DC Social Studies Standards- Narrativas
Narrativas y Canciones is mapped to the following DC Social Studies Standards:
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.1.1 Identify words and phrases that indicate location and direction
1.1.1 Locate cardinal directions (e.g., north, east, south, and west) and apply them to maps and globes
2.1.1 Understand how maps and globes depict geographical information in different ways
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
4.1 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
5.1 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
6.1 Students use maps, globes, atlases, and other technologies to acquire and process information about people, places, and environments.
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.
8.1 Students explain the religious, political, and economic reasons for movement of people from Europe to the Americas
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
10.1.2 Explain the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy
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
12.9.3 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