The Year-at-a-Glance. The YAG is only a recommended pacing guide; school leaders and teachers make the final decision regarding the pacing of any program of study. [8c327b] - Template For Annual Pacing Guide summer school training ppt 2018 access to textbooks for summer schooldoc mj civics summer 2018 pacing guide topics at a glance mj civics summer.

1. Template For Annual Business Plan

Annual Pacing Schedule Grade 1 September 3 weeks.Community, school, classroom responsibilities, rules & routines Unit 1: Time for School 1.1 Students describe the rights and individual responsibilities of citizenship. Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community. Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the “Golden Rule.” Activity- Students will go over classroom rules with teacher, and as each rule is presented, students will vote on whether they believe the rule is fair or not, majority wins. October 4 weeks.My Community Unit 2: In My Community 1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places. Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans 4.

Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation. Activity- Together as a class, we will locate our city on a globe. Students will also have a chance to talk about the neighborhood they live in, what they like and dislike about it, and what they would change if they could. November 1 week.Laws & Voting.Election Day Unit 5; Lesson 6: Choosing Our Country’s Leaders 3 weeks.Community Jobs Unit 3: Work! 1.1 Students describe the rights and individual responsibilities of citizenship.

Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community. 1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places. Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation. Activity-We will choose our classroom positions such as president, vice president, secretary, all the way down to our light monitor. We will have a mock voting booth created by students and students will be given ballots which at any time during out assigned voting day, they will be allowed to cast their votes. December 3 weeks.Compare & contrast world families customs & traditions Unit 5: Explore the U.S.

Template For Annual Business Plan

1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same. Examine the structure of schools and communities in the past. Study transportation methods of earlier days.

Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore. Activity-Students will focus on one culture from another country and use a Venn diagram to compare and contract their lifestyles. January 2 weeks. Maps & Globes 2 weeks.Personal & Classroom Timelines 1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places. Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans. Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location. Construct a simple map, using cardinal directions and map symbols Activity- Students will be given blank maps with hints in our country and the four oceans, students will then identify where The United States and California are, as well as our four oceans.

February 3 weeks. Black History Month & Brotherhood 1 week Famous Americans 1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time. Understand the significance of our national holidays and the heroism and achievements of the people associated with them.

Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.

Activity- Students will focus on one historic black figure in history and color a picture of this icon, and write one important fact about them. These pictures will be placed on the walls of the classroom. March 2 weeks.Classroom Economics Project 2 weeks.Transportation Unit 6: Our Country, Our World 1. 6 Students understand basic economic concepts and the role of individual choice in a free-market economy. Understand the concept of exchange and the use of money to purchase goods and services.

Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home. 1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same. Study transportation methods of earlier days. Activity- Students will be given items (cut out from paper) that people from history may have used to barter with and barter with their classmates.

They will learn how people used to purchase things in history, and then they will learn how we simply exchange money for everything we buy now. April 3 weeks. Earth Day & Conservation of Resources Unit 4: Our Earth, Our Resources 1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places. Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.

Activity- We will all participate in a competition where we walk around the school campus to pick up trash, whichever group of students picks up the most trash will be the winner and receive a prize. May 2 weeks.City & Farm Life 1 week.Significant People in our lives (Mother’s Day) 1 week.Playground Rules 1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places. Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population. 1.1 Students describe the rights and individual responsibilities of citizenship 2. Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the “Golden Rule.” Activity- We will create Mother’s Day cards for the student’s mothers, as well as watch some sort of video on farm life so that students can understand how other people live, and how it may be significantly different from the way they live. June 1 week.Flag Day 1 week.Father’s Day 1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time. Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of Thee”).

Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them. Activity- Students will learn the Pledge of Allegiance as well as create their own flag out of construction paper, making sure to use the correct amount of stars and stripes.

They will also be taught the reasoning behind the numbers of stars and stripes.