A Correlation of

Scott Foresman Reading Street ©2011

to the

NEBRASKA Social Studies/History Standards Grades K–5

INTRODUCTION This document demonstrates how Scott Foresman Reading Street,©2011, meets the objectives of the Nebraska Social Studies/History Standards. Correlation page references are to the Teacher’s Edition and are cited by grade, unit and selection title. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Where applicable, the Scott Foresman Reading Street Leveled Readers and Scott Foresman Social Studies Leveled Readers are cited. Scott Foresman Reading Street is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Assessment Reading Street begins the year with the Baseline Group Test to make initial grouping decisions. Daily and Weekly assessment allow teachers to monitor students’ progress at different critical points of instruction. The Unit Benchmark Test measures students’ mastery of target skills taught throughout the unit. The End-of-Year Benchmark Test measures students’ mastery of target skills taught throughout the six units of the program. Writing on Reading Street Writing instruction on Reading Street emphasizes the reciprocal nature of reading and writing. Writing instruction integrates the skills and knowledge that students learn and practice as they read and helps students apply those skills and that knowledge in their writing. Differentiated Instruction for Group Time Reading Street instruction is systematic, explicit, and highly focused for all ability levels. Weekly plans and daily lessons provide small group instruction for Strategic Intervention (below level), On-Level, Advanced, and English Language Learners. Reading Street follows the Response to Intervention model (RTI) to meet the instructional needs of all students. It offers a process that monitors student’s progress throughout the year so teachers can support on-level and advanced students and identify struggling readers early. ELL Instruction Daily support for English language learners can be found in the Differentiated Instruction feature in the Reading Street Teacher’s Edition, as well as daily lessons for the ELL group. They offer pacing suggestions for the week and scaffolded instruction for the week’s target skills and strategies. An ELL Reader reinforces the weekly concept and vocabulary while building language and fluency. Literacy Reading Street provides what teachers need to organize and carry out a customized literacy program. Planning guides and instructional lessons help teachers plan and implement lessons. Teachers can select from a rich array of readers to match texts to students. 21st Century Skills Technology on Scott Foresman Reading Street can be used both for enhancing student experiences and preparing them for the future. Throughout the year, research-based technology options enrich instruction and assist in the management of classroom learning.

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Table of Contents

Kindergarten .......................................................................................................... 4 Grade One ............................................................................................................ 13 Grade Two............................................................................................................ 27 Grade Three ......................................................................................................... 44 Grade Four ........................................................................................................... 57 Grade Five ............................................................................................................ 78

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Scott Foresman Reading Street ©2011 to the Nebraska Social Studies/History Standards Kindergarten Nebraska Social Studies/History Scott Foresman Standards Kindergarten Reading Street ©2011 Kindergarten - First Grade (By the end of first grade) 1. Social Studies Kindergarten - First Grade Social Studies 1.1 Students will demonstrate an understanding that history relates to events and people of other times and places. Example Indicators: • Use calendars and timelines to show TE: sequence and change. Unit 3: The Lion and the Mouse, 475 Unit 5: The Little Engine That Could, 351 Scott Foresman Social Studies Leveled Readers: Birthday Celebrations It Is My Birthday! Happy Birthday to Me! • Identify past events and people in legends, historical fiction, and biographies, e.g., Johnny Appleseed, Betsy Ross, etc.

TE: Unit 3: George Washington Visits, 227, 260-271 Reading Street Leveled Readers: A Trip to Washington, D.C. Scott Foresman Social Studies Leveled Readers: George Washington George Washington: Father of Our Country George Washington: Our First President

• Describe the people and events honored in commemorative holidays.

TE: Unit 1: We Are So Proud!, 151 Unit 3: George Washington Visits, 231, 249, 289 Unit 4: Abuela, 599 Reading Street Leveled Readers: A Trip to Washington, D.C. Scott Foresman Social Studies Leveled Readers: George Washington George Washington: Father of Our Country George Washington: Our First President

4 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Kindergarten • Compare school and community life in America in different places and times.

Scott Foresman Reading Street ©2011 TE: Unit 3: George Washington Visits, 216-217, 260-271, 277, 289, Then and Now, 429, 442, 447, 458-469, 475, 487 Reading Street Leveled Readers: Fun with Gram What Can You Do? Scott Foresman Social Studies Leveled Readers: My Neighborhood Neighbors Near and Far

• Recognize that people, places, and things change over time.

TE: Unit 3: Little Panda, 60-73, 91, 105, George Washington Visits 216-217, 260271, Farfallina and Marcell, 329, Then and Now, 429, 442, 447, 458-469, 475, 487 Reading Street Leveled Readers: Fun with Gram What Can You Do?

1.2 Students will compare and contrast the past and present contributions of cultures to school and family. Example Indicators: • Explain the past and the present through TE: pictures, oral history, letters, or journals. Unit 3: George Washington Visits, 277, 289 Reading Street Leveled Readers: Fun with Gram What Can You Do? Scott Foresman Social Studies Leveled Readers: George Washington George Washington: Father of Our Country George Washington: Our First President

5 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Kindergarten • Students will identify ways that people grow and change over time.

Scott Foresman Reading Street ©2011 TE: Unit 3: Little Panda, 60-73, 91, 105, Farfallina and Marcell, 329 Reading Street Leveled Readers: What Can You Do? Scott Foresman Social Studies Leveled Readers: Birthday Celebrations Happy Birthday to Me! It Is My Birthday!

1.3 Students will compare the relative location of people, places, and things. Example Indicators: • Use objects to show position, e.g., TE: near/far, up/down, left/right, behind/in Unit 1: The Little School Bus 93, Plaidypus front. Lost, 203, 258-277, Smash! Crash!, 457 Unit 3: Little Quack, 205, George Washington Visits, 247 Unit 5: My Lucky Day, 145, Goldilocks and the Three Bears, 309 • Identify map symbols, e.g., legend references to land, water, roads, and cities.

TE: Unit 1: The Little School Bus, 93 Unit 4: Rooster’s Off to See the World, 75 Scott Foresman Social Studies Leveled Readers: This Is Our World

• Name community symbols, e.g. traffic signs, traffic lights, and street and highway markers.

TE: Unit 4: Rooster’s Off to See the World 75, Goldilocks and the Three Bears, 329, Abuela, 605 Unit 5: Max Takes the Train, 31, Trucks Roll!, 302-303 Unit 6: Building Beavers, 274, Allistair and Kip’s Great Adventure, 398

6 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Kindergarten • Locate land and water on simple maps, globes, or other models using cardinal directions and map symbols.

Scott Foresman Reading Street ©2011 TE: Unit 2: Animal Babies in Grasslands, 289 Unit 4: If You Could Go to Antarctica, 447 Unit 5: Mayday! Mayday!, 183, 209, The Little Engine That Could, 399, This is the Way We Go To School, 601 Scott Foresman Social Studies Leveled Readers: This Is Our World

• Recognize the physical shape of our state and nation.

TE: Unit 4: Rooster’s Off to See the World, 49, 87 Unit 5: Mayday! Mayday!, 209, On the Move!, 439 Scott Foresman Social Studies Leveled Readers: This Is Our World

1.4 Students will recognize that climate, affect the lives of people. Example Indicators: • Discuss how the environment influences their food, clothing, shelter, transportation, and recreation.

location, and physical surroundings

TE: Unit 2: A Bed for the Winter, 431, 449 Unit 4: Then and Now, 431, 459-469, 475, 487, The Lion and the Mouse, 579 Unit 5: Rooster’s Off to See the World, 49, 103, 129, Goldilocks and the Three Bears, 399, If You Could Go to Antarctica, 457, 468-479, 485, Abuela, 511, 555, 563-583 Unit 6: Building with Dad, 91, 98-99, Allistair and Kip’s Great Adventure, 303 Reading Street Leveled Readers: Two or Three? We Can Do It! The Trip My Walk in Antarctica A Trip to Washington, D.C. The Boat Ride A Small Trip Our Camping Trip Scott Foresman Social Studies Leveled Readers: This Is Our World My Neighborhood

7 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Kindergarten • Recognize that Nebraska’s seasons vary from other places in the United States and the world.

Scott Foresman Reading Street ©2011 TE: Unit 1: The Little School Bus, 129 Unit 2: Bear Snores On, 345, A Bed for Winter, 479, 505 Unit 4: One Little Mouse, 289, If You Could Go to Antarctica, 431, 459-469, 501 Unit 5: Mayday! Mayday!, 129, On the Move!, 511

1.5 Students will identify uses of technology, such as transportation and communication. Example Indicators: • Identify what inventions are. TE: Unit 3: Then and Now, 458-469, 501 • Describe a helpful invention.

TE: Unit 1: Dig Dig Digging, 561, 572-583, 589 Unit 3: Then and Now, 458-469, 501

• Explain why they are important.

TE: Unit 1: Dig Dig Digging, 561, 572-583, 589 Unit 3: Then and Now, 458-469, 501

1.6 Students will identify basic economic Example Indicators: • Recognize the difference between basic needs and wants, e.g. food, clothing, shelter, and affection.

concepts. TE: Unit 6: The House That Tony Lives In, 459469 Reading Street Leveled Readers: Homes The Box

• Explain differences between buyers and sellers/goods and services.

TE: Unit 1: Mrs. Bindergarten Takes a Field Trip with Kindergarten, 364-383 Scott Foresman Social Studies Leveled Readers: Jobs in My Community Jobs, Jobs, Jobs Who Does This Job?

8 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Kindergarten Reading Street ©2011 1.7 Students will explain how families and individuals earn, spend, and save. Example Indicators: • Match simple descriptions of work that TE: people do with the names of those jobs Unit 1: Mrs. Bindergarten Takes a Field Trip with Kindergarten, 335, 351, 353, 364383, 389, 401, 414-415, Dig Dig Digging, 615 Unit 2: Animal Babies in Grasslands, 229 Unit 3: George Washington Visits, 303 Unit 5: Mayday! Mayday!, 129, 147, 209, Trucks Roll, 235, 251, 264-277, 295 Unit 6: Building With Dad, 59-73, The House That Tony 459-469 Reading Street Leveled Readers: Nick the Fix-It Man Ming on the Job Scott Foresman Social Studies Leveled Readers: Jobs in My Community Jobs, Jobs, Jobs Who Does This Job? • Recognize the importance of work.

TE: Unit 1: Mrs. Bindergarten Takes a Field Trip with Kindergarten, 335, 351, 353, 364383, 389, 401, 414-415, Dig Dig Digging, 615 Unit 2: Animal Babies in Grasslands, 229 Unit 3: George Washington Visits, 303 Unit 5: Mayday! Mayday!, 129, 147, 209, Trucks Roll, 235, 251, 264-277, 295 Unit 6: Building With Dad, 59-73, The House That Tony 459-469 Reading Street Leveled Readers: Nick the Fix-It Man Ming on the Job Scott Foresman Social Studies Leveled Readers: Jobs in My Community Jobs, Jobs, Jobs Who Does This Job?

9 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Kindergarten • Demonstrate the exchange of money for goods and services

Scott Foresman Reading Street ©2011 TE: Unit 1: Smash! Crash!, 510-511 Scott Foresman Social Studies Leveled Readers: Jobs in My Community Jobs, Jobs, Jobs Who Does This Job?

• Identify ways to save money

Scott Foresman Social Studies Leveled Readers: Jobs in My Community Jobs, Jobs, Jobs Who Does This Job?

1.8 Students will recognize good citizenship and its importance. Example Indicators: • Explain why it is important to show TE: respect for self, family, and others, e.g., Unit 1: The Little School Bus, 31, We Are taking care of his/her own things and So Proud! 133, 152-153, Smash! Crash!, respecting what belongs to others. 441 Unit 3: Little Quack, 131 Unit 4: Goldilocks and The Three Bears, 329, 379, 405 Unit 5: This Is The Way We Go To School, 537 Reading Street Leveled Readers: Fun with Gram Scott Foresman Social Studies Leveled Readers: Earth: How Can I Help? Helping Earth My Neighborhood Rules Rules Make Life Work Who Is My Neighbor? Why We Have Rules • Identify examples of honesty, courage, patriotism, and other admirable character traits seen in American history.

TE: Unit 3: George Washington Visits, 227, 260-271 Scott Foresman Social Studies Leveled Readers: George Washington George Washington: Father of Our Country George Washington: Our First President

10 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Kindergarten • Identify how choices and actions affect themselves and others, e.g., making class rules, participating in classroom chores.

Scott Foresman Reading Street ©2011 TE: Unit 1: The Little School Bus, 31, We Are So Proud!, 133, 152-153, Plaidypus Lost, 229, Smash! Crash!, 441, 503 Unit 3: Little Quack, 131 Unit 4: Goldilocks and the Three Bears, 329, 379, 405 Unit 5: This Is The Way We Go To School, 537 Scott Foresman Social Studies Leveled Readers: Earth: How Can I Help? Helping Earth My Neighborhood Rules Rules Make Life Work Who Is My Neighbor? Why We Have Rules

• Identify community groups of which students are members, e.g., family, school, church, girl/boy scouts, and classroom.

TE: Unit 1: The Little School Bus, 118, Smash! Crash!, 441 Unit 5: Max Takes the Train, 89 Reading Street Leveled Readers: Fun with Gram Scott Foresman Social Studies Leveled Readers: My Neighborhood Neighbors Near and Far Who Is My Neighbor?

• Participate in classroom elections.

Scott Foresman Social Studies Leveled Readers: George Washington George Washington: Father of Our Country George Washington: Our First President Rules Rules Make Life Work Why We Have Rules

11 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Kindergarten • Name the President or other elected leaders.

Scott Foresman Reading Street ©2011 TE: Unit 3: George Washington Visits, 249 Scott Foresman Social Studies Leveled Readers: George Washington George Washington: Father of Our Country George Washington: Our First President

1.9 Students will identify patriotic symbols and actions. Example Indicators: • Name those associated with the United TE: States, e.g., the flag, the Pledge of Unit 1: We Are So Proud, 119, 134, 161Allegiance, etc. 171, 196-197 Unit 3: George Washington Visits, 231, 249 Unit 4: Abuela, 591, 599, 605 Reading Street Leveled Readers: A Trip to Washington, D.C. Scott Foresman Social Studies Leveled Readers: George Washington George Washington: Father of Our Country George Washington: Our First President

12 TE = Teacher’s Edition

Scott Foresman Reading Street ©2011 to the Nebraska Social Studies/History Standards Grade One Nebraska Social Studies/History Scott Foresman Standards Grade One Reading Street ©2011 First Grade (By the end of first grade) 1. Social Studies United States History, Geography, Civics,/Government, Economics 1.1 Students will demonstrate an understanding that history relates to events and people of other times and places. Example Indicators: Use calendars and timelines to show TE: sequence and change. Unit 3: Ruby in Her Own Time, 45a-45b Unit 5: Alexander Graham Bell: A Great Inventor, 174-193 Reading Street Leveled Readers: Mac Can Do It! Paul’s Bed • Identify past events and people in legends, historical fiction, and biographies, e.g., Johnny Appleseed, Betsy Ross, etc.

TE: Unit R: Sam, 32-33 Unit 4: A Trip to Washington, D.C., 96-109 Unit 5: Alexander Graham Bell: A Great Inventor 171b, 174-193 Reading Street Leveled Readers: Our Leaders Paul’s Bed America’s Home Scott Foresman Social Studies Leveled Readers: The Fourth of July Happy Birthday, America! Independence Day

13 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One • Describe the people and events honored in commemorative holidays.

Scott Foresman Reading Street ©2011 TE: Unit 2: The Big Circle, 127b, 130a, 137g Unit 4: A Trip to Washington, D.C., 114117, 119m, A Southern Ranch, 125b Reading Street Leveled Readers: Our Leaders Special Days, Special Food Cascarones Are for Fun Scott Foresman Social Studies Leveled Readers: The Fourth of July Happy Birthday, America! Independence Day

• Compare school and community life in America in different places and times.

TE: Unit R: School Day, 122-131 Unit 4: Mama’s Birthday Present, 20-43, A Southern Ranch, 128-143 Reading Street Leveled Readers: Our Leaders Grandma’s Farm The Communication Story Loni’s Town School: Then and Now Go West! Telephones Over the Years Scott Foresman Social Studies Leveled Readers: Changing Communities Changes in Transportation How Travel Has Changed Then and Now

14 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One • Recognize that people, places, and things change over time.

Scott Foresman Reading Street ©2011 TE: Unit 3: A Place to Play 38-41, 43m, Ruby in Her Own Time, 44-45, 45a-45b, 52-73, 74a, 83m, The Class Pet, 92-105, I’m a Caterpillar, 158-173, 181m Unit 4: Peter’s Chair, 159b Reading Street Leveled Readers: In My Room Hank’s Song Animals Change and Grow Our Leaders Grandma’s Farm A New Baby Brother Mac Can Do It! Big Wishes and Her Baby Let’s Visit a Butterfly Greenhouse My Little Brother Drew The Communication Story Loni’s Town Baby Animals in the Rain Forest School: Then and Now Learn About Butterflies Telephones Over the Years Scott Foresman Social Studies Leveled Readers: Changing Communities Changes in Transportation How Travel Has Changed Then and Now Things Change

15 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade One Reading Street ©2011 1.2 Students will compare and contrast the past and present contributions of cultures to school and family. Example Indicators: • Explain the past and the present through TE: pictures, oral history, letters, or journals. Unit 4: A Trip to Washington, D.C., 96-109 Unit 5: Alexander Graham Bell: A Great Inventor, 173-193 Reading Street Leveled Readers: Our Leaders Loni’s Town School: Then and Now Go West! Telephones Over the Years Scott Foresman Social Studies Leveled Readers: Changing Communities Then and Now • Students will identify ways that people grow and change over time.

TE: Unit 3: Ruby in Her Own Time, 44-45, 45a45b, 74a, 83m Unit 4: Peter’s Chair, 159b Reading Street Leveled Readers: In My Room Hank’s Song A New Baby Brother Mac Can Do It! My Little Brother Drew Loni’s Town

1.3 Students will compare the relative location of people, places, and things. Example Indicators: • Use objects to show position, e.g., TE: near/far, up/down, left/right, behind/in Unit 1: Sam, 36-37, 37a front. Unit 2: Who Works Here?, 102-103, 103a Scott Foresman Social Studies Leveled Readers: Reading Maps and Globes Maps and Globes

16 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One • Identify map symbols, e.g., legend references to land, water, roads, and cities.

Scott Foresman Reading Street ©2011 TE: Unit 2: Who Works Here?, 95g, 100-101 Unit 5: The Stone Garden, 238-239 Scott Foresman Social Studies Leveled Readers: Reading Maps and Globes Maps and Globes

• Name community symbols, e.g. traffic signs, traffic lights, and street and highway markers.

TE: Unit R: The Big Top, 110-111 Unit 2: Who Works Here?, 100-101, 103c Unit 4: A Southern Ranch, 148-151 Unit 5: Dot and Jabber, 129m, The Stone Garden, 238-239

• Locate land and water on simple maps, globes, or other models using cardinal directions and map symbols.

Scott Foresman Social Studies Leveled Readers: Reading Maps and Globes Maps and Globes

• Recognize the physical shape of our state and nation.

Scott Foresman Social Studies Leveled Readers: Reading Maps and Globes Maps and Globes

17 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One 1.4 Students will recognize that climate, affect the lives of people. Example Indicators: • Discuss how the environment influences their food, clothing, shelter, transportation, and recreation.

Scott Foresman Reading Street ©2011 location, and physical surroundings

TE: Unit 1: Animal Park, 154-163 Unit 3: Frog and Toad Together, 142a, Where Are My Animal Friends?, 187f, 208a, 216a Unit 4: A Trip to Washington, D.C., 93b, A Southern Ranch, 128-143, Peter’s Chair, 189m, Henry And Mudge and Mrs. Hopper’s House, 198-217 Reading Street Leveled Readers: Fun in the Sun Around the Forest The Seasons Change Ready for Winter? Where They Live Which Animals Will We See? Look at My Neighborhood People Help the Forest Plans Change Seasons Come and Go A Visit to the Ranch Loni’s Town Baby Animals in the Rain Forest Cary and the Wildlife Shelter Around the World All About the Weather Go West! Scott Foresman Social Studies Leveled Readers: Changing Communities

18 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One • Recognize that Nebraska’s seasons vary from other places in the United States and the world.

Scott Foresman Reading Street ©2011 TE: Unit 3: Frog and Toad Together, 142a, Where Are My Animal Friends?, 187f, 208a, 216a Unit 4: Henry and Mudge and Mrs. Hopper’s House, 198-217 Reading Street Leveled Readers: The Seasons Change Ready for Winter? Seasons Come and Go All About the Weather Scott Foresman Social Studies Leveled Readers: Changing Communities

1.5 Students will identify uses of technology, such as transportation and communication. Example Indicators: • Identify what inventions are. TE: Unit 5: Simple Machines, 136a, 156a, Alexander Graham Bell: A Great Inventor 166-167, 171b, 174-193, 194a, 198-199, 201m Reading Street Leveled Readers: Using the Telephone The Communication Story Marla’s Good Idea Telephones Over the Years Scott Foresman Social Studies Leveled Readers: Changes in Transportation How Travel Has Changed Then and Now Things Change

19 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One • Describe a helpful invention.

Scott Foresman Reading Street ©2011 TE: Unit 3: I’m a Caterpillar, 178-179 Unit 5: Simple Machines, 136a, 156a, Alexander Graham Bell: A Great Inventor 166-167, 171b, 174-193, 194a, 198-199, 201m Reading Street Leveled Readers: Space Star Using the Telephone The Communication Story Marla’s Good Idea Telephones Over the Years Scott Foresman Social Studies Leveled Readers: Changes in Transportation How Travel Has Changed Then and Now Things Change

• Explain why they are important.

TE: Unit 5: Simple Machines, 136a, 156a, Alexander Graham Bell: A Great Inventor 166-167, 171b, 174-193, 194a, 198-199, 201m Reading Street Leveled Readers: Space Star Using the Telephone The Communication Story Marla’s Good Idea Telephones Over the Years Scott Foresman Social Studies Leveled Readers: Changes in Transportation How Travel Has Changed Then and Now Things Change

20 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade One Reading Street ©2011 1.6 Students will identify basic economic concepts. Example Indicators: • Recognize the difference between basic TE: needs and wants, e.g. food, clothing, Unit 1: Sam, Come Back! 17b, 20-29, 36a shelter, and affection. Reading Street Leveled Readers: Sam Gus the Pup Plans Change Carlos Picks a Pet All About Food Chains • Explain differences between buyers and sellers/goods and services.

TE: Unit R: Farmers Market, 148-157

1.7 Students will explain how families and individuals earn, spend, and save. Example Indicators: • Match simple descriptions of work that TE: people do with the names of those jobs Unit 1: Pig in a Wig, 39a-39b, 62-63 Unit 2: Who Works Here? 86-95, 98-99, 103b, Honey Bees, 175b Unit 4: A Southern Ranch, 128-143 Reading Street Leveled Readers: Bix the Dog On the Farm At Your Vet The Class Play Here in My Neighborhood Space Star Grandma’s Farm My Babysitter What a Detective Does The Sick Pets Big Wishes and Her Baby That Cat Needs Help! Cary and the Wildlife Shelter Mom the Mayor Bees and Beekeepers A New Library Paul’s Bed Britton Finds a Kitten Great Scientists: Detectives at Work Scott Foresman Social Studies Leveled Readers: People at Work Where We Work Working

21 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One • Recognize the importance of work.

Scott Foresman Reading Street ©2011 TE: Unit 1: Pig in a Wig, 39a-39b, 62-63 Unit 2: Who Works Here? 86-95, 98-99, 103b, Honey Bees, 175b Unit 4: A Southern Ranch, 128-143 Reading Street Leveled Readers: Bix the Dog On the Farm At Your Vet Here in My Neighborhood Grandma’s Farm My Babysitter What a Detective Does The Sick Pets Big Wishes and Her Baby That Cat Needs Help! Cary and the Wildlife Shelter Mom the Mayor A New Library Paul’s Bed Britton Finds a Kitten Great Scientists: Detectives at Work Scott Foresman Social Studies Leveled Readers: People at Work Where We Work Working

• Demonstrate the exchange of money for goods and services

TE: Unit 2: The Farmer in the Hat, 70-75

• Identify ways to save money

Scott Foresman Social Studies Leveled Readers: Working Where We Work People at Work

22 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade One Reading Street ©2011 1.8 Students will recognize good citizenship and its importance. Example Indicators: • Explain why it is important to show TE: respect for self, family, and others, e.g., Unit 2: A Big Fish for Max, 17b, The taking care of his/her own things and Farmer in the Hat, 52-65 respecting what belongs to others. Reading Street Leveled Readers: The Class Play A Garden for All A Class People Help the Forest Let’s Build a Park! The Art Show The Story of the Kids Care Club Puppy Raiser Carlos Picks a Pet Cary and the Wildlife Shelter Rules at School Ways to Be a Good Citizen Scott Foresman Social Studies Leveled Readers: How Do Rules Get Made? Making Rules Who Makes the Rules? • Identify examples of honesty, courage, patriotism, and other admirable character traits seen in American history.

TE: Unit 4: A Trip to Washington, D.C., 96-109 Unit 5: Alexander Graham Bell: A Great Inventor174-193 Reading Street Leveled Readers: Our Leaders Scott Foresman Social Studies Leveled Readers: How Do Rules Get Made? Making Rules Who Makes the Rules?

23 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One • Identify how choices and actions affect themselves and others, e.g., making class rules, participating in classroom chores.

Scott Foresman Reading Street ©2011 TE: Unit 2: A Big Fish for Max, 17b, 38-41, The Farmer in the Hat, 49b, 52-65 Reading Street Leveled Readers: The Class Play Grandma’s Farm A Garden for All A Class People Help the Forest Let’s Build a Park! The Art Show The Story of the Kids Care Club Puppy Raiser Carlos Picks a Pet Cary and the Wildlife Shelter Rules at School Jamie’s Jumble of Junk Ways to Be a Good Citizen Scott Foresman Social Studies Leveled Readers: How Do Rules Get Made? Making Rules Who Makes the Rules?

24 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One • Identify community groups of which students are members, e.g., family, school, church, girl/boy scouts, and classroom.

Scott Foresman Reading Street ©2011 TE: Unit R: Snap!, 36j, 36-37, 55, 58-59 Unit 2: A Big Fish for Max, 12j, 12-13, 17b, 38-41, 42a, The Farmer in the Hat, 44j, 4445, 70-75, Who Works Here?, 78-79, Honey Bees, 175b Unit 3: A Place to Play, 20-33 Unit 4: Mama’s Birthday Present, 17b, 2043 Unit 5: The Stone Garden, 210-231 Reading Street Leveled Readers: On the Farm Time for Dinner We Are a Family A Party for Pedro Grandma’s Farm A New Baby Brother A Garden for All Let’s Build a Park Plans Change Special Days, Special Food The Story of the Kids Care Club Mom the Mayor A New Library Cascarones Are for Fun Ways to Be a Good Citizen Scott Foresman Social Studies Leveled Readers: Changing Communities

• Participate in classroom elections.

Scott Foresman Social Studies Leveled Readers: How Do Rules Get Made? Making Rules Who Makes the Rules?

25 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade One • Name the President or other elected leaders.

Scott Foresman Reading Street ©2011 TE: Unit 2: Who Works Here? 78j, 78-79, 79b, 102a Unit 4: A Trip to Washington, D.C., 96-109 Unit 5: Tippy-Toe Chick, Go!, 51m Reading Street Leveled Readers: Our Leaders Mom the Mayor America’s Home Scott Foresman Social Studies Leveled Readers: How Do Rules Get Made? Making Rules Who Makes the Rules?

1.9 Students will identify patriotic symbols and actions. Example Indicators: • Name those associated with the United TE: States, e.g., the flag, the Pledge of Unit 4: A Trip to Washington, D.C., 88-89, Allegiance, etc. 89a-89b, 96a-96c, 96-109, 114-117, 119m Reading Street Leveled Readers: Our Leaders Treasures of Our Country America’s Home What Makes Buildings Special? Scott Foresman Social Studies Leveled Readers: The Fourth of July Happy Birthday, America! Independence Day

26 TE = Teacher’s Edition

Scott Foresman Reading Street © 2011 to the Nebraska Social Studies/History Standards Grade Two Nebraska Social Studies/History Scott Foresman Standards Grade Two Reading Street ©2011 Second Grade (By the end of fourth grade . . .) 4. Social Studies Second, Third, and Fourth Grade Social Studies United States History, Nebraska History, Geography, Civics/Government, Economics 4.1 Students will compare communities and describe how United States and Nebraska communities changed physically and demographically over time. Example Indicators: • Identify and describe cultural holidays TE: and events in their communities, Nebraska, Unit 6: Red, White, and Blue: The Story of and United States. the American Flag, 398-399, 400-417, 422423, 425m, A Birthday Basket for Tía, 434447, 452-455, 457m, Grace for President, 529m Reading Street Leveled Readers: American Revolution Heroes A World of Birthdays A Cowboy’s Life Voting Day A Few Nifty Inventions Starting a New Life Living in a Democracy Celebrations and Family Traditions Happy New Year! America’s Birthday Special Chinese Birthdays Scott Foresman Social Studies Leveled Readers: Communities: All Over Communities: Alike and Different Our Communities Remembering Our Pasts

27 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Identify changes in daily life past and present, e.g., roles, jobs, communication, technology, schools, and cultural traditions.

Scott Foresman Reading Street ©2011 TE: Unit 1: The Strongest One, 183m Unit 2: Abraham Lincoln, 224-239 Unit 4: The First Tortilla, 162-177 Unit 6: Just Like Josh Gibson, 368-381, 386-389, 391m, Cowboys, 462-463, 464465, 466-487, 495m Reading Street Leveled Readers: An Astronaut Space Walk Glooskap and the First Summer: An Algonquin Tale Thomas Adams: Chewing Gum Inventor Rainbow Crow Brings Fire to Earth Women Play Baseball A Cowboy’s Life Country Friends, City Friends Look at Our Galaxy At Home in the Wilderness The Hummingbird The First People to Fly Many Types of Energy Saint Bernards and Other Working Dogs Communicating…Then and Now Hank’s Tortilla Factory A Few Nifty Inventions Starting a New Life A Quiet Place Baseball Heroes Make History Celebrations and Family Traditions Happy New Year! All About Astronauts Ana is Shy Three Great Ballplayers Just Like Grandpa Scott Foresman Social Studies Leveled Readers: Remembering Our Pasts

28 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Two Reading Street ©2011 4.2 Students will describe the contributions from the cultural and ethnic groups that made up our national heritage: Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans. Example Indicators: • Identify regional characteristics, e.g., TE: Navaho, Amish, and Polynesian. Unit 1: The Strongest One, 175 Unit 4: The First Tortilla, 162-177 Reading Street Leveled Readers: Glooskap and the First Summer: An Algonquin Tale Rainbow Crow Brings Fire to Earth A World of Birthdays A Cowboy’s Life The Hummingbird Hank’s Tortilla Factory Starting a New Life Scott Foresman Social Studies Leveled Readers: Communities: All Over Communities: Alike and Different Our Communities • Identify important men and women from different cultural and ethnic groups.

TE: Unit 1: Exploring Space with an Astronaut, 58-71, The Strongest One, 175 Unit 2: Abraham Lincoln, 226-239 Unit 3: Anansi Goes Fishing, 451m, A Weed is a Flower, 485b, 486-507 Unit 6: Just Like Josh Gibson, 368-381, 391m, Cowboys, 495m Reading Street Leveled Readers: Dotty’s Art Thomas Adams: Chewing Gum Inventor Women Play Baseball American Revolution Heroes The First People to Fly Communicating…Then and Now A Few Nifty Inventions Baseball Heroes Make History Living on a Ranch A Class Play Three Great Ballplayers

29 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two (Continued) • Identify important men and women from different cultural and ethnic groups.

Scott Foresman Reading Street ©2011 (Continued) Scott Foresman Social Studies Leveled Readers: Communities: All Over Communities: Alike and Different Our Communities

• Identify famous inventors.

TE: Unit 3: Anansi Goes Fishing, 451m, A Weed is a Flower, 485b, 486-507 Unit 6: Just Like Josh Gibson, 386-389 Reading Street Leveled Readers: An Astronaut Space Walk Thomas Adams: Chewing Gum Inventor Freda the Signmaker The First People to Fly Communicating…Then and Now

• Identify contributions of special groups, e.g., labor unions, buffalo soldiers, and farmers’ co-ops.

TE: Unit 6: Cowboys, 464-465, 466-487, 495m Reading Street Leveled Readers: A Cowboy’s Life Women Play Baseball Hank’s Tortilla Factory Baseball Heroes Make History Living on a Ranch Three Great Ballplayers Scott Foresman Social Studies Leveled Readers: Buyers Need Sellers, Sellers Need Buyers Who Does It? Who Buys It? The Consumer-Producer Connection

30 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Two Reading Street ©2011 4.3 Students will describe social and economic development of Nebraska in the 20th century. Example Indicators: • Identify the accomplishments of 20th Related content: century Nebraskans. TE: Unit 3: A Weed is a Flower, 486-507 • Explain the impact of advance in transportation, communication, immigration, and economic development.

TE: Unit 1: Exploring Space with an Astronaut, 81m Unit 4: Life Cycle of a Pumpkin, 60a Unit 6: Cowboys, 462-463, 464-465, 466487 Reading Street Leveled Readers: An Astronaut Space Walk The International Food Fair! Country Friends, City Friends Look At Our Galaxy The First People to Fly Many Types of Energy Communicating…Then and Now Starting a New Life A Quiet Place Living on a Ranch Happy New Year! Down on the Ranch

4.4 Students will describe the interaction between Native Americans and their environment on the plains prior to European contact Example Indicators: • Explain how Native Americans used the TE: resources for daily living. Unit 1: A Walk in the Desert, 149m Unit 4: The First Tortilla, 162-177 Unit 6: Grace for President, 524-527 Reading Street Leveled Readers: Glooskap and the First Summer: An Algonquin Tale The Hummingbird Hank’s Tortilla Factory Scott Foresman Social Studies Leveled Readers: Communities: All Over Communities: Alike and Different Our Communities

31 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Identify different types of shelters used by Native Americans.

Scott Foresman Reading Street ©2011 TE: Unit 6: Grace for President, 524-527 Reading Street Leveled Readers: Glooskap and the First Summer: An Algonquin Tale The Hummingbird

• Describe the daily life of a Native American.

TE: Unit 4: The First Tortilla, 162-177 Unit 6: Grace for President, 524-527 Reading Street Leveled Readers: Glooskap and the First Summer: An Algonquin Tale Rainbow Crow Brings Fire to Earth The Hummingbird Hank’s Tortilla Factory

4.5 Students will describe Nebraska's history, including geographic factors, from European contact to statehood. Example Indicators: • Explain how historic and geographic TE: factors affected the expansion and Unit 4: Life Cycle of a Pumpkin, 60a, 76a development of Nebraska. Unit 6: Cowboys, 462-463, 464-465, 466487 Reading Street Leveled Readers: A Cowboy’s Life At Home in the Wilderness Hank’s Tortilla Factory Living on a Ranch Down on the Ranch • Locate on a map, forts, missions, settlements, trails, cities, transportation routes, and migration patterns.

TE: Unit 6: Cowboys, 464-465, 466-487 Reading Street Leveled Readers: At Home in the Wilderness

• Describe the exploration of the Great Plains.

TE: Unit 6: Red, White, and Blue: The Story of the American Flag, 400-417, Cowboys, 466487 Reading Street Leveled Readers: At Home in the Wilderness

32 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Describe the impact of westward expansion on tribal nations.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: At Home in the Wilderness Hank’s Tortilla Factory

• Describe Spanish, French, and English settlements.

Scott Foresman Social Studies Leveled Readers: Communities: All Over Communities: Alike and Different Our Communities

4.6 Students will identify significant individuals, historical events and symbols in their community and in Nebraska and explain their importance. Example Indicators: • Identify and describe the past and TE: present contributions of Native Americans, Unit 2: Abraham Lincoln, 224-239 Hispanic Americans, African Americans, Unit 3: A Weed is a Flower, 486-507 European Americans, and Asian Americans. Unit 4: The First Tortilla, 162-177 Unit 6: Just Like Josh Gibson, 368-381, 386-389, Cowboys, 495m Reading Street Leveled Readers: Glooskap and the First Summer: An Algonquin Tale American Revolution Heroes Hank’s Tortilla Factory Starting a New Life Baseball Heroes Make History A Class Play Three Great Ballplayers Scott Foresman Social Studies Leveled Readers: Communities: All Over Communities: Alike and Different Our Communities • Identify members of Nebraska’s Hall of Fame.

Related content: TE: Unit 3: A Weed is a Flower, 486-507

• Identify accomplishments of prominent Nebraskans, e.g., Black Elk, Malcolm X, and Evelyn Sharp.

Related content: TE: Unit 3: A Weed is a Flower, 486-507

33 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Identify groups that have impacted Nebraska’s history, e.g., buffalo soldiers, cowboys, and sodbusters and immigrant settlers.

Scott Foresman Reading Street ©2011 TE: Unit 4: The First Tortilla, 162-177 Unit 6: Cowboys, 464-465, 495m Reading Street Leveled Readers: A Cowboy’s Life At Home in the Wilderness Starting a New Life Living on a Ranch

• Identify symbols associated with Nebraska, e.g., the flag, tree, and bird.

Related content: TE: Unit 6: Red, White, and Blue: The Story of the American Flag, 400-417

4.7 Student will use higher level thinking processes to evaluate and analyze primary sources and other resources. Example Indicators: • Identify, analyze, and make TE: generalizations using primary sources, e.g., Unit 3: Dear Juno, 388-405 artifacts, diaries, letters, photographs, art, Unit 6: Red, White, and Blue: The Story of and newspapers. the American Flag, 400-417 Reading Street Leveled Readers: An Astronaut Space Walk American Revolution Heroes Communicating…Then and Now Three Great Ballplayers • Compare documentary sources on historical figures, events, with fictionalized characters and events to distinguish fact from fiction.

TE: Unit 1: The Strongest One, 183m Unit 2: Abraham Lincoln, 224-239, 247m Unit 3: Dear Juno, 410-415, A Weed is a Flower, 486-507 Unit 6: Just like Josh Gibson, 368-381, 386-389 Reading Street Leveled Readers: Thomas Adams: Chewing Gum Inventor American Revolution Heroes A Cowboy’s Life At Home in the Wilderness Baseball Heroes Make History Living in a Democracy

34 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Two Reading Street ©2011 4.8 Students will describe characteristics of a market economic system and the interactions of consumers and producers. Example Indicators: • Describe the concepts of scarcity, choice, TE: and the use of limited natural, capital, and Unit 2: Scarcity, 254f, 254g, 254-267, human resources in an economic system. 277m Reading Street Leveled Readers: Farming Families Services and Goods Using a Net Scott Foresman Social Studies Leveled Readers: Buyers Need Sellers, Sellers Need Buyers To Market, To Market Who Does It? Who Buys It? Can We Get That Here? The Consumer-Producer Connection • Explain the specialization and interdependence of producers and consumers involved in producing goods and services.

TE: Unit 2: Scarcity, 253b, 272-275, 277m Reading Street Leveled Readers: Farming Families Services and Goods Using a Net Scott Foresman Social Studies Leveled Readers: Buyers Need Sellers, Sellers Need Buyers To Market, To Market Who Does It? Who Buys It? Can We Get That Here? The Consumer-Producer Connection

35 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Demonstrate how markets and prices help consumers buy and producers supply products and services in an economic system.

Scott Foresman Reading Street ©2011 TE: Unit 6: Cowboys, 466-487 Reading Street Leveled Readers: Farming Families Services and Goods Using a Net Scott Foresman Social Studies Leveled Readers: Buyers Need Sellers, Sellers Need Buyers To Market, To Market Who Does It? Who Buys It? Can We Get That Here? The Consumer-Producer Connection

• Identify how changing modes of transportation and communication by entrepreneurs have changed the economic system of the United States and Nebraska.

TE: Unit 6: Cowboys, 462-463, 464-465

• Explain the purpose of taxes and their use and collection in an economic system.

Related content: TE: Unit 2: Scarcity, 254-267

Reading Street Leveled Readers: The First People to Fly Communicating…Then and Now

4.9 Students will demonstrate an understanding of money and the financial system used in the United States. Example Indicators: • Identify the concepts of earning, saving, Related content: spending, checking accounts and credit TE: used by financial institutions and Unit 2: Scarcity, 254-267 consumers. Reading Street Leveled Readers: Services and Goods • Describe the functions of money in an economic system.

Reading Street Leveled Readers: Services and Goods

4.10 Students will identify and use essential map elements. Example Indicators: • Distinguish between longitude and Related content: latitude. TE: Unit 6: Just Like Josh Gibson, 381g • Use the equator and prime meridian to identify the hemisphere.

Related content: TE: Unit 6: Just Like Josh Gibson, 381g

36 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Use the grid system to find locations.

Scott Foresman Reading Street ©2011 Related content: TE: Unit 6: Just Like Josh Gibson, 381g

• Use cardinal directions.

Reading Street Leveled Readers: The Camping Trip

• Understand map keys, e.g., scale, symbols, compass rose.

TE: Unit 1: The Strongest One, 173g Unit 6: Just Like Josh Gibson, 381g Reading Street Leveled Readers: The Camping Trip

4.11 Students will use maps and globes places, and environments. Example Indicators: • Locate and identify on maps and globes his/her local city or county, Nebraska, the Unites States, the seven continents, and four oceans.

to acquire information about people,

TE: Unit 3: Dear Juno, 417m Unit 6: Just Like Josh Gibson, 381g, 386389 Reading Street Leveled Readers: Hank’s Tortilla Factory

• Sketch maps to illustrate places described in narratives, e.g., neighborhoods, rooms, routes, regions, states, countries, continents.

TE: Unit 3: Dear Juno, 388-405 Reading Street Leveled Readers: The New Kid in Bali Camping at Crescent Lake Living in Seoul The International Food Fair! Saint Bernards and Other Working Dogs Hank’s Tortilla Factory A Quiet Place Snakeskin Canyon

37 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Explain how physical characteristics, transportation routes, climate, and specialization influenced the variety of crops, products, industries, and the general patterns of economic growth in Nebraska.

Scott Foresman Reading Street ©2011 TE: Unit 3: A Weed is a Flower, 512-515 Unit 4: Life Cycle of a Pumpkin, 60a, 76a Unit 6: Cowboys, 462-463, 464-465 Reading Street Leveled Readers: Farming Families Many Types of Energy Communicating…Then and Now Hank’s Tortilla Factory A Quiet Place Living on a Ranch Country Mouse and City Mouse Down on the Ranch Scott Foresman Social Studies Leveled Readers: Our Communities Communities: Alike and Different Communities: All Over

• Illustrate how Nebraska communities differ in physical features, e.g., land use, population density, architecture, services, and transportation.

TE: Unit 1: Henry and Mudge and the Starry Night, 113f Unit 4: Life Cycle of a Pumpkin, 60a, 76a Unit 6: Cowboys, 464-465, 466-487 Reading Street Leveled Readers: Many Types of Energy A Quiet Place Living on a Ranch Country Mouse and City Mouse Down on the Ranch Scott Foresman Social Studies Leveled Readers: Our Communities Communities: Alike and Different Communities: All Over

• Construct physical maps and threedimensional models that include the essential map elements, political areas, and the geographic regions of Nebraska and the United States, e.g., Coastal Plains, Appalachian Mountains, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Ridge, and Coastal Range.

Reading Street Leveled Readers: The Hoover Dam Snakeskin Canyon

38 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Explain the directional flow of rivers.

Scott Foresman Reading Street ©2011 TE: Unit 6: Red, White, and Blue: The Story of the American Flag, 425f Reading Street Leveled Readers: The Hoover Dam Snakeskin Canyon

4.12 Students will identify the geographic and human characteristics of the regions of the United States and Nebraska. Example Indicators: • Name the major geographic regions of TE: the United States. Unit 3: A Weed is a Flower, 517f Unit 6: Red, White, and Blue: The Story of the American Flag, 425f, Cowboys, 464465, 466-487 Reading Street Leveled Readers: Desert Animals Communicating…Then and Now Hank’s Tortilla Factory Plants Grow Everywhere A Quiet Place Living on a Ranch Deserts Our School Science Fair Snakeskin Canyon • Identify the states within each region.

TE: Unit 3: A Weed is a Flower, 517f Unit 6: Red, White, and Blue: The Story of the American Flag, 425f Reading Street Leveled Readers: Hank’s Tortilla Factory Plants Grow Everywhere A Quiet Place Living on a Ranch Snakeskin Canyon

• Identify capital cities and major cities.

Reading Street Leveled Readers: A Quiet Place Country Mouse and City Mouse

39 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Identify mountains, lakes, and rivers in each region.

Scott Foresman Reading Street ©2011 TE: Unit 3: A Weed is a Flower, 517f Unit 6: Red, White, and Blue: The Story of the American Flag, 425f Reading Street Leveled Readers: The Hoover Dam Plants Grow Everywhere Living on a Ranch Deserts Our School Science Fair Snakeskin Canyon

• Name the countries and bodies of water, which border the United States.

TE: Unit 3: A Weed is a Flower, 417m

• Identify geographic and historic features unique to each region.

TE: Unit 1: Henry and Mudge and the Starry Night, 113m, A Walk in the Desert, 119b, 120-139, 144-147, 149m Unit 2: Tara and Tiree, Fearless Friends, 217m Unit 3: A Weed is a Flower, 517f Unit 4: Life Cycle of a Pumpkin, 60a, 76a, The First Tortilla, 182-185 Unit 6: Red, White, and Blue: The Story of the American Flag, 400-417, 425f, Cowboys, 462-463, 464-465, 466-487 Reading Street Leveled Readers: The Hoover Dam Communicating…Then and Now Hank’s Tortilla Factory Plants Grow Everywhere A Quiet Place Hurricane! Living on a Ranch Deserts Our School Science Fair Snakeskin Canyon Blizzard! Down on the Ranch

40 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Two Reading Street ©2011 4.13 Students will describe the process of making laws, carrying out laws, and determining if laws have been violated. Example Indicators: • Describe the constitutional rights and TE: responsibilities of being a citizen. Unit 5: Carl the Complainer, 230-247, The Signmaker’s Assistant, 332-347, 352-355 Unit 6: Red, White, and Blue: The Story of the American Flag, 400-417, Grace for President,502-503, 504-519 Reading Street Leveled Readers: Let’s Work Together Showing Good Manners Annie Makes a Big Change Voting Day Protect the Earth Marty’s Summer Job Baseball Heroes Make History Living in a Democracy What Can You Do? Just Like Grandpa Scott Foresman Social Studies Leveled Readers: It Is the Law Lawmaking in the United States Making a Law

41 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Explain the role of citizenship in the promotion of laws.

Scott Foresman Reading Street ©2011 TE: Unit 5: Carl the Complainer, 230-247 Unit 6: Red, White, and Blue: The Story of the American Flag, 400-417, Grace for President, 504-519 Reading Street Leveled Readers: Let’s Work Together Showing Good Manners Keeping Our Community Safe Annie Makes a Big Change Everyone Can Make a Difference! Voting Day Protect the Earth Marty’s Summer Job Baseball Heroes Make History Living in a Democracy What Can You Do? Just Like Grandpa Scott Foresman Social Studies Leveled Readers: It Is the Law Lawmaking in the United States Making a Law

• Describe the election process.

TE: Unit 6: Grace for President, 502-503, 504519 Reading Street Leveled Readers: Voting Day Living in a Democracy Just Like Grandpa

• Identify the consequences of violating the law.

Reading Street Leveled Readers: Showing Good Manners Living in a Democracy Andrew’s Mistake Scott Foresman Social Studies Leveled Readers: It Is the Law Lawmaking in the United States Making a Law

42 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Two • Identify local, county, and state representatives.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: Voting Day Living in a Democracy Scott Foresman Social Studies Leveled Readers: It Is the Law Lawmaking in the United States Making a Law

4.14 Students will identify the uniqueness of the Nebraska Unicameral compared with other state legislatures. Example Indicators: • Describe the difference between Related content: bicameral and unicameral legislatures. TE: Unit 6: Grace for President, 502-503 • Identify the contribution of George Norris.

Related content: TE: Unit 6: Grace for President, 502-503

4.15 Students will identify and describe the responsibilities of the elected mayor, governor and president on the local, state, and federal level. Example Indicators: • Name the mayor, governor, and the TE: President of the United States and list Unit 6: Red, White, and Blue: The Story of several responsibilities of each. the American Flag, 400-417, Grace for President, 500-501, 504-519 Reading Street Leveled Readers: Voting Day Living in a Democracy Scott Foresman Social Studies Leveled Readers: It Is the Law Lawmaking in the United States Making a Law

43 TE = Teacher’s Edition

Scott Foresman Reading Street © 2011 to the Nebraska Social Studies/History Standards Grade Three Nebraska Social Studies/History Scott Foresman Standards Grade Three Reading Street ©2011 Third Grade (By the end of fourth grade . . .) 4. Social Studies Second, Third, and Fourth Grade Social Studies United States History, Nebraska History, Geography, Civics/Government, Economics 4.1 Students will compare communities and describe how United States and Nebraska communities changed physically and demographically over time. Example Indicators: • Identify and describe cultural holidays and TE: events in their communities, Nebraska, and Unit 1: Kumak’s Fish, 95 United States. Unit 5: I Love Saturdays y domingos, 230245, 250-251 Unit 6: The Story of the Statue of Liberty 367b, 374-385, Happy Birthday Mr. Kang 404-419 Reading Street Leveled Readers: Let’s Go Have Fun E-mail Friends Celebrate Independence Day/Celebrar El Dia de la Independencia Celebrate Around the World Symbols, Signs, and Songs of America

44 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Three • Identify changes in daily life past and present, e.g., roles, jobs, communication, technology, schools, and cultural traditions.

Scott Foresman Reading Street ©2011 TE: Unit 2: Prudy’s Problem and How She Solved It, 267b, 299m Unit 4: America’s Champion Swimmer: Gertude Ederle, 124-139, 144-147, 149m Unit 5: Good-Bye, 382 Shin Dang Dong, 255b, Jalapeño Bagels, 296-309 Unit 6: The Story of the Statue of Liberty, 390-391, 393m,Happy Birthday Mr. Kang 399, Talking Walls: Art for the People 435451, Atlantis: The Legend of a Lost City 495b, 531k Reading Street Leveled Readers: Changing Times: Women in the Early Twentieth Century It’s a World of Time Zones China’s Special Gifts to the World The Statue of Liberty: A Gift From France Great Women in U.S. History

4.2 Students will describe the contributions from the cultural and ethnic groups that made up our national heritage: Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans. Example Indicators: • Identify regional characteristics, e.g., Reading Street Leveled Readers: Navaho, Amish, and Polynesian. The Magic of Coyote New York’s Chinatown • Identify important men and women from different cultural and ethnic groups.

TE: Unit 1: Supermarket, 130-149 Unit 2: Prudy’s Problem and How She Solved It, 267b, 299m Unit 4: America’s Champion Swimmer: Getrude Ederle, 117b, 124-139, 144-147, 149m Unit 6: Talking Walls: Art for the People, 459b Reading Street Leveled Readers: Whales and Other Amazing Animals Extraordinary Athletes Changing Times: Women in the Early Twentieth Century Thomas Hart Benton: Painter of Murals Great Women in U.S. History

45 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Three • Identify famous inventors.

Scott Foresman Reading Street ©2011 TE: Unit 1: When Charlie McButton Lost Power, 27, 50-53 Unit 2: Prudy’s Problem and How She Solved It 267b, 299m Reading Street Leveled Readers: Largest, Fastest, Lightest, Longest The Statue of Liberty: A Gift From France

• Identify contributions of special groups, e.g., labor unions, buffalo soldiers, and farmers’ co-ops.

TE: Unit 1: Supermarket, 130-149 Unit 6: Talking Walls: Art for the People, 459b Reading Street Leveled Readers: Changing Times: Women in the Early Twentieth Century

4.3 Students will describe social and economic development of Nebraska in the 20th century. Example Indicators: • Identify the accomplishments of 20th Related content: century Nebraskans. Reading Street Leveled Readers: Great Women in U.S. History • Explain the impact of advance in transportation, communication, immigration, and economic development.

TE: Unit 5: Good-Bye, 382 Shin Dang Dong, 255b Unit 6: The Story of the Statue of Liberty, 371, 390-391, 393m, Happy Birthday Mr. Kang 399 Reading Street Leveled Readers: New York’s Chinatown

4.4 Students will describe the interaction between Native Americans and their environment on the plains prior to European contact Example Indicators: • Explain how Native Americans used the TE: resources for daily living. Unit 5: I Love Saturdays y domingos, 223b Reading Street Leveled Readers: The Magic of Coyote Grandmother Spider Steals the Sun It’s a Fair Swap The Hunters and the Elk The Thunder and Lightning Men

46 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Three • Identify different types of shelters used by Native Americans.

Scott Foresman Reading Street ©2011 TE: Unit 5: I Love Saturdays y domingos, 223b Reading Street Leveled Readers: The Magic of Coyote

• Describe the daily life of a Native American.

TE: Unit 3: Pushing Up The Sky, 412-425 Unit 5: I Love Saturdays y domingos 223b Reading Street Leveled Readers: The Magic of Coyote Grandmother Spider Steals the Sun It’s a Fair Swap The Hunters and the Elk The Thunder and Lightning Men

4.5 Students will describe Nebraska's history, including geographic factors, from European contact to statehood. Example Indicators: • Explain how historic and geographic Reading Street Leveled Readers: factors affected the expansion and Cowboy Slim’s Dude Ranch development of Nebraska. Sweet Freedom! • Locate on a map, forts, missions, settlements, trails, cities, transportation routes, and migration patterns.

Related content: Reading Street Leveled Readers: Cowboy Slim’s Dude Ranch Sweet Freedom!

• Describe the exploration of the Great Plains.

Related content: Reading Street Leveled Readers: Cowboy Slim’s Dude Ranch Sweet Freedom!

• Describe the impact of westward expansion on tribal nations.

Reading Street Leveled Readers: Grandmother Spider Steals the Sun

• Describe Spanish, French, and English settlements.

Related content: Reading Street Leveled Readers: Cowboy Slim’s Dude Ranch Sweet Freedom!

47 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Three Reading Street ©2011 4.6 Students will identify significant individuals, historical events and symbols in their community and in Nebraska and explain their importance. Example Indicators: • Identify and describe the past and present TE: contributions of Native Americans, Hispanic Unit 1: Supermarket, 130-149 Americans, African Americans, European Unit 2: Prudy’s Problem and How She Americans, and Asian Americans. Solved It 267b, 299m Unit 4: America’s Champion Swimmer: Gertrude Ederle, 117b, 124-139, 144-147, 149m Unit 6: Atlantis: The Legend of a Lost City, 495b Reading Street Leveled Readers: Great Women in U.S. History • Identify members of Nebraska’s Hall of Fame.

Related content: Reading Street Leveled Readers: Great Women in U.S. History

• Identify accomplishments of prominent Nebraskans, e.g., Black Elk, Malcolm X, and Evelyn Sharp.

Related content: Reading Street Leveled Readers: Great Women in U.S. History

• Identify groups that have impacted Nebraska’s history, e.g., buffalo soldiers, cowboys, and sodbusters and immigrant settlers.

TE: Unit 5: Good-Bye, 382 Shin Dang Dong, 255b Unit 6: 371, 390-391, 399 Reading Street Leveled Readers: Cowboy Slim’s Dude Ranch Sweet Freedom!

• Identify symbols associated with Nebraska, e.g., the flag, tree, and bird.

Related content: Reading Street Leveled Readers: One Forest, Different Trees

4.7 Student will use higher level thinking primary sources and other resources. Example Indicators: • Identify, analyze, and make generalizations using primary sources, e.g., artifacts, diaries, letters, photographs, art, and newspapers.

processes to evaluate and analyze

• Compare documentary sources on historical figures, events, with fictionalized characters and events to distinguish fact from fiction.

Related content: TE: Unit 3: Around One Cactus, 510-527 Reading Street Leveled Readers: Sweet Freedom!

48 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Three Reading Street ©2011 4.8 Students will describe characteristics of a market economic system and the interactions of consumers and producers. Example Indicators: • Describe the concepts of scarcity, choice, TE: and the use of limited natural, capital, and Unit 1: What About Me? 64-77, human resources in an economic system. Supermarket, 130-149, My Rows and Piles of Coins 168-183, 193m Unit 2: Prudy’s Problem and How She Solved It, 267b, Tops and Bottoms, 331b Reading Street Leveled Readers: A Family of Collectors Grape Season Mixing, Kneading, and Baking: The Baker’s Art It’s a Fair Swap Growing Vegetables A Walk Around the City Let’s Make a Trade In the Fields Scott Foresman Social Studies Leveled Readers: Do I Really Need It? Save It or Spend It? What is My Economy Like? Where Does That Come From? • Explain the specialization and interdependence of producers and consumers involved in producing goods and services.

TE: Unit 1: What About Me? 64-77, Supermarket, 130-149 Unit 2: Prudy’s Problem and How She Solved It, 267b, Tops and Bottoms, 301b, 307 Reading Street Leveled Readers: With a Twist Mixing, Kneading, and Baking: The Baker’s Art It’s a Fair Swap Let’s Surprise Mom A Walk Around the City Let’s Make a Trade Scott Foresman Social Studies Leveled Readers: Do I Really Need It? Save It or Spend It? What is My Economy Like? Where Does That Come From?

49 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Three • Demonstrate how markets and prices help consumers buy and producers supply products and services in an economic system.

Scott Foresman Reading Street ©2011 TE: Unit 1: What About Me?, 63, 64-77, Supermarket, 130-149, My Rows and Piles of Coins 161b, 165, 168-183 Unit 2: Tops and Bottoms, 307 Reading Street Leveled Readers: With a Twist A Family of Collectors Mixing, Kneading, and Baking: The Baker’s Art It’s a Fair Swap Let’s Surprise Mom A Walk Around the City The Shopping Trip The Market Adventure Scott Foresman Social Studies Leveled Readers: Do I Really Need It? Save It or Spend It? What is My Economy Like? Where Does That Come From?

• Identify how changing modes of transportation and communication by entrepreneurs have changed the economic system of the United States and Nebraska.

TE: Unit 1: Supermarket, 130-149 Unit 2: Tops and Bottoms, 307

• Explain the purpose of taxes and their use and collection in an economic system.

Related content: Scott Foresman Social Studies Leveled Readers: A Citizen of the United States What It Means to be a Citizen

4.9 Students will demonstrate an understanding of money and the financial system used in the United States. Example Indicators: • Identify the concepts of earning, saving, TE: spending, checking accounts and credit Unit 1: My Rows and Piles of Coins, 168used by financial institutions and 183, 188-191 consumers. Reading Street Leveled Readers: It’s a Fair Swap The Market Adventure Scott Foresman Social Studies Leveled Readers: Save It or Spend It?

50 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Three • Describe the functions of money in an economic system.

Scott Foresman Reading Street ©2011 TE: Unit 1: What About Me?, 57b, Supermarket, 154-157, My Rows and Piles of Coins 168-183, 188-191 Reading Street Leveled Readers: What’s Money All About? It’s a Fair Swap Scott Foresman Social Studies Leveled Readers: Save It or Spend It? What is My Economy Like?

4.10 Students will identify and use essential map elements. Example Indicators: • Distinguish between longitude and Reading Street Leveled Readers: latitude. It’s a World of Time Zones • Use the equator and prime meridian to identify the hemisphere.

Reading Street Leveled Readers: All About Penguins Coral Reefs

• Use the grid system to find locations.

Related content: Reading Street Leveled Readers: It’s a World of Time Zones

• Use cardinal directions.

TE: Unit 2: I Wanna Iguana, 257c Unit 3: Pushing Up the Sky, 405b Unit 5: Good-Bye, 382 Shin Dang Dong, 247c, 281c Unit 6: Happy Birthday Mr. Kang, 421c

• Understand map keys, e.g., scale, symbols, compass rose.

TE: Unit 2: I Wanna Iguana, 257c Unit 5: Good-Bye, 382 Shin Dang Dong, 247c, 281c Unit 6: Happy Birthday Mr. Kang, 421c Reading Street Leveled Readers: Gemstones Around the World

51 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Three Reading Street ©2011 4.11 Students will use maps and globes to acquire information about people, places, and environments. Example Indicators: • Locate and identify on maps and globes Reading Street Leveled Readers: his/her local city or county, Nebraska, the Whales and Other Amazing Animals Unites States, the seven continents, and Coral Reefs four oceans. Gemstones Around the World Life Overseas Mixing, Kneading, and Baking: The Baker’s Art Let’s Go Have Fun China’s Special Gifts to the World Life in the Arctic E-mail Friends The Frozen Continent: Antarctica Rescuing Whales Across the English Channel A Child’s Life in Korea Scott Foresman Social Studies Leveled Readers: Land and Water: How Geography Affects Our Communities • Sketch maps to illustrate places described in narratives, e.g., neighborhoods, rooms, routes, regions, states, countries, continents.

Reading Street Leveled Readers: With a Twist Grape Season The World of Bread!

• Explain how physical characteristics, transportation routes, climate, and specialization influenced the variety of crops, products, industries, and the general patterns of economic growth in Nebraska.

Scott Foresman Social Studies Leveled Readers: Land and Water: How Geography Affects Our Communities From Sea to Shining Sea

• Illustrate how Nebraska communities differ in physical features, e.g., land use, population density, architecture, services, and transportation.

TE: Unit 5: Me and Uncle Romie, 321b Scott Foresman Social Studies Leveled Readers: Land and Water: How Geography Affects Our Communities From Sea to Shining Sea

52 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Three • Construct physical maps and threedimensional models that include the essential map elements, political areas, and the geographic regions of Nebraska and the United States, e.g., Coastal Plains, Appalachian Mountains, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Ridge, and Costal Range.

Scott Foresman Reading Street ©2011 Related content: Scott Foresman Social Studies Leveled Readers: Land and Water: How Geography Affects Our Communities

• Explain the directional flow of rivers.

TE: Unit 3: Around One Cactus, 503b Scott Foresman Social Studies Leveled Readers: Land and Water: How Geography Affects Our Communities

4.12 Students will identify the geographic and human characteristics of the regions of the United States and Nebraska. Example Indicators: • Name the major geographic regions of the TE: United States. Unit 2: Penguin Chick, 201b Unit 3: Around One Cactus, 509 Unit 5: Me and Uncle Romie, 325, 328-349 Reading Street Leveled Readers: The Magic of Coyote Grape Season Let’s Go Have Fun Rescuing Whales The Field Trip New York’s Chinatown Desert Life Scott Foresman Social Studies Leveled Readers: From Sea to Shining Sea Regions and Resources • Identify the states within each region.

Reading Street Leveled Readers: Grape Season Let’s Go Have Fun Rescuing Whales The Field Trip Scott Foresman Social Studies Leveled Readers: From Sea to Shining Sea Regions and Resources

53 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Three • Identify capital cities and major cities.

• Identify mountains, lakes, and rivers in each region.

Scott Foresman Reading Street ©2011 TE: Unit 5: Me and Uncle Romie, 325, 328349, 354-357 Reading Street Leveled Readers: The Field Trip Scott Foresman Social Studies Leveled Readers: Land and Water: How Geography Affects Our Communities From Sea to Shining Sea Regions and Resources

• Name the countries and bodies of water, which border the United States.

Reading Street Leveled Readers: Rescuing Whales Celebrate Independence Day/Celebrar El Dia de la Independencia Scott Foresman Social Studies Leveled Readers: Land and Water: How Geography Affects Our Communities

• Identify geographic and historic features unique to each region.

TE: Unit 2: Penguin Chick, 201b Unit 3: Around One Cactus, 509 Reading Street Leveled Readers: The Magic of Coyote Animals of the Concrete Jungle Grape Season Let’s Go Have Fun Rescuing Whales The Field Trip New York’s Chinatown Desert Life Scott Foresman Social Studies Leveled Readers: Land and Water: How Geography Affects Our Communities Regions and Resources

54 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Three Reading Street ©2011 4.13 Students will describe the process of making laws, carrying out laws, and determining if laws have been violated. Example Indicators: • Describe the constitutional rights and TE: responsibilities of being a citizen. Unit 6: Happy Birthday Mr. Kang, 424-427, Talking Walls: Art for the People 435-451 Reading Street Leveled Readers: Mr. Post’s Project Changing Times: Women in the Early Twentieth Century His Favorite Sweatshirt Life Overseas One Forest, Different Trees Great Women in U.S. History Scott Foresman Social Studies Leveled Readers: A Citizen of the United States Starting America: Thomas Jefferson and His Writings Thomas Jefferson Thomas Jefferson: A Man of Ideas What It Means to be a Citizen • Explain the role of citizenship in the promotion of laws.

TE: Unit 6: Happy Birthday Mr. Kang, 424-427 Reading Street Leveled Readers: Mr. Post’s Project Changing Times: Women in the Early Twentieth Century Great Women in U.S. History Scott Foresman Social Studies Leveled Readers: A Citizen of the United States Starting America: Thomas Jefferson and His Writings Thomas Jefferson Thomas Jefferson: A Man of Ideas What It Means to be a Citizen

• Describe the election process.

TE: Unit 6: Talking Walls: Art for the People 459m

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Nebraska Social Studies/History Standards Grade Three • Identify the consequences of violating the law.

Scott Foresman Reading Street ©2011 TE: Unit 6: Two Bad Ants, 461b Reading Street Leveled Readers: The Field Trip

• Identify local, county, and state representatives.

Related content: Scott Foresman Social Studies Leveled Readers: A Citizen of the United States What It Means to be a Citizen

• Explain the process of contacting a representative.

Related content: Scott Foresman Social Studies Leveled Readers: A Citizen of the United States What It Means to be a Citizen

4.14 Students will identify the uniqueness of the Nebraska Unicameral compared with other state legislatures. Example Indicators: • Describe the difference between bicameral Related content: and unicameral legislatures. Scott Foresman Social Studies Leveled Readers: A Citizen of the United States What It Means to be a Citizen • Identify the contribution of George Norris.

Related content: Scott Foresman Social Studies Leveled Readers: A Citizen of the United States What It Means to be a Citizen

4.15 Students will identify and describe the responsibilities of the elected mayor, governor and president on the local, state, and federal level. Example Indicators: • Name the mayor, governor, and the Scott Foresman Social Studies Leveled President of the United States and list Readers: several responsibilities of each. A Citizen of the United States Starting America: Thomas Jefferson and His Writings Thomas Jefferson Thomas Jefferson: A Man of Ideas What It Means to be a Citizen

56 TE = Teacher’s Edition

Scott Foresman Reading Street ©2011 to the Nebraska Social Studies/History Standards Grade Four Nebraska Social Studies/History Scott Foresman Standards Grade Four Reading Street ©2011 Fourth Grade (By the end of fourth grade . . .) 4. Social Studies Second, Third, and Fourth Grade Social Studies United States History, Nebraska History, Geography, Civics/Government, Economics 4.1 Students will compare communities and describe how United States and Nebraska communities changed physically and demographically over time. Example Indicators: • Identify and describe cultural holidays and Reading Street Leveled Readers: events in their communities, Nebraska, and Birthday Surprise United States. The Super Secret Surprise Society • Identify changes in daily life past and present, e.g., roles, jobs, communication, technology, schools, and cultural traditions.

TE: Unit 1: Lewis and Clark and Me, 47b, 77s, On the Banks of Plum Creek, 84-99, 104107, 109k, 109m, The Horned Toad Prince 111b Unit 2: Coyote School News, 227m, Scene Two, 231 Unit 4: Navajo Code Talkers 83b, 88-103 Unit 5: My Brother Martin, 322-323, 323b, 325, , 327, 328-341 Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery From Spain to America Amazing Female Athletes Ranching the Great American Desert The Black Ensemble Theater Maine Then and Now Bessie Coleman: Queen of the Skies The Civil Rights Movement Becoming a Melting Pot One Giant Leap The Diné Equality in American Schools The Legacy of César Chávez Danger! Children at Work The Incredible Alexander Graham Bell The Navajo Code Talkers The Long Journey West The Women’s Movement

57 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four (Continued) • Identify changes in daily life past and present, e.g., roles, jobs, communication, technology, schools, and cultural traditions.

Scott Foresman Reading Street ©2011 (Continued) From Sea to Shining Sea Cheers for the Cheetahs We Shall Overcome Scott Foresman Social Studies Leveled Readers: The Jamestown Colony Jamestown John Smith and Survival of Jamestown Early Americans Crossing the Nation By Rail Rails Across America The Transcontinental Railroad

4.2 Students will describe the contributions from the cultural and ethnic groups that made up our national heritage: Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans. Example Indicators: • Identify regional characteristics, e.g., TE: Navaho, Amish, and Polynesian. Unit 4: Navajo Code Talkers, 83b, 88-103 Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery From Spain to America The Diné The Legacy of César Chávez The Navajo Code Talkers Thor Heyerdahl’s Incredible Raft

58 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Identify important men and women from different cultural and ethnic groups.

Scott Foresman Reading Street ©2011 TE: Unit 1: Lewis and Clark and Me, 52-67, 7275, 77k, 77m Unit 2: Coyote School News 227k, So You Want to Be President?, 284-285, 285b, 287, 290-301, 309k, 309m Unit 3: The Man Who Named the Clouds, 322-335, Paul Bunyan, 433 Unit 4: Navajo Code Talkers, 83b, 85, 87, 88-103 Unit 6: My Brother Martin, 322-323, 323b, 325, 327, 328-341, 349k, 349m, Jim Thorpe’s Bright Path, 356-371, 381k, 381m, The Man Who Went to the Far Side of the Moon 450-463, 473k Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery From Spain to America Amazing Female Athletes The Black Ensemble Theater The United States Government Code Breakers: Uncovering German Messages Bessie Coleman: Queen of the Skies The Civil Rights Movement One Giant Leap The Story of Libraries Two Powerful Rivers The Diné John Muir: Protector of the Wilderness Equality in American Schools The Legacy of César Chávez Danger! Children at Work The Incredible Alexander Graham Bell The Navajo Code Talkers Thor Heyerdahl’s Incredible Raft The Women’s Movement Jim Thorpe The World’s Greatest Athlete The Long Journey West From Sea to Shining Sea Speaking in Code We Shall Overcome

59 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Identify famous inventors.

Scott Foresman Reading Street ©2011 TE: Unit 3: The Man Who Named the Clouds, 322-335 Unit 4: Navajo Code Talkers, 88-103 Reading Street Leveled Readers: The Story of Libraries The Incredible Alexander Graham Bell Speaking in Code Scott Foresman Social Studies Leveled Readers: Faster, Easier, Better: The World of Inventions Good Idea! How Inventions Shape Our Lives Inventions and Change

• Identify contributions of special groups, e.g., labor unions, buffalo soldiers, and farmers’ co-ops.

TE: Unit 1: On the Banks of Plum Creek, 109k Unit 4: Navajo Code Talkers, 83b, 87, 88103 Unit 6: My Brother Martin, 322-323, 323b, 325, 327, 328-341 Reading Street Leveled Readers: Ranching the Great American Desert Code Breakers: Uncovering German Messages The Civil Rights Movement The Legacy of César Chávez Danger! Children at Work The Navajo Code Talkers The Women’s Movement We Shall Overcome

60 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Four Reading Street ©2011 4.3 Students will describe social and economic development of Nebraska in the 20th century. Example Indicators: • Identify the accomplishments of 20th Related content: century Nebraskans. TE: Unit 6: My Brother Martin, 328-341 • Explain the impact of advance in transportation, communication, immigration, and economic development.

TE: Unit 1: On the Banks of Plum Creek, 109k, 109m Unit 6: How Tia Lola Came to Visit Stay, 383b Reading Street Leveled Readers: Ranching the Great American Desert Becoming a Melting Pot One Giant Leap Two Powerful Rivers The Legacy of César Chávez The Incredible Alexander Graham Bell The Navajo Code Talkers Scott Foresman Social Studies Leveled Readers: Faster, Easier, Better: The World of Inventions Good Idea! How Inventions Shape Our Lives Inventions and Change

4.4 Students will describe the interaction between Native Americans and their environment on the plains prior to European contact Example Indicators: • Explain how Native Americans used the Reading Street Leveled Readers: resources for daily living. Lewis, Clark, and the Corps of Discovery The Diné • Identify different types of shelters used by Native Americans.

Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery The Diné Putting a Stop to Wildfires

61 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Describe the daily life of a Native American.

Scott Foresman Reading Street ©2011 TE: Unit 1: The Horned Toad Prince, 111b Unit 3: How Night Came from the Sea, 401k, 401m Unit 4: Navajo Code Talkers, 83b, 85, 88103 Unit 6: Jim Thorpe’s Bright Path, 356-371, A Gift From the Heart, 420-435 Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery Becoming a Melting Pot The Diné

4.5 Students will describe Nebraska's history, contact to statehood. Example Indicators: • Explain how historic and geographic factors affected the expansion and development of Nebraska.

including geographic factors, from European

TE: Unit1: On the Banks of Plum Creek, 109k, 109m Unit 2: Horse Heroes: True Stories of Amazing Horses, 262-273, 278-281 Unit 3: Eye of the Storm, 403b Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery Ranching the Great American Desert Storm Chasers Severe Weather: Storms Becoming a Melting Pot The Long Journey West From Sea to Shining Sea Ranches in the Southwest

• Locate on a map, forts, missions, settlements, trails, cities, transportation routes, and migration patterns.

TE: Unit 1: On the Banks of Plum Creek, 109k Unit 2: Horse Heroes: True Stories of Amazing Horses 262-273, 278-281 Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery Becoming a Melting Pot The Long Journey West From Sea to Shining Sea

62 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Describe the exploration of the Great Plains.

Scott Foresman Reading Street ©2011 TE: Unit 1: Lewis and Clark and Me, 48-49, 5051, 52-67, On the Banks of Plum Creek, 78-79, 84-99, 109k, 109m Unit 2: Horse Heroes: True Stories of Amazing Horses 262-273, 278-281 Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery Becoming a Melting Pot The Long Journey West From Sea to Shining Sea

• Describe the impact of westward expansion on tribal nations.

TE: Unit 1: Lewis and Clark and Me, 50-51, 5267, On the Banks of Plum Creek, 84-99, 109k Unit 2: Horse Heroes: True Stories of Amazing Horses 262-273 Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery Becoming a Melting Pot The Long Journey West From Sea to Shining Sea The Sauk and Fox: Native Americans

• Describe Spanish, French, and English settlements.

Reading Street Leveled Readers: The Diné

63 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Four Reading Street ©2011 4.6 Students will identify significant individuals, historical events and symbols in their community and in Nebraska and explain their importance. Example Indicators: • Identify and describe the past and present TE: contributions of Native Americans, Hispanic Unit 2: Coyote School News, 227k, So You Americans, African Americans, European Want to Be President?, 284-285, 285b, Americans, and Asian Americans. 287, 290-301, 309k, 309m Unit 3: The Man Who Named the Clouds, 322-335, Paul Bunyan, 433 Unit 4: Navajo Code Talkers, 83b, 85, 87, 88-103 Unit 6: My Brother Martin, 322-323, 323b, 325, 327, 328-341, 349k, 349m, Jim Thorpe’s Bright Path, 356-371, 381k, 381m, The Man Who Went to the Far Side of the Moon, 450-463, 473k Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery Amazing Female Athletes The Black Ensemble Theater The United States Government Code Breakers: Uncovering German Messages The Civil Rights Movement The Story of Libraries Two Powerful Rivers The Diné Equality in American Schools The Legacy of César Chávez Danger! Children at Work The Incredible Alexander Graham Bell The Navajo Code Talkers Thor Heyerdahl’s Incredible Raft The Women’s Movement Jim Thorpe The World’s Greatest Athlete From Sea to Shining Sea Speaking in Code We Shall Overcome • Identify members of Nebraska’s Hall of Fame.

Related content: TE: Unit 6: My Brother Martin, 328-341

64 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Identify accomplishments of prominent Nebraskans, e.g., Black Elk, Malcolm X, and Evelyn Sharp.

Scott Foresman Reading Street ©2011 Related content: TE: Unit 6: My Brother Martin, 328-341 Reading Street Leveled Readers: The Civil Rights Movement

• Identify groups that have impacted Nebraska’s history, e.g., buffalo soldiers, cowboys, and sodbusters and immigrant settlers.

TE: Unit 1: On the Banks of Plum Creek, 109k Unit 2: Horse Heroes: True Stories of Amazing Horses, 262-273, 278-281 Reading Street Leveled Readers: Ranching the Great American Desert Ranches in the Southwest

• Identify symbols associated with Nebraska, e.g., the flag, tree, and bird.

Related content: Reading Street Leveled Readers: Saving Trees by Using Science

4.7 Student will use higher level thinking processes to evaluate and analyze primary sources and other resources. Example Indicators: • Identify, analyze, and make TE: generalizations using primary sources, e.g., Unit 1: Lewis and Clark and Me, 52-67 artifacts, diaries, letters, photographs, art, Unit 5: Antarctic Journal, 262-277 and newspapers. Reading Street Leveled Readers: The Civil Rights Movement The Women’s Movement • Compare documentary sources on historical figures, events, with fictionalized characters and events to distinguish fact from fiction.

TE: Unit 1: Lewis and Clark and Me, 52-67, On the Banks of Plum Creek, 109m Unit 2: Coyote School News, 227m, So You Want to Be President?, 290-301 Unit 5: Moonwalk, 294-305, 310-313 Reading Street Leveled Readers: A Book of Their Own The Long Journey West Surviving Hurricane Andrew The Sauk and Fox: Native Americans

65 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Four Reading Street ©2011 4.8 Students will describe characteristics of a market economic system and the interactions of consumers and producers. Example Indicators: • Describe the concepts of scarcity, choice, Reading Street Leveled Readers: and the use of limited natural, capital, and Maine Then and Now human resources in an economic system. The Legacy of César Chávez Danger! Children at Work Scott Foresman Social Studies Leveled Readers: The American Economy The Economy and How It Works Our Economy • Explain the specialization and interdependence of producers and consumers involved in producing goods and services.

Reading Street Leveled Readers: Maine Then and Now

• Demonstrate how markets and prices help consumers buy and producers supply products and services in an economic system.

Reading Street Leveled Readers: Maine Then and Now Danger! Children at Work The Legacy of César Chávez

Scott Foresman Social Studies Leveled Readers: The American Economy The Economy and How It Works Our Economy

Scott Foresman Social Studies Leveled Readers: The American Economy The Economy and How It Works Our Economy • Identify how changing modes of transportation and communication by entrepreneurs have changed the economic system of the United States and Nebraska.

TE: Unit 1: On the Banks of Plum Creek, 109k Reading Street Leveled Readers: Ranching the Great American Desert Maine Then and Now The Incredible Alexander Graham Bell Scott Foresman Social Studies Leveled Readers: The American Economy The Economy and How It Works Our Economy

66 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Explain the purpose of taxes and their use and collection in an economic system.

Scott Foresman Reading Street ©2011 Related content: TE: Unit 6: The Man Who Went to the Far Side of the Moon, 473m Scott Foresman Social Studies Leveled Readers: The American Economy The Economy and How It Works Our Economy

4.9 Students will demonstrate an understanding of money and the financial system used in the United States. Example Indicators: • Identify the concepts of earning, saving, Scott Foresman Social Studies Leveled spending, checking accounts and credit Readers: used by financial institutions and The American Economy consumers. The Economy and How It Works Our Economy • Describe the functions of money in an economic system.

Scott Foresman Social Studies Leveled Readers: The American Economy The Economy and How It Works Our Economy

4.10 Students will identify and use essential map elements. Example Indicators: • Distinguish between longitude and Reading Street Leveled Readers: latitude. Darkness into Light • Use the equator and prime meridian to identify the hemisphere.

Reading Street Leveled Readers: Darkness into Light

• Use the grid system to find locations.

Related content: TE: Unit 1: Lewis and Clark and Me, 52-67

• Use cardinal directions.

Reading Street Leveled Readers: The Diné

• Understand map keys, e.g., scale, symbols, compass rose.

TE: Unit 1: Because of Winn-Dixie, 39c, Lewis and Clark and Me, 66-67

67 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Four Reading Street ©2011 4.11 Students will use maps and globes to acquire information about people, places, and environments. Example Indicators: • Locate and identify on maps and globes TE: his/her local city or county, Nebraska, the Unit 1: Lewis and Clark and Me, 66-67 Unites States, the seven continents, and Unit 5: Antarctic Journal, 262-277 four oceans. Reading Street Leveled Readers: Darkness into Light Severe Weather: Storms Maine Then and Now Come Learn About Dolphins Let’s Explore Antarctica! Two Powerful Rivers The Diné The Legacy of César Chávez Journey to Hong Kong Birds Take Flight Wonderously Wild Weather The Alaskan Pipeline What in the World is That? Meet the Maya Looking for Changes The Gray Whale Plants and Animals in Antarctica • Sketch maps to illustrate places described in narratives, e.g., neighborhoods, rooms, routes, regions, states, countries, continents.

TE: Unit 1: On the Banks of Plum Creek, 109k, 109m Reading Street Leveled Readers: Ranching the Great American Desert Two Powerful Rivers

• Explain how physical characteristics, transportation routes, climate, and specialization influenced the variety of crops, products, industries, and the general patterns of economic growth in Nebraska.

TE: Unit 1: On the Banks of Plum Creek, 109k Unit 2: Horse Heroes: True Stories of Amazing Horses 262-273, 278-281 Unit 3: Eye of the Storm, 403b Unit 6: A Gift from the Heart, 417 Reading Street Leveled Readers: Ranching the Great American Desert Storm Chasers Severe Weather: Storms Becoming a Melting Pot Two Powerful Rivers Wonderously Wild Weather From Sea to Shining Sea

68 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four (Continued) • Explain how physical characteristics, transportation routes, climate, and specialization influenced the variety of crops, products, industries, and the general patterns of economic growth in Nebraska.

Scott Foresman Reading Street ©2011 (Continued) Scott Foresman Social Studies Leveled Readers: Landforms and Waterways The Shape of Our Land Earth and Water, High and Low

• Illustrate how Nebraska communities differ in physical features, e.g., land use, population density, architecture, services, and transportation.

Reading Street Leveled Readers: Storm Chasers Ranching the Great American Desert Severe Weather: Storms Becoming a Melting Pot Two Powerful Rivers Wonderously Wild Weather

• Construct physical maps and threedimensional models that include the essential map elements, political areas, and the geographic regions of Nebraska and the United States, e.g., Coastal Plains, Appalachian Mountains, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Ridge, and Costal Range.

TE: Unit 3: Eye of the Storm, 403b Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery Ranching the Great American Desert Severe Weather: Storms Two Powerful Rivers Wonderously Wild Weather The Alaskan Pipeline Scott Foresman Social Studies Leveled Readers: Landforms and Waterways The Shape of Our Land Earth and Water, High and Low

• Explain the directional flow of rivers.

TE: Unit 3: Paul Bunyan, 454-457 Reading Street Leveled Readers: Two Powerful Rivers Scott Foresman Social Studies Leveled Readers: Landforms and Waterways The Shape of Our Land Earth and Water, High and Low

69 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Four Reading Street ©2011 4.12 Students will identify the geographic and human characteristics of the regions of the United States and Nebraska. Example Indicators: • Name the major geographic regions of the TE: United States. Unit 1: Lewis and Clark and Me, 66-67, 79b, On the Banks of Plum Creek, 109k, 109m, The Horned Toad Prince, 110-111, 111b, 137k, Letters Home from Yosemite, 139b, 143, 144-155, 160-164 Unit 2: Scene Two, 231, Horse Heroes: True Stories of Amazing Horses, 262-273, 278-281, So You Want to Be President?, 306-307 Unit3: The Man Who Named the Clouds, 343m, Eye of the Storm, 403b, 405, 407, 408-419, Paul Bunyan, 454-457 Unit 6: A Gift from the Heart, 417 Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery From Spain to America The Wonders of Western Geography Ranching the Great American Desert Storm Chasers Severe Weather: Storms Maine Then and Now Two Powerful Rivers John Muir: Protector of the Wilderness Wonderously Wild Weather The Alaskan Pipeline Florida Everglades: Its Plants and Animals America’s National Parks Ranches in the Southwest Putting a Stop to Wildfires Scott Foresman Social Studies Leveled Readers: Landforms and Waterways The Shape of Our Land Earth and Water, High and Low

70 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Identify the states within each region.

Scott Foresman Reading Street ©2011 TE: Unit 1: Lewis and Clark and Me, 66-67, 79b, On the Banks of Plum Creek, 109k, 109m, The Horned Toad Prince, 110-111, 137k, Letters Home from Yosemite, 139b, 143, 144-155, 160-164 Unit 2: Scene Two, 231, Horse Heroes: True Stories of Amazing Horses, 262-273, 278-281, So You Want to Be President?, 306-307 Unit 3: Eye of the Storm, 403b Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery From Spain to America The Wonders of Western Geography Ranching the Great American Desert Storm Chasers Severe Weather: Storms Maine Then and Now Two Powerful Rivers The Alaskan Pipeline Florida Everglades: Its Plants and Animals Mountain Rescue

• Identify capital cities and major cities.

TE: Unit 1: On the Banks of Plum Creek, 109k Unit 3: The Man Who Named the Clouds, 343m Reading Street Leveled Readers: From Spain to America The Wonders of Western Geography Storm Chasers Maine Then and Now Two Powerful Rivers John Muir: Protector of the Wilderness The Alaskan Pipeline

71 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Identify mountains, lakes, and rivers in each region.

Scott Foresman Reading Street ©2011 TE: Unit 1: Lewis and Clark and Me 66-67, 79b, On the Banks of Plum Creek, 109k, The Horned Toad Prince, 137k, Letters Home from Yosemite, 139b, 143, 144-155, 160-164, Unit 2: So You Want to Be President?, 306307 Unit 3: Paul Bunyan, 454-457 Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery From Spain to America The Wonders of Western Geography Storm Chasers Maine Then and Now Two Powerful Rivers John Muir: Protector of the Wilderness The Alaskan Pipeline Mountain Rescue Scott Foresman Social Studies Leveled Readers: Landforms and Waterways The Shape of Our Land Earth and Water, High and Low

• Name the countries and bodies of water, which border the United States.

TE: Unit 1: On the Banks of Plum Creek, 79b, Unit 2: Coyote School News, 204 Unit 3: Adelina’s Whales, 352 Reading Street Leveled Readers: From Spain to America The Wonders of Western Geography Migration Relocation Maine Then and Now The Diné The Legacy of César Chávez The Alaskan Pipeline

72 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Identify geographic and historic features unique to each region.

Scott Foresman Reading Street ©2011 TE: Unit 1: Lewis and Clark and Me, 66-67, On the Banks of Plum Creek, 79b, 84-99, 109k, 109m, The Horned Toad Prince, 110111, 111b, 137k, Letters Home from Yosemite, 139b, 143, 144-155, 160-164 Unit 2: Scene Two, 231, 262-273, 278281, So You Want to Be President?, 306307 Unit 3: The Man Who Named the Clouds, 343m, Eye of the Storm, 403b, 405, 407, 408-419, 429m, Paul Bunyan, 454-457 Unit 4: Encantado, 55 Unit 6: A Gift from the Heart, 417 Reading Street Leveled Readers: Lewis, Clark, and the Corps of Discovery From Spain to America The Wonders of Western Geography Ranching the Great American Desert Storm Chasers Severe Weather: Storms Maine Then and Now Two Powerful Rivers John Muir: Protector of the Wilderness Wonderously Wild Weather The Alaskan Pipeline Florida Everglades: Its Plants and Animals America’s National Parks Ranches in the Southwest Putting a Stop to Wildfires Mountain Rescue Scott Foresman Social Studies Leveled Readers: Landforms and Waterways The Shape of Our Land Earth and Water, High and Low

73 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Four Reading Street ©2011 4.13 Students will describe the process of making laws, carrying out laws, and determining if laws have been violated. Example Indicators: • Describe the constitutional rights and TE: responsibilities of being a citizen. Unit 2: So You Want to Be President?, 290301 Unit 4: Navajo Code Talkers, 88-103 Unit 6: My Brother Martin, 322-323, 323b, 325, 327, 328-341, A Gift from the Heart, 443m Reading Street Leveled Readers: Amazing Female Athletes The United States Government Code Breakers: Uncovering German Messages Bessie Coleman: Queen of the Skies The Civil Rights Movement The Story of Libraries John Muir: Protector of the Wilderness Equality in American Schools The Legacy of César Chávez Danger! Children at Work The Power of the People The Navajo Code Talkers Danger: The World is Getting Hot! The Women’s Movement A Trip to Capitol Hill We Shall Overcome Scott Foresman Social Studies Leveled Readers: D is for Democracy Our Government The Constitution: Protecting Our Rights and Freedoms

74 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Explain the role of citizenship in the promotion of laws.

Scott Foresman Reading Street ©2011 TE: Unit 2: Scene Two, 255k, So You Want to Be President?, 285b Unit 3: Eye of the Storm, 429k Unit 4: Navajo Code Talkers, 88-103 Unit 6: My Brother Martin, 322-323, 323b, 325, 327, 328-341, A Gift from the Heart, 443m Reading Street Leveled Readers: The United States Government Bessie Coleman: Queen of the Skies The Civil Rights Movement John Muir: Protector of the Wilderness Equality in American Schools The Legacy of César Chávez Danger! Children at Work The Power of the People The Navajo Code Talkers Danger: The World is Getting Hot! The Women’s Movement A Trip to Capitol Hill We Shall Overcome Scott Foresman Social Studies Leveled Readers: D is for Democracy Our Government The Constitution: Protecting Our Rights and Freedoms

• Describe the election process.

TE: Unit 2: So You Want to Be President?, 289, 290-301 Reading Street Leveled Readers: The United States Government The Power of the People A Trip to Capitol Hill Scott Foresman Social Studies Leveled Readers: D is for Democracy Our Government The Constitution: Protecting Our Rights and Freedoms

75 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Four • Identify the consequences of violating the law.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: The United States Government The Civil Rights Movement Equality in American Schools A Trip to Capitol Hill

• Identify local, county, and state representatives.

Related content: TE: Unit 2: So You Want to Be President?, 290301 Reading Street Leveled Readers: The United States Government The Power of the People A Trip to Capitol Hill Scott Foresman Social Studies Leveled Readers: D is for Democracy Our Government The Constitution: Protecting Our Rights and Freedoms

• Explain the process of contacting a representative.

Related content: TE: Unit 2: So You Want to Be President?, 290301 Reading Street Leveled Readers: The United States Government The Power of the People A Trip to Capitol Hill Scott Foresman Social Studies Leveled Readers: D is for Democracy Our Government The Constitution: Protecting Our Rights and Freedoms

76 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Four Reading Street ©2011 4.14 Students will identify the uniqueness of the Nebraska Unicameral compared with other state legislatures. Example Indicators: • Describe the difference between Reading Street Leveled Readers: bicameral and unicameral legislatures. The Power of the People • Identify the contribution of George Norris.

Related content: TE: Unit 2: So You Want to Be President?, 290301 Reading Street Leveled Readers: The United States Government The Power of the People A Trip to Capitol Hill

4.15 Students will identify and describe the responsibilities of the elected mayor, governor and president on the local, state, and federal level. Example Indicators: • Name the mayor, governor, and the TE: President of the United States and list Unit 2: Coyote School News, 227k, So You several responsibilities of each. Want to Be President?, 284-285, 285b, 287, 290-301, 309k, 309m Reading Street Leveled Readers: The United States Government The Power of the People A Trip to Capitol Hill Scott Foresman Social Studies Leveled Readers: D is for Democracy Our Government The Constitution: Protecting Our Rights and Freedoms

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Scott Foresman Reading Street © 2011 to the Nebraska Social Studies/History Standards Grade Five Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 Fifth Grade: By the end of 8th Grade: 8. Social Studies Fifth, Sixth, Seventh, and Eighth Grade Social Studies United States History, World History, Nebraska History, Geography, Civics/Government, Economics 8.1 United States History 8.1.1 Students will analyze major cultures in the Americas before the 17th century. Example Indicators: • Describe the regional culture groups of TE: early Native Americans in North America, Unit 2: A Summer’s Trade, 261, 263, 264e.g., the Northern, Northwestern, Plains, 277 Mound Builders, Eastern Woodlands, and Southwestern Native Americans, etc. Reading Street Leveled Readers: The Medicine Harvest Our Village A Visit to the Navajo Nation Scott Foresman Social Studies Leveled Readers: Learning About the First Americans Making Connections: American Indians and Settlers Archaeologists Explore Early America • Describe selected civilizations in Central and South Americas, e.g., the Mayan, Olmecs, Aztec, Incas, Chibchas, and Toltecs.

Reading Street Leveled Readers: Ancient Gold from the Ancient World Scott Foresman Social Studies Leveled Readers: Where Did They Come From? Where Did They Go? (Grade 6) Mysteries of the Ancient Americas (Grade 6) The Early Americas’ Unsolved Mysteries (Grade 6)

78 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Explain how geography and climate influenced the way Early American cultural groups lived.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: The Medicine Harvest Our Village A Visit to the Navajo Nation Scott Foresman Social Studies Leveled Readers: Learning About the First Americans Making Connections: American Indians and Settlers Archaeologists Explore Early America

8.1.2 Students will analyze the major people, events, and ideas that led to the exploration and settlement of the Americas by Europeans. Example Indicators: • Explain the motivations, obstacles, and Reading Street Leveled Readers: accomplishments of sponsors and leaders of Journey to the New World key expeditions from Spain, France, Portugal, and England. Scott Foresman Social Studies Leveled Readers: Exploring with Amerigo Vespucci His Name Was Amerigo Vespucci Sail for America Sailing for India The Pursuit of Spices Sea Route to the Spice Lands • Identify the economic, ideological, religious, and nationalist forces that led to competition among European powers for control of the Americas.

Scott Foresman Social Studies Leveled Readers: Exploring with Amerigo Vespucci His Name Was Amerigo Vespucci Sail for America Sailing for India The Pursuit of Spices Sea Route to the Spice Lands

• Identify the political, economic, and social impact of the encounter between European and early cultures in the Americas.

Reading Street Leveled Readers: Journey to the New World Scott Foresman Social Studies Leveled Readers: New World New Neighbors Making Connections: American Indians and Settlers Early American Alliances Learning About the First Americans Making Connections: American Indians and Settlers Archaeologists Explore Early America

79 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Identify explorers, e.g., Columbus, Leif Ericsson, Amerigo Vespucci, Champlain, and Hudson.

Scott Foresman Reading Street ©2011 Scott Foresman Social Studies Leveled Readers: Exploring with Amerigo Vespucci His Name Was Amerigo Vespucci Sail for America Sailing for India The Pursuit of Spices Sea Route to the Spice Lands

• Describe Spanish, French, and English settlements.

Reading Street Leveled Readers: The Medicine Harvest Journey to the New World Scott Foresman Social Studies Leveled Readers: New World New Neighbors Making Connections: American Indians and Settlers Early American Alliances

8.1.3 Students will describe key people, events, and ideas from colonial America. Example Indicators: • Explain the factors that led to the Reading Street Leveled Readers: founding of the colonies, e.g., the escape Journey to the New World from religious persecution, economic opportunity, release from prison, and military adventure. • Describe geographic, political, economic, and social contrasts in the three regions of New England, the mid-Atlantic, and the South.

Reading Street Leveled Readers: Journey to the New World

• Describe life in the colonies in the 18th century from the perspectives of Native Americans, large landowners, farmers, artisans, women, and slaves.

TE: Unit 2: The Midnight Ride of Paul Revere, 317k Reading Street Leveled Readers: Journey to the New World Scott Foresman Social Studies Leveled Readers: New World New Neighbors Making Connections: American Indians and Settlers Early American Alliances

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Nebraska Social Studies/History Standards Grade Five • Explain the principal economic and political connections between the colonies and England.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: Paul Revere and the American Revolutionary War

• Describe sources of dissatisfaction that led to the American Revolution.

Reading Street Leveled Readers: The National Guard: Today’s Minutemen Paul Revere’s Ride Paul Revere and the American Revolutionary War Scott Foresman Social Studies Leveled Readers: On the Road to Revolution Choosing Freedom Conflict in the Colonies

• Identify key individuals and events in the American Revolution, e.g., King George, Lord North, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, Patrick Henry, and Thomas Paine.

TE: Unit 2: The Midnight Ride of Paul Revere, 289b,291, 294-307, 312-315 Unit 3: The Fabulous Perpetual Motion Machine, 325b Reading Street Leveled Readers: The National Guard: Today’s Minutemen Paul Revere’s Ride Paul Revere and the American Revolutionary War Scott Foresman Social Studies Leveled Readers: On the Road to Revolution Choosing Freedom Conflict in the Colonires

• Explain major military campaigns of the Revolutionary War and reasons why the colonies were able to defeat the British.

Reading Street Leveled Readers: Paul Revere and the American Revolutionary War

8.1.4 Students will analyze challenges faced by the new United States government. Example Indicators • Explain the writing of a new Constitution Scott Foresman Social Studies Leveled in 1787 and the struggles over ratification Readers: and the addition of a Bill of Rights. Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

81 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Describe major issues facing Congress and the first four presidents.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: The United States Moves West

• Explain conflicts between Thomas Jefferson and Alexander Hamilton that resulted in the emergence of two political parties.

Related content: Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

8.1.5 Students will describe growth and change in the United States from 18011861. Example Indicators: • Describe territorial exploration, expansion, TE: and settlement, e.g., Lewis and Clark, Unit 5: Ghost Towns of the American West, Louisiana Purchase, and acquisition of 287, 289, 290-301, 306-309, 331k southern and western territories. Reading Street Leveled Readers: From Territory to Statehood A Visit to the Navajo Nation The California Gold Rush Saving an American Symbol A Railroad Over the Sierra The United States Moves West The Golden Journey Scott Foresman Social Studies Leveled Readers: The Growing United States Heading West Spreading across the Continent Westward Expansion The Search for Land, Gold, and a New Life

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Nebraska Social Studies/History Standards Grade Five • Describe how the physical geography and various incentives influenced the movement of people, goods, and services

Scott Foresman Reading Street ©2011 TE: Unit 5: Ghost Towns of the American West, 287, 289, 290-301, 306-309, 311k Reading Street Leveled Readers: From Territory to Statehood The Golden Spike The California Gold Rush Saving an American Symbol A Railroad Over the Sierra The United States Moves West The Golden Journey Scott Foresman Social Studies Leveled Readers: The Growing United States Heading West Spreading across the Continent Westward Expansion The Search for Land, Gold, and a New Life

• Describe the political relationships between the Americas and Europe, which led to the Monroe Doctrine.

Related content: Scott Foresman Social Studies Leveled Readers: The Growing United States Spreading Across the Continent Heading West

• Describe the impact of inventions, e.g., the cotton gin, McCormick reaper, etc.

Reading Street Leveled Readers: The Golden Spike

8.1.6 Students will identify and analyze causes, key events, and the effects of the Civil War and Reconstruction. Example Indicators: • Describe economic and philosophical TE: differences between the North and South. Unit 2: Hold the Flag High, 207, 208-219 Unit 3: Mahalia Jackson, 429, 430-437 Reading Street Leveled Readers: The Blues Evolution From Territory to Statehood From Slave to Soldier The Root of Blues The Root of Blues A Spy in Disguise

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Nebraska Social Studies/History Standards Grade Five • Identify key events leading to secession and war.

Scott Foresman Reading Street ©2011 TE: Unit 2: Hold the Flag High, 207, 208-219 Reading Street Leveled Readers: From Territory to Statehood A Spy in Disguise

• Identify key people during this period, e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglas, William Lloyd Garrison, Harriet Tubman, Harriet Beecher Stowe, John Brown, Clara Barton, etc.

TE: Unit 2: Hold the Flag High, 207, 208-219 Reading Street Leveled Readers: A Spy in Disguise Scott Foresman Social Studies Leveled Readers: Women of the Civil War Civil War Heroines Civil War Sisterhood: The Women Who Made a Difference

• Identify key events during the Civil War, e.g., major battles, the Emancipation Proclamation, and Lee’s surrender at Appomattox.

TE: Unit 2: Hold the Flag High, 207, 208-219

• Describe life on the battlefield and on the homefront from multiple perspectives.

TE: Unit 2: Hold the Flag High, 207, 208-219

Reading Street Leveled Readers: A Spy in Disguise

Reading Street Leveled Readers: From Slave to Soldier A Spy in Disguise Scott Foresman Social Studies Leveled Readers: Women of the Civil War Civil War Heroines Civil War Sisterhood: The Women Who Made a Difference • Explain the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the United States Constitution. • Describe the impact of Reconstruction policies on the South.

Related content: TE: Unit 2: Hold the Flag High, 208-219 Related content: TE: Unit 2: Hold the Flag High, 208-219

84 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.1.7 Students will explain post Civil War changes in the United States, and the role of the United States in world affairs through World War I. Example Indicators: • Describe federal policies of expansion and TE: how they affected various culture groups Unit 1: Ten Mile Day, 146-159 and individuals, e.g., Native Americans, Unit 2: A Summer’s Trade, 261, 263, 264Asian Americans, etc. 277 Unit 5: Ghost Towns of the American West, 287, 289, 290-301, 306-309 Reading Street Leveled Readers: From Territory to Statehood The Golden Spike A Visit to the Navajo Nation The California Gold Rush Saving an American Symbol A Railroad Over the Sierra The United States Moves West The Golden Journey Stop That Train! • Explain why people immigrated to the United States, describe their obstacles and contributions.

TE: Unit 1: Ten Mile Day, 141b, 143, 146-159, 164-167, 169k, 169m Unit 4: The Stormi Giovanni Club, 105b Reading Street Leveled Readers: The Land of Opportunity The Golden Spike Land of Plenty Scott Foresman Social Studies Leveled Readers: Following the Golden Dream The Search for Land, Gold, and a New Life

• Describe the growth of American cities and the impact on societies.

Reading Street Leveled Readers: The Most Dangerous Woman in America Land of Plenty Scott Foresman Social Studies Leveled Readers: Growing and Changing Cities The Urbanization of America New Problems, New Solutions

• Describe the United States participation in key world events, e.g., the SpanishAmerican War, World War I, etc.

Reading Street Leveled Readers: The Flight Over the Ocean: Yesterday and Today

85 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.1.8 Students will describe key, social, economic and cultural developments from WWI through the Great Depression. Example Indicators: • Describe the arts in the United States, TE: e.g., the Harlem Renaissance, the works of Unit 3: Mahalia Jackson, 447m F. Scott Fitzgerald, Louis Armstrong, etc. Unit 6: Sweet Music in Harlem, 437, 439, 440-457, 462-465, 467k Reading Street Leveled Readers: The Blues Evolution Special Effects in Hollywood The Root of Blues Jazz, Jazz, Jazz Blues Legends Grandma Betty’s Banjo • Describe the social changes, e.g., women’s suffrage, prohibition, etc.

Reading Street Leveled Readers: The Land of Opportunity The Most Dangerous Woman in America Land of Plenty Scott Foresman Social Studies Leveled Readers: Growing and Changing Cities New Problems, New Solutions The Urbanization of America

• Describe the economic factors that led to the Great Depression.

Scott Foresman Social Studies Leveled Readers: Hard Times The Great Depression The Great Depression: It’s Impact and America’s Reaction

• Describe the extent and depth of business and farm failures, unemployment, and poverty.

Scott Foresman Social Studies Leveled Readers: Hard Times The Great Depression The Great Depression: It’s Impact and America’s Reaction

• Describe the New Deal, the Depression, and the future role of government in the economy.

Scott Foresman Social Studies Leveled Readers: Hard Times The Great Depression The Great Depression: It’s Impact and America’s Reaction

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Nebraska Social Studies/History Standards Grade Five • Identify key people of the period, e.g., Eleanor and Franklin Roosevelt, Charles Lindbergh, etc.

Scott Foresman Reading Street ©2011 TE: Unit 1: Satchel Paige, 116-129, 139k Unit 2: Hold the Flag High, 229m Unit 3: Leonardo’s Horse, 355b, Mihalia Jackson, 447m Unit 4: Tripping Over the Lunch Lady, 75k Unit 6: Sweet Music in Harlem, 437, 439, 440-457, 462-465, 467k Reading Street Leveled Readers: The Blues Evolution The Root of Blues The Flight Over the Ocean: Yesterday and Today Jazz, Jazz, Jazz Blues Legends Grandma Betty’s Banjo

8.1.9 Students will describe key people, events, and ideas since World War II. Example Indicators: • Explain segregation, desegregation, and TE: the Civil Rights Movement. Unit 1: Satchel Paige, 111b, 113, 116-129, 134-137 Unit 6: Sweet Music in Harlem, 437, 439, 440-457, 462-465, 467k Reading Street Leveled Readers: The Journey of African American Athletes The National Guard: Today’s Minutemen Rube Foster and the Chicago American Giants Blues Legends The Root of Blues Blues Legends Wilma Rudolph: Running to Win • Describe the changing role of women in America.

TE: Unit 1: Satchel Paige; 139m Unit 5: Talk with an Astronaut, 234-247, 250-253, 255m Unit 6: Sweet Music in Harlem, 435b Reading Street Leveled Readers: Famous Women in Sports Wilma Rudolph: Running to Win Sailing the Stars

87 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Describe the technology revolution and its impact on communication, transportation, and new industries.

Scott Foresman Reading Street ©2011 TE: Unit 2: The Midnight Ride of Paul Revere, 317m Unit 3: The Fabulous Perpetual Motion Machine, 353k, Special Effects in Film and Television, 473k Unit 5: Talk with an Astronaut, 229b, 231, 234-247 Unit 6: The Hindenburg, 407 408-423, 428-431, 433k Reading Street Leveled Readers: Weather Forecasting Philo and His Invention Special Effects in Hollywood Cheaper, Faster and Better: Recent Technological Innovations Can Humans Make a Home in Outer Space? Space Travel Inventions Astronauts and Cosmonauts Traveling by Plane George Ferris’s Wheel Titanic: The “Unsinkable” Ship Aim High: Astronaut Training A Happy Accident The Flight Over the Ocean: Yesterday and Today Blues Legends Computers in Filmmaking: Very Special Effects Explore With Science Sailing the Stars Scott Foresman Social Studies Leveled Readers: 3, 2, 1 Blast Off! Rockets and Satellites The Cold War and the Space Race

• Describe the consumer economy and increasing global markets.

Reading Street Leveled Readers: Cheaper, Faster and Better: Recent Technological Innovations

• Describe the increases in violent crime and illegal drugs.

Reading Street Leveled Readers: The National Guard: Today’s Minutemen

88 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Explain the effects of increased immigration.

Scott Foresman Reading Street ©2011 TE: Unit 1: Ten Mile Day, 141b, 143, 146-159, 164-167, 169k, 169m Unit 4: The Stormi Giovanni Club, 105b Reading Street Leveled Readers: The Land of Opportunity Land of Plenty Scott Foresman Social Studies Leveled Readers: Growing and Changing Cities New Problems, New Solutions The Urbanization of America

• Describe political leaders of the period, trend in national elections, and differences between the two major political parties.

Related content: TE: Unit 2: The Midnight Ride of Paul Revere, 288-289

8.2 Word History to 1000 A.D. 8.2.1 Students will describe human culture in the Paleolithic and Neolithic Eras. Example Indicators: • Describe how archeological discoveries Reading Street Leveled Readers: change our knowledge of early peoples. Unexpected Music Scott Foresman Social Studies Leveled Readers: Archaeologists Explore Early America Looking at Prehistory (Grade 6) What Archaeology Tells Us About Prehistory (Grade 6) Discovering the Old Stone Age (Grade 6) • Compare the characteristics of Paleolithic and Neolithic societies and the adaptation to physical geography of various areas had on those groups.

Scott Foresman Social Studies Leveled Readers: Looking at Prehistory (Grade 6) What Archaeology Tells Us About Prehistory (Grade 6) Discovering the Old Stone Age (Grade 6)

89 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Describe how tool making, use of fire, agricultural revolution, and other technological and social advancements improved life for early people.

Scott Foresman Reading Street ©2011 TE: Unit 3: Leonardo’s Horse, 357 Scott Foresman Social Studies Leveled Readers: Looking at Prehistory (Grade 6) What Archaeology Tells Us About Prehistory (Grade 6) Discovering the Old Stone Age (Grade 6)

8.2.2 Students will describe the impact of ancient river valley civilizations (Mesopotamia, Egypt, India, and China) on the development of world cultures. Example Indicators: • Describe the geography and history of Reading Street Leveled Readers: each civilization. China: Today and Yesterday Scott Foresman Social Studies Leveled Readers: Ideas that Shaped Egyptian Life (Grade 6) Life and Beliefs in Ancient Egypt (Grade 6) Egyptian Mythology and Everyday Life (Grade 6) • Describe the location in time and place.

Scott Foresman Social Studies Leveled Readers: Ideas that Shaped Egyptian Life (Grade 6) Life and Beliefs in Ancient Egypt (Grade 6) Egyptian Mythology and Everyday Life (Grade 6)

• Identify social, political, and economic institutions.

Reading Street Leveled Readers: Precious Goods: From Salt to Silk China: Today and Yesterday Scott Foresman Social Studies Leveled Readers: Ideas that Shaped Egyptian Life (Grade 6) Life and Beliefs in Ancient Egypt (Grade 6) Egyptian Mythology and Everyday Life (Grade 6)

90 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Describe religious traditions and written language.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: China: Today and Yesterday Scott Foresman Social Studies Leveled Readers: Ideas that Shaped Egyptian Life (Grade 6) Life and Beliefs in Ancient Egypt (Grade 6) Egyptian Mythology and Everyday Life (Grade 6)

• Identify significant contributions and legacies.

TE: Unit 2: The Ch’i-lin Purse, 233, 236-249, 254-255 Reading Street Leveled Readers: Precious Goods: From Salt to Silk Unexpected Music China: Today and Yesterday Scott Foresman Social Studies Leveled Readers: Ideas that Shaped Egyptian Life (Grade 6) Life and Beliefs in Ancient Egypt (Grade 6) Egyptian Mythology and Everyday Life (Grade 6)

8.2.3 Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example Indicators: • Describe the influence of physical Reading Street Leveled Readers: geography, climate, and soils on the Greek Ancient Gold from the Ancient World economic, social, and political development and the impact on the commerce of the Scott Foresman Social Studies Leveled Mediterranean regions. Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6) • Describe the development of Greek democracy.

Related content: Scott Foresman Social Studies Leveled Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6)

91 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy.

Scott Foresman Reading Street ©2011 TE: Unit 4: The Gymnast, 139 Unit 6: King Midas and the Golden Touch, 376-393, 398-399, The Hindenburg, 403b Reading Street Leveled Readers: What Makes Great Athletes? Let the Games Begin: History of the Olympics Ancient Gold from the Ancient World The Italian Renaissance and Its Artists Scott Foresman Social Studies Leveled Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6)

• Describe important Greek military campaigns, e.g., the Persian Wars and conquests by the Macedonians.

Related content: Scott Foresman Social Studies Leveled Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6)

• Describe the influence of geography on Roman economic, social, and political development.

Reading Street Leveled Readers: Ancient Gold from the Ancient World Scott Foresman Social Studies Leveled Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6)

• Relate Roman mythology and religion.

Related content: TE: Unit 6: King Midas and the Golden Touch, 376-393, 398-399, The Hindenburg, 403b

• Describe the development of the Roman government.

Related content: Scott Foresman Social Studies Leveled Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6)

92 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: Art’s Inspiration Ancient Gold from the Ancient World The Italian Renaissance and Its Artists Scott Foresman Social Studies Leveled Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6)

• Describe important Roman military campaigns, e.g., military domination of the Mediterranean and Western Europe.

Related content: Scott Foresman Social Studies Leveled Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6)

• Describe the fall of the Republic and the rise of imperial monarchs.

Related content: Scott Foresman Social Studies Leveled Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6)

• Describe the impact and spread of Christianity and Judaism.

Reading Street Leveled Readers: The Italian Renaissance and Its Artists

• Describe, analyze, and evaluate the history of the Byzantine Empire from about 300 BCE to 1000 C.E., e.g., Constantinople, Codification of Roman law, Greek Orthodox churches, and Byzantine art and architecture.

Related content: Scott Foresman Social Studies Leveled Readers: Buildings in Greece and Rome (Grade 6) Building Ancient Greece and Rome (Grade 6) Greek and Roman Architecture (Grade 6)

8.2.4 Students will describe the development and cultural impact of major religions. Example Indicators: • Describe the origins, customs, beliefs, and Reading Street Leveled Readers: spread of the major religions Space Travel Inventions The Italian Renaissance and Its Artists • Identify the theological and cultural differences and similarities among the major religions.

Reading Street Leveled Readers: Space Travel Inventions

93 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Describe the effect of religious, political, and economic competition.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: The Italian Renaissance and Its Artists

• Identify the historical turning points that affected the spread and influence of these religious cultures.

Reading Street Leveled Readers: The Italian Renaissance and Its Artists

8.2.5 Students will describe the impact of life in Medieval Europe on later civilizations. Example Indicators: • Describe the structure of feudal society Related content: and identify economic, social, and political Scott Foresman Social Studies Leveled effects. Readers: The Architecture of the Middle Ages (Grade 6) House, Church, Castle (Grade 6) Medieval Buildings (Grade 6) • Describe the Age of Charlemagne.

Related content: Scott Foresman Social Studies Leveled Readers: The Architecture of the Middle Ages (Grade 6) House, Church, Castle (Grade 6) Medieval Buildings (Grade 6)

• Describe the impact of Magyars and the Vikings.

Related content: Scott Foresman Social Studies Leveled Readers: His Name was Amerigo Vespucci Sails for America Exploring with Amerigo Vespucci

• Analyze the influence of Christianity throughout Europe.

Related content: Reading Street Leveled Readers: Space Travel Inventions The Italian Renaissance and Its Artists

8.2.6 Students will describe the impact of selected civilizations in Asia and Africa on the development of later cultures. Example Indicators: • Describe chronology, location, geography, Reading Street Leveled Readers: social structures, forms of government, Precious Goods: From Salt to Silk economy, and religion of each civilization.

94 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Identify key characteristics of the kingdoms of Kush and (Axum) Aksum in Ethiopia.

Scott Foresman Reading Street ©2011 Related content: Reading Street Leveled Readers: Moving to Mali Precious Goods: From Salt to Silk Scott Foresman Social Studies Leveled Readers: Ideas that Shaped Egyptian Life (Grade 6) Life and Beliefs in Ancient Egypt (Grade 6) Egyptian Mythology and Everyday Life (Grade 6)

• Describe how geography of Africa shaped the various cultures of trading empires in Western Africa.

Reading Street Leveled Readers: Moving to Mali Precious Goods: From Salt to Silk

• Describe the culture and contributions of ancient Arabia.

Related content: Scott Foresman Social Studies Leveled Readers: Home, Church, Castle (Grade 6) Medieval Buildings (Grade 6) The Architecture of the Middle Ages (Grade 6) Related content: Scott Foresman Social Studies Leveled Readers: The Architecture of the Middle Ages (Grade 6) House, Church, Castle (Grade 6) Medieval Buildings (Grade 6)

• Identify cultural characteristics of Japan’s feudal system.

• Identify various Chinese dynasties and their legacies to later generations.

Reading Street Leveled Readers: Precious Goods: From Salt to Silk China: Today and Yesterday

• Describe the role of geographic factors in limiting or encouraging the movement of people and ideas.

Reading Street Leveled Readers: Precious Goods: From Salt to Silk China: Today and Yesterday

95 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.3 Civics and Economics 8.3.1 Students will explain and compare the structures, functions, and powers of the three branches of government at the national, state, and local levels. Example Indicators: • Explain the election and appointment of TE: officials. Unit 2: The Midnight Ride of Paul Revere, 288-289 Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution • Describe the division and sharing of powers among and within levels of government.

Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Chart the separation and sharing of powers within levels of government.

Reading Street Leveled Readers: The National Guard: Today’s Minutemen Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Describe the process of amending the United States and Nebraska Constitutions.

Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

96 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Outline the powers granted to Congress, the President, the Supreme Court, and those reserved to the states.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: The National Guard: Today’s Minutemen Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

8.3.2 Students will compare the election process at the local, state, and national levels of government. Example Indicators: • Explain nomination and promotion of TE: candidates for elective office. Unit 2: The Midnight Ride of Paul Revere, 288-289 • Describe similarities and differences between the major political parties.

Related content: TE: Unit 2: The Midnight Ride of Paul Revere, 288-289

• Describe voter turnout.

TE: Unit 2: The Midnight Ride of Paul Revere, 288-289

• Evaluate the accuracy of campaign advertising.

Related content: Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Discuss bias and identify how media reports, analysis, and editorials are different.

Related content: Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

97 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.3.3 Students will compare the policy-making process at the local, state, and national levels of government. Example Indicators: • Chart the basic law-making process within Reading Street Leveled Readers: the respective legislative bodies. Operation Inspiration Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution • Explain the interaction between the chief executives and the legislative bodies.

Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Explain the functions of departments, agencies, and regulatory bodies.

Related content: Reading Street Leveled Readers: How the Wolves Saved Yellowstone

• Describe the roles of political parties at the state and national levels.

Related content: Reading Street Leveled Readers: It’s Our Right

• Explain the ways that individuals and cultural, ethnic, and other interest groups can influence government policy makers.

Reading Street Leveled Readers: The Most Dangerous Woman in America Operation Inspiration Saving an American Symbol Helping Others Wilma Rudolph: Running to Win

• Describe the impact of the media on public opinion and policy makers.

Related content: Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

98 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.3.4 Students will distinguish between the judicial systems established by the Nebraska Constitution and United States Constitution Example Indicators: • Diagram the organization and jurisdiction Scott Foresman Social Studies Leveled of Nebraska and United States courts. Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution • Describe the exercise of the power of judicial review.

Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Describe the process of bringing and resolving criminal and civil cases in Nebraska’s judicial system.

Related content: Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Describe the function and process of the juvenile justice system in Nebraska.

Related content: Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

8.3.5 Students will explain the structure and operation of the United States economy and the role of citizens as producers and consumers. Example Indicators: • Define the concepts of scarcity, choice, Reading Street Leveled Readers: trade-offs, specialization, entrepreneurship, Our Essential Oceans productivity, inflation, profits, markets, Philo and His Invention supply and demand, inflation, and Cheaper, Faster and Better: Recent unemployment and incentives. Technological Innovations Precious Goods: From Salt to Silk The California Gold Rush Saving an American Symbol Ancient Gold from the Ancient World

99 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Analyze the effect of producer and consumer behavior on markets.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: Our Essential Oceans Philo and His Invention Cheaper, Faster and Better: Recent Technological Innovations Mixed-Up Vegetables Precious Goods: From Salt to Silk Ancient Gold from the Ancient World

• Describe the role of individuals and businesses as consumers, savers, investors, and borrowers.

Reading Street Leveled Readers: Precious Goods: From Salt to Silk Ancient Gold from the Ancient World

• Explain how various institutions help individuals and groups accomplish economic goals.

Related content: Scott Foresman Social Studies Leveled Readers: The American Economy (Grade 4) The Economy and How it Works (Grade 4) Our Economy (Grade 4)

• Describe common forms of credit, savings, investments, purchases, and contractual agreements, e.g., warranties, and guarantees.

Related content: Scott Foresman Social Studies Leveled Readers: The American Economy (Grade 4) The Economy and How it Works (Grade 4) Our Economy (Grade 4)

• Analyze skills necessary for career opportunities, e.g., individual abilities, skills, and education, and the changing supply and demand for those skills in the economy.

Related content: Scott Foresman Social Studies Leveled Readers: The American Economy (Grade 4) The Economy and How it Works (Grade 4) Our Economy (Grade 4)

• Describe the development of money, savings, and credit.

Reading Street Leveled Readers: Precious Goods: From Salt to Silk Ancient Gold from the Ancient World

8.3.6 Students will compare the United States economic system to systems in other countries. Example Indicators: • Describe the government’s role in the Reading Street Leveled Readers: United States economy, e.g., provision of Mixed-Up Vegetables public goods and services, protection of consumer rights, and the promotion of competition.

100 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Describe the impact of government policies, on individuals and businesses, taxation, and government borrowing

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: Traveling by Plane

• Explain how the government addresses third-party costs and benefits, e.g., pollution and medical research.

Reading Street Leveled Readers: Our Essential Oceans Mixed-Up Vegetables

• Explain the differences between traditional command and market economics.

Related content: Scott Foresman Social Studies Leveled Readers: The American Economy (Grade 4) The Economy and How it Works (Grade 4) Our Economy (Grade 4)

• Analyze the costs and benefits of instituting different degrees of market, command, and traditional characteristics in mixed economic systems.

Related content: Scott Foresman Social Studies Leveled Readers: The American Economy (Grade 4) The Economy and How it Works (Grade 4) Our Economy (Grade 4)

8.3.7 Students will summarize the rights citizens. Example Indicators: • Describe ways individuals participate in the political process, e.g., registering and voting, communicating with government officials, participating in political campaigns, and serving on juries and in voluntary appointed positions.

and responsibilities of United States

TE: Unit 2: The Midnight Ride of Paul Revere, 288-289 Reading Street Leveled Readers: Operation Inspiration The National Guard: Today’s Minuteman The Sandwich Brigade From Slave to Soldier Paul Revere’s Ride Helping Others Wilma Rudolph: Running to Win Driven to Change

101 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Identify the way individuals of cultural, ethnic, and other interest groups can influence governments.

Scott Foresman Reading Street ©2011 Reading Street Leveled Readers: The Journey of African American Athletes The Land of Opportunity The Most Dangerous Woman in America The Talker Operation Inspiration Rube Foster and the Chicago American Giants From Slave to Soldier Saving an American Symbol Helping Others Wilma Rudolph: Running to Win Scott Foresman Social Studies Leveled Readers: Growing and Changing Cities New Problems, New Solutions The Urbanization of America

• Describe the election process and appointment of officials.

TE: Unit 2: The Midnight Ride of Paul Revere, 288-289

• Describe the impact of the media on public opinion and policy.

Related content: Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Compare the election process at the local, state, and national levels of government, e.g., nomination and promotion of candidates for elective office similarities and differences between the major political parties; voter turnout; evaluate the accuracy of campaign advertising; and recognize bias and identify how media reports, analysis, and editorials are different.

TE: Unit 2: The Midnight Ride of Paul Revere, 288-289

102 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.3.8 Students will describe the purpose and function of the United States Constitution, including the Bill of Rights. Example Indicators: • What are inalienable rights? Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution • What does "life, liberty, and the pursuit of happiness," mean?

Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• What is the rule of law, justice, and equality under the law?

Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Describe the Native American heritage, e.g., Iroquois Five Nations Confederacy, "Great Binding Law."

Related content: Scott Foresman Social Studies Leveled Readers: Learning About the First Americans Uncovering America’s Past Archaeologists Explore Early America

• Explain the British and American heritage, e.g., the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Articles of Confederation.

Related content: Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Explain the philosophy of government expressed in the Declaration of Independence.

Related content: TE: Unit 2: The Midnight Ride of Paul Revere, 289b,291, 294-307, 312-315

103 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.4 Skills 8.4.1 Students will explain the meaning of patriotic slogans and excerpts from notable speeches and documents. Example Indicators: • Explain the statement "Give me liberty or Related content: give me death." TE: Unit 2: The Midnight Ride of Paul Revere, 289b,291, 294-307, 312-315 • Explain the meaning of "E Pluribus Unum."

Related content: TE: Unit 6: The Mystery of Saint Mathew Island, 369k

• Discuss the importance of the Gettysburg Address.

Related content: TE: Unit 2: Hold the Flag High, 208-219

• Explain the Preamble to the Constitution.

Scott Foresman Social Studies Leveled Readers: Authors of Liberty: Writing the U.S. Constitution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution

• Explain the Declaration of Independence.

TE: Unit 5: Ghost Towns of the American West, 289

• Who said “. . . December 7, 1941, a date which will live in infamy”?

Related content: TE: Unit 4: Tripping Over the Lunch Lady, 75k

• Explain the statement "Ask not what your country can do for you . . . .”

Related content: TE: Reading Street Leveled Readers: Helping Others

• Who said “Mr. Gorbachev, tear down this wall!”?

Related content: Reading Street Leveled Readers: Astronauts and Cosmonauts

104 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.4.2 Students will demonstrate skills for historical analysis. Example Indicators: • Identify, analyze, and interpret primary TE: sources, e.g., artifacts, diaries, letters, Unit 2: Hold the Flag High, 207, 208-219, photographs, art, documents, newspapers, The Midnight Ride of Paul Revere, and contemporary media, e.g., television, 289b,291, 294-307, 312-315 movies, and computer information systems Unit 5: Ghost Towns of the American West, to better understand events and life in 287, 289, 290-301 United States history to 1877. Reading Street Leveled Readers: The National Guard: Today’s Minutemen The Golden Spike From Slave to Soldier The Root of Blues The California Gold Rush Saving an American Symbol A Spy in Disguise Paul Revere and the American Revolutionary War The Golden Journey • Identify characters, settings, and events from narratives of Nebraska, America, and world history.

TE: Unit 1: Red Kayak, 21b, Ten Mile Day, 141b, 143, 146-159, 164-167, 169k, 169m Unit 2: Hold the Flag High, 203b, 208-219, The Ch’i-lin Purse, 233, 236-249, 254-255, A Summer’s Trade, 261, 263, 264-277, The Midnight Ride of Paul Revere, 289b,291, 294-307, 312-315 Unit 3: Leonardo’s Horse, 360-377, 382385 Unit 5: Ghost Towns of the American West, 287, 289, 290-301 Unit 6: The Mystery of Saint Matthew Island, 345b Reading Street Leveled Readers: The Land of Opportunity The Most Dangerous Woman in America Moving to Mali Our Village From Slave to Soldier Paul Revere’s Ride Land of Plenty A Spy in Disguise Journey to the New World The Golden Journey

105 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Construct various time lines of American history from pre-Columbian times to 1877, highlighting landmark dates, technological changes, major political and military events, and major historical figures.

Scott Foresman Reading Street ©2011 TE: Unit 6: The Mystery of Saint Matthew Island, 361c Reading Street Leveled Readers: From Territory to Statehood Saving an American Symbol Jazz, Jazz, Jazz Paul Revere and the American Revolutionary War

• Locate on a United States map major physical features, bodies of water, exploration and trade routes; the states that entered the Union up to 1877; and, identify the states that formed the Confederacy during the Civil War.

TE: Unit 5: Ghost Towns of the American West, 287, 289, 290-301

• Identify, analyze, and interpret primary sources, e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems, making generalizations about events and life in United States history since 1877.

TE: Unit 6: The Hindenburg, 428-431, Sweet Music in Harlem, 437, 439, 440-457, 462465, 467k

Reading Street Leveled Readers: The Signs From Territory to Statehood How the Wolves Saved Yellowstone The California Gold Rush Saving an American Symbol The Long Trip Home Storm Chasing Challenges Toby’s California Vacation A Railroad Over the Sierra The United States Moves West

Reading Street Leveled Readers: The Land of Opportunity The Most Dangerous Woman in America The Talker The National Guard: Today’s Minutemen Philo and His Invention The Blues Evolution From Territory to Statehood Rube Foster and the Chicago American Giants The Root of Blues Saving an American Symbol The Flight Over the Ocean: Yesterday and Today Jazz, Jazz, Jazz Famous Women in Sports Blues Legends Wilma Rudolph: Running to Win

106 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Recognize and explain nationalism, race, religion, and ethnicity have influenced different points of view.

Scott Foresman Reading Street ©2011 TE: Unit 1: Satchel Paige, 111b, 113, 116-129, 134-137, 139m, Ten Mile Day, 141b, 143, 146-159, 164-167, 169k, 169m Unit 2: A Summer’s Trade, 261, 263, 264277 Unit 5: Talk with an Astronaut, 234-247, 250-253, 255m Unit 6: Sweet Music in Harlem, 437, 439, 440-457, 462-465, 467k Reading Street Leveled Readers: The Medicine Harvest The Journey of African American Athletes The Land of Opportunity The Most Dangerous Woman in America The Talker The National Guard: Today’s Minutemen The Blues Evolution Rube Foster and the Chicago American Giants The Golden Spike From Slave to Soldier A Visit to the Navajo Nation The Root of Blues Saving an American Symbol Jazz, Jazz, Jazz Famous Women in Sports A Railroad Over the Sierra A Spy in Disguise Wilma Rudolph: Running to Win The United States Moves West Scott Foresman Social Studies Leveled Readers: Learning About the First Americans Uncovering America’s Past Archaeologists Explore Early America Growing and Changing Cities New Problems, New Solutions The Urbanization of America

107 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Distinguish fact from fiction by examining documentary sources.

Scott Foresman Reading Street ©2011 TE: Unit 2: Hold the Flag High, 208-219 Unit 2: A Summer’s Trade, 261, 263, 264277, The Midnight Ride of Paul Revere, 289b,291, 294-307, 312-315 Unit 6: Sweet Music in Harlem, 437, 439, 440-457, 462-465, 467k Reading Street Leveled Readers: Moving to Mali The Talker Our Village Rube Foster and the Chicago American Giants From Slave to Soldier The California Gold Rush Saving an American Symbol A Spy in Disguise Journey to the New World

• Construct various time lines of United States history since 1877, e.g., landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections.

TE: Unit 6: The Mystery of Saint Matthew Island, 361c

• Locate on a United States map all 50 states, the original 13 states, the states that formed the Confederacy, and states which entered the Union after 1877.

Reading Street Leveled Readers: The National Guard: Today’s Minutemen What’s New with Dinosaur Fossils? From Territory to Statehood

Reading Street Leveled Readers: The Blues Evolution Cheaper, Faster and Better: Recent Technological Innovations From Territory to Statehood Rube Foster and the Chicago American Giants A Visit to the Navajo Nation Saving an American Symbol Jazz, Jazz, Jazz

108 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.4.3 Students will develop skills in discussion, debate, and persuasive writing by analyzing historical situations and events. Example Indicators: • Explain the historical perspectives of TE: people, e.g., Native Americans, Hispanic Unit 1: Satchel Paige, 111b, 113, 116-129, Americans, African Americans, European 134-137, 139m, Ten Mile Day, 141b, 143, Americans, and Asian Americans; settlers, 146-159, 164-167, 169k, 169m slaves, and slave holders; Patriots and Unit 2: Hold the Flag High, 207, 208-219, Tories; Federalists and Anti-Federalists; A Summer’s Trade, 261, 263, 264-277, The Confederates and Yankees; Republicans and Midnight Ride of Paul Revere, 289b,291, Democrats; and rural and urban. 294-307, 312-315 Unit 5: Talk with an Astronaut, 234-247, 250-253, 255m, Ghost Towns of the American West, 287, 289, 290-301 Unit 6: Sweet Music in Harlem, 437, 439, 440-457, 462-465, 467k Reading Street Leveled Readers: The Medicine Harvest The Journey of African American Athletes The Land of Opportunity The Most Dangerous Woman in America he Talker The National Guard: Today’s Minutemen The Blues Evolution From Territory to Statehood Our Village Rube Foster and the Chicago American Giants The Golden Spike From Slave to Soldier A Visit to the Navajo Nation The Root of Blues Land of Plenty The California Gold Rush Saving an American Symbol Jazz, Jazz, Jazz Famous Women in Sports A Railroad Over the Sierra A Spy in Disguise Blues Legends Journey to the New World Wilma Rudolph: Running to Win The United States Moves West

109 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five (Continued) • Explain the historical perspectives of people, e.g., Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans; settlers, slaves, and slave holders; Patriots and Tories; Federalists and Anti-Federalists; Confederates and Yankees; Republicans and Democrats; and rural and urban.

Scott Foresman Reading Street ©2011 (Continued) Scott Foresman Social Studies Leveled Readers: Learning About the First Americans Uncovering America’s Past Archaeologists Explore Early America His Name Was Amerigo Vespucci Sails for America Exploring with Amerigo Vespucci New World, New Neighbors Making Connections: American Indians and Settlers Early American Alliances Choosing Freedom Conflict in the Colonies On the Road to Revolution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution Authors of Liberty: Writing the U.S. Constitution The Growing United States The Search for Land, Gold, and a New Life Following the Golden Dream Women of the Civil War Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Growing and Changing Cities New Problems, New Solutions The Urbanization of America

110 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five • Describe the causes, costs, and benefits of major events in American history up to 1877, e.g., American Revolution, the Constitutional Convention, the Civil War, and Reconstruction.

Scott Foresman Reading Street ©2011 TE: Unit 2: Hold the Flag High, 207, 208-219, The Midnight Ride of Paul Revere, 289b,291, 294-307, 312-315 Unit 5: Ghost Towns of the American West, 287, 289, 290-301 Reading Street Leveled Readers: The National Guard: Today’s Minutemen From Territory to Statehood The Golden Spike From Slave to Soldier The California Gold Rush Saving an American Symbol A Railroad Over the Sierra A Spy in Disguise Journey to the New World The United States Moves West Scott Foresman Social Studies Leveled Readers: Choosing Freedom Conflict in the Colonies On the Road to Revolution The People Who Gave Us the U.S. Constitution Words of Freedom: The U.S. Constitution Authors of Liberty: Writing the U.S. Constitution The Growing United States The Search for Land, Gold, and a New Life Following the Golden Dream Women of the Civil War Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference

111 TE = Teacher’s Edition

Nebraska Social Studies/History Standards Grade Five 8.4.4 Students will evaluate different assessments of the causes, costs, and benefits of major events in recent American history to develop discussion, debate, and persuasive writing skills.

Scott Foresman Reading Street ©2011 TE: Unit 1: Satchel Paige, 111b, 113, 116-129, 134-137, 139m, Ten Mile Day, 141b, 143, 146-159, 164-167, 169k, 169m Unit 2: Hold the Flag High, 203b, 229m Unit 6: Sweet Music in Harlem, 437, 439, 440-457, 462-465, 467k Reading Street Leveled Readers: The National Guard: Today’s Minutemen Rube Foster and the Chicago American Giants Astronauts and Cosmonauts Aim High: Astronaut Training Saving an American Symbol The Flight Over the Ocean: Yesterday and Today Jazz, Jazz, Jazz Famous Women in Sports Blues Legends The Root of Blues The Blues Evolution Wilma Rudolph: Running to Win Bill Lucks Out Sailing the Stars

8.4.5 Students will interpret economic and political issues as expressed in various visuals.

TE: Unit 5: Ghost Towns of the American West, 287, 289, 290-301, 306-309 Reading Street Leveled Readers: The Most Dangerous Woman in America The National Guard: Today’s Minutemen From Territory to Statehood Precious Goods: From Salt to Silk The California Gold Rush Saving an American Symbol

112 TE = Teacher’s Edition

Nebraska Social Studies/History Scott Foresman Standards Grade Five Reading Street ©2011 8.4.6 Students will improve their skills in historical research and geographical analysis. Example Indicators: • Identify analyze, and interpret primary TE: sources and secondary sources to make Unit 2: The Ch’i-lin Purse, 233, 236-249, generalizations about events and life in 254-255 world history up to 1000 A.D. Reading Street Leveled Readers: What Makes Great Athletes? Precious Goods: From Salt to Silk Unexpected Music Art’s Inspiration China: Today and Yesterday The Designs of Da Vinci Let the Games Begin: History of the Olympics Ancient Gold from the Ancient World • Identify, analyze, and interpret global population distribution in the Middle Ages.

Related content: Scott Foresman Social Studies Leveled Readers: The Architecture of the Middle Ages (Grade 6) House, Church, Castle (Grade 6) Medieval Buildings (Grade 6)

• Identify and compare contemporary national political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. to 1000 A.D.

Reading Street Leveled Readers: Moving to Mali Precious Goods: From Salt to Silk China: Today and Yesterday

• Identify and compare the distribution of major religious culture in the contemporary world with the origin and spread of Judaism, Christianity, Islam, Hinduism, and Buddhism up to 1000 A.D.

Reading Street Leveled Readers: Space Travel Inventions The Italian Renaissance and Its Artists

113 TE = Teacher’s Edition