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2017 - 2018 Social Studies Pacing Guide

 2017 - 2018

Social Studies Pacing Guide


When I’m teaching?

“Week of…”

What I’m teaching?

(Common Core Standard)

What the students do?

“I can …”  Statements

Date Taught

Aug. 9


Sept. 1

Big Idea: Geography

Geography includes the study of the five fundamental themes of location, place, regions, movement and

human/environmental interaction. Students need geographic knowledge to analyze issues and problems

to better understand how humans have interacted with their environment over time, how geography has

impacted settlement and population, and how geographic factors influence climate, culture, the

economy, and world events. A geographic perspective also enables students to better understand the

past and present and to prepare for the future.





Academic Expectations 2.19

Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.


  • develop an understanding of patterns on the Earth’s surface using a variety of geographic tools(e.g., maps, globes, charts, graphs):


1.locate and describe familiar places at school and the community


2.create maps that identify the relative location of familiar places and objects (e.g., school, neighborhood)


3.identify major landforms (e.g., continents, mountain ranges) and major bodies of water (e.g.,oceans, rivers)


  • investigate the Earth’s surface using print and non-print sources (e.g., books, magazines, films, Internet, geographic tools):


1.locate and describe places (e.g., local environments, different habitats) using their physical characteristics (e.g., landforms, bodies of water)


2.identify and explain patterns of human settlement in different places




  • compare ways people and animals modify the physical environment to meet their basic needs(e.g., clearing land to build homes versus building nests and burrows as shelters)


  • recognize how technology helps people move, settle, and interact in the world



Sept. 5-28


Nov. 3

Big Idea: Government and Civics

The study of government and civics equips students to understand the nature of government and the unique characteristics of American representative democracy, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of

Citizenship is critical to full participation in society and is a central purpose of the social studies.



Academic Expectations 2.14

Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.


Academic Expectations 2.15

Students can accurately describe various forms of government and analyze issues that relate to

the rights and responsibilities of citizens in a democracy.


  1. Constitution Day – Sept. 17th
  2. Columbus Day – Oct. 9th
  • demonstrate (e.g., speak, draw, write) an understanding of the nature of government: explain basic functions (to establish order, to provide security and accomplish common goals) of local government


1.explore and give examples of the services (e.g., police and fire protection, maintenance of roads, snow removal, garbage pick-up)


2.investigate how the local government pays for services (by collecting taxes from people who live there)


3.explain the reasons for rules in the home and at school; and compare rules (e.g., home,school) and laws in the local community


4. investigate the importance of rules and laws and give examples of what life would be like without rules and laws (home, school, community)


  • explore personal rights and responsibilities:


1.explain, demonstrate, give examples of ways to show good citizenship at school and in the community (e.g., recycling, picking up trash)


2.describe the importance of civic participation and locate examples (e.g., donating canned food to a class food drive) in current events/news


  • use a variety of print and non-print sources (e.g., stories, books, interviews, observations) to identify and describe basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility)


  •  investigate the significance of patriotic symbols, patriotic songs, patriotic holidays and landmarks(e.g., the flag of the United States, the song “My Country, ‘Tis of Thee,” the Fourth of July, Veterans’ Day, the Statue of Liberty)



Nov. 7 -21




Dec. 19

Big Idea: Historical Perspective

History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future,

they must understand the past. Studying history engages students in the lives, aspirations, struggles,

accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies

have changed over time in Kentucky, the United States and the World.


  1. Veteran’s Day – Nov. 11th

Academic Expectations 2.20

Students understand, analyze, and interpret historical events, conditions, trends, and issues to

develop historical perspective.



Examples of Historical Events to teach:

Native Americans

1607- Jamestown

1620- Pilgrims

1775- American Revolutionary War

1804- Lewis and Clark

1850’s- Gold Rush, Cattle Drives, Railroad, John Henry, Paul Bunyan,

1860’s Civil War, Homestead Act



  • 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):


1.examine the past (of selves and the community)


2.distinguish among past, present and future people, places, events


3.explain why people move and settle in different places; explore the contributions of diverse groups

  • use print and non-print sources (e.g., stories, folktales, legends, films, magazines, Internet, oral history):


1.investigate and give examples of factual and fictional accounts of historical events


2.explore and give examples of change over time (e.g., transportation, clothing, communication, technology, occupations)


Jan. 3


Feb. 9

Big Idea: Economics

Economics includes the study of production, distribution, and consumption of goods and services.

Students need to understand how their economic decisions affect them, others and the nation as a

whole.  The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students

need to understand the benefits and costs of economic interaction and interdependence among people,

societies and governments.


Academic Expectations 2.18

Students understand economic principles and are able to make economic decisions that have

consequences in daily living.


  • develop an understanding of the nature of limited resources and scarcity:


1.investigate and give examples of resources


2.explain why people cannot have all the goods and services they want; supply and demand


3.solve economic problems related to prioritizing resources, saving, loaning and spending money


4.explore differences between limited natural resources and limited human resources; capital resources


  • investigate banks in the community and explain how they help people (e.g., loan money, save money)


  • 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)


  • describe and give examples of production, distribution and consumption of goods and services in the community


Feb. 12


March 23

Big Idea: Cultures and Societies

Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect

the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however,

there are universals connecting all cultures. Culture influences viewpoints, rules and institutions in a global society.  Students should understand that

people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.


Academic Expectations 2.16

Students observe, analyze, and interpret human behaviors, social groupings, and institutions to

better understand people and the relationships among individuals and among groups.


Academic Expectations 2.17

Students interact effectively and work cooperatively with the many ethnic and cultural groups of

our nation and world.

  • develop an understanding of the nature of culture:


1.explore and describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts)


2.investigate diverse cultures using print and non-print sources (e.g., stories, books, interviews, observations)


  • investigate social institutions (e.g., schools) in the community


  • describe interactions (e.g., compromise, cooperation, conflict, competition) that occur between individuals/groups


  • describe and give examples of conflicts and conflict resolution strategies




Test Prep





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Campbellsville, KY 42718
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Fax: 270.465.3918
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