DC Social Studies Standards- American Women

Traveling Trunks: American Women are mapped to the following DC Social Studies Standards:

GRADE STANDARDS
PRE-K PK3.1 Begin to identify similarities and differences among people (e.g., gender, race, culture, language, and abilities)
PK3.2 Demonstrate an emerging respect for culture and ethnicity.
PK.5.2 Distinguish the difference between past, present, and future events.
PK.6.3 Demonstrate understanding that maps are tools to help us find where we are and where we are going
PK.6.4 Demonstrate understanding of how people, things, and ideas move from one place to another
PK.7.2 Make choices and decisions
PK.7.3 Demonstrate an understanding of rules and the purposes they serve.
K

K.1.1 Identify words and phrases that indicate location and direction
K.1.2 Demonstrate familiarity with what a map is and what a globe is
K.2 Students describe the way people lived in earlier times and how their lives would be different today
K.6.1. Distinguish between fictional characters and real people in the school, the community, the nation, or internationally who are or were good leaders and good citizens, and explain the qualities that made them admirable
K.7.1 Understand different kinds of jobs that people do, including the work they do at home

1

1.1.1 Locate cardinal directions (e.g., north, east, south, and west) and apply them to maps and globes
1.1.4  Locate the continents, oceans, and major mountain ranges on a map
1.2.4 Describe the meaning of words associated with civic values, such as fairness, responsibility, and rules
1.4.4.Describe the inventions and advances in astronomy, mathematics, and architecture
1.4.5Compare the daily lives of common people in these societies to those of people in other places

2

2.1.1 Understand how maps and globes depict geographical information in different ways
2.1.2 Locate the continents, regions, or countries from which students, parents, guardians, grandparents, or other relatives or ancestors came to Washington, DC.
2.1.3 Identify the location and significance of well-known sites, events, or landmarks in different countries and regions from which Washington, DC, students’ families hail
2.2.3 Define the meaning of words associated with good citizenship (e.g., politeness, achievement, courage, honesty,and reliability)
2.3.2 Explain how human beings went from developing rules for small groups to developing rules for larger and larger groups, including nations and states, then global communities.
2.3.4 Identify ways in which groups and nations interact with one another to try to resolve problem
2.4 Students understand the importance of individual action and character, and they explain, from examining biographies, how people who have acted righteously have made a difference in others’ lives and have achieved the status of heroes in the remote and recent past

3 3.1.6 Explain how people depend on the physical environment and its natural resources to satisfy their basic needs.
3.4.1. Compare and contrast how people in the past met their needs in different ways
4 4.1Students describe the different peoples, with different languages and ways of life, that eventually spread out over the North and South American continents and the Caribbean Basin, from Asia to North America
4.3 Students trace the routes of early explorers and describe the early explorations of the Americas
4.3.3 Locate the North, Central, Caribbean, and South American land claimed by European countries
4.7.7 Explain various reasons why people came to the colonies, including how both whites from Europe and blacks from Africa came to America as indentured servants who were released at the end of their indentures.
5 5.1 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s
5.2.5 Identify the transportation innovations that led to westward settlements.
5.3.2 Describe the contributions of enslaved and free Africans to the economic development of the colonies
5.7.7 Identify major goals of the Progressive Era (e.g., attacking racial discrimination, child labor, big business)
5.14.5 Distinguish between waves of immigrant Latino groups and identify the push and pull factors that stimulated their transnational movement
6

6.2 Students acquire a framework for thinking geographically, including the location and unique characteristics of places.
6.2.2 Give examples and analyze ways in which people’s changing views of places and regions reflect cultural change
6.2. Give examples of critical issues that may be region-specific and others that cross regional boundaries within the United States
6.3 Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors
6.3.8 Identify the cultural contributions of various ethnic groups in selected world regions and countries, including the United States
6.6.7 Explain how change in communication and transportation technology is contributing to both cultural convergence and divergence.
6.6.7 Explain and evaluate the relationships between agricultural land uses and the environment

8

8.1.1 Describe the varied economies and trade networks within and among major indigenous cultures prior to contact with Europeans and their systems of government, religious beliefs, distinct territories, and customs and traditions
8.10.6 Identify the conditions of enslavement, and explain how slaves adapted and resisted in their daily lives.
8.13 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolutio

9 9.10.3 Explain the development and effects of the Atlantic slave trade
9.16.1 Recognize that millions of Africans were forcibly removed from seven regions in northwestern, central and southwestern, and southeastern Africa as captives and forced to endure the harsh conditions of the Middle Passage
10

10.1. Explain the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy
10.1.7 Trace the evolution of work and labor, including the demise of the slave trade, problems caused by harsh working conditions, and the effects of immigration, mining and manufacturing, division of labor, and the union movement

11 11.13.5Describe the major issues in the immigration debate, such as the rising numbers of Asians and Hispanics; the impact of legal and illegal immigrants on the U.S. economy; and the delivery of social services, including bilingual education and ESL programs, to non-English speaking groups
 
12 12.9.3 Discuss the historical role of religion and religious diversity
12.DC.19.2Describe how the influx of immigrants from Central America, Asia, and Africa has made the city a multicultural center