(Note: By the completion of second grade, Iowa students are expected to master the following standards.)

Subject: Behavioral Sciences

Behavioral sciences include, but are not limited to, the areas of sociology, anthropology and psychology. In addressing these disciplines the actions and reactions of humans are studied through observational and experimental methods.

Essential Concept and/or Skill:

Understand the changing nature of society.

• Understand that people and institutions change over time.
• Understand past, present and future.
• Understand that people in different times and places view the world differently.

Essential Concept and/or Skill:

Understand all people have individual traits.

• Understand that people are alike and different in many ways.
• Understand that individuals will respond to events differently.

Essential Concept and/or Skill:

Understand interactions between self and the peer group.

• Understand that people often choose to dress, talk, and act like their friends.
• Understand that people often choose to do certain things their own way.
• Understand that telling and listening is a way that people can learn from others.
• Understand that disagreements occur between friends.
• Understand that rules let people understand what to expect and so can reduce the number of disputes.

Essential Concept and/or Skill:

Understand the relationship of the individual to the components of society and culture.

• Understand that different groups may have different rules and patterns of acceptable behavior.
• Understand that people belong to some groups because they are born into them and some because they join them.
• Understand that groups influence one’s thoughts and actions.
• Understand that a community is a group to which a person may belong.
• Understand that people tend to live in families in which individuals have different roles.
• Understand the features of nuclear and extended families.

Subject: Economics

Economics addresses the production, distribution, and consumption of goods and services. The concept of scarcity is understood to mean that available resources are insufficient to satisfy the wants and needs of everyone. Economics is therefore founded upon the alternative use of available resources and the study of choices.

Essential Concept and/or Skill:

Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.

• Understand people are both consumers and producers.
• Understand that a cost is what you give up when you decide to do something, and a benefit is something that satisfies your wants.
• Understand that since people cannot have everything they want, they must make choices about using goods and services to satisfy wants.

Essential Concept and/or Skill:

Understand that the basic nature of economics is an exchange of resources.

• Understand the role of money in everyday life.
• Understand that a price is the amount of money people pay for a good or service.
• Understand that people sell resources to businesses to earn income.
• Understand that in an exchange people trade goods and services for other goods and services or for money.
• Understand that money is a good that can be used to buy all other goods and services.
• Understand that barter is trading goods and services for other goods and services without using money.
• Understand natural resources are from nature; capital resources are made by humans; human resources (labor) are the efforts of people who produce goods and services.

Essential Concept and/or Skill:

Understand how governments throughout the world influence economic behavior.

• Understand that some goods and services are provided by governments.
• Understand the purpose of taxes.
• Understand the concept of capitalism.

Essential Concept and/or Skill:

Understand people in all parts of the world trade with one another.

• Understand the basic concept of trading.
• Understand that different currencies are used throughout the world.

Essential Concept and/or Skill:

Understand that changes in technology impact individuals, the economy and society.

• Understand that the types of jobs and goods and services change over time.
• Understand the technological developments that influenced changes in communication and transportation.
• Understand that people are always inventing new ways to solve problems and accomplish work.
• Understand that manufacturing technology creates a design of a product and then produces the product in quantity.

Essential Concept and/or Skill:

Understand the universal economic concept of needs and wants.

• Understand the difference between needs and wants.
• Understand the concepts of consumers and producers.
• Understand that people make choices because they cannot have everything they want.

Subject: Geography

Geography is the study of the interaction between people and their environments. Geography therefore looks at the world through the concepts of location, place, human-environmental interaction, movement, and region.

Essential Concept and/or Skill:

Understand the use of geographic tools to locate and analyze information about people, places, and environments.

• Understand representations of the earth such as maps, globes and photographs.
• Understand representations of locales and regions on maps and globes.

Essential Concept and/or Skill:

Understand how geographic and human characteristics create culture and define regions.

• Understand human and physical characteristics of places. (Ex. rural, urban, forest, desert, etc.).
• Understand the concept of regions according to physical and human criteria.
• Understand the concept of culture.
• Understand the concepts of urban and suburban.
• Understand that different people living in the same region maintain different ways of life.

Essential Concept and/or Skill:

Understand how human factors and the distribution of resources affect the development of communities and the movement of populations.

• Understand why people choose to settle in different places.
• Understand the role that resources play in human's daily lives.
• Understand modes of transportation used to move products, people and ideas.

Essential Concept and/or Skill:

Understand how geographic processes and human actions modify the environment and how the environment affects humans.

• Understand ways in which people depend on the physical environment.
• Understand humans impact the environment in positive and negative ways.
• Understand the environment impacts humans in positive and negative ways.
• Understand areas of a community have changed over time.

Subject: History

History is the study and analysis of the past. Built upon a foundation of historical knowledge, history seeks to analyze the past in order to describe the relationship between historical facts, concepts, and generalizations. History draws upon cause and effect relationships within multiple social narratives to help explain complex human interactions. Understanding the past provides context for the present and implications for the future.

Essential Concept and/or Skill:

Understand people construct knowledge of the past from multiple and various types of sources.

• Understand past, present, and future time in relation to historical events.
• Understand that primary sources such as artifacts, photographs, and documents are used to learn about the past.
• Understand timelines.
• Understand that people in different times and places view the world differently.

Essential Concept and/or Skill:

Understand how and why people create and participate in governance.

• Understand the need for government and how our government came to be.
• Understand national symbols through which American values and principles are expressed.
• Understand factors that contribute to disputes or cooperation in groups and nations.

Essential Concept and/or Skill:

Understand culture and how cultural diffusion affects the development and maintenance of societies.

• Understand cultures influence society and government.
• Understand reasons groups of people moved into and within the United States long ago and today.
• Understand the different roles of majority and minority groups in society.

Essential Concept and/or Skill:

Understand individuals and groups within a society may promote change or the status quo.

• Understand the roles historic and ordinary Americans have played in changing society and government.
• Understand ways science and technology have changed the lives of people.
• Understand changes in values, beliefs, and attitudes have resulted in technological and scientific knowledge.
• Understand that changes in society may or may not be beneficial.

Essential Concept and/or Skill:

Understand economic needs and wants affect individual and group decisions.

• Understand the differences between needs and wants.
• Understand the need for public and private goods and services and the workers who provide them.
• Understand the development of technological innovations and their economic effects.
• Understand changes in transportation and communication and their effects.

Essential Concept and/or Skill:

Understand relationship between geography and historical events.

• Understand that science and technology can affect physical environments.
• Understand why people developed a region.
• Understand that the earth's physical features have changed over time.

Essential Concept and/or Skill:

Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

• Understand that historical decisions can help inform current public issues.
• Understand historical research methods.
• Understand the difference between fact and fiction.

Subject: Political Science/Civic Literacy

Political science is the study of power and authority through the examination of political processes, governmental institutions, and human behavior in a civil society. In this context the study of civics is understood to include the form and function of government. Civic literacy encompasses civics but also addresses the individual’s social and political participation.

Essential Concept and/or Skill:

Understand the basic concepts of government and democracy and that the Constitution defines the rights and responsibilities of citizens.

• Understand what the US Constitution is and why it is important.
• Understand the purpose of rules.
• Understand the concept of fairness.
• Understand rights and responsibilities.

Essential Concept and/or Skill:

Understand how government affects citizens and how citizens affect government.

• Understand the purpose of government.
• Understand the characteristics of a good leader.
• Understand respect for other’s point of view.
• Understand the concepts of power and authority.

Essential Concept and/or Skill:

Understand the United States has a role in current world affairs.

• Understand the world is divided into nations.
• Understand how the nations of the world interact with one another.

Strand / Topic: Introduction to History and Social Science

• Standard / Strand: History

  • K.1 Indicator / Standard:

    The student will recognize that history describes events and people of other times and places by

    • K.1a) Indicator:
      Identifying examples of past events in legends, stories, and historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln;
    • K.1b) Indicator:
      Identifying the people and events honored by the holidays of Thanksgiving Day, Martin Luther King, Jr. Day, Presidents' Day, and Independence Day (Fourth of July).

  • K.2 Indicator / Standard:

    The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

  • K.3 Indicator / Standard:

    The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.

  • K.4 Indicator / Standard:

    The student will use simple maps and globes to

    • K.4a) Indicator:
      Develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth;
    • K.4b) Indicator:
      Describe places referenced in stories and real-life situations;
    • K.4c) Indicator:
      Locate land and water features.

  • K.5 Indicator / Standard:

    The student will develop an awareness that maps and globes

    • K.5a) Indicator:
      Show a view from above;
    • K.5b) Indicator:
      Show things in smaller size;
    • K.5c) Indicator:
      Show the position of objects.

  • K.6 Indicator / Standard:

    The student will match simple descriptions of work that people do with the names of those jobs.

  • K.7 Indicator / Standard:

    The student will

    • K.7a) Indicator:
      Identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have);
    • K.7b) Indicator:
      Recognize that people use money to purchase goods.

  • K.8 Indicator / Standard:

    The student will demonstrate that being a good citizen involves

    • K.8a) Indicator:
      Taking turns and sharing;
    • K.8b) Indicator:
      Taking responsibility for certain classroom chores;
    • K.8c) Indicator:
      Taking care of personal belongings and respecting what belongs to others;
    • K.8d) Indicator:
      Following rules and understanding the consequence of breaking rules;
    • K.8e) Indicator:
      Practicing honesty, self-control, and kindness to others.

  • K.9 Indicator / Standard:

    The student will recognize the American flag, the Pledge of Allegiance, and that the President is the leader of the United States.

• WY.1. Content Standard: Citizenship/Government/Democracy

  Students demonstrate how structures of power, authority, and governance have developed historically and continue to evolve.

  • 1.1. Benchmark:

    Students describe and apply rights and responsibilities of citizenship.

  • 1.2. Benchmark:

    Students explain how rules and laws affect families, schools, communities, and states.

• WY.2. Content Standard: Culture/Cultural Diversity

  Students demonstrate an understanding of different cultures and how these cultures have contributed and continue to contribute to the world in which they live.

  • 2.1. Benchmark:

    Students describe how human needs and concerns (i.e. freedom, justice, and responsibility) are addressed within cultures.

  • 2.2. Benchmark:

    Students explain how culture is reflected in literature and the arts.

• WY.3. Content Standard: Production, Distribution, and Consumption

  Students demonstrate an understanding of economic principles and concepts and describe the influence of economic factors on societies.

  • 3.1. Benchmark:

    Students describe the importance of major resources, industries, and economic development of the local community and Wyoming.

  • 3.2. Benchmark:

    Students describe different ways that people earn a living in the local community and in Wyoming.

• WY.4. Content Standard: Time, Continuity and Change

  Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world.

  • 4.1. Benchmark:

    Students identify significant local, state and national persons, holidays, and symbols.

  • 4.2. Benchmark:

    Students discuss and describe how current events influence individuals, communities, state, country, and/or world.

  • 4.3. Benchmark:

    Students describe the chronology of exploration, immigration and settlement of Wyoming.

• WY.5. Content Standard: People, Places, and Environments

  Students demonstrate an understanding of interrelationships among people, places, and environments.

  • 5.1. Benchmark:

    Students use physical maps, political maps, and globes to identify locations using scale, cardinal and intermediate directions, legends, keys, and symbols.

  • 5.2. Benchmark:

    Students identify their relative location in terms of home, school, neighborhood, community, county, state, country, and continent.

  • 5.3. Benchmark:

    Students locate major landmarks, landforms, and areas/regions in the community and in Wyoming.

  • 5.4. Benchmark:

    Students describe relationships among people and places, and the environmental context in which they take place.

• WI.A. Content Standard: Geography

  People, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.

  • A.4.1. Performance Standard:

    Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface.

  • A.4.2. Performance Standard:

    Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.

  • A.4.3. Performance Standard:

    Construct a map of the world from memory, showing the location of major land masses, bodies of water, and mountain ranges.

  • A.4.4. Performance Standard:

    Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.

  • A.4.5. Performance Standard:

    Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world.

  • A.4.6. Performance Standard:

    Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes.

  • A.4.7. Performance Standard:

    Identify connections between the local community and other places in Wisconsin, the United States, and the world.

  • A.4.8. Performance Standard:

    Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment.

  • A.4.9. Performance Standard:

    Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating.

• WI.B. Content Standard: History

  Time, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.

  • B.4.1. Performance Standard:

    Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts.

  • B.4.2. Performance Standard:

    Use a timeline to select, organize, and sequence information describing eras in history.

  • B.4.3. Performance Standard:

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

  • B.4.4. Performance Standard:

    Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups.

  • B.4.5. Performance Standard:

    Identify the historical background and meaning of important political values such as freedom, democracy, and justice.

  • B.4.6. Performance Standard:

    Explain the significance of national and state holidays, such as Independence Day and Martin Luther King, Jr. Day, and national and state symbols, such as the United States flag and the state flags.

  • B.4.7. Performance Standard:

    Identify and describe important events and famous people in Wisconsin and United States history.

  • B.4.8. Performance Standard:

    Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment.

  • B.4.9. Performance Standard:

    Describe examples of cooperation and interdependence among individuals, groups, and nations.

  • B.4.10. Performance Standard:

    Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.

• WI.C. Content Standard: Political Science and Citizenship

  Power, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.

  • C.4.1. Performance Standard:

    Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity.

  • C.4.2. Performance Standard:

    Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.

  • C.4.3. Performance Standard:

    Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.

  • C.4.4. Performance Standard:

    Explain the basic purpose of government in American society, recognizing the three levels of government.

  • C.4.5. Performance Standard:

    Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community.

  • C.4.6. Performance Standard:

    Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals.

• WI.D. Content Standard: Economics

  Production, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.

  • D.4.1. Performance Standard:

    Describe and explain of the role of money, banking, and savings in everyday life.

  • D.4.2. Performance Standard:

    Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one's allowance on a movie will mean less money saved for a new video game).

  • D.4.3. Performance Standard:

    Identify local goods and services that are part of the global economy and explain their use in Wisconsin.

  • D.4.4. Performance Standard:

    Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.

  • D.4.5. Performance Standard:

    Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service).

  • D.4.6. Performance Standard:

    Identify the economic roles of various institutions, including households, businesses, and government.

  • D.4.7. Performance Standard:

    Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world.

• WI.E. Content Standard: The Behavioral Sciences

  Individuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

  • E.4.1. Performance Standard:

    Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.

  • E.4.2. Performance Standard:

    Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development.

  • E.4.3. Performance Standard:

    Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living.

  • E.4.4. Performance Standard:

    Describe the ways in which ethnic cultures influence the daily lives of people.

  • E.4.5. Performance Standard:

    Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and global society.

  • E.4.6. Performance Standard:

    Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture.

  • E.4.7. Performance Standard:

    Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior.

  • E.4.8. Performance Standard:

    Describe and distinguish among the values and beliefs of different groups and institutions.

  • E.4.9. Performance Standard:

    Explain how people learn about others who are different from themselves.

  • E.4.10. Performance Standard:

    Give examples and explain how the media may influence opinions, choices, and decisions.

  • E.4.11. Performance Standard:

    Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.

  • E.4.12. Performance Standard:

    Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.

  • E.4.13. Performance Standard:

    Investigate and explain similarities and differences in ways that cultures meet human needs.

  • E.4.14. Performance Standard:

    Describe how differences in cultures may lead to understanding or misunderstanding among people.

  • E.4.15. Performance Standard:

    Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters.

• WA.1. Ealr / Domain: CIVICS

  The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

  • 1.1. Component / Goal

    Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.

  • 1.2. Component / Goal:

    Understands the purposes, organization, and function of governments, laws, and political systems.

    • 1.2.1. Benchmark / Gle: STRUCTURE OF GOVERNMENT

      Remembers the people who make and carry out rules in the classroom and school.

    • 1.2.2. Benchmark / Gle: FUNCTION OF GOVERNMENT

      Understands the purpose of rules in the classroom and school.

• WA.4. Ealr / Domain: HISTORY

  The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

  • 4.1. Component / Goal:

    Understands historical chronology.

    • 4.1.1. Benchmark / Gle: CHRONOLOGY

      Understands and creates timelines to show personal events in a sequential manner.

• WA.5. Ealr / Domain: SOCIAL STUDIES SKILLS

  The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

  • 5.1. Component / Goal:

    Uses critical reasoning skills to analyze and evaluate positions.

    • 5.1.1. Benchmark / Gle: UNDERSTANDS REASONING

      Understands one's point of view.

    • 5.1.2. Benchmark / Gle: EVALUATES REASONING

      Evaluates the fairness of one's point of view.

  • 5.2. Component / Goal:

    Uses inquiry-based research.

    • 5.2.1. Benchmark / Gle: FORMS QUESTIONS

      Understands how to ask questions about the classroom and school community.

  • 5.3. Component / Goal:

    Deliberates public issues.

    • 5.3.1. Benchmark / Gle: DELIBERATION

      States own viewpoints and listens to viewpoints of others.

  • 5.4. Component / Goal:

    Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

    • 5.4.1. Benchmark / Gle: CREATES POSITION AND PRODUCT

      Retells and explains personal history.

• TN.K.1. Content Standard: Culture

  Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

  • K.1.01. Learning Expectation:

    Understand the diversity of human cultures.

    • K.1.01.a. Benchmark:

      Identify personal attributes, such as physical characteristics, that are common to all people such as physical characteristics.

    • K.1.01.b. Benchmark:

      Identify differences among people.

    • K.1.01.c. Benchmark:

      Recognize how individuals learn to do skills and customs from their culture.

    • K.1.01.d. Benchmark:

      Recognize all cultures have family units where decisions are made.

  • K.1.02. Learning Expectation:

    Discuss cultures and human patterns of places and regions of the world. Understand that some differences among people are a result of their culture.

    • K.1.02.a. Benchmark:

      Identify similarities and differences in food, clothes, homes, games, and families in different cultures.

    • K.1.02.b. Benchmark:

      Explain how means of transportation may be diversified in different cultures in response to the environment.

    • K.1.02.c. Benchmark:

      Compare family customs and traditions among cultures.

    • K.1.02.d. Benchmark:

      Describe customs of the local community.

  • K.1.03. Learning Expectation:

    Recognize the contributions that individuals and people of various ethnic, racial, religious, and socioeconomic groups have made to the development of civilizations.

    • K.1.03.a. Benchmark:

      Recognize contributions of different cultures around the world.

    • K.1.03.b. Benchmark:

      Explain the value of family traditions and customs.

• TN.K.2. Content Standard: Economics

  Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, the production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus/saving money, and policy making versus decision making.

  • K.2.01. Learning Expectation:

    Describe potential costs and benefits of personal economic choices in a market economy.

    • K.2.01.a. Benchmark:

      Identify basic human needs.

    • K.2.01.b. Benchmark:

      Explain how basic human needs of food, clothing, shelter, and transportation are met.

    • K.2.01.c. Benchmark:

      Understand that people create shelter according to both culture and environment.

  • K.2.02. Learning Expectation:

    Give examples of the interaction of businesses and governments in a market economy.

    • K.2.02.a. Benchmark:

      Recognize how jobs are similar and different from one community to another.

    • K.2.02.b. Benchmark:

      Identify jobs in the home, and school.

  • K.2.03. Learning Expectation:

    Understand fundamental economic concepts.

    • K.2.03.a. Benchmark:

      Explain why people have jobs.

    • K.2.03.b. Benchmark:

      Distinguish between needs and wants.

    • K.2.03.c. Benchmark:

      Recognize that all jobs are significant and realize that some jobs are interdependent.

• TN.K.3. Content Standard: Geography

  Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

  • K.3.01. Learning Expectation:

    Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

    • K.3.01.a. Benchmark:

      Explain what a globe and map represent.

    • K.3.01.b. Benchmark:

      Use personal directions such as up, down, left, right, near and far to describe relative direction.

    • K.3.01.c. Benchmark:

      Locate places in community such as the student's home and the classroom on the campus.

  • K.3.02. Learning Expectation:

    Recognize the interaction between human and physical systems around the world.

    • K.3.02.a. Benchmark:

      Identify the human characteristics of places such as types of houses and ways of earning a living.

    • K.3.02.b. Benchmark:

      Describe how weather impacts every daily life.

    • K.3.02.c. Benchmark:

      Describe seasons.

  • K.3.03. Learning Expectation:

    Demonstrate how to identify and locate major physical and political features on globes and maps.

    • K.3.03.a. Benchmark:

      Identify the concept of physical features as in mountains, plains, hills, oceans, and islands.

    • K.3.03.b. Benchmark:

      Describe how landforms and bodies of water influence where and how people live.

    • K.3.03.c. Benchmark:

      Describe personal connections to place, especially place as associated with immediate surroundings.

• TN.K.4. Content Standard: Governance and Civics

  Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

  • K.4.01. Learning Expectation:

    Discuss the structure and purposes of governance.

    • K.4.01.a. Benchmark:

      Recognize that a person is a citizen of the country in which he/she is born.

    • K.4.01.b. Benchmark:

      Understand that rules are created to protect an environment.

    • K.4.01.c. Benchmark:

      Know that family structures can change.

    • K.4.01.d. Benchmark:

      Identify authority figures in the home, school, and community.

    • K.4.01.e. Benchmark:

      Explain how authority figures make and enforce rules.

    • K.4.01.f. Benchmark:

      Explain the use of voting as a method for group decision-making.

  • K.4.02. Learning Expectation:

    Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.

    • K.4.02.a. Benchmark:

      Recognize the need for rules for daily living and fair treatment of others.

    • K.4.02.b. Benchmark:

      Identify purposes for having rules.

    • K.4.02.c. Benchmark:

      Be aware that laws and rules are followed and created by the people, school, community, and country.

  • K.4.03. Learning Expectation:

    Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

    • K.4.03.a. Benchmark:

      Know rules of safety including signs and signals.

    • K.4.03.b. Benchmark:

      Define cooperation.

  • K.4.04. Learning Expectation:

    Recognize the qualities of a contributing citizen in our participatory democracy.

    • K.4.04.a. Benchmark:

      Identify the flags of the United States and Tennessee.

    • K.4.04.b. Benchmark:

      Recite the Pledge of Allegiance.

    • K.4.04.c. Benchmark:

      Explain the reasons for national patriotic holidays such as President's Day, Martin Luther King, Jr. Day, and Independence Day.

• TN.K.5. Content Standard: History

  History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

  • K.5.01. Learning Expectation:

    Identify major events, people, and patterns Tennessee, United States, and world history.

    • K.5.01.a. Benchmark:

      Define history as the story of our past.

    • K.5.01.b. Benchmark:

      Recall events in the past and present in order to recognize that individuals have a personal history.

    • K.5.01.c. Benchmark:

      Illustrate a family history to demonstrate that every family has a heritage.

  • K.5.02. Learning Expectation:

    Understand the place of historical events in the context of past, present, and future.

    • K.5.02.a. Benchmark:

      Recognize that change occurs over time.

    • K.5.02.b. Benchmark:

      Observe how sites in neighborhoods and communities change over time.

  • K.5.03. Learning Expectation:

    Explain how to use historical information acquired from a variety of sources.

    • K.5.03.a. Benchmark:

      Recognize that each family has a family tree.

    • K.5.03.b. Benchmark:

      Recall family stories and celebrations to develop a personal history.

• TN.K.6. Content Standard: Individuals, Groups, and Interactions

  Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

  • K.6.01. Learning Expectation:

    Recognize the impact of individual and group decisions on citizens and communities.

    • K.6.01.a. Benchmark:

      Describe how individuals meet their needs and wants through different means.

    • K.6.01.b. Benchmark:

      Know that individuals choose jobs that impact their lives, families and communities.

    • K.6.01.c. Benchmark:

      Explain that people learn in the context of families, peers, schools, and communities.

    • K.6.01.d. Benchmark:

      Give examples of how learning and physical development affect behavior.

    • K.6.01.e. Benchmark:

      Explain the consequences of an individual's decisions and actions.

  • K.6.02. Learning Expectation:

    Understand how groups can impact change at the local, state, national, and world levels.

    • K.6.02.a. Benchmark:

      Recognize individuals have a space or develop an understanding of space and spatial relationships.

    • K.6.02.b. Benchmark:

      Understand that cooperation is necessary when working within large and small groups to complete tasks.

    • K.6.02.c. Benchmark:

      Work independently and cooperatively to accomplish goals.

    • K.6.02.d. Benchmark:

      Describe how groups are made up of people who work, play, or learn together and share common interests.

• SD.K.US. Goal / Strand: U.S. History

  Students will understand the emergence and development of civilizations and cultures within the United States over time and place.

  • K.US.1. Indicator / Benchmark:

    Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.

    • K.US.1.1. Standard:

      Mastery of this indicator does not emerge until first grade.

  • K.US.2. Indicator / Benchmark:

    Evaluate the influence/impact of various cultures, values, philosophies, and religions on the development of the U.S.

    • K.US.2.1. Standard:

      Mastery of this indicator does not emerge until first grade.

• SD.K.W. Goal / Strand: World History

  Students will understand the emergence and development of world civilizations and cultures over time and place.

  • K.W.1. Indicator / Benchmark:

    Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

    • K.W.1.1. Standard:

      Mastery of this indicator does not emerge until third grade.

  • K.W.2. Indicator / Benchmark:

    Evaluate the interaction of world cultures and civilizations, philosophies, and religions.

    • K.W.2.1. Standard:

      Mastery of this indicator does not emerge until second grade.

• SD.K.G. Goal / Strand: Geography

  Students will understand the interrelationships of people, places, and the environment.

  • K.G.1. Indicator / Benchmark:

    Analyze information from geographic representation, tools, and technology to define location, place, and region.

    • K.G.1.1. Standard:

      (Application) Students are able to use map colors to recognize land and water.

    • K.G.1.2. Standard:

      (Comprehension) Students are able to compare the globe and a map as models of the Earth.

    • K.G.1.3. Standard:

      (Application) Students are able to demonstrate familiarity with the layout of their own school.

• SD.K.C. Goal / Strand: Civics (Government)

  Students will understand the historical development and contemporary role of governmental power and authority.

  • K.C.1. Indicator / Benchmark:

    Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.

    • K.C.1.1. Standard:

      Mastery of this indicator does not emerge until first grade.

  • K.C.2. Indicator / Benchmark:

    Analyze the constitutional rights and responsibilities of United States citizens.

    • K.C.2.1. Standard:

      Mastery of this indicator does not emerge until first grade.

• SD.K.E. Goal / Strand: Economics

  Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

  • K.E.1. Indicator / Benchmark:

    Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies.

    • K.E.1.1. Standard:

      (Knowledge) Students are able to identify occupations with simple descriptions of work.

    • K.E.1.2. Standard:

      (Knowledge) Students are able to identify the difference between basic needs (food, clothing, and shelter) and wants (luxuries).

    • K.E.1.3. Standard:

      (Comprehension) Students are able to describe the role of money in everyday life.