DC Social Studies Standards- Narrativas

Narrativas y Canciones is 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 Students describe the characteristics of the Maya, Inca, and Aztec civilizations
1.4.4. Describe the inventions and advances in astronomy, mathematics, and architecture
1.4.5 Compare 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 4.1 Students 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
4.3.4 Describe the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, and the Counter-Reformation)
4.3.6 Analyze the impact of exploration and settlement on the indigenous peoples and the environment (e.g., military campaigns, spread of disease, and European agricultural practices)
4.4 Students identify the six different countries (France, Spain, Portugal, England, Russia, and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored, and describe how their influence can be traced to place names, architectural features, and language.
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.
4.7.8 Describe how Africans in the Caribbean and North America exchanged information about their various cultures to begin to create the foundation for an African American identity
4.7.9 Describe how Africans in North America drew upon their African past and upon selected European (and sometimes Native American) customs and values to develop a distinctive African American culture
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)
5.5.8 Students describe the nation’s growing role in world affairs.
5.12.4 Locate and identify the U.S. territorial possessions and their capitals 
5.14.5 Distinguish between waves of immigrant Latino groups and identify the push and pull factors that stimulated their transnational movement
6

6.1 Students use maps, globes, atlases, and other technologies to acquire and process information about people, places, and environments.
6.1.4 Locate major countries of the Eastern and Western hemispheres and principal bodies of water, regions, and mountains
6.1.7 Locate and define various large regions in the Eastern and Western hemispheres, and divide those regions into smaller regions based on race, language, nationality, or religion
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
6.2.4 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
6.3.1 Explain key migration patterns and the interrelationships among migration, settlement, population distribution patterns, landforms, and climates
6.3.4 Relate population growth rates to health statistics, food supply, or other measures of well-being
6.3.5 Map the distribution patterns of the world’s major religions, and identify architectural features associated with each.
6.3.6 Describe the effect of religion on world economic development patterns, cultural conflict, and social integration
6.3.7 Map the distribution pattern of the world’s major languages, and explain the concept of a lingua franca (a widely used second language; a language of trade and communication)
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

7 7.6 Discuss the origins and characteristics of the Olmecs, the Mother Culture of Mesoamerica
7.6.4 Explain the religious traditions, including the worship of gods, goddesses, and Shamanistic rituals.
8

8.1 Students explain the religious, political, and economic reasons for movement of people from Europe to the Americas
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
8.1.8 Examine the beginnings of Africans in America by identifying some of the major ethnic/national groups that came (e.g., Yoruba, Ibo, Bambara, Ki-Kongo, Wolof, Akan, and Hausas)
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 Revolution
8.13.4 Explain the connection between the ideology of Manifest Destiny and accelerated economic growth of the United States in the late 19th century (e.g., connection between U.S. business interests and military intervention in Mexico, Central America, and the Caribbean)

9 9.6 Students compare and contrast the geographic, political, religious, social, and economic structures of the Mesoamerican and Andean civilizations
9.6.1 Locate and explain the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies
9.6.5 Describe the artistic and oral traditions and architecture in the three civilizations.
9.6.7 Compare the development of these societies to that of other indigenous societies in North America, the Caribbean, or others in Mesoamerica or the Andes
9.10.2 Describe the goals and extent of Dutch, English, French, and Spanish settlements in the Americas
9.10.3 Explain the development and effects of the Atlantic slave trade
9.10.4 Describe the exchanges of plants, animals, technology, culture, ideas, and diseases among Europe, Africa, Asia, and the Americas in the 15th and 16th centuries and the major economic and social effects on each continent
9.14.3 Explain the origins of modern capitalism; the influence of mercantilism and the cottage industry; the elements and importance of a market economy in 17th-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and mapmakers
9.16 Students describe patterns of change in Africa during the trade in slaves between Africa, Europe, and the Americas from the 17th through 18th centuries
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
9.16.3 Explain the importance of slave labor to trans-Atlantic agriculture and commerce supporting the booming capitalist economy of the 17th and 18th centuries, with the greatest demand coming from Brazil and the sugar plantations of the Caribbean
 
10

10.1.2 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
10.2.3 Describe the locations of colonies established by such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States
10.2.4 Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; and material issues, such as land, resources, and technology)
10.2.5 Explain the varied immediate and long-term responses by the people under colonial rule

11 11.5.3 . Describe the role of the United States in the Panama Revolution and the building of the Panama Canal, and the intensified military and economic intervention in Central America and the Caribbean
11.13.5 Describe 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
11.14.18 Describe U.S. foreign policy toward Latin America, as it concerns the drug trade and the spread of U.S.-style democracy
12 12.9.3 Discuss the historical role of religion and religious diversity
12.DC.19.2 Describe how the influx of immigrants from Central America, Asia, and Africa has made the city a multicultural center