social Studies Leveled Readers:
Below-Level Winston Churchill
On-Level Churchill and the World at War
Advanced Winston Churchill: England’s Lion

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Previews Grade 7 Resources: 6-R1.9 Demonstrate the ability to
The Soviets 7-6.1 Summarize the • Workbook, pp. 142, 143 analyze cause and effect and its
Advance 2 days political and economic • Transparencies 19, 57 impact on plot, character, and
transformation of Western • Every Student Learns theme.
Places: and Eastern Europe after Guide, pp. 270-273
Berlin World War II, including the • Quick Study, pp. 136-137 6-C1.13 Demonstrate the ability to
West Germany significance of the Truman Meeting Individual Needs: make appropriate statements to
East Germany Doctrine, the Marshall Plan, • Leveled Practice, TE pp. communicate agreement or
Cuba the North Atlantic Treaty 569, 575 disagreement with others’ ideas.
Organization (NATO), the • ESL Support, TE p. 570
People: United Nations, the Warsaw • Learning Styles, TE p. 574 6-C1.14 Demonstrate the ability to
Nikita Khrushchev Pact, and the European use oral language to inform, to
John F. Kennedy Economic Community entertain, and to compare and
(EEC). (H, P, E, G) contrast different viewpoints.
Vocabulary:
nuclear 6-C3.10 Begin evaluation the use of
containment Previews Grade 7 detail, character, setting, cause
7-6.2 Summarize the events and effect, imagery, and sound in
of the Cold War, including nonprint sources.
the Soviet domination of
Eastern

Grade Six 328


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) Europe; the rise of the 6-RS1.2 Begin asking questions to
Terms: Communist party in China; investigate all aspects of a topic,
Cold War the building of the Berlin including various viewpoints
Truman wall; the economic and regarding it.
Doctrine political competition for
Northern influence in Vietnam and
Atlantic Korea; the Cuban missile
Treaty crisis; the revolutionary
Organization Movements in Africa; the
(NATO) development of new
Warsaw Pact military, nuclear, and space
technology; and the threat
Events: of nuclear annihilation. (H,
Berlin Airlift P)
Lesson 2: Previews Grade 7 Resources: 6-R1.9 Demonstrate the ability to
Communism in 7-6.2 Summarize the events • Workbook, p. 144 analyze cause and effect and its
China 2 days of the Cold War, including • Transparency 20 impact on plot, character, and
the Soviet domination of • Every Student Learns theme.
Places: Eastern Europe; the rise of Guide, pp. 274-277
Taiwan 6-C1.13 Demonstrate the ability to
the Communist party in • Quick Study, pp. 138-139
People’s China; the building of the make appropriate statements to
Meeting Individual Needs:
Republic of Berlin wall; the economic communicate agreement or
China • ESL Support, TE p. 578 disagreement with others’ ideas.
and political competition for • Leveled Practice, TE p.
Beijing influence in Vietnam and
Taipei 579 6-C1.14 Demonstrate the ability to
Korea; the Cuban missile
use oral language to inform, to
crisis; the revolutionary
People: entertain, and to compare and
Movements in Africa; the
Sun Yat-sen contrast different viewpoints.
development of new
Chiang Kai-
military, nuclear, and space
shek

Grade Six 329


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) technology; and the threat 6-C3.10 Begin evaluation the use of
Mao Zedong of nuclear annihilation. (H, detail, character, setting, cause
Richard Nixon P) and effect, imagery, and sound in
Jiang Qing nonprint sources.
Nien Cheng
6-RS1.2 Begin asking questions to
Vocabulary: investigate all aspects of a topic,
proletarian including various viewpoints
regarding it.
Terms:
Nationalist
Party
Events:
Cultural
Revolution
Lesson 3: Previews Grade 7 Resources: 6-R1.9 Demonstrate the ability to
The Cold War 7-6.2 Summarize the events • Workbook, p. 145 analyze cause and effect and its
Heats Up 2 days of the Cold War, including • Transparencies 20, 58, 59 impact on plot, character, and
the Soviet domination of • Every Student Learns theme.
Places: Eastern Europe; the rise of Guide, pp. 278-281
North Korea 6-C1.13 Demonstrate the ability to
the Communist party in • Quick Study, pp. 140-141
South Korea China; the building of the make appropriate statements to
Meeting Individual Needs:
Indochina Berlin wall; the economic communicate agreement or
• Leveled Practice, TE p.
North Vietnam and political competition for disagreement with others’ ideas.
585, 586
South Vietnam influence in Vietnam and
Cambodia • Learning Styles, TE p. 584 6-C1.14 Demonstrate the ability to
Korea; the Cuban missile • ESL Support, TE p. 587
Laos use oral language to inform, to
crisis; the revolutionary
Hanoi entertain, and to compare and
Movements in Africa; the
contrast different viewpoints.

Grade Six 330


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued) development of new
People: military, nuclear, and space
Ho Chi Minh technology; and the threat 6-C3.10 Begin evaluation the use of
John F. Kennedy of nuclear annihilation. (H, detail, character, setting, cause
Lyndon Johnson
Robert MacNamara P) and effect, imagery, and sound in
nonprint sources.
Vocabulary:
guerrilla 6-RS1.2 Begin asking questions to
détente investigate all aspects of a topic,
including various viewpoints
Terms: regarding it.
Viet Cong
domino effect
Vietnamization

Events:
Tet Offensive

Grade Six 331


Grade Six: The World
Unit 8: New Nations and a New Century
Chapter 21: New Nations
Scott Foresman Social Studies Leveled Readers:
Below-Level Growing Cities, Growing Problems
On-Level Cities: Too Much, Too Fast?
Advanced The Rise of the Megacity
Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Previews Grade 7 Resources: 6-R1.8 Demonstrate the ability to
Independence 7-6.2 Summarize the events • Workbook, p. 150 draw conclusions and make
2 days of the Cold War, including • Transparencies 23, 60, 61 inferences.
Places: the Soviet domination of • Every Student Learns
Kenya Eastern Europe; the rise of Guide, pp. 282-285 6-R1.10 Begin recognizing when
Ghana the Communist party in • Quick Study, pp. 142-143 statements of fact are not
Tanzania China; the building of the Meeting Individual Needs: documented and when opinions are
Zimbabwe Berlin wall; the economic • ESL Support, TE p. 607 not adequately supported.
South Africa and political competition for • Leveled Practice, TE p.
Hong Kong influence in Vietnam and 609 6-C3.7 Begin analyzing nonprint
Pakistan Korea; the Cuban missile • Learning Styles, TE p. 611 sources, for accuracy, bias,
crisis; the revolutionary intent, and purpose.
People: Movements in Africa; the
Kwame Nkrumah development of new
Jomo Kenyatta military, nuclear, and space
Julius Nyerere
Mobuto Sese Seko technology; and the threat
Robert Mugabe of nuclear annihilation. (H,
P)

Grade Six 332


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Nelson Mandela
Mohandas
Gandhi
Muhammed Ali
Jinnah
Vocabulary: Previews Grade 7
decolonization 7-6.3 Explain the causes
coup d’état and major features of the
segregate political and social changes
apartheid that occurred in the Middle
sanction East in the post –World War
civil II period, including the role
disobedience nationalism, the creation of
the state of Israel, and
ongoing conflicts in the
region. (H, P, G)

Previews Grade 7
7-6.4 Compare features of
nationalist and
independence movements
in different regions in the
post-World War II period,
including Mohnadas
Gandhi’s role in the
nonviolence movement for
India’s independence and
the emergence of nationalist
movements in African and
Asian countries. (H, P)

Grade Six 333


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: Previews Grade 7 Resources: 6-R1.8 Demonstrate the ability to
The Middle 7-6.3 Explain the causes • Workbook, p. 151 draw conclusions and make
East 2 days and major features of the • Transparencies 23, 62 inferences.
political and social changes • Every Student Learns
Places: that occurred in the Middle 6-R1.10 Begin recognizing when
Guide, pp. 286-289
Palestine East in the post –World War • Quick Study, pp. 144-145 statements of fact are not
Jerusalem II period, including the role documented and when opinions are
Meeting Individual Needs:
Israel nationalism, the creation of not adequately supported.
Egypt • Leveled Practice, TE p.
the state of Israel, and 616
West Bank ongoing conflicts in the 6-C3.7 Begin analyzing nonprint
Golan Heights • ESL Support, TE p. 618
region. (H, P, G) sources, for accuracy, bias,
Sinai Peninsula intent, and purpose.
Gaza Strip
People:
David Ben-
Gurion Gamal
Abdel Nasser
Anwar el-Sadat
Menachem
Begin
Vocabulary:
Zionism
Terms:
Arab
Nationalism
Palestinian

Grade Six 334


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Liberation
Organization
Camp David
Accords
Oslo Accords
Events:
Six-Day War
Lesson 3: Previews Grade 7 (related) Resources: 6-R1.8 Demonstrate the ability to
Eastern Europe 7-7.1 Illustrate on a time line • Workbook, pp. 152, 153 draw conclusions and make
2 days the events that contributed • Transparencies 23, 63 inferences.
Places: to the collapse of the Soviet • Every Student Learns
Berlin Wall Union and other communist 6-R1.10 Begin recognizing when
Guide, pp. 290-293
Czech Republic governments in Europe, • Quick Study, pp. 146-147 statements of fact are not
Sloak Republic including economic failures documented and when opinions are
Meeting Individual Needs:
Slovinia and the emergence of new not adequately supported.
Croatia • ESL Support, TE p. 621
leaders. (H, E, P) • Leveled Practice, TE p. 6-C3.7 Begin analyzing nonprint
Bosnia and sources, for accuracy, bias,
Herzegovina 622
intent, and purpose.
Macedonia
People:
Lech Walesa
Mikhail
Gorbachev
Boris Yeltsin
Vocabulary:
dissident
perestroika
glasnost

Grade Six 335


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Terms:
Solidarity
Kremlin
Commonwealth
of Independent
States

Grade Six 336


Grade Six: The World
Unit 8: New Nations and a New Century
Chapter 22: Cooperation, Conflict, and Challenges
Scott Foresman Social Studies Leveled Readers:
Below-Level Growing Cities, Growing Problems
On-Level Cities: Too Much, Too Fast?
Advanced The Rise of the Megacity

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Previews Grade 7 Resources: 6-R1.8 Demonstrate the ability to
Economic 7-7.6 Explain the impact of • Workbook, pp. 156, 157 draw conclusions and make
Cooperation 2 days increasing global economic • Transparency 20 inferences.
interdependence in the late • Every Student Learns
Places: twentieth century and the Guide, pp. 294-297 6-R1.10 Begin recognizing when
Maastricht early twenty-first century, • Quick Study, pp. 148-149 statements of fact are not
including the significance of Meeting Individual Needs: documented and when opinions are
People: global communication, labor • ESL Support, TE p. 631 not adequately supported.
Bill Clinton demands, and migration; • Leveled Practice, TE p.
the European Economic 633 6-C3.7 Begin analyzing nonprint
Vocabulary: Community (EEC) and other sources, for accuracy, bias,
gross domestic trade agreement; and the oil intent, and purpose.
product (GDP) crisis of the 1970s. (E, G, H,
trading bloc P)
euro
trade
agreement

Grade Six 337


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Terms:
European
Union (EU)
Association of
Southeast
Asian
Nations
(ASEAN)
Mercosur
North American
Free Trade
Agreement
(NAFTA)
World Trade
Organization
(WTO)
Lesson 2: Previews Grade 7 Resources: 6-R1.8 Demonstrate the ability to
Conflicts of 7-7.5 Compare the social, • Workbook, p. 158 draw conclusions and make
Identity 2 days economic, and political • Transparencies 23, 64 inferences.
opportunities for women in • Every Student Learns
Places: various nations and Guide, pp. 298-301 6-R1.10 Begin recognizing when
Yugoslavia societies around the world, • Quick Study, pp. 150-151 statements of fact are not
Slovenia including those in Meeting Individual Needs: documented and when opinions are
Croatia developing and • ESL Support, TE p. 637 not adequately supported.
Serbia industrialized nations and • Leveled Practice, TE p.
Montenegro within societies dominated 639 6-C3.7 Begin analyzing nonprint
Bosnia and by particular regions. (H, G, • Learning Styles, TE p. 635 sources, for accuracy, bias,
Herzegovina P, E) intent, and purpose.

Grade Six 338


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
(continued)
Kosovo
Rwanda
Burundi
Northern
Ireland
Afghanistan
Myanmar
Chiapas
Tiananmen
Square
Beijing
People:
Slobodan Milosevic
Mairead Corrigan
Maguire
Mary Robinson
Aung San Suu Kyi
Rigoberta Menchú

Vocabulary:
ethnicity
multiethnic
nation
ethnic
cleansing
repressive

Grade Six 339


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: Previews Grade 7 Resources: 6-R1.8 Demonstrate the ability to
Political 7-6.3 Explain the causes • Workbook, p. 159 draw conclusions and make
Conflicts 2 days and major features of the • Transparency 23 inferences.
and political and social changes • Every Student Learns
Challenges that occurred in the Middle Guide, pp. 302-305 6-R1.10 Begin recognizing when
East in the post –World War • Quick Study, pp. 152-153 statements of fact are not
Places: II period, including the role Meeting Individual Needs: documented and when opinions are
Barbary States nationalism, the creation of • ESL Support, TE p. 646 not adequately supported.
Afghanistan the state of Israel, and • Leveled Practice, TE p.
New York City ongoing conflicts in the 647 6-C3.7 Begin analyzing nonprint
Washington, region. (H, P, G) • Learning Styles, TE p. 649 sources, for accuracy, bias,
D.C. intent, and purpose.
Iraq

People:
Thomas Jefferson
George W. Bush

Vocabulary:
terrorism

Grade Six 340


Grade Six: The World
Unit 8: New Nations and a New Century
Chapter 22: Living in the 21st Century
Foresman Social Studies Leveled Readers:
Below-Level Growing Cities, Growing Problems
On-Level Cities: Too Much, Too Fast?
Advanced The Rise of the Megacity

Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 1: Previews Grade 7 Resources: 6-R1.8 Demonstrate the ability to
Population 7-7.5 Compare the social, • Workbook, pp. 162, 163 draw conclusions and make
Growth and 2 days economic, and political • Transparency 23 inferences.
Change opportunities for women in • Every Student Learns
various nations and Guide, pp. 306-309 6-R1.10 Begin recognizing when
Places: societies around the world, • Quick Study, pp. 154-155 statements of fact are not
Mexico City including those in documented and when opinions are
Meeting Individual Needs:
Calcutta developing and not adequately supported.
Madagascar • ESL Support, TE p. 655
industrialized nations and • Leveled Practice, TE p.
within societies dominated 656 6-C3.7 Begin analyzing nonprint
People:
by particular regions. (H, G, sources, for accuracy, bias,
Mother Teresa
P, E) intent, and purpose.
Vocabulary:
Previews Grade 7
millennium
7-7.7 Summarize the
megacity
dangers to the natural
demographer
environment that are posed
immigration
by population growth,
zero
urbananization, and
population
industrialization. (G, E, P, H)
growth

Grade Six 341


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 2: Previews Grade 7 Resources: 6-R1.8 Demonstrate the ability to
Earth’s 7-7.7 Summarize the • Workbook, p. 164 draw conclusions and make
Environment 1 day dangers to the natural • Transparency 21 inferences.
environment that are posed • Every Student Learns
Places: by population growth, Guide, pp. 310-313 6-R1.10 Begin recognizing when
Antarctica urbananization, and • Quick Study, pp. 156-157 statements of fact are not
industrialization. (G, E, P, H) Meeting Individual Needs: documented and when opinions are
People: • ESL Support, TE p. 661 not adequately supported.
Rachel Carson • Leveled Practice, TE p.
663 6-C3.7 Begin analyzing nonprint
Vocabulary: sources, for accuracy, bias,
global warming intent, and purpose.
carbon dioxide
greenhouse
effect pesticide
environment-
alist
endangered
species
deforestation
desertification
pollution

Terms:
Environmental
Protection
Agency

Grade Six 342


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 3: Previews Grade 7 Resources: 6-R1.8 Demonstrate the ability to
Energy 7-7.3 Explain the global • Workbook, p. 165 draw conclusions and make
1 day influences on the • Transparency 23 inferences.
Places: environment, including the • Every Student Learns
Chernobyl effects on increases in 6-R1.10 Begin recognizing when
Guide, pp. 314-317
Iguacu Falls population, the growth of • Quick Study, pp. 158-159 statements of fact are not
Niagara Falls cities, and efforts by citizens documented and when opinions are
Meeting Individual Needs:
and governments to protect • ESL Support, TE p. 665 not adequately supported.
People:
the natural environment. (G) • Leveled Practice, TE p. 6-C3.7 Begin analyzing nonprint
George W.
667 sources, for accuracy, bias,
Bush Previews Grade 7 intent, and purpose.
7-7.6 Explain the impact of
Vocabulary:
increasing global economic
conservation
interdependence in the late
fossil fuel
twentieth century and the
nonrenewable
early twenty-first century,
resource
including the significance of
renewable
global communication, labor
resource
demands, and migration;
hydroelectric
the European Economic
energy
Community (EEC) and other
geothermal
trade agreements; and the
energy
oil crisis of the 1970s. (E, G,
Terms: H, P)
Organization of
Previews Grade 7
Petroleum
7-7.7 Summarize the
Exporting
dangers to the natural
Countries
environment that are posed
(OPEC)
by population growth,
urbananization, and
industrialization. (G, E, P, H)

Grade Six 343


Lesson Pacing South Carolina Social Scott Foresman Social South Carolina Reading
Titles/ Studies Standards Studies Unit Resources Standards
Vocabulary
Lesson 4: Previews Grade 7 Resources: 6-R1.8 Demonstrate the ability to
Technology 7-7.2 Explain the • Workbook, p. 166 draw conclusions and make
1 day significance and impact of • Transparency 23 inferences.
People: the information, • Every Student Learns
Yuri Gagarin technological, and Guide, pp. 318-321 6-R1.10 Begin recognizing when
Neil Armstrong communications revolutions, • Quick Study, pp. 160-161 statements of fact are not
Edwin Aldrin including the role of Meeting Individual Needs: documented and when opinions are
Charles DeLisi television, satellites, • ESL Support, TE p. 669 not adequately supported.
David A. Smith computers, and the Internet. • Learning Styles, TE p. 670
Flossie Wong- (H) • Leveled Practice, TE p. 6-C3.7 Begin analyzing nonprint
Staal 671 sources, for accuracy, bias,
intent, and purpose.
Vocabulary:
space station
satellite

Terms:
National
Aeronautics
and
Space
Administration
(NASA)
Human
Genome
Project

Grade Six 344