Common Core Curriculum: United States History, Grades K-2 (Common Core History: The Alexandria Plan)
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Comprehensive Common Core curriculum for United States History, Grades K-2
The Alexandria Plan is Common Core's curriculum tool for the teaching of United States and World History. It is a strategic framework for identifying and using high quality informational texts and narrative nonfiction to meet the expectations of the Common Core State Standards (CCSS) for English Language Arts (ELA) while also sharing essential historical knowledge drawn from the very best state history and civics standards from around the country. The curriculum is presented in this four volume series: Common Core Curriculum: United States History, Grades K-2; Common Core Curriculum: World History, Grades K-2; Common Core Curriculum: United States History, Grades 3-5; and Common Core Curriculum: World History, Grades 3-5.
Features of each book include:
- Learning Expectations, which articulate the key ideas, events, facts, and figures to be understood by students in a particular grade span.
- Suggested anchor texts for each topic.
- In depth text studies, comprised of text-dependent questions, student responses, and assessments based on a featured anchor text.
- Select additional resources.
- Concise Era Summaries that orient both teachers and students to the historical background.
The curriculum helps teachers pose questions about texts covering a wide range of topics. This volume, Common Core Curriculum: United States History, Grades K-2, introduces lower elementary students to 18 key eras in our country's history, from the original Native American people to modern times, through stories that they will treasure forever.
election of senators. The people had previously elected only their representatives, and state legislatures had chosen senators. Many Progressives also embraced the long-standing and powerful temperance movement. Casting saloons as evil destroyers of men and of families, anti-alcohol or “dry” forces had gradually built a power base that bolstered politicians who helped them or defeated those who hindered them. By 1900, many states and counties had passed dry laws. A federal ban on alcohol was
1950s and 1960s had left behind. The Great Society tried to create opportunity and help people help themselves, investing federal resources to assist Americans in achieving prosperity. Johnson argued that such efforts would bolster the prosperity of the entire society. But these expansions of federal power were expensive and controversial—especially when the 1960s economic boom faltered and the heavy taxes needed to fund the programs seemed too burdensome to many Americans. Nonetheless, some
what is the historical setting? According to the cover illustration, the characters in the account are people from a variety of ethnic backgrounds: white explorers in coonskin hats and fringed jackets, an African American man, a Native American woman and baby, and a dog. Watching along the edge of the water are other Native Americans. From the illustration we can also see that the setting is mountainous, with a river rushing through a gorge. The title of the book tells us that the setting is
examples as they read. On pages 7 through 10, they learn about a new boss coming. The children and “mammies” are happy, but the daddy says, “I’m not clapping my hands ’til I see the new man.” The expressions on their faces also reflect the opinions of the children, mammies, and daddy. On page 16, they learn that Master Thomas is considering selling Ella May’s father. Ella May reacts with fear, described by the author with a memorable image of “a flock of scared birds.” The text says, “My
were very afraid of them. Note: Teachers might explain that the KKK terrorized other people too—people with whom they disagreed, such as those whose religion was different from theirs. According to the author’s note, how did traveling in a custom train car make life easier for Smith and her fellow performers? During this time in history, few hotels accepted black performers. Performers could use train cars to travel in, to carry their equipment and tents, and to sleep in at night while