Core Content

Combined Curriculum Document

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Combined Curriculum Document

Social Studies

For Primary, 4th Grade & 5th Grade

The core content that follows was accessed from the following KED website

All core content in bold type is assessed on the Spring CATS.

Primary Grades

Government and Civics

SS-P-GC-U-2
Students will understand that citizens of local communities have certain rights and responsibilities in a democratic society.

SS-P-GC-S-2
Students will explore personal rights and responsibilities:
a) explain, demonstrate, give examples of ways to show good citizenship at school and in the community (e.g., recycling, picking up trash)
b) describe the importance of civic participation and locate examples (e.g., donating canned food to a class food drive) in current events/new

SS-EP-1.3.1
Students will define basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) and explain why they are important today.

Cultures and Societies

SS-P-CS-U-1
Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people.

SS-P-CS-S-1
Students will develop an understanding of the nature of culture:
a) explore and describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts)
b) investigate diverse cultures using print and non-print sources (e.g., stories, books, interviews, observations)

SS-EP-2.1.1
Students will describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts).
DOK 1

SS-EP-2.1.2
Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures.

SS-P-CS-U-2
Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior, and respond to human needs.

SS-P-CS-S-2
Students will investigate social institutions (e.g., schools) in the community

SS-EP-2.2.1
Students will identify social institutions (government, economy, education, religion, family) and explain how they help the community.

SS-P-CS-U-3
Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition).

SS-P-CS-S-3
Students will describe interactions (e.g., compromise, cooperation, conflict, competition) that occur between individuals/groups

SS-P-CS-S-4
Students will describe and give examples of conflicts and conflict resolution strategies

SS-EP-2.3.1
Students will describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/ groups at home and at school.
DOK 2

SS-EP-2.3.2 
Students will identify appropriate conflict resolution strategies (e.g., compromise, cooperation, communication

SS-P-CS-U-4
Students will understand that a variety of factors promote cultural diversity in a community.

SS-P-CS-S-1
Students will develop an understanding of the nature of culture:
a) explore and describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts)
b) investigate diverse cultures using print and non-print sources (e.g., stories, books, interviews, observations)

SS-EP-2.1.1
Students will describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts).
DOK 1

SS-EP-2.1.2
Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures.

SS-P-CS-U-5
Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today.

SS-P-CS-S-1
Students will develop an understanding of the nature of culture:
a) explore and describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts)
b) investigate diverse cultures using print and non-print sources (e.g., stories, books, interviews, observations)

SS-P-CS-S-3
Students will describe interactions (e.g., compromise, cooperation, conflict, competition) that occur between individuals/groups

SS-P-CS-S-4
Students will describe and give examples of conflicts and conflict resolution strategies

Economics

SS-P-E-U-2
Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the community today.

SS-P-E-S-1
Students will develop an understanding of the nature of limited resources and scarcity:
a) solve economic problems related to prioritizing resources, saving, loaning and spending money
b) explore differences between limited natural resources and limited human resources

SS-EP-3.1.1
Students will define basic economic terms related to scarcity (e.g., opportunity cost, wants and needs, limited productive resources-natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs.

SS-P-E-U-4
Students will understand that markets enable buyers and sellers to exchange goods and services.

SS-P-E-S-3
Students will compare ways people in the past/present acquired what they needed, using basic economic terms related to markets (e.g., goods, services, profit, consumer, producer, supply, demand, buyers, sellers, barter)

SS-EP-3.3.2
Students will explain different ways that people acquire goods and services (by trading/bartering goods and services for other goods and services or by using money).

SS-P-E-U-5
Students will understand that production, distribution and consumption of goods and services in the community have changed over time.

SS-P-E-S-3
Students will compare ways people in the past/present acquired what they needed, using basic economic terms related to markets (e.g., goods, services, profit, consumer, producer, supply, demand, buyers, sellers, barter)

SS-P-E-S-4
Students will describe and give examples of production, distribution and consumption of goods and services in the community

SS-EP-3.4.1
Students will define basic economic terms related to production, distribution and consumption (e.g., goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (e.g., by price, first-come-first-served, sharing equally).
DOK 2

SS-P-E-U-6
Students will understand that individuals, groups and businesses in the community demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in theproduction, distribution, and consumption of goods and services.

SS-P-E-S-4
Students will describe and give examples of production, distribution and consumption of goods and services in the community

SS-EP-3.4.2
Students will describe how new knowledge, technology/tools, and specialization increases productivity in our community, state, nation and world.

SS-EP-3.4.3
Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

Historical Perspective

SS-P-HP-U-1
Students will understand that history is an account of human activities that is interpretive in nature. A variety of tools (e.g., primary and secondary sources) are needed to understand historical events.

SS-P-HP-S-1
Students will develop an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps):
a) examine the past (of selves and the community)

SS-P-HP-S-2
Students will use print and non-print sources (e.g., stories, folktales, legends, films, magazines, Internet, oral history):
a) investigate and give examples of factual and fictional accounts of historical events

SS-P-HP-U-2
Students will understand that history is a series of connected events shaped by multiple cause-effect relationships, tying past to present.

SS-P-HP-S-1
Students will develop an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps):
a) distinguish among past, present and future people, places, events

SS-P-HP-S-2
Students will use print and non-print sources (e.g., stories, folktales, legends, films, magazines, Internet, oral history): explore and give examples of change over time (e.g., transportation, clothing, communication, technology, occupations)

SS-EP-5.2.3
Students will describe change over time in communication, technology, transportation and education in the community.

SS-P-HP-U-3
Students will understand that history has been impacted by significant individuals and groups.

SS-P-HP-S-1
Students will develop an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources, family mementoes, artifacts, Internet, diaries, timelines, maps):
a) explain why people move and settle in different places; explore the contributions of diverse groups

SS-P-HP-S-2
Students will use print and non-print sources (e.g., stories, folktales, legends, films, magazines, Internet, oral history):
explore and give examples of change over time (e.g., transportation, clothing, communication, technology, occupations)

4th grade
Economics

SS-4-E-U-3
Students will understand that economic institutions are created to help individuals, groups and businesses accomplish common goals.

SS-4-E-S-1
Students will develop an understanding of the nature of limited resources and scarcity:
investigate banks in Kentucky; explain and give examples of the roles banks play (e.g., loan money, save money) in helping people deal with scarcity

SS-04-3.2.1
Students will explain how profit motivates individuals/businesses to take risks in producing goods and services.

SS-4-E-U-4
Students will understand that markets enable buyers and sellers to exchange goods and services.

SS-4-E-S-1
Students will develop an understanding of the nature of limited resources and scarcity:
investigate and give examples of markets (past and present); and explain how goods and services were/are exchanged

SS-04-3.3.1
Students will give examples of markets; explain how they function and how the prices of goods and services are determined by supply and demand.
DOK 2

SS-04-3.3.2
Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world.

SS-4-E-U-5
Students will understand that production and distribution of goods and services have changed over time in Kentucky.

SS-4-E-S-2
Students will use a variety of sources to investigate and trace change over time (e.g., draw, chart, map, timeline) in the production, distribution, and consumption of goods and services (e.g., products made in Kentucky)

SS-04-3.4.1
Students will describe production, distribution and consumption of goods and services in regions of Kentucky and the U.S.
DOK 2

SS-4-E-U-6
Students will understand that individuals, groups and businesses demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services.

SS-4-E-S-3
Students will investigate and give examples of specialization and explain how it promotes trade between places and regions of the United States (e.g., Kentucky imports and exports, Midwest exports corn, South exports citrus)

SS-04-3.4.2
Students will describe how new knowledge, technology/tools and specialization increases productivity and promotes trade between regions of Kentucky and the United States (e.g., Midwest – corn, South – citrus).

SS-04-3.4.3
Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

Geography

SS-4-G-U-1
Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues.

SS-4-G-S-1
Students will demonstrate an understanding of patterns on the Earth’s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):
a) locate and describe major landforms, bodies of water and natural resources located in regions of Kentucky and the United States
b) locate, in absolute and relative terms, major landforms and bodies of water in regions of Kentucky and the United States
c) analyze and compare patterns of movement and settlement in Kentucky
d) explain and give examples of how physical factors (e.g., rivers, mountains) impacted human activities during the early settlement of Kentucky

SS-04-4.1.1
Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States.
DOK 2

SS-04-4.1.2
Students will use geographic tools to locate major landforms, bodies of water, places and objects in Kentucky by their absolute and relative locations.

SS-04-4.1.3
Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in Kentucky.

SS-4-G-S-2
Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) to investigate regions of Kentucky:
a) analyze how advances in technology (e.g., dams, roads, irrigation) have allowed people to settle in places previously inaccessible (Kentucky)

SS-4-G-S-3
Students will investigate interactions among human activities and the physical environment in regions of Kentucky:
a) explain how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs
b) describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and/or restricted human activities (e.g., exploration, migration, trade, settlement, development) and land use in Kentucky

SS-04-4.4.2
Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of Kentucky.
DOK 2

Historical Perspective

SS-4-HP-U-1
Students will understand that history is an account of human activities that is interpretive in nature and a variety of tools (e.g., primary and secondary sources) are needed to analyze and understand historical events

SS-4-HP-S-1
Students will demonstrate an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources):
a) investigate and chronologically describe (e.g., timelines, charts) significant events in Kentucky history, from early development as a territory to development as a state
b) interpret and describe events in Kentucky’s history in terms of their importance

SS-4-HP-S-2
Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):
a) examine and compare factual and fictional accounts of historical events in Kentucky’s history
b) describe the significance of historical documents, symbols, and songs related to Kentucky’s history (e.g., Kentucky’s Constitution, state flag, state song)

SS-04-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives.
DOK 2

SS-04-5.2.1
Students will identify significant historical documents, symbols, songs and selected readings (e.g., state flag, United We Stand, Divided We Fall, My Old Kentucky Home,) specific to Kentucky and explain their historical significance.
DOK 2

SS-4-HP-U-2
Students will understand that the history of Kentucky can be analyzed by examining the connected events shaped by multiple cause-effect relationships, tying past to present.

SS-4-HP-S-1
Students will demonstrate an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources):
examine cause and effect relationships that influenced Kentucky’s history

SS-04-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives.
DOK 2

SS-4-HP-U-3
Students will understand that the history of Kentucky has been impacted by significant individuals, groups and advances in technology.

SS-4-HP-S-1
Students will demonstrate an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources):
a) explain reasons that different groups of people explored and settled in Kentucky
b) investigate the influences/contributions of diverse groups to the culture of Kentucky today

SS-4-HP-S-2
Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):investigate change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in Kentucky’s history

SS-04-5.2.2
Students will identify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky.
DOK 2

SS-04-5.2.3
Students will compare change over time in communication, technology, transportation and education in Kentucky.
DOK 3

5th Grade
Cultures and Societies

SS-5-CS-U-5
Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today.

SS-5-CS-S-4
Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully

SS-05-2.3.2
Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).
DOK 2

Economics

SS-5-E-U-1
Students will understand that the basic economic problem confronting individuals, groups and businesses in the United States today is scarcity: as a result of scarcity, economic choices and decisions must be made.

SS-5-E-S-1
Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity:
a) investigate different kinds of resources (e.g., natural, human, capital)
b) explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

SS-5-E-S-2
Students will demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts)

SS-05-3.1.1
Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs.
DOK 2

SS-5-E-U-2
Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the United States today.

SS-5-E-S-1
Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity:
a) investigate different kinds of resources (e.g., natural, human, capital)
b) explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

SS-05-3.1.1
Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs.
DOK 2

SS-05-3.2.1
Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services.

SS-05-3.3.2
Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world.

SS-5-E-U-3
Students will understand that economic institutions are created to help individuals, groups and businesses accomplish common goals.

SS-5-E-S-2
Students will demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts)

SS-05-3.2.1
Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services.

SS-5-E-U-5
Students will understand that production, distribution and consumption of goods and services have changed over time in the United States.

SS-5-E-S-4
Students will use a variety of sources:
a) investigate and trace (e.g., write, draw, chart, timeline) change over time in the production, distribution and consumption of goods and services in the United States
b) research specialization in the United States; explain how specialization promotes trade between individuals, groups and businesses in the United States and world; describe the impact of specialization on the production of goods in the United States

SS SS-05-3.4.1
Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present).
DOK 3

SS-05-3.4.2
Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present).
DOK 3

Historical Perspective

SS-5-HP-U-2
Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present.

SS-5-HP-U-3
Students will understand that the history of the United States has been impacted by significant individuals, groups and advances in technology.

SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
DOK 3

SS-05-5.2.1
Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream) and explain their historical significance.
DOK 3

SS-05-5.2.2
Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today.
DOK 2

SS-05-5.2.3
Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.
DOK 3

SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
DOK 3

SS-05-5.2.3
Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.
DOK 3

SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
DOK 3