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Alignment to Social Studies Content Standards
© 2013 n2y
ULS, Revised August 2012 Page 1 of 22
Standards (History, Government, Geography, Economics) Grade Band
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
Enter your state standards here.
Each district may input the extended standards in this section.
n2y Instructional Targets n2y Grade Band Lessons and Activities n2y Supporting Activities
Instructional Targets reflect the essential content of grade level
standards.
Unique’s units focus on a science or social studies topic each month.
All areas of social studies are addressed in the three-year cycle.
Unique
Unique’s supporting tools and guides supplement the unit lessons.
Pertinent supports include the online library, supplemental science
lessons and core activities.
News-2-
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Supporting activities and lessons, which provide practice for
Instructional Targets, are listed in this column.
n2y Differentiated Tasks
Differentiated task descriptors ensure that students with a wide variety of learning abilities and needs are able to access, participate in and make progress through the standards-based activities.
Differentiated tasks descriptors are written in student performance terminology.
Level 3 Level 2 Level 1
Students at this level are expected to reach the highest level
of independence.
Students at this level likely will require support in all learning
activities.
Students at this level require maximum support in learning.
Increasing participation is the primary goal.
Introduction
Unique Learning System and News-2-You maintains alignment with state standards through instructional targets. These targets are the bridge between the general content standards adopted by a state and relevant
curriculum content for students with significant disabilities. The n2y Instructional Targets have been aligned with the Common Core Standards in English Language Arts and Mathematics. In Social Studies, the
standards are aligned to a national search on rigorous grade level social studies content.
For students with significant cognitive disabilities, access and participation in the state’s adopted content standards are generally addressed through extended standards, which may be reduced in the depth and breadth
of the adapted standards. An area of this alignment document provides a means for a district to input these extended standards. Lesson plans and materials within Unique and News-2-You ensure the most rigorous
alignment possible.
The chart below describes the sections of this alignment document. Each instructional target is addressed in one or more of the unit lessons. Additionally, differentiated task descriptors are provided to define how
students with diverse abilities will have access to essential content of the standards.
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Alignment to Social Studies Content Standards
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History Grades K–2
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Elementary Grade Band Lessons and Activities n2y Supporting Activities
Organize a sequence of events or dates on a timeline.
Identify events or objects from the past or present.
Identify traditions of family, community or country.
Identify human needs of the past and present.
Share information about a historical figure and identify that
person’s contribution.
Share information about heritage and traditions in the
community or country.
Unique Unique
What Is a President? (October, Year 1)
I Belong to a Family (February, Year 1)
I Live in a Community (February, Year 2)
We Are Different, We Are the Same (September, Year 3)
My Country: Yesterday and Today (January, Year 3)
n2y Library/Historical Books
Standards Connection
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will place a sequence of events or dates on a
timeline.
Students will designate pictures of events or objects as
belonging to the present or the past.
Students will share information about a tradition of the
community or country (4
th
of July, national anthem, etc.).
Students will share information about a historical figure.
Students will compare ways in which people are the same
or different.
Students will compare ways in which people met their needs
in the past with the ways that people meet their needs in the
present.
Students will sequence days related to events.
Students will identify an object as belonging to the world of today
or to the world of long ago.
Students will share something families like to do (tradition).
Students will identify significant historical figures (George
Washington, Abraham Lincoln, etc.).
Students will identify ways that people are the same (personal
characteristics, likes, dislikes, etc.).
Students will identify basic human needs (food, shelter, etc.).
Students will match a day with an event.
Students will select an object used as part of daily life.
Students will share an important personal event.
Students will identify personal pictures from the past.
Students will match pictures that show people with similar
physical characteristics (hair color, gender, age, etc.).
Students will match objects with human needs (food to eat,
house for shelter, etc.).
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Alignment to Social Studies Content Standards
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Government Grades K–2
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Elementary Grade Band Lessons and Activities n2y Supporting Activities
Recognize and demonstrate appropriate personal
accountability choices.
Work collaboratively to complete a group task.
Identify authority figures in the home, school and community.
Recognize and follow rules specific to a situation.
Recognize the consequences of failure to follow rules in
specific situations.
Unique
Unique
I Can Follow the Rules (September,
Year 1)
This Is My School (September, Year 2)
We All Work Together (April, Year 2)
My Country: Yesterday and Today (January, Year 3)
n2y Library
Standards Connection
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will explain the reasons for rules and the
consequences of not following rules.
Students will associate each school authority figure with the
job that person does.
Students will work collaboratively to complete a group
project.
Students will make choices of activities and objects that
demonstrate personal responsibility.
Students will identify and follow rules of the classroom and school.
Students will match each person who has a helping role with the
location of that person’s job.
Students will work collaboratively for a purpose.
Students will make appropriate choices on the basis of a given
activity or situation.
With support, students will follow a direction or rule.
Students will gain the attention of a person in authority in
the classroom.
Students will actively participate in a group activity.
Students will make personal choices of activities and objects.
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Geography Grades K–2
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Elementary Grade Band Lessons and Activities n2y Supporting Activities
Use simple maps and symbols to locate a specific place.
Describe the items found on a physical map and distinguish
between those that are natural geographical features and
those that humans have made part of the environment.
Connect physical features of a community with jobs.
Identify human modifications to the environment and explain
how these changes help or hurt the environment.
Unique
Unique
City and Country (November, Year 2)
Let’s Make a Map (February, Year 3)
n2y Library
Standards Connection
News-2-
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News-2-You Current Events newspaper: Place in the News
PowerPoint®
World News
Worksheets: Place in the News
Core Worksheets: United States
Core Worksheets: United States and Canada
Core Worksheets: Canada
Core Worksheets: World and Oceans
Joey’s Locker: Cartoon
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will use pictures and symbols on a simple map to
locate places and locations.
Students will describe features of land and water (lake has
water, mountain is high, desert is sandy, etc.).
Students will describe jobs with various geographical and
human-made features (fisherman in water, farmer in field,
worker in a factory, a city scene, etc.).
Students will identify the ways that things built or done by
people help or harm the environment (road for travel, planting
a field for food, cutting trees that were animals’ homes, etc.).
Students will use picture supports to locate places on a picture
map.
Students will distinguish different land and water areas (farmland,
urban area, forest, ocean, etc.).
Students will match jobs to appropriate geographical and human-
made features (farmer/field, teacher/school).
Students will identify items built or developed by people that
change the environment (roads, bridges, malls, etc.).
Students will locate specific objects in locations in the classroom.
Students will distinguish basic physical features of land or water.
Students will identify jobs in the community.
Students will identify things built by people in the community
(homes, stores, roads, etc.).
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Economics Grades K–2
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Elementary Grade Band Lessons and Activities n2y Supporting Activities
Compare amounts to determine more or less.
Recognize the difference between wants and needs.
Identify places where people buy or sell goods and services.
Distinguish between buying and selling.
Recognize that people earn money by doing a job or
performing a chore.
Recognize that people must have money if they wish to buy
products and services.
Unique Unique
Can I Buy It? (March, Year 1)
Jobs Around Town (April, Year 3)
n2y Library
Standards Connection
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will compare two prices and determine which is
more or less than the other.
Students will understand the difference between wants
and needs.
Students will compare two items and give a reason for
preferring one item to the other.
Students will identify stores where specific items are
purchased.
Students will distinguish between buying and selling.
Students will identify earning money with working at a job.
Students will locate a price on an item being sold.
Students will identify human needs (food, clothes, shelter, etc.).
Students will compare two items and choose one of them.
Students will match items to a store where the items can be
purchased.
Students will recognize that money is used to buy things.
Students will recognize that completing a job or chore can result
in a reward in the form of a sticker, money or some other item
of value.
Students will use money to make a purchase.
Student will indicate a want.
Students will make a choice of something wanted.
Students will identify something that can be purchased.
Students will identify jobs or chores in the classroom and
at home.
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Alignment to Social Studies Content Standards
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History Grades 3–5
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Intermediate Grade Band Lessons and Activities n2y Supporting Activities
Create a timeline of local, state or national events.
Create a narrative connecting the past and present.
Describe features of the local community (land and water,
culture, changes over time, etc.).
Describe cultural practices of groups in different places.
Compare past and present cultures of the state, country or
community (e.g., life among Native Americans, settlers,
immigrants).
Recognize the results of exploration and colonization of the
United States.
Describe similarities and differences between life today and
life in the past.
Unique Unique
Living in Early America (October, Year 1)
My State History (February, Year 1)
Communities Near and Far (February, Year 2)
Friends in Different Places (September, Year 3)
This Is Our Government (January, Year 3)
n2y Library
Standards Connection
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will create a timeline of historical events.
Students will describe events, actions or objects that reflect
the past.
Students will describe ways in which land, water or lifestyles
have changed over time.
Students will retell a story that reflects the past culture of a
country, state or community in the past or present.
Students will compare life in early America with life today
(places, food, traditions, etc.).
Students will trace events and ideas from early state or
country history that influence life today.
Students will sequence a series of events, days or dates.
Students will use pictures to show events, actions or objects of
the past.
Students will match similar features of land, water or lifestyle from
different places or periods of time.
Students will identify groups of people who lived in a country, state
or community.
Students will recognize pictures representing life in early America
(clothing, homes, schools, etc.).
Students will identify events or ideas from early state or
country history.
Students will select an event or activity that occurs before or
after another event or activity.
Students will sort pictures representing past or present times.
Students will select pictures representing local land features,
water sources, or lifestyles of the past.
Students will select pictures representing people who lived in a
country, state or community.
Students will select pictures that represent life in early America.
Students will identify the state in which they live.
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Alignment to Social Studies Content Standards
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Government Grades 3–5
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Intermediate Grade Band Lessons and Activities n2y Supporting Activities
Explore local, state and national citizenship rights and
responsibilities (e.g., voting, obeying laws).
Recognize that individual rights and responsibilities have
consequences that may affect other individuals and groups.
Gather information to make an informed decision.
Identify school, local, state and national laws and their
purposes.
Identify rights of U.S. citizens that are guaranteed by the
Constitution.
Identify central authority figures (principal, governor,
president, etc.) and the basic role of each.
Recognize the different branches of the U.S. government and
the basic duties of each branch.
Recognize voting as a means of selecting government
leaders.
Unique
Unique
Let’s Visit Washington, D.C.
(September, Year 1)
We Have Leaders (September, Year 1)
I Can Make Good Choices (April, Year 2)
This Is Our Government (January, Year 3)
n2y Library
Standards Connection
n2y Differentiated Tasks
Level 3 Level
Level 1
As members of the school or community, students will
recognize the difference between their rights and their
responsibilities.
Students will participate in a problem-solving process to
make an informed decision.
Students will identify basic rules and laws of their school,
community or country.
Students will identify examples of the basic rights and
responsibilities of U.S citizens (the right to a fair trial, the
responsibility to vote, etc.).
Students will recognize the basic structure of the United
States government and the Constitution.
Students will identify the three branches of the United States
government and the basic responsibilities of each branch.
Students will identify the individual rights and responsibilities of
members of the school or community (e.g., the right to be treated
fairly, the responsibility to treat others fairly).
By engaging in real-world activities, students will recognize that
decisions are the result of making choices.
Students will identify rules of the classroom or community and
understand the consequences of failure to follow rules.
Students will recognize that members of a community or country
work and live together and that each member has rights and
responsibilities.
Students will recognize that government systems establish rules to
protect the rights of the people in the community or country.
Students will identify country, state and community leaders
(president, governor, mayor, etc.).
Students will use consistent responses to make a choice in daily
activities.
Students will accept the consequences of a choice.
With support, students will follow a direction or rule.
Students will identify the United States as the country they live in.
Students will identify the current president of the United States.
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Alignment to Social Studies Content Standards
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Geography Grades 3–5
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Intermediate Grade Band Lessons and Activities n2y Supporting Activities
Use maps and map tools to locate places, landmarks, land
masses and water forms.
Identify locations on a map in relation to north, south, east
and west.
Identify and distinguish geographical and human-made
resources in the community, state or country.
Identify the United States on a globe and individual states on
a map.
Describe positive and negative consequences of changes to
the environment (roads, buildings, etc.).
Describe forms of transportation and what they typically
transport (products or people).
Unique
Unique
Traveling Around (November, Year 2)
Land and Water (February, Year 3)
n2y Library
Standards Connection
News-2-
Y
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News-2-You Current Events newspaper: Place in the News
PowerPoint®
World News
Worksheets: Place in the News
Core Worksheets: United States
Core Worksheets: United States and Canada
Core Worksheets: Canada
Core Worksheets: World and Oceans
Joey’s Locker: Cartoon
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will locate named cities, bodies of water and
landforms on a map or globe.
Students will describe locations on a map, using relational
vocabulary (north, south, east and west) to do so.
Students will identify regions and states on a map of the
United States.
Students will describe ways that natural resources are used
(forests as a source of paper, wind as a source of
energy, etc.).
Students will describe changes that people make to the
environment and the potential positive and negative
consequences of those changes.
Students will compare forms of transportation and evaluate
the most efficient ways of transporting products and people.
Students will use picture supports to find major locations on a map.
Students will describe locations on a map, using relational
vocabulary (near, far, beside, above, etc.) to do so.
Students will locate their own state on a map.
Students will identify natural resources (forests, rivers, coal,
oil, etc.).
Students will describe a place or site in the community where the
environment has been changed to add something new (e.g., forest
cut down to build a mall).
Students will identify types of transportation and where they can be
found (cars on road, aircraft in sky, etc.).
Students will select a picture or symbol to represent a location
on a map.
Students will identify the United States on a map or globe.
Students will identify something made from a natural resource
(e.g., paper from a tree).
Students will identify natural resources in the local community
(forest, ocean, etc.).
Students will identify a new place built by people in
the community.
Students will identify a form of transportation in a picture.
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Economics Grades 3–5
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Intermediate Grade Band Lessons and Activities n2y Supporting Activities
Recognize ways to display and compare information (graphs,
tables, charts, etc.).
Recognize that people use their wants and needs to decide
what to buy.
Identify producers as people who make things or provide
goods or services.
Identify consumers as people who buy or use goods
and services.
Explain steps for producing and selling an item.
Identify places in the community (markets) where people
make purchases.
Explain why certain items are produced in particular places
(climate, resources, etc.).
Identify ways to earn money (income) and ways to spend
money (expenses).
Unique Unique
Need It or Want It? (March, Year 1)
Where Can I Buy It? (April, Year 3)
n2y Library
Standards Connection
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will use graphs and charts to compare data
gathered over time.
Students will conduct a decision-making process to select a
purchase involving wants and needs.
Students will identify basic roles of people who make or
provide things (producers) and people who buy things
(consumers).
Students will describe a range of goods or services that can
be obtained in certain stores and locations (markets).
Students will identify the different places where certain items
are grown or produced (crops grown on farmland, cars built
in a factory, etc.).
Students will create a simple budget that shows income and
expenses.
Students will locate information on a graph or chart.
Students will compare two items and decide which to purchase.
Students will identify examples of producers and consumers.
Students will match stores and locations in the community where
specific goods or services are provided.
Students will match goods with the places where those goods are
produced (food on farms, clothing in factories, etc.).
Students will distinguish between money earned and money spent.
Students will collect information to place on a graph or chart.
Students will choose between two items to make a purchase.
Students will use money to make a purchase from a seller.
Students will identify stores and service locations in the
community (grocery store, post office, library, etc.).
Students will identify items produced in the local community.
Students will identify jobs or tasks that allow money or other
rewards to be earned.
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Alignment to Social Studies Content Standards
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History Grades 6–8
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Middle School Grade Band Lessons and Activities n2y Supporting Activities
Describe and sequence historical events from a specific
historical period.
Identify physical and human features of societies of the past
(e.g., early civilization of Egypt, India, or China).
Show how changes in communities or countries have had
positive or negative consequences (e.g., Ancient Greece,
Rome).
Describe results of great changes in the course of history (e.g.,
colonization of North America, American Revolution,
emancipation of enslaved people, relations with
Native Americans).
Describe ways in which a country can expand and develop
(e.g., westward movement in United States, Industrial
Revolution).
Describe consequences of conflict and explain ways of solving
disagreements (e.g., Civil War).
Identify the diversity of cultural practices in groups within the
United States and around the world.
Unique Unique
A
merican Heroes (October, Year 1)
Our Country Long Ago (February, Year 1)
It’s a Big World (February, Year 2)
What Is Equality? (September, Year 3)
Events in History (January, Year 3)
n2y Library
Standards Connection
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n2y Differentiated Tasks
Level 3 Level
Level 1
Students will create a timeline that describes historical events or
activities from a specific period of time.
Students will compare key physical and human-made features
of the past with those of society today.
Students will describe results from a historical event and how
they’ve influence life today. (Refer to content examples in the
instructional targets.)
Students will describe historical reasons that explain why
people move to new places.
Students will describe technological advances in history and
how they impact life today.
Students will explain how events in history can be the result of
making a change (cause and effect of American Revolution,
Civil War, etc.).
Students will recognize ways that a conflict may produce positive and
negative consequences.
Students will sequence a series of events or activities in history.
Students will identify geographical and human-made features of
societies of the past (rivers and mountains; roads and homes).
Students will identify a historical event that has influenced life
today.
Students will trace a path of travel on a map.
Students will match technological developments of the past to
tools used today (e.g., plow to tractor).
Using historical events as examples, students will identify ways
that people can affect change.).
Students will identify ways to resolve a disagreement
(compromise, effective communication, etc.).
Students will select a historical event or activity that occurs
before or after another event or activity.
Students will identify physical and human features of the
local community.
Students will identify a person, a place or an event from our
country’s past.
Students will identify a named location on a map.
Students will identify a technology tool that was not available in
the past.
Students will identify something that can be changed in daily life.
Students will identify examples of agreement or disagreement on
an opinion.
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Government Grades 6–8
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Middle School Grade Band Lessons and Activities n2y Supporting Activities
Recognize that differences of opinion may exist between
individuals and groups.
Recognize ways to contribute to the community through
civic participation.
Recognize the basic characteristics of American democracy.
Recognize the significance of the Declaration of
Independence, the Bill of Rights and the Constitution in
providing rights and freedoms in the United States.
Identify the branches of the U.S. government with the
responsibilities of each and explain how the members of
these groups work together to define the national government.
Compare the United States government with forms of
government in other parts of the world (elected officials vs.
constitutional monarchies, dictators, etc.).
Unique Unique
What Is
the Declaration of Independence? (September, Year 1)
We Live in the United States (September, Year 2)
What Is a Good Citizen? (April, Year 2)
Events in History (January, Year 3)
n2y Library
Standards Connection
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will recognize examples of differences of opinion
within a group or between individuals and ways that these
differences can be resolved.
Students will identify and participate in a variety of ways that
contribute to the local community.
Students will describe the major responsibilities of the three
branches of the United States government.
Students will describe basic citizenship rights as defined in
the Constitution (e.g., Bill of Rights).
Students will identify significant U.S. documents and how
these contribute to the freedoms of citizens today. (Refer to
content in the instructional targets)
Students will state a personal opinion on an issue or a topic.
Students will participate in an activity to contribute to
the community.
Students will match the branches of the United States government
with the members within each branch.
Students will identify basic human and civil rights that are
guaranteed to U. S. citizens.
Students will identify the Constitution as the framework for the
government of the United States.
Students will select a choice that offers an opinion.
With support, students will participate in a volunteer activity.
Student will match a duty with an authority role (principal: school
leader; president: national leader, etc.).
Students will make choices in daily living that represent
individual rights.
Students will identify the current president of the United States.
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Alignment to Social Studies Content Standards
© 2013 n2y
ULS, Revised August 2012 Page 13 of 22
Geography Grades 6–8
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Middle School Grade Band Lessons and Activities n2y Supporting Activities
Use maps, globes and Internet resources to obtain
information on locations (major cities, states, countries,
mountains, oceans, etc.).
Recognize and use different purposes for maps (physical,
political, weather, etc.).
Trace a route between two locations on a map.
Compare geographical (land, water, climate) and human-
made (buildings, jobs) characteristics of different regions
(e.g., desert or forest; farmland or city; Ohio or California).
Identify ways that transportation and communication
technologies have helped bring people together.
Discuss reasons that early settlers had for moving from one
area to another and explain why people of today continue to
move.
Unique
Unique
Getting to Know the United States (November, Year 2)
Our Neighbors in Mexico and Canada (February, Year 3)
n2y Library
Standards Connection
News-2-
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News-2-You Current Events newspaper: Place in the News
PowerPoint®
World News
Worksheets: Place in the News
Core Worksheets: United States
Core Worksheets: United States and Canada
Core Worksheets: Canada
Core Worksheets: World and Oceans
Joey’s Locker: Cartoon
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will use a variety of resources including maps,
globes and the Internet to locate specific cities, states, bodies
of water and landmarks landforms.
Students will identify, select and use maps that are created
for a specific purpose (weather, travel, etc.).
Students will create a route between two locations.
Students will create a comparison of two locations based on
defined characteristics (climate, land use, physical features,
etc.).
Students will describe ways that the movement of early
settlers changed the social and economic features of North
America.
Students will use a map to locate specific places, including cities,
states, land masses and bodies of water.
Students will locate information on a map for a specific purpose
(weather, specific areas, etc.).
Students will trace a route between two locations.
Students will identify physical and human-made features of
a region.
Students will explore ways that transportation and communication
have changed over time as people have moved across the
country.
Students will select a picture or symbol to represent a location on
a map.
Students will select a picture or symbol to represent information
on a map.
Students will attend to or track as a route is established between
two locations.
Students will identify physical or human-made features of the
local area.
Students will match forms of transportation and communication
from long ago with those of today.
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Economics Grades 6–8
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y Middle School Grade Band Lessons and Activities n2y Supporting Activities
Identify ways to make personal economic decisions based on
wants and needs.
Identify ways businesses make economic decisions based on
profit and cost.
Recognize how the wants and needs of people determine the
goods and services produced.
Identify goods made in a factory or by machine.
Recognize why some goods are readily available in the
community and others are hard to find.
Compare prices of similar goods.
Identify purposes of banking services.
Unique Unique
Earning and Spending Money (March, Year 2)
I Want a Job (April, Year 3)
n2y Library
Standards Connection
n2y Differentiated Tasks
Level 3 Level
Level 1
Students will make a decision about wants and needs that
takes into consideration short- and long-term consequences
of that decision.
Students will identify considerations that a business makes
when deciding what it will sell and produce (cost and
benefits).
Students will identify ways that technology increases
production of certain products in a factory setting. (Relate to
Industrial Revolution developments.)
Students will recognize multiple stores and businesses where
the same or similar products or services can be obtained.
Students will compare and determine the best price of similar
products in terms of price, size and quality.
Students will identify and describe banking services,
including checking and savings accounts, use of debit cards
and loans.
Students will create a simple budget plan, including money
earned, money to spend and money to save.
Students will identify the positive and negative consequences of
making a purchase of something needed or wanted.
Students will create a simple budget that shows income and
expenses, resulting in a profit or loss.
Students will identify items that are typically produced by an
assembly process in a factory.
Students will identify local businesses where named products or
services can be obtained.
Students will compare the price of two items and determine which
price is lower.
Students will complete steps of a check-cashing process at a bank.
Students will identify reasons to earn, spend or save money.
Students will make an informed decision on the purchase of a
want or need.
Students will sell an item or a service for money.
Students will recognize, explain or participate in an assembly line
process in which several people contribute to the making
of a product.
Students will identify prices and use money to make a purchase.
Students will make a choice when presented with two options
for purchase.
Students will identify a bank as a business that helps people by
keeping their money safe.
Students will participate in a process to earn, spend or
save money.
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History (American History) Grades 9–12
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y High School Grade Band Lessons and Activities n2y Supporting Activities
American History
Identify the cause or result of a historical event or period
of time.
Use multiple sources to create a sequence of events from a
historical period.
Identify social, economical and political reasons for the
Declaration of Independence and the American Revolution.
Describe ways that technology has changed workplaces,
cities and communities (e.g., results of the Industrial
Revolution to present day).
Recognize that attitudes can reflect prejudice and
discrimination (e.g., racial discrimination that continued after
the Civil War, Nineteenth Amendment).
Identify roles of leaders as peacekeepers in the community,
state and country (e.g., emergence of United States as a
world leader after World War I).
Recognize that working as a group can help identify a
problem and develop a plan for its solution (e.g., The Great
Depression and the New Deal).
Consider a conflict situation and reasons for staying out of it
or getting involved (e.g., World War II, nuclear arms).
Explain how conflicts can be resolved through compromise
(e.g., Cold War, Vietnam War).
Describe how society allows for increased participation by
people of various cultures, races, and ethnicities (e.g., Martin
Luther King, Jr.).
Describe how society improves quality of life through modern
technology (e.g., advances in technology).
Evaluate current national issues and their advantages or
challenges to this country.
Identify reasons that countries around the world share
environmental concerns.
Unique Unique
People Make Our Country Strong (October, Year 1)
History of the United States (February, Year 1)
Who Are the People in the USA? (February, Year 2)
Getting Along with Others (September, Year 3)
This Is History (January, Year 3)
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n2y Differentiated Tasks
Level 3 Level
Level 1
Students will describe the cause and result of a historical
event or period of time and any effects that the event or
time still has on life today.
Students will use multiple sources to create a description
of a historical event or period of time.
Students will explain how events in history (signing the
Declaration of Independence, fighting the Revolutionary
War, etc.) led to the formation of the United States.
Students will describe ways that technology has
improved life at work, in the community or in the home.
(Content connection to the Industrial Revolution.)
Students will recognize that attitudes of discrimination
and prejudice will have a negative effect on a group or
community (Content connection to racial discrimination,
the Civil War and the Nineteenth Amendment).
Students will describe how leaders help build good
relationships in the community, state, country and world.
Students will work collaboratively to identify a problem
and develop a solution.
Students will recognize examples of conflict situations
and strategies to resolve disagreements through
compromises (Content connection to World Wars I and
II, Vietnam, Cold War).
Students will describe how organizations and laws that
promote equality will improve quality of life (civil rights
movement, women’s rights legislation, labor laws, etc.).
Students will study current national issues and the
implications that these may have, now and in the future.
Students will identify the causes and effects of a historical event.
Students will use various sources to create a sequence of events
in history.
Students will identify significant events and documents that have
contributed to the formation of the United States.
Students will identify technology tools and describe how use of
these items can improve job performance.
Students will identify examples of negative and positive attitudes
toward others.
Students will identify roles of community, state and national
leaders.
Students will work collaboratively to complete a given task.
Students will identify a compromise from an example of a
conflict situation.
Students will identify examples of fair and unfair treatment of
others in the community, in the workplace, in school and in
play situations.
Students will identify and describe a state or national current event.
Students will select pictures to sequence a series of events
in history.
Students will identify a particular event in history as something
that happened in the past.
Students will identify a technology tool that is used for a
specific purpose.
Students will communicate a constructive and positive comment
during a group activity.
Students will identify leaders in the school, community and
country (principal, mayor, governor, president, etc.).
Students will participate in a group activity specifically related to
U.S. history.
Students will make a choice that shows a compromise.
Students will identify an example that demonstrates sharing.
Students will share information on a current event or activity.
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Government (American Government) Grades 9–12
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y High School Grade Band Lessons and Activities n2y Supporting Activities
American Governmen
t
Working with a group, identify a problem and create a plan to
make an effective change.
Use information sources to investigate a current issue.
Analyze a conflict scenario and identify ways to
resolve differences.
Identify key principles of the Constitution that define the
structure of the government.
Identify key amendments to the Constitution that extend
citizens’ rights.
Identify the three branches of the U.S. government and
explain the function of each.
Describe the basic rights of citizens as defined in the Bill of
Rights and explain the responsibilities of citizens.
Identify the basic structure of state government and how this
structure works with that of the federal government.
Identify local issues and participate in the community to
maintain or improve conditions.
Identify public agencies or public policies and explain how
they benefit citizens.
Unique Unique
The Constitution and Me (September, Year 1)
I Am a U.S. Citizen (September, Year 2)
I Work in My Community (April, Year 2)
This Is History (January, Year 3)
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n2y Differentiated Tasks
Level 3 Level
Level 1
Students will work collaboratively to identify a problem and
develop a plan to make a change.
Students will use informational materials to study and report
on a current community, state or national issue and the
implications it could have for daily life.
Students will recognize examples of conflict situations and
strategies to resolve disagreements through compromise.
Students will recognize the process of voting to elect leaders
as a foundation of democratic government.
Students will describe the major structure and responsibilities
of the three branches of the United States government.
Students will describe basic citizenship rights and
responsibilities as defined in the Constitution (e.g., Bill of
Rights).
Students will describe major amendments to the Constitution
and their implications.
Students will recognize basic structure and responsibilities of
the state government.
Students will identify and participate in civic activities to
improve quality of life in the community.
Students will study and describe public agencies and the
benefits they have for citizens.
Students will work collaboratively to complete a task that will make
a change.
Students will describe a current local, community, state or
national issue.
Students will identify a compromise from an example of a
conflict situation.
Students will recognize the process of voting for leaders.
Students will identify the branches of the United States
government and the members who make up each branch.
Students will identify basic human and civil rights and recognize
the responsibilities of U.S. citizens.
Students will identify the Constitution as the basic structure of the
U.S. government.
Students will identify changes in the United States as the result of
amendments to the Constitution: (woman suffrage, the
abolishment of slavery, etc.).
Students will identify the leaders of the community and state (e.g.,
mayor, governor).
Students will participate in a civic activity to help the community.
Students will explore services provided by local public agencies.
Students will work in a group to complete a task that will make
a change.
Students will share information on a current event or issue.
Students will make a choice that shows a compromise.
Students will make a selection through a voting process.
Students will make choices in daily living, demonstrating
individual rights.
Students will identify basic features of the United States
government (elected leaders through a voting process, etc.)
Students will identify a change that has occurred which affects a
personal daily routine
Students will identify persons in authority in the school
or community.
Students will participate in a supported volunteer activity.
Students will identify a public agency that offers services (post
office, police and fire departments, etc.).
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Geography (World Geography) Grades 9–12
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y High School Grade Band Lessons and Activities n2y Supporting Activities
World Geography
Use globes, maps and Internet resources to locate various
places and to gain information about those places.
Describe advantages and disadvantages of human activity
that bring change to the environment (e.g., building or
repairing infrastructure may benefit people but destroy animal
habitat).
Identify renewable and nonrenewable resources and their
uses.
Explain why communities change as a result of increasing or
decreasing population (e.g., housing and other needs
increase when people move into an area for employment).
Trace commonly used goods made in different parts of the
world to understand worldwide trade.
Identify and compare common characteristics and features of
specific regions.
Describe past and present features of a city or region, using
population, jobs, culture and transportation as the basis for a
comparison.
Describe ways that technological advances bring people
together from around the world (Internet, air transportation,
etc.).
Unique
Unique
Places to Live and Work (November, Year 2)
Find It in the World (February, Year 3)
n2y Library
Standards Connection
News-2-
Y
ou
News-2-You Current Events newspaper: Place in the News
PowerPoint®
World News
Worksheets: Place in the News
Core Worksheets: United States
Core Worksheets: United States and Canada
Core Worksheets: Canada
Core Worksheets: World and Oceans
Joey’s Locker: Cartoon
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n2y Differentiated Tasks
Level 3 Level
Level 1
Students will use the appropriate map, globe or other
geographic representation, including Internet resources, to
find various locations and information within the
United States, North America and the world.
Students will identify and describe positive and negative
consequences that occur when people make changes to
the environment.
Students will identify ways in which people use renewable and
nonrenewable resources.
Students will describe how a community changes when
large numbers of people move in or out.
Students will distinguish items made or grown in the United
States from those made or grown in other countries; students
will locate these other countries on a globe or map.
Students will describe geographical and human-made
characteristics of an identified region within the world (land
and water forms, population, transportation, etc.).
Students will compare past and present characteristics of a
region or city, indicating changes over time.
Students will identify and describe technological advances
that bring people together around the world (transportation
systems, Internet, etc.).
Students will use a map to locate specific places, including cities,
states, and land and water forms.
Students will identify areas of the community where the
environment has changed because of changes made by people.
Students will distinguish between renewable and nonrenewable
resources.
Students will identify local or state communities by size (small
town, large city, etc.).
Students will sort items according to where the items are made or
grown, whether in the United States or another country.
Students will identify physical characteristics of an identified region
(land, water, climate, etc.).
Students will identify basic characteristics of the local community
(areas of work, homes, stores, recreation, etc.).
Students will determine the best mode of transportation to use
when traveling to a nearby location or one that is far away.
Students will select a picture or symbol to represent a location or
information on a map.
Students will identify a new location, building or park area in the
local community.
Students will identify a product made from a renewable or
nonrenewable resource.
Students will identify the town or city in which they live.
Students will identify an object that was made in the United States.
Students will identify basic geographical features of land
and water.
Students will identify basic human-made features of a community
(stores, parks, schools, etc.).
Students will identify forms of transportation.
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Economics (Economics and Financial Literacy) Grades 9–12
Y
our State’s Social Studies Standards
Y
our State’s Extended Standards
n2y Instructional Targets n2y High School Grade Band Lessons and Activities n2y Supporting Activities
Economics and Financial Literacy
Evaluate positive and negative consequences of a financial
decision.
Compare prices of similar items and determine which is the
best buy.
Explain that goods and services are produced on the basis of
people’s wants and needs.
Recognize that prices are determined by supply and demand.
Identify ways in which taxes generate money for federal and
local government programs.
Identify goods and services made in the United States and
those obtained from other countries.
Recognize that income is based on work skills, attitudes and
job opportunities.
Recognize that personal earnings include deductions for
taxes and benefits.
Create a simple, personal financial plan that includes short-
and long-term goals.
Create a simple budget that includes income and expenses.
Identify advantages and disadvantages of ways to make
purchases, including cash, credit and loans.
Identify reasons and ways to save money.
Identify reasons and ways to borrow money.
Identify differences between credit and debit cards.
Identify basic types of insurance (health, car, property, life,
etc.) and the benefits of each.
Unique Unique
Planning a Project Budget (March, Year 1)
Help Wanted (April, Year 3)
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Standards Connection
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n2y Differentiated Tasks
Level 3 Level
Level 1
Students will evaluate good and poor financial decisions
that are based on short- and long-term needs and
wants, as well as on potential income.
Students will identify and compare prices in stores and
businesses where similar products or services are provided.
Students will recognize and calculate price reductions
that occur when items are sold at a given percentage off
Students will identify various taxes that generate money
for government services (income tax, sales tax, etc.).
Students will distinguish items made or grown in the
United States from those made in other countries.
Students will recognize that the amount of money a
worker earns will vary, depending on a worker’s
specialized skills and experience.
Students will recognize that certain amounts of money will be
deducted from a paycheck for taxes and certain benefits.
Students will create a budget that includes money earned
and projected expenses to reach short- and long-term goals.
Students will describe advantages and disadvantages of
making a purchase with cash, debit card or credit card.
Students will describe reasons and ways to save or
borrow money.
Students will recognize ways to keep money safe (wallet,
safe place at home, checking account, savings account).
Students will describe basic types of insurance: health,
car, homeowners’ or renters’, life.
When making a purchase, students will compare prices and
determine which is best on the basis of the amount of
money available.
Students will identify stores and businesses where named products
or services are provided.
Students will identify products that are reduced in price because of
a sale.
Students will identify sales tax as an additional amount that must
be paid when making a purchase.
Students will identify items made or grown in the United States.
Students will recognize that income is money earned by working
a job.
Students will examine a paycheck and identify the amount of
money earned.
Students will create a simple budget that includes income
and expenses.
Students will identify ways to make a purchase (cash, check, debit
card, credit card).
Students will identify ways to save money (piggy bank, banking
institution, etc.).
Students will carry personal money in a safe place (wallet, purse,
etc.).
Students will match types of insurance to benefits: car insurance to
cover an accident, health insurance to cover a visit to the doctor.
Students will compare two prices and determine which is lower.
Students will match stores to products that can be obtained in
those stores.
Students will identify the price of an item.
Students will make a purchase, including sales tax.
Students will identify a product made or grown in the
local community.
Students will recognize that money is earned by working a job.
Students will earn money or a reward by participating in a
supported job.
Students will identify money as being earned or spent.
Students will identify items as wants or needs.
Students will exchange money for a purchased item.
Students will ask to borrow something from another person.
Students will identify a wallet as a place to keep personal money.
Students will identify a health insurance card as a way to pay for
health care.