NV.2.0. Content Standard: Economics

Measuring U.S. Economic Performance: Students will demonstrate a knowledge of past and present U.S. economic performance, identify the economic indicators used to measure that performance, and use this knowledge to make individual decisions and discuss social issues.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.3.0. Content Standard: Economics

Functioning of Markets: Students will demonstrate an understanding of how markets work, including an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade.

• 3.2.1 Strand / Indicator: Trade Is Beneficial

  Demonstrate an understanding of trade.

• 3.2.2 Strand / Indicator: Markets Determine Prices

  Give examples of prices people have paid when buying goods and services.

• 3.2.3 Strand / Indicator: Prices as Signals

  Give reasons why consumers choose to buy more of a good or service (including when its price is low) and when they choose to buy less (including when its price is high).

NV.4.0. Content Standard: Economics

Private U.S. Economic Institutions: Students will describe the roles played by U.S. economic institutions including financial institutions, labor unions, corporations, and not-for-profit organizations.

• 4.2.1 Strand / Indicator: Financial Institutions

  Identify reasons people use banks.

NV.5.0. Content Standard: Economics

Money: Students demonstrate an understanding of forms of money, how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services; and how the Federal Reserve System and its policies affect the U.S. money supply.

• 5.2.1 Strand / Indicator: Functions of Money

  Explain what money is and how it is used.

NV.6.0. Content Standard: Economics

The U.S. Economy as a Whole: Students will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation's production, income, unemployment, and price levels; and leads to variations in individual income levels.

• 6.2.2 Strand / Indicator: Resource Allocation

  Explain what a consumer does. (G 4.2.8)

• 6.2.6 Strand / Indicator: Differences in Individual Incomes

  Give examples of ways people earn money by working.

NV.7.0. Content Standard: Economics

An Evolving Economy: Students will demonstrate an understanding of how investment, entrepreneurship, competition, and specialization lead to changes in an economy's structure and performance.

• 7.2.1 Strand / Indicator: Investment

  Explain how tools and machinery may help a person work faster or better, or make a person's work easier. (G 2.2.4)

• 7.2.4 Strand / Indicator: Entrepreneurship

  Give examples of inventions.

NV.8.0. Content Standard: Economics

The Role of Government in a Market Economy: Students will explain the role of government in a market economy.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.9.0. Content Standard: Economics

The International Economy: Students explore the characteristics of non-U.S. economic systems in order to demonstrate an understanding of how they are connected, through trade, to peoples and cultures throughout the world.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.1.0. Content Standard: Geography

The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.

• 1.2.1 Strand / Indicator: Map Use

  Identify the map titles and map symbols on a variety of maps.

• 1.2.2 Strand / Indicator: Map Section

  Describe what a map or globe represents.

• 1.2.3 Strand / Indicator: Geographic Tools and Technologies

  Recognize geographic information from maps, globes, photographs, and graphs.

• 1.2.4 Strand / Indicator: Map Construction

  Choose a title and construct a key from given map symbols.

• 1.2.6 Strand / Indicator: Map Analysis

  Recognize spatial patterns on a map.

• 1.2.7 Strand / Indicator: Map Concepts

  Identify and locate land and water on a map or globe, using the terms continent and ocean.

• 1.2.8 Strand / Indicator: Map Locations

  Locate Nevada and the United States on a map.

NV.2.0. Content Standard: Geography

Places and Regions-Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of changes.

• 2.2.1 Strand / Indicator: Characteristics of Places and Regions

  Identify basic types of landforms and bodies of water, such as mountains, valleys, islands, lakes, and rivers.

• 2.2.2 Strand / Indicator: Cultural Identity

  Identify traditions and customs that families practice. (E 3.2.3)

• 2.2.4 Strand / Indicator: Impact of Technology

  Give examples of how technology is used in the home and classroom. (Ec 7.2.1)

• 2.2.5 Strand / Indicator: History and Region

  Identify changes that have occurred over time at home, at school, or in the neighborhood. (H 1.2.2)

• 2.2.7 Strand / Indicator: Applying Concepts of Regions

  Identify areas that have different purposes in the home or the classroom.

NV.3.0. Content Standard: Geography

Physical Systems-Students understand how physical processes shape Earth's surface patterns and ecosystems.

• 3.2.1 Strand / Indicator: Physical Systems

  Describe the weather conditions typical to each season in the community and in other places.

• 3.2.3 Strand / Indicator: Characteristics of Ecosystems

  Identify some basic elements of a simple ecosystem, such as plants and animals.

NV.4.0. Content Standard: Geography

Human Systems - Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

• 4.2.1 Strand / Indicator: Demographic Concepts

  Use a school map to construct a visual model of population distribution.

• 4.2.2 Strand / Indicator: Migration and Settlement

  Give oral directions from one location to another within their school or community. (E 4.2.6; E 8.2.4; E 9.2.5)

• 4.2.3 Strand / Indicator: Historical Movement of People, Goods, and Ideas

  Categorize different ways to move people, goods, and ideas.

• 4.2.4 Strand / Indicator: Patterns of Human Settlement

  Compare and contrast rural and urban communities.

• 4.2.5 Strand / Indicator: Economic Systems and Interdependence

  Distinguish between goods and services. (Ec 1.3.1; Ec 6.2.2)

• 4.2.6 Strand / Indicator: Analysis of Economic Issues

  Use a map or chart to display information about an economic product. (Ec 3.2.1)

• 4.2.7 Strand / Indicator: Patterns of Human Development

  Distinguish between wants and needs and describe how people fulfill them. (Ec 1.2.1; Ec 2.3.6; Ec 3.2.1; Ec 5.2.1; Ec 6.2.2; Ec 6.2.6)

• 4.2.8 Strand / Indicator: Human Organizations

  List different groups to which people belong.

• 4.2.9 Strand / Indicator: Cooperation and Conflict

  Identify places where cooperation and conflict take place.

NV.5.0. Content Standard: Geography

Environment and Society-Students understand the effects of interactions between human and physical systems and the changes in use, distribution, and importance of resources.

• 5.2.4 Strand / Indicator: Human Modification

  Identify how people shape the physical environment at home and school.

NV.6.0. Content Standard: Geography

Geographic Applications-Students apply geographic knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.

• 6.2.2 Strand / Indicator: Applying Geography in Current Events

  Recognize the location of major current events.

• 6.2.4 Strand / Indicator: Applying Geography to the Future

  Plan a spatial change for a classroom or school such as redesigning the playground or changing the location of furniture.

NV.7.0. Content Standard: Geography

Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.

• 7.2.1 Strand / Indicator: Ask Geographic Questions

  Ask questions about location. (E 4.2.3; E 10.2.3; E 11.2.1)

• 7.2.2 Strand / Indicator: Acquire Geographic Information

  Gather geographic information from books and pictures. (E 4.2.1; E 11.2.2)

• 7.2.3 Strand / Indicator: Organize Geographic Information

  Make simple lists and graphs and arrange visual materials to display geographic information. (E 6.2.2)

• 7.2.4 Strand / Indicator: Analyze Geographic Information

  Identify and group information from several geographic sources.

• 7.2.5 Strand / Indicator: Present Geographic Information

  Display the results of a geographic inquiry. (E 11.2.5; H 1.3.2)

NV.1.0. Content Standard: Civics

Rules and Law: Students know why society needs rules, laws, and governments.

• 1.2.1 Strand / Indicator: Rules and Law

  Identify and follow classroom and school rules that guide behavior and establish order to accomplish tasks.

• 1.2.4 Strand / Indicator: Democratic Participation

  Participate in class decision-making.

NV.2.0. Content Standard: Civics

The U.S. Government: Students know the United States Constitution and the government it creates.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.3.0. Content Standard: Civics

National and State Government: Students can explain the relationship between the states and national government.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.4.0. Content Standard: Civics

The Political Process: Students describe the roles of political parties, interest groups, and public opinion in the democratic process.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.5.0. Content Standard: Civics

Citizenship: Students know the roles, rights, and responsibilities of United States citizens and the symbols of our country.

• 5.2.3 Strand / Indicator: Symbols

  Name a traditional U.S. patriotic activity, holiday, or symbol, such as the Fourth of July. (H 6.2.4; H 6.2.13)

NV.6.0. Content Standard: Civics

State and Local Government: Students know the structure and functions of state and local governments.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.7.0. Content Standard: Civics

Political and Economic Systems: Students explain the different political and economic systems in the world.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.8.0. Content Standard: Civics

International Relations: Students know the political and economic relationship of the United States and its citizens to other nations.

• 8.2.1 Strand / Indicator: From Individual to the World

  Name their school and community.

NV.1.0. Content Standard: History

Chronology: Students use chronology to organize and understand the sequence and relationship of events.

• 1.2.2 Strand / Indicator: Chronology

  Identify past, present, and future events. (E 9.2.4; G 2.2.5)

NV.2.0. Content Standard: History

History Skills: Students will use social studies vocabulary and concepts to engage in inquiry, in research, in analysis, and in decision making.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.3.0. Content Standard: History

Prehistory to 400 CE: Students understand the development of human societies, civilizations, and empires through 400 CE.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.4.0. Content Standard: History

1 CE to 1400: Students understand the characteristics, ideas, and significance of civilizations and religions from 1 CE to 1400.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.5.0. Content Standard: History

1200 to 1750: Students understand the impact of the interaction of peoples, cultures, and ideas from 1200 to 1750.

• 5.2.6 Strand / Indicator: United States and Nevada

  Tell why Columbus Day is celebrated. (E 9.2.4)

• 5.2.8 Strand / Indicator: World and United States

  Tell why Thanksgiving Day is celebrated. (E 9.2.4)

NV.6.0. Content Standard: History

1700 to 1865: Students understand the people, events, ideas, and conflicts that led to the creation of new nations and distinctive cultures.

• 6.2.4 Strand / Indicator: United States

  Tell why the Fourth of July is celebrated. (C 5.2.3)

• 6.2.13 Strand / Indicator: United States

  Tell why Presidents' Day is celebrated. (C 5.2.3; Ec 9.2.4)

NV.7.0. Content Standard: History

1860 to 1920: Students understand the importance and impact of political, economic, and social ideas.

• 7.2.11 Strand / Indicator: United States and Nevada

  Tell why Labor Day is celebrated.

• 7.2.17 Strand / Indicator: World and United States

  Tell why Memorial Day and Veterans Day are celebrated.

NV.8.0. Content Standard: History

The Twentieth Century, a Changing World: 1920 to 1945: Students understand the importance and effect of political, economic, technological, and social changes in the world from 1920 to 1945.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.9.0. Content Standard: History

The Twentieth Century, a Changing World: 1945 to 1990: Students understand the shift of international relationships and power as well as the significant developments in American culture.

• 9.2.8 Strand / Indicator: World, United States, and Nevada

  Tell why Martin Luther King Jr. Day is celebrated.

NV.10.0. Content Standard: History

New Challenges, 1990 to the Present: Students understand the political, economic, social, and technological issues challenging the world as it approaches and enters the new millennium.

• Strand / Indicator:

  No indicators of progress at this grade level.

MT.2. Content Standard: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.

• 2.1. Benchmark:

  Students will explain the purpose and various levels of government.

• 2.2. Benchmark:

  Students will recognize local, state, tribal and federal governments and identify representative leaders at these levels (e.g., mayor, governor, chairperson, president).

• 2.3. Benchmark:

  Students will identify the major responsibilities of local, state, tribal and federal government.

• 2.4. Benchmark:

  Students will explain how governments provide for needs and wants of people by establishing order and security and managing conflict.

• 2.5. Benchmark:

  Students will identify and explain the individual's responsibilities to family, peers and the community, including the need for civility, respect for diversity and the rights of others.

• 2.6. Benchmark:

  Students will describe factors that cause conflict and contribute to cooperation among individuals and groups (e.g., playground issues, misunderstandings, listening skills, taking turns).

• 2.7. Benchmark:

  Students will explore the role of technology in communications, transportation, information processing or other areas as it contributes to or helps resolve problems.

MT.3. Content Standard: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).

• 3.1. Benchmark:

  Students will identify and use various representations of the Earth (e.g., maps, globes, photographs, latitude and longitude, scale).

• 3.2. Benchmark:

  Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders).

• 3.3. Benchmark:

  Students will describe and illustrate ways in which people interact with their physical environment (e.g., land use, location of communities, methods of construction, design of shelters).

• 3.4. Benchmark:

  Students will describe how human movement and settlement patterns reflect the wants and needs of diverse cultures.

• 3.5. Benchmark:

  Students will use appropriate geographic resources (e.g., atlases, databases, charts, grid systems, technology, graphs, maps) to gather information about local communities, reservations, Montana, the United States, and the world.

• 3.6. Benchmark:

  Students will identify and distinguish between physical system changes (e.g., seasons, climate, weather, water cycle, natural disasters) and describe the social and economic effects of these changes.

• 3.7. Benchmark:

  Students will describe and compare the ways in which people in different regions of the world interact with their physical environments.

MT.4. Content Standard: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

• 4.1. Benchmark:

  Students will identify and use various sources of information (e.g., artifacts, diaries, photographs, charts, biographies, paintings, architecture, songs) to develop an understanding of the past.

• 4.2. Benchmark:

  Students will use a timeline to select, organize, and sequence information describing eras in history.

• 4.3. Benchmark:

  Students will examine biographies, stories, narratives, and folk tales to understand the lives of ordinary people and extraordinary people, place them in time and context, and explain their relationship to important historical events.

• 4.4. Benchmark:

  Students will identify and describe famous people, important democratic values (e.g., democracy, freedom, justice) symbols (e.g., Montana and U.S. flags, state flower) and holidays, in the history of Montana, American Indian tribes, and the United States.

• 4.5. Benchmark:

  Students will identify and illustrate how technologies have impacted the course of history (e.g., energy, transportation, communications).

• 4.6. Benchmark:

  Students will recognize that people view and report historical events differently.

• 4.7. Benchmark:

  Students will explain the history, culture, and current status of the American Indian tribes in Montana and the United States.

MT.5. Content Standard: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.

• 5.1. Benchmark:

  Students will give examples of needs and wants; scarcity and choice (e.g., budgeting of allowance, trading cards).

• 5.2. Benchmark:

  Students will identify basic economic concepts (e.g., supply and demand, price) that explain events and issues in the community.

• 5.3. Benchmark:

  Students will distinguish between private goods and services (e.g., family car or local restaurant) and public goods and services (e.g., interstate highway system or U.S. Postal Service).

• 5.4. Benchmark:

  Students will describe how personal economic decisions, (e.g., deciding what to buy, what to recycle, how much to contribute to people in need) affect the lives of people in Montana, United States, and the world.

• 5.5. Benchmark:

  Students will explain the roles of money, banking, and savings in everyday life.

• 5.6. Benchmark:

  Students will identify and describe examples in which science and technology have affected economic conditions (e.g., assembly line, robotics, internet, media advertising).

MT.6. Content Standard: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.

• 6.1. Benchmark:

  Students will identify the ways groups (e.g., families, faith communities, schools, social organizations, sports) meet human needs and concerns (e.g., belonging, self worth, personal safety) and contribute to personal identity.

• 6.2. Benchmark:

  Students will describe ways in which expressions of culture influence people (e.g., language, spirituality, stories, folktales, music, art, dance).

• 6.3. Benchmark:

  Students will identify and describe ways families, groups, tribes and communities influence the individual's daily life and personal choices.

• 6.4. Benchmark:

  Students will identify characteristics of American Indian tribes and other cultural groups in Montana.

• 6.5. Benchmark:

  Students will identify examples of individual struggles and their influence and contributions (e.g., Sitting Bull, Louis Riel, Chief Plenty Coups, Evelyn Cameron, Helen Keller, Mohandas Gandhi, Rosa Parks).

• 6.6. Benchmark:

  Students will identify roles in group situations (e.g., student, family member, peer member).

MO.PC.1. Strand: Big Idea / Standard: Principles of Constitutional Democracy

Knowledge of the principles expressed in documents shaping constitutional democracy in the United States

• PC.1.A. Concept: Gle / Benchmark:

  Principles of constitutional democracy in the United States

  • PC.1.A.a. Gle / Proficiency:

    Explain how laws and rules are made and changed to promote the common good (DOK 2; SS1 1.1)

• PC.1.B. Concept: Gle / Benchmark:

  Role of citizens and governments in carrying out constitutional principles

  • PC.1.B.a. Gle / Proficiency:

    List the rights and responsibilities of citizens (DOK 2; SS1 1.1)

• PC.1.D. Concept: Gle / Benchmark:

  Knowledge of the symbols of our nation

  • PC.1.D.a. Gle / Proficiency: Recognize and explain the significance of the following national symbols

    Statue of Liberty, Nation's capitol (DOK 2; SS1 1.1)

MO.GS.2. Strand: Big Idea / Standard: Principles and Process of Governance Systems

Knowledge of principles and processes of governance systems

• GS.2.A. Concept: Gle / Benchmark:

  Principles and purposes of government

  • GS.2.A(1). Gle / Proficiency:

    Examine how individual rights are protected (DOK 2; SS2 1.9)

  • GS.2.A(2). Gle / Proficiency:

    Propose peaceful resolutions of disputes in the classroom and on the playground (DOK 2; SS2 3.3)

• GS.2.C. Concept: Gle / Benchmark:

  Processes of governmental systems

  • GS.2.C(1). Gle / Proficiency:

    Describe how authoritative decisions are made, enforced and interpreted within schools (DOK 2; SS2 1.1)

  • GS.2.C(2). Gle / Proficiency:

    Explain what it means to make, enforce, carry out and interpret rules (i.e., explain what rules mean in specific cases) (DOK 2; SS2 1.10, 1.6)

MO.MH.3a. Strand: Big Idea / Standard: Missouri, United States and World History

Knowledge of continuity and change in the history of Missouri and the United States

• MH.3a.G. Concept: Gle / Benchmark:

  Knowledge of contributions of non- Missourians

  • MH.3a.G.a. Gle / Proficiency:

    Describe the contributions of non-Missourians typically studied in K-4 programs, e.g., George Washington, Abraham Lincoln (DOK 2; SS3 1.1)

MO.EC.4. Strand: Big Idea / Standard: Economic Concepts and Principles

Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)

• EC.4.A. Concept: Gle / Benchmark:

  Knowledge of basic economic concepts, being able to explain and use them to interpret historical and current events

  • EC.4.A(1). Gle / Proficiency:

    Identify examples of private goods and services (DOK 2; SS4 1.6)

  • EC.4.A(2). Gle / Proficiency:

    Describe the relationships among consumers, consumption, producers and production (DOK 2; SS4 1.6)

MO.EG.5. Strand: Big Idea / Standard: Elements of Geographical Study and Analysis

Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment

• EG.5.A. Concept: Gle / Benchmark:

  Reading and constructing maps

  • EG.5.A(1). Gle / Proficiency:

    Read maps (DOK 1; SS5 1.4, 1.5)

  • EG.5.A(2). Gle / Proficiency:

    Use a compass rose to identify cardinal directions (DOK 1; SS5 1.1)

• EG.5.B. Concept: Gle / Benchmark:

  Understanding the concept of location to make predictions and solve problems

  • EG.5.B.a. Gle / Proficiency:

    Locate a place by pointing it out on a map and by describing its relative location (description of a location by explaining where the place is in relation to one or more other places) (DOK 1; SS5 1.5, 1.6, 1.4)

MO.RI.6. Strand: Big Idea / Standard: Relationships of Individual and Groups to Institutions and Traditions

Knowledge of relationships of the individual and groups to institutions and cultural traditions

• RI.6.A. Concept: Gle / Benchmark:

  Cultures meeting the needs of people

  • RI.6.A.a. Gle / Proficiency:

    Explain how people have common physical, social and emotional needs (DOK 2; SS6 1.1)

MI.G. Strand / Standard Category: Geography

• G1. Standard: The World in Spatial Terms

  Use geographic representations to acquire, process, and report information from a spatial perspective.

  • 1-G1.0.1. Grade Level Expectation:

    Construct simple maps of the classroom to demonstrate aerial perspective.

  • 1-G1.0.2. Grade Level Expectation:

    Give examples of places that have absolute locations (e.g., home address, school address).

  • 1-G1.0.3. Grade Level Expectation:

    Use personal directions (left, right, front, back) to describe the relative location of significant places in the school environment.

  • 1-G1.0.4. Grade Level Expectation:

    Distinguish between landmasses and bodies of water using maps and globes.

• G2. Standard: Places and Regions

  Understand how regions are created from common physical and human characteristics.

  • 1-G2.0.1. Grade Level Expectation:

    Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings, playgrounds, sidewalks) characteristics of places.

  • 1-G2.0.2. Grade Level Expectation:

    Describe the unifying characteristics and/or boundaries of different school regions (e.g., playground, reading corner, library, restroom).

• G4. Standard: Human Systems

  Understand how human activities help shape the Earth's surface.

  • 1-G4.0.1. Grade Level Expectation:

    Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family life.

• G5. Standard: Environment and Society

  Understand the effects of human-environment interactions.

  • 1-G5.0.1. Grade Level Expectation:

    Describe ways in which people modify (e.g., cutting down trees, building roads) and adapt to the environment (e.g., clothing, housing, transportation).

MI.C. Strand / Standard Category: Civics and Government

• C1. Standard: Purposes of Government

  Explain why people create governments.

  • 1-C1.0.1. Grade Level Expectation:

    Identify some reasons for rules in school (e.g., provide order, predictability, and safety).

  • 1-C1.0.2. Grade Level Expectation:

    Give examples of the use of power with authority in school (e.g., principal, teacher or bus driver enforcing school rules).

  • 1-C1.0.3. Grade Level Expectation:

    Give examples of the use of power without authority in school (e.g., types of bullying, taking cuts in line).

• C2. Standard: Values and Principles of American Democracy

  Understand values and principles of American constitutional democracy.

  • 1-C2.0.1. Grade Level Expectation:

    Explain how decisions can be made or how conflicts might be resolved in fair and just ways (e.g., majority rules).

  • 1-C2.0.2. Grade Level Expectation:

    Identify important symbols of the United States of America (e.g., Statue of Liberty, Uncle Sam, White House, Bald Eagle).

• C5. Standard: Roles of the Citizen in American Democracy

  Explain important rights and how, when, and where American citizens demonstrate their responsibilities by participating in government.

  • 1-C5.0.1. Grade Level Expectation:

    Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect for the rights of others, following rules, getting along with others).

  • 1-C5.0.2. Grade Level Expectation:

    Identify situations in which people act as good citizens in the school community (e.g., thoughtful and effective participation in the school decisions, respect for the rights of others, respect for rule of law, voting, volunteering, compassion, courage, honesty).

MI.E. Strand / Standard Category: Economics

• E1. Standard: Market Economy

  Use fundamental principles and concepts of economics to understand economic activity in a market economy.

  • 1-E1.0.1. Grade Level Expectation:

    Distinguish between producers and consumers of goods and services.

  • 1-E1.0.2. Grade Level Expectation:

    Describe ways in which families consume goods and services.

  • 1-E1.0.3. Grade Level Expectation:

    Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice).

  • 1-E1.0.4. Grade Level Expectation:

    Describe reasons why people voluntarily trade.

  • 1-E1.0.5. Grade Level Expectation:

    Describe ways in which people earn money (e.g., providing goods and services to others, jobs).

  • 1-E1.0.6. Grade Level Expectation:

    Describe how money simplifies trade.

MI.P. Strand / Standard Category: Public Discourse, Decision Making, and Citizen Involvement (P3, P4)

• P3.1. Standard: Identifying and Analyzing Public Issues

  Clearly state a problem as a public policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.

  • 1-P3.1.1. Grade Level Expectation:

    Identify public issues in the school community.

  • 1-P3.1.2. Grade Level Expectation:

    Use graphic data to analyze information about a public issue in the school community.

  • 1-P3.1.3. Grade Level Expectation:

    Identify alternative resolutions to a public issue in the school community.

• P3.3. Standard: Persuasive Communication About a Public Issue

  Communicate a reasoned position on a public issue.

  • 1-P3.3.1. Grade Level Expectation:

    Express a position on a public policy issue in the school community and justify the position with a reasoned argument.

• P4.2. Standard:

  Citizen Involvement

  • 1-P4.2.1. Grade Level Expectation:

    Develop and implement an action plan to address or inform others about a public issue.

  • 1-P4.2.2. Grade Level Expectation:

    Participate in projects to help or inform others.

MD.2.0. Strand / Topic / Standard: People of the Nations and World

Students will understand how people in Maryland, the United States and around the world are alike and different.

• 2.A. Topic / Indicator:

  Elements of culture

  • 2.A.1. Indicator / Proficiency Level:

    Observe and describe ways that people of different cultural backgrounds meet human needs and contribute to the community

    • 2.A.1.a. Objective:

      Observe and describe ways people in their school and community meet human needs for food, clothing, shelter, and other commonalities, such as recreation, music, and stories

    • 2.A.1.b. Objective:

      Discuss and respect traditions and customs of families in the community

• 2.B. Topic / Indicator:

  Cultural diffusion

  • 2.B.1. Indicator / Proficiency Level:

    Recognize that individuals and groups share and borrow from other cultures

    • 2.B.1.a. Objective:

      Identify how families choose to share and borrow traditions from other cultures

• 2.C. Topic / Indicator:

  Conflict and compromise

  • 2.C.1. Indicator / Proficiency Level:

    Explain how groups of people interact

    • 2.C.1.a. Objective:

      Describe, discuss, and demonstrate appropriate social skills necessary for working in a cooperative group, such as sharing concern, care, and respect among group members

MD.3.0. Strand / Topic / Standard: Geography

Students will use geographic concepts and processes to understand location and its relationship to human activities.

• 3.A. Topic / Indicator:

  Using geographic tools

  • 3.A.1. Indicator / Proficiency Level:

    Use geographic tools to locate and describe places on earth

    • 3.A.1.a. Objective:

      Locate the continents and oceans using maps and a globe

    • 3.A.1.b. Objective:

      Use photographs and pictures to describe a place

    • 3.A.1.c. Objective:

      Identify a place using bird's eye view

    • 3.A.1.d. Objective:

      Define map elements as parts of a map that make it easy to use

    • 3.A.1.e. Objective:

      Describe where places are located on a map using relative distance and direction, such as near-far, above-below and cardinal directions (north, south, east, and west)

• 3.B. Topic / Indicator:

  Geographic characteristics of places and regions

  • 3.B.1. Indicator / Proficiency Level:

    Describe places in the environment using geographic characteristics

    • 3.B.1.a. Objective:

      Identify and describe physical characteristics of a place (physical features, climate, vegetation and animal life)

    • 3.B.1.b. Objective:

      Identify human characteristics of a place (human-made features, language, political system, how people make a living)

    • 3.B.1.c. Objective:

      Describe places by how people make a living and where they live

• 3.C. Topic / Indicator:

  Movement of people, goods and ideas

  • 3.C.1. Indicator / Proficiency Level:

    Explain how transportation and communication link people and places by the movement of goods, messages, and people

    • 3.C.1.a. Objective:

      Identify how transportation links people and goods between places

    • 3.C.1.b. Objective:

      Explain how communication links people and messages between places

• 3.D. Topic / Indicator:

  Modifying and adapting to the environment

  • 3.D.1. Indicator / Proficiency Level:

    Explain how people modify, protect, and adapt to their environment

    • 3.D.1.a. Objective:

      Describe how people in a community modify their environment to meet changing needs for shelter, such as clearing land for a housing community

    • 3.D.1.b. Objective:

      Describe why and how people protect the environment

    • 3.D.1.c. Objective:

      Explain how people adapt to changes in the environment, such as using less water in the drought

MD.4.0. Strand / Topic / Standard: Economics

Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions.

• 4.A. Topic / Indicator:

  Scarcity and economic decision-making

  • 4.A.1. Indicator / Proficiency Level:

    Describe economic choices people make about goods and services

    • 4.A.1.a. Objective:

      Identify and discuss goods and services provided in the community

    • 4.A.1.b. Objective:

      Explain how getting something one wants may mean giving up something in return

  • 4.A.2. Indicator / Proficiency Level:

    Describe the production process

    • 4.A.2.a. Objective:

      Give examples of natural and human resources used in production, such as making butter, making ice cream, and building houses

    • 4.A.2.b. Objective:

      Describe the skills people need for their work in the home, school, and community

  • 4.A.3. Indicator / Proficiency Level:

    Explain how technology affects the way people live, work, and play

    • 4.A.3.a. Objective:

      Describe how tools and products have affected the way people live, work, or play

• 4.B. Topic / Indicator:

  Economic systems and the role of government in the economy

  • 4.B.1. Indicator / Proficiency Level:

    Describe types of markets in the community

    • 4.B.1.a. Objective:

      Explain how markets operate

    • 4.B.1.b. Objective:

      Identify markets in the local community, such as grocery stores, farmers' markets, toy stores, and fast food restaurants

  • 4.B.3. Indicator / Proficiency Level:

    Describe how goods and services are acquired

    • 4.B.3.a. Objective:

      Describe how people earn money by working at a job

    • 4.B.3.b. Objective:

      Compare goods that have different values, such as same item at different stores

MD.5.0. Strand / Topic / Standard: History

Students will use historical thinking skills to understand how individuals and events have changed society over time.

• 5.A. Topic / Indicator:

  Individuals and societies change over time

  • 5.A.1. Indicator / Proficiency Level:

    Examine differences between past and present time

    • 5.A.1.a. Objective:

      Use terms related to time to order events sequentially that have occurred in the school

    • 5.A.1.b. Objective:

      Classify events as belonging to past or present

  • 5.A.2. Indicator / Proficiency Level:

    Compare people and objects of today and long ago

    • 5.A.2.a. Objective:

      Construct meaning from informational text and text features about the past

    • 5.A.2.b. Objective:

      Collect and examine photographs of the past and compare with current photographs of similar images, such as old photographs of the school and community

MD.6.0. Strand / Topic / Standard: Social Studies Skills and Processes

Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

• 6.A. Topic / Indicator:

  Learn to read and construct meaning about social studies

  • 6.A.1. Indicator / Proficiency Level:

    Develop and apply social studies vocabulary through exposure to a variety of text and portions of text

    • 6.A.1.a. Objective:

      Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non-print sources

    • 6.A.1.b. Objective:

      Discuss words and word meanings as they are encountered in texts, instruction, and conversation

    • 6.A.1.c. Objective:

      Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts

  • 6.A.2. Indicator / Proficiency Level:

    Use strategies to prepare for reading (before reading)

    • 6.A.2.a. Objective:

      Make and explain the connections made using prior knowledge and experiences with the text

    • 6.A.2.b. Objective:

      Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic

    • 6.A.2.c. Objective:

      Set a purpose for reading the text

  • 6.A.3. Indicator / Proficiency Level:

    Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

    • 6.A.3.a. Objective:

      Recall and discuss what they understand

    • 6.A.3.b. Objective:

      Identify and question what did not make sense

    • 6.A.3.c. Objective:

      Reread difficult parts slowly and carefully and use own words to restate difficult parts

    • 6.A.3.d. Objective:

      Read on, revisit, and restate the difficult parts in your own words

    • 6.A.3.e. Objective:

      Make, confirm, or adjust predictions

    • 6.A.3.f. Objective:

      Ask and answer questions about the text

    • 6.A.3.g. Objective:

      Periodically summarize while reading

    • 6.A.3.h. Objective:

      Visualize what was read

    • 6.A.3.i. Objective:

      Look back though the text to search for connection to the topic, characters, events, and actions in text

    • 6.A.3.j. Objective:

      Explain personal connections to the topics, events, characters, and actions in texts

  • 6.A.4. Indicator / Proficiency Level:

    Use strategies to demonstrate understanding of the text (after reading)

    • 6.A.4.a. Objective:

      Review/restate and explain what the text is mainly about

    • 6.A.4.b. Objective:

      Identify and explain what is directly stated in the text (details, literal meaning)

    • 6.A.4.c. Objective:

      Identify and explain what is not stated in the text (implied or inferential meaning)

    • 6.A.4.d. Objective:

      Summarize the text orally

    • 6.A.4.e. Objective:

      Confirm, refute, or make predictions to form new ideas

    • 6.A.4.f. Objective:

      Connect the text to prior knowledge or personal experience

    • 6.A.4.g. Objective:

      Engage in conversation to understand what has been read

    • 6.A.4.h. Objective:

      Retell explicit and implicit main ideas of texts

    • 6.A.4.i. Objective:

      Answer questions (what if, why, and how) in writing

• 6.B. Topic / Indicator:

  Learn to write and communicate social studies understandings

  • 6.B.1. Indicator / Proficiency Level:

    Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

    • 6.B.1.a. Objective:

      Write to express social studies ideas using a variety of forms, such as journals, narratives, letters, and reports

    • 6.B.1.b. Objective:

      Contribute to a shared writing experience about a social studies topic

    • 6.B.1.c. Objective:

      Write a variety of responses to text, such as response logs, journals, and constructed responses

  • 6.B.2. Indicator / Proficiency Level:

    Locate, retrieve, and use information from various sources to accomplish a purpose

    • 6.B.2.a. Objective:

      Identify and use sources of information on a topic

    • 6.B.2.b. Objective:

      Use note taking and organizational strategies to record and organize information

• 6.C. Topic / Indicator:

  Ask social studies questions

  • 6.C.1. Indicator / Proficiency Level:

    Identify a topic that requires further study

    • 6.C.1.a. Objective:

      Identify prior knowledge about the topic

    • 6.C.1.b. Objective:

      Pose questions about the topic

  • 6.C.2. Indicator / Proficiency Level:

    Identify a situation or problem that requires study

    • 6.C.2.a. Objective:

      Define the problem/situation

    • 6.C.2.b. Objective:

      Identify prior knowledge about the problem/situation

    • 6.C.2.c. Objective:

      Pose/ask questions about the problem/situation

• 6.D. Topic / Indicator:

  Acquire social studies information

  • 6.D.1. Indicator / Proficiency Level:

    Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

    • 6.D.1.a. Objective:

      Gather and read appropriate print sources, such as journals, textbooks, timelines, and trade books

    • 6.D.1.b. Objective:

      Read and obtain information from texts representing diversity in content and culture

    • 6.D.1.c. Objective:

      Locate and gather data and information from appropriate non-print sources, such as music, maps, graphs, photographs, and illustrations

  • 6.D.2. Indicator / Proficiency Level:

    Engage in field work that relates to the topic/situation/ problem being studied

    • 6.D.2.a. Objective:

      Gather data

    • 6.D.2.b. Objective:

      Make and record observations

    • 6.D.2.c. Objective:

      Conduct surveys

• 6.E. Topic / Indicator:

  Organize social studies information

  • 6.E.1. Indicator / Proficiency Level:

    Organize information from non-print sources

    • 6.E.1.a. Objective:

      Distinguish factual from fictional information

    • 6.E.1.b. Objective:

      Find relationships between gathered information

    • 6.E.1.c. Objective:

      Display information on various types of graphic organizers and charts

  • 6.E.2. Indicator / Proficiency Level:

    Organize information from print sources

    • 6.E.2.a. Objective:

      Distinguish factual from fictional information

    • 6.E.2.b. Objective:

      Find relationships between gathered information

    • 6.E.2.c. Objective:

      Display information on various types of graphic organizers, maps, and charts

• 6.F. Topic / Indicator:

  Analyze social studies information

  • 6.F.1. Indicator / Proficiency Level:

    Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines

    • 6.F.1.a. Objective:

      Compare information from a variety of sources

    • 6.F.1.b. Objective:

      Compare information to prior knowledge

    • 6.F.1.c. Objective:

      Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

• 6.G. Topic / Indicator:

  Answer social studies questions

  • 6.G.1. Indicator / Proficiency Level:

    Describe how the community has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

    • 6.G.1.a. Objective:

      Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations

    • 6.G.1.b. Objective:

      Plan and engage in school and community events, such as a mock election, playground clean-up, writing letters to community officials, and fund-raising for a cause

ME.B. Content Standard: Civics and Government

Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

• B.1. Performance Indicator: Knowledge, Concepts, Themes, and Patterns of Civics/Government

  Students understand key ideas and processes that characterize democratic government in the community and the United States.

  • B.1.a. Grade Level Example:

    Describe and provide examples of democratic ideals.

  • B.1.b. Grade Level Example:

    Recognize symbols, monuments, celebrations, and leaders of local, State, and national government.

  • B.1.c. Grade Level Example:

    Identify community workers and volunteers and the roles they play in promoting the common good.

• B.2. Performance Indicator: Rights, Duties, Responsibilities, and Citizen Participation in Government

  Students understand the concepts of rights, duties, responsibilities, and participation.

  • B.2.a. Grade Level Example:

    Describe classroom rights, duties, and responsibilities including how students participate in some classroom decisions and are obliged to follow classroom rules.

  • B.2.b. Grade Level Example:

    Explain the purpose of school/classroom rules and laws encountered in daily experiences to promote the common good and the peaceful resolution of conflict.

• B.3. Performance Indicator: Individual, Cultural, International, and Global Connections in Civics and Government

  Students understand civic aspects of classroom traditions and decisions, and the traditions of various cultures, including Maine Native Americans.

  • B.3.a. Grade Level Example:

    Identify and compare similar and differing interests and opinions students have related to classroom traditions and decisions.

  • B.3.b. Grade Level Example:

    Compare traditions that are similar across the nation and traditions that differ in various cultural groups including Maine Native Americans.

ME.C. Content Standard: Economics

Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

• C.1. Performance Indicator: Economic Knowledge, Concepts, Themes, and Patterns

  Students understand the nature of economics as well as key foundation ideas.

  • C.1.a. Grade Level Example:

    Describe economics as how people make choices about how to use scarce resources to meet their wants and needs.

  • C.1.b. Grade Level Example:

    Describe how money is earned and managed in order to buy goods and services and save for the future.

• C.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Economics

  Students understand the influence of economics on individuals and groups in the United States and the world, including Maine Native Americans.

  • C.2.a. Grade Level Example:

    Identify examples of how individuals, families, and communities, including Maine Native Americans, are influenced by economic factors.

  • C.2.b. Grade Level Example:

    Describe the work and contribution of various groups to the economics of the local community in the past and present.

ME.D. Content Standard: Geography

Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

• D.1. Performance Indicator: Geographic Knowledge, Concepts, Themes, and Patterns

  Students understand the nature and basic ideas of geography.

  • D.1.a. Grade Level Example:

    Explain that geography is the study of the Earth's surface and peoples.

  • D.1.b. Grade Level Example:

    Create visual representations of the immediate neighborhood and community.

  • D.1.c. Grade Level Example:

    Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.

• D.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Geography

  Students understand the influence of geography on individuals and groups in the United States and the world, including Maine Native Americans.

  • D.2.a. Grade Level Example:

    Identify the impacts of geographic features on individuals, families, and communities, including Maine Native Americans, in the United States and various other nations.

ME.E. Content Standard: History

Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

• E.1. Performance Indicator: Historical Knowledge, Concepts, Themes, and Patterns

  Students understand the nature of history as well as key foundation ideas.

  • E.1.a. Grade Level Example:

    Describe history as ''stories'' of the past.

  • E.1.b. Grade Level Example:

    Identify a few key figures and events from personal history, and the history of the community, Maine, and the United States, especially those associated with historically-based traditions.

  • E.1.c. Grade Level Example:

    Identify past, present, and future in stories, pictures, poems, songs, or videos.

  • E.1.d. Grade Level Example:

    Apply terms such as ''before'' and ''after'' in sequencing events.

  • E.1.e. Grade Level Example:

    Create a brief historical account about family, the local community, or the nation by using artifacts, photographs, or stories of the past.

• E.2. Performance Indicator: Individual, Cultural, International, and Global Connections in History

  Students understand historical aspects of the uniqueness and commonality of individuals and groups, including Maine Native Americans.

  • E.2.a. Grade Level Example:

    Explain how individuals, families, and communities share both common and unique aspects of culture, values, and beliefs through stories, traditions, religion, celebrations, or the arts.

  • E.2.b. Grade Level Example:

    Describe traditions of Maine Native Americans and various historical and recent immigrant groups and traditions common to all.

LA.C-E. Content Standard: Civics

Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.

• C-1A-E1. Benchmark / Gle: Structure and Purposes of Government

  describing government in terms of the people and groups who make, apply, and enforce rules and laws in the home, school, community, and nation. (1, 3, 4, 5)

• C-1A-E2. Benchmark / Gle: Structure and Purposes of Government

  explaining the necessity and basic purposes of government. (1, 5)

• C-1A-E3. Benchmark / Gle: Structure and Purposes of Government

  comparing limited governments to unlimited governments. (1, 3)

• C-1A-E4. Benchmark / Gle: Structure and Purposes of Government

  identifying and describing some of the major responsibilities of local, state, and national governments. (1, 3, 5)

• C-1A-E5. Benchmark / Gle: Structure and Purposes of Government

  identifying key members of government at the local, state, and national levels and describing their powers and the limits on their powers. (1, 3, 5)

• C-1A-E6. Benchmark / Gle: Structure and Purposes of Government

  explaining how officials in government acquire the authority to exercise political power. (1, 5)

• C-1A-E7. Benchmark / Gle: Structure and Purposes of Government

  explaining the purposes and importance of rules and laws. (1, 2, 3, 5)

• C-1B-E1. Benchmark / Gle: Foundations of the American Political System

  identifying basic principles of American constitutional democracy and explaining how the constitutions of the United States and Louisiana reflect these principles. (1, 3, 4, 5)

• C-1B-E2. Benchmark / Gle: Foundations of the American Political System

  discussing the importance of citizens' sharing and supporting the principles of American constitutional democracy. (1, 3, 4, 5)

• C-1C-E1. Benchmark / Gle: International Relationships

  explaining that the world is divided into different nations and describing the major ways that these nations interact. (1, 3, 4, 5)

• C-1D-E1. Benchmark / Gle: Roles of the Citizen

  explaining the meaning of citizenship and the means by which individuals become citizens of the United States. (1, 3, 5)

• C-1D-E2. Benchmark / Gle: Roles of the Citizen

  describing the rights and responsibilities of citizenship in a democratic society. (1, 5)

• C-1D-E3. Benchmark / Gle: Roles of the Citizen

  identifying and discussing civic traits that are important to the preservation and improvement of American constitutional democracy. (1, 4, 5)

• C-1D-E4. Benchmark / Gle: Roles of the Citizen

  describing the many ways that citizens can participate in and contribute to their communities and to American society. (1, 2, 4, 5)

• C-1D-E5. Benchmark / Gle: Roles of the Citizen

  discussing issues related to citizenship and public service. (1, 3, 5)

• GLE-E-16. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Identify school rules and the persons responsible for making and enforcing them (C-1A-E1)

• GLE-E-17. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Explain the necessity of establishing leadership and order at school (C-1A-E2)

• GLE-E-18. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Identify and recognize the current president of the United States (C-1A-E5)

• GLE-E-19. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Explain the process of voting using classroom issues (C-1A-E6)

• GLE-E-20. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Propose rules and consequences for a given situation and explain why the rules would be important (C-1A-E7)

• GLE-E-21. Benchmark / Gle: Grade Level Expectation

  Foundations of the American Political System: Discuss the importance of sharing responsibilities at home, class, and school (C-1B-E2)

• GLE-E-22. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Define the meaning of the term classroom citizen (C-1D-E1)

• GLE-E-23. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Identify patriotic songs and American symbols (C-1D-E4)

• GLE-E-24. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Identify ways to participate in public service within school or community (e.g., volunteer, donations, parent organizations) (C-1D-E5)

LA.E-E. Content Standard: Economics

Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.

• E-1A-E1. Benchmark / Gle: Fundamental Economic Concepts

  recognizing that limited resources require people to make decisions. (1, 2, 4)

• E-1A-E2. Benchmark / Gle: Fundamental Economic Concepts

  identifying what is gained and lost when individuals or groups make decisions. (1, 3, 4, 5)

• E-1A-E3. Benchmark / Gle: Fundamental Economic Concepts

  demonstrating how economic wants affect decisions about using goods and services. (1, 2, 4)

• E-1A-E4. Benchmark / Gle: Fundamental Economic Concepts

  discussing and determining the process for making economic decisions;

• E-1A-E5. Benchmark / Gle: Fundamental Economic Concepts

  explaining the relationships among producers and consumers. (1, 4)

• E-1A-E6. Benchmark / Gle: Fundamental Economic Concepts

  describing how natural resources, human resources, and capital (human-made) resources have been used and are combined in the production of goods and services. (1, 3, 4)

• E-1A-E7. Benchmark / Gle: Fundamental Economic Concepts

  describing how specialization affects productivity and contributes to the need for interdependence among producers and consumers. (1, 4)

• E-1A-E8. Benchmark / Gle: Fundamental Economic Concepts

  determining how the development of skills and knowledge relates to career opportunity and economic well-being. (1, 4, 5)

• E-1A-E9. Benchmark / Gle: Fundamental Economic Concepts

  identifying different methods for the distribution of goods and services, including the concept of markets. (1, 4, 5)

• E-1A-E10. Benchmark / Gle: Fundamental Economic Concepts

  identifying some of the economic institutions, such as households and banks, that make up the economy. (1, 4)

• E-1A-E11. Benchmark / Gle: Fundamental Economic Concepts

  explaining and demonstrating why people participate in voluntary exchanges and how money helps in the process. (1, 2, 4, 5)

• E-1B-E1. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  describing how prices are determined by the interactions of buyers and sellers. (1, 3, 4)

• E-1B-E2. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining how the changes in prices affect incentives to produce, consume, and save. (1, 3, 4)

• E-1B-E3. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying and explaining economic concepts, such as profit as an incentive for people to take economic risk. (1, 2, 4)

• E-1B-E4. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining why some goods and services are provided by the government through taxing, charging user fees, and borrowing. (1, 3, 4, 5)

• E-1B-E5. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying the major goods and services produced in the local community and state. (1, 3, 5)

• GLE-E-25. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify the difference between basic human needs and wants (E-1A-E3)

• GLE-E-26. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify a personal example of how the cost of an item affects whether or not it can be purchased (E-1A-E4)

• GLE-E-27. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe how the individual is a consumer (E-1A-E5)

• GLE-E-28. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify simple descriptions of the work people do and the names of related jobs in the community (E-1A-E7)

• GLE-E-29. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Explain why people in a school and community have different jobs (E-1A-E7)

• GLE-E-30. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe skills the student can do well (e.g., personal, physical, academic) (E-1A-E8)

• GLE-E-31. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe the benefits of a voluntary exchange (E-1A-E11)

LA.H-E. Content Standard: History

Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

• H-1A-E1. Benchmark / Gle: Historical Thinking Skills

  demonstrating an understanding of the concepts of time and chronology. (1, 3, 4)

• H-1A-E2. Benchmark / Gle: Historical Thinking Skills

  recognizing that people in different times and places view the world differently. (1, 3, 4)

• H-1A-E3. Benchmark / Gle: Historical Thinking Skills

  identifying and using primary and secondary historical sources to learn about the past. (1, 3, 4)

• H-1B-E1. Benchmark / Gle: Families and Communities

  describing and comparing family life in the present and the past. (1, 2, 3, 4)

• H-1B-E2. Benchmark / Gle: Families and Communities

  relating the history of the local community and comparing it to other communities of long ago. (1, 2, 3, 4)

• H-1C-E1. Benchmark / Gle: Louisiana and United States History

  describing the people, events, and ideas that were significant to the growth and development of our state and nation. (1, 3, 4)

• H-1C-E2. Benchmark / Gle: Louisiana and United States History

  identifying the development of democratic principles and discussing how these principles have been exemplified by historic figures, events, and symbols. (1, 3, 4, 5)

• H-1C-E3. Benchmark / Gle: Louisiana and United States History

  describing the causes and nature of various movements of large groups of people into and within Louisiana and the United States throughout history. (1, 3, 4)

• H-1C-E4. Benchmark / Gle: Louisiana and United States History

  recognizing how folklore and other cultural elements have contributed to our local, state, and national heritage. (1, 3, 4)

• H-1D-E1. Benchmark / Gle: World History

  identifying the characteristics and historical development of selected societies throughout the world. (1, 3, 4)

• H-1D-E2. Benchmark / Gle: World History

  describing the social and economic impact of major scientific and technological advancements. (1, 3, 4)

• H-1D-E3. Benchmark / Gle: World History

  discussing the impact of significant contributions made by historic figures from different regions of the world. (1, 3, 4)

• GLE-E-32. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Use words to describe time (past, present, future) (H-1A-E1)

• GLE-E-33. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Identify similarities and differences in families over time (e.g., structure, roles of women, men, and children) (H-1A-E2)

• GLE-E-34. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Create a primary source of personal information (e.g., autobiography, journal/diary) (H-1A-E3)

• GLE-E-35. Benchmark / Gle: Grade Level Expectation

  Families and Communities: Identify transportation methods of the local community in the past (H-1B-E2)

KY.AE. Category: Academic Expectation

• AE.1. Goal / Understandings / Subdomain:

  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

  • 1.1. Ae / Skills & Concepts / Organizer:

    Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

  • 1.2. Ae / Skills & Concepts / Organizer:

    Students make sense of the variety of materials they read.

  • 1.3. Ae / Skills & Concepts / Organizer:

    Students make sense of the various things they observe.

  • 1.4. Ae / Skills & Concepts / Organizer:

    Students make sense of the various messages to which they listen.

  • 1.5-1.9. Ae / Skills & Concepts / Organizer:

    Students use mathematical ideas and procedures to communicate, reason, and solve problems.

  • 1.10. Ae / Skills & Concepts / Organizer:

    Students organize information through development and use of classification rules and systems.

  • 1.11. Ae / Skills & Concepts / Organizer:

    Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.12. Ae / Skills & Concepts / Organizer:

    Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.13. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with the visual arts.

  • 1.14. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with music.

  • 1.15. Ae / Skills & Concepts / Organizer:

    Students make sense of and communicate ideas with movement.

  • 1.16. Ae / Skills & Concepts / Organizer:

    Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

• AE.2. Goal / Understandings / Subdomain:

  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

  • 2.14. Ae / Skills & Concepts / Organizer: Social Studies

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

  • 2.15. Ae / Skills & Concepts / Organizer: Social Studies

    Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

  • 2.16. Ae / Skills & Concepts / Organizer: Social Studies

    Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

  • 2.17. Ae / Skills & Concepts / Organizer: Social Studies

    Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

  • 2.18. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand economic principles and are able to make economic decisions that have consequences in daily living.

  • 2.19. Ae / Skills & Concepts / Organizer: Social Studies

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

  • 2.2. Ae / Skills & Concepts / Organizer: Social Studies

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

KY.CC. Category: Core Content for Assessment v.4.1.

• SS-EP-1. Goal / Understandings / Subdomain: Government and Civics

  The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, 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.

  • SS-EP-1.1. Ae / Skills & Concepts / Organizer:

    Formation of Governments

    • SS-EP-1.1. Standard:

      Students will identify the basic purposes of local government (to establish order, provide security and accomplish common goals); give examples of services local governments provide (e.g., police and fire protection roads and snow removal, garbage pick-up,) and identify how they pay for these services taxes).

    • SS-EP-1.1. Standard:

      Students will identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws. DOK 2

  • SS-EP-1.2. Ae / Skills & Concepts / Organizer:

    Constitutional Principles

    • SS-EP-1.2. Standard:

      Students will describe how their local government is structured (e.g., mayor, city council, judge-executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky.

  • SS-EP-1.3. Ae / Skills & Concepts / Organizer:

    Rights and Responsibilities

    • SS-EP-1.3. Standard:

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

    • SS-EP-1.3. Standard:

      Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important. DOK 2

• SS-EP-2. Goal / Understandings / Subdomain: 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 (e.g., food, clothing, shelter, communication) 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.

  • SS-EP-2.1. Ae / Skills & Concepts / Organizer:

    Elements of Culture

    • SS-EP-2.1. Standard:

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

    • SS-EP-2.1. Standard:

      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-EP-2.2. Ae / Skills & Concepts / Organizer:

    Social Institutions

    • SS-EP-2.2. Standard:

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

  • SS-EP-2.3. Ae / Skills & Concepts / Organizer:

    Interactions Among Individuals and Groups

    • SS-EP-2.3. Standard:

      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. Standard:

      Students will identify appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).

• SS-EP-3. Goal / Understandings / Subdomain: 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, the nation and the world. 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.

  • SS-EP-3.1. Ae / Skills & Concepts / Organizer:

    Scarcity

    • SS-EP-3.1. Standard:

      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. DOK 2

  • SS-EP-3.2. Ae / Skills & Concepts / Organizer:

    Economic Systems and Institutions

    • SS-EP-3.2. Standard:

      Students will identify and give examples of economic institutions (banks) and explain how they help people deal with the problem of scarcity (e.g., loan money, save money) in today's market economy.

  • SS-EP-3.3. Ae / Skills & Concepts / Organizer:

    Markets

    • SS-EP-3.3. Standard:

      Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). DOK 2

    • SS-EP-3.3. Standard:

      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-EP-3.4. Ae / Skills & Concepts / Organizer:

    Production, Distribution, and Consumption

    • SS-EP-3.4. Standard:

      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-EP-3.4. Standard:

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

    • SS-EP-3.4. Standard:

      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.

• SS-EP-4. Goal / Understandings / Subdomain: 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.

  • SS-EP-4.1. Ae / Skills & Concepts / Organizer:

    The Use of Geographic Tools

    • SS-EP-4.1. Standard:

      Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community.

    • SS-EP-4.1. Standard:

      Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earth's surface and use relative location.

    • SS-EP-4.1. Standard:

      Students will describe how different factors (e.g. rivers, mountains) influence where human activities are located in the community.

  • SS-EP-4.2. Ae / Skills & Concepts / Organizer:

    Regions

    • SS-EP-4.2. Standard:

      Students will describe places on Earth's surface by their physical characteristics (e.g., climate, landforms, bodies of water).

  • SS-EP-4.3. Ae / Skills & Concepts / Organizer:

    Patterns

    • SS-EP-4.3. Standard:

      Students will describe patterns of human settlement in places and regions on the Earth's surface.

    • SS-EP-4.3. Standard:

      Students will describe how technology helps us move, settle and interact in the modern world.

  • SS-EP-4.4. Ae / Skills & Concepts / Organizer:

    Human-Environment Interaction

    • SS-EP-4.4. Standard:

      Students will describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing). DOK 1

    • SS-EP-4.4. Standard:

      Students will describe how the physical environment can both promote and restrict human activities.

• SS-EP-5. Goal / Understandings / Subdomain: 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.

  • SS-EP-5.1. Ae / Skills & Concepts / Organizer:

    The Factual and Interpretive Nature of History

    • SS-EP-5.1. Standard:

      Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past.

  • SS-EP-5.2. Ae / Skills & Concepts / Organizer:

    The History of the United States

    • SS-EP-5.2. Standard:

      Students will identify significant patriotic and historical songs, symbols, monuments/landmarks (e.g., The Star- Spangled Banner, the Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veteran's Day, Martin Luther King's birthday, Fourth of July) and explain their historical significance. DOK 2

    • SS-EP-5.2. Standard:

      Students will identify and compare the early cultures of diverse groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern Woodlands) and explain why they settled in what is now the United States. DOK 2

    • SS-EP-5.2. Standard:

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