Instructor Resources and Supplemental Materials
Published curriculum products may include multiple components that provide specific direction or guidance for planning, such as:
- Teaching manuals that present essential information and guidance about curricular goals, activities, strategies, and assessments
- Supplemental printed matter or masters for duplication (e.g., suggested unit or lesson plans, instructional support such as worksheets, picture charts, and so on)
- Recording and reporting forms
- On-line technical support
- Materials and/or equipment specifically designed for use with children, such as books, toys, learning games, and math, science, music, or other items for learning centers
| Table 6.2 Colorado History Standard for Preschool, Kindergarten, and Grade 1 |
Expectation for High School Graduates:
Develop an Understanding of How People View, Construct, and Interpret History |
| Grade Level |
Concept(s) to be mastered |
Benchmarks |
| Grade 1 |
Patterns and chronological order of events of the recent past
Students can:
- Identify similarities and differences between themselves and others.
- Discuss common and unique characteristics of different cultures using multiple sources of information.
- Identify famous Americans from the past who have shown courageous leadership.
- Identify and explain the meaning of American national symbols. Symbols to include but not limited to the American flag, bald eagle, Statue of Liberty, Uncle Sam, the Capitol, and the White House.
|
Family and cultural traditions in the United States in the past
Students can:
- Arrange life events in chronological order.
- Identify the components of a calendar. Among topics to include: days of the week, months, and notable events.
- Identify past events using a calendar.
- Use words related to time, sequence, and change.
|
| Kindergarten |
Ask questions, share information, and discuss ideas about the past.
Students can:
- Ask questions about the past using question starters. Questions to include but not limited to: What did? Where? When did? Which did? Who did? Why did? How did?
- Identify information from narrative stories that answer questions about the past and add to our collective memory and history.
- Use the word because correctly in the context of personal experience or stories of the past using words. Among words to include: past, present, future, change, first, next, last.
|
The first component in the concept of chronology is to place information in sequential order.
Students can:
- Order sequence information using words. Among words to include: past, present future, days, weeks, months, years, first, next, last, before, after.
- Explore differences and similarities in the lives of children and families of long ago and today.
- Explain why knowing the order of events is important
|
| Preschool |
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