NOTE:
Asterisks (*) have been used to identify standards and objectives that must be
assessed by the
local school district. All other skills may be assessed by the Oklahoma School
Testing Program
(OSTP).
Book icons (
)
identify Information Literacy skills. Students are best served when these are
taught in collaboration and cooperation between the classroom teacher and the
library media
specialist.
Standard 2: The student will examine communities from a spatial perspective.
2.2
Construct simple maps of the seven continents with the essential map elements of
title, key, directional indicators, and date.
2.3
Use the equator and prime meridian to identify the four hemispheres.
2.4
Develop skills in locating places across the globe using parallels of latitude
and meridians of longitude.
Standard 4: The student will examine the interaction of the environment and the
people of a community.
4.1
Name and locate basic types of climate across the globe (e.g., arctic,
temperate, and tropical) and describe how they affect the way people live,
including their food, shelter, transportation, and recreation.
4.4
Describe how people affect and change their environments (e.g., farming,
building dams, and putting up yard lights).
Standard 1: The student will develop and practice the process skills
of social studies.
1.2
Examine and use children’s literature to compare and contrast his or her own
community to other United States and global communities.
Standard 2: The student will examine communities from a spatial perspective.
2.1
Distinguish among map symbols (e.g., legend references to land, water, roads,
and cities) and demonstrate through mental mapping and understanding of relative
location, direction, scale, size, and shape.
Standard 3: The student will analyze the human characteristics of communities.
3.2 Compare and contrast the ways people in the United States and other
communities in other countries use art, music, and stories to communicate (e.g.,
storytellers, paintings, and folk songs).
3.3
Examine the purposes of government (e.g., providing essential services, and
protecting people and property from the actions of others) and identify
representative leaders and their roles in the community.
Standard 4: The student will examine the interaction of the environment and the
people of a community.
4.2
Locate and distinguish among varying landforms and geographic features (e.g.,
mountains, plateaus, islands, and oceans).
Standard 1: The student will develop and practice the process skills
of social studies.
1.1
Identify, locate, and compare and contrast information found in resources such
as encyclopedias, visual images, atlases, maps, globes, and computer-based
technologies.
Standard 4: The student will examine the interaction of the environment and the
people of a community.
4.3
Describe how communities depend upon workers with specialized jobs, giving
examples of ways in which they contribute to the exchange of goods and services.
Standard 5: The student will develop basic economic decision-making skills.
5.2
Explain that limits on resources (scarcity) require people to make choices about
producing and consuming goods and services.
5.3
Compare and contrast the differences among human resources (people at work),
natural resources (water, soil, wood, coal, etc.) and capital resources
(machines, tools, money, etc.) used to produce goods and services.
Standard 3: The student will analyze the human characteristics of communities.
3.1 Investigate through children’s literature (e.g., fables, legends,
and historical fiction) the culture similarities and differences among people in
different regions, and how they have changed over time.
3.4
Examine the rights and responsibilities of individuals and to their communities,
and identify actions people take to cooperate peacefully and achieve common
goals.
Standard 5: The student will develop basic economic decisions-making skills.
5.1
Describe the difference between goods and services; explaining that, at
different times and places, people are both consumers and producers of goods and
services.
5.4
Explain the relationship between saving and spending, and describe the value of
setting a financial goal and developing a plan to reach it.