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:

    Participate in a democratic decision-making processes (DOK 2; SS2 4.2)

  • GS.2.A(2). Gle / Proficiency:

    Explain how to resolve disputes peacefully in the classroom and on the playground (DOK 2; SS2 3.2)

• GS.2.C. Concept: Gle / Benchmark:

  Processes of governmental systems

  • GS.2.C(1). Gle / Proficiency:

    Describe how groups need to make decisions and how those decisions are made in families and classrooms (DOK 2; SS2 1.6, 4.1)

  • GS.2.C(2). Gle / Proficiency:

    Explain what it means to make rules and how it is necessary to carry out or enforce rules (DOK 2; SS2 1.10, 4.1)

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 scarcity (DOK 2; SS4 1.6)

  • EC.4.A(2). Gle / Proficiency:

    Identify examples of opportunity cost (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.a. Gle / Proficiency:

    Identify maps and globes as geographic tools (DOK 1; SS5 1.1)

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:

    Name common physical, social and emotional needs (DOK 1; SS6 1.1)

MO.TS.7. Strand: Big Idea / Standard: Tools of Social Science Inquiry

Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents)

• TS.7.A. Concept: Gle / Benchmark:

  Identify, select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry

  • TS.7.A(1). Gle / Proficiency:

    Identify visual, graphic and auditory aids (e.g. posters and recordings) (DOK 1; SS7 1.1)

  • TS.7.A.(2) Gle / Proficiency:

    Identify primary and secondary sources (e.g. diaries, letters, people, interviews, journals and photos) (DOK 1; SS7 1.1)

  • TS.7.A(3). Gle / Proficiency:

    Identify library and media resources (e.g. videos, electronic resources, periodicals and books) (DOK 1; SS7 1.1)

  • TS.7.A(4). Gle / Proficiency:

    Identify artifacts (e.g. building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments) (DOK 1; SS7 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.

  • K-G1.0.1. Grade Level Expectation:

    Recognize that maps and globes represent places.

  • K-G1.0.2. Grade Level Expectation:

    Use environmental directions or positional words (up/down, in/out, above/below) to identify significant locations in the classroom.

• G2. Standard: Places and Regions

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

  • K-G2.0.1. Grade Level Expectation:

    Identify and describe places in the immediate environment (e.g., classroom, home, playground).

• G5. Standard: Environment and Society

  Understand the effects of human-environment interactions.

  • K-G5.0.1. Grade Level Expectation:

    Describe ways people use the environment to meet human needs and wants (e.g., food, shelter, clothing).

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

• C2. Standard: Values and Principles of American Democracy

  Understand values and principles of American constitutional democracy.

  • K-C2.0.1. Grade Level Expectation:

    Identify our country's flag as an important symbol of the United States.

  • K-C2.0.2. Grade Level Expectation:

    Explain why people do not have the right to do whatever they want (e.g., to promote fairness, ensure the common good, maintain safety).

  • K-C2.0.3. Grade Level Expectation:

    Describe fair ways for groups to make decisions.

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

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

  • K-C5.0.1. Grade Level Expectation:

    Describe situations in which they demonstrated self-discipline and individual responsibility (e.g., caring for a pet, completing chores, following school rules, working in a group, taking turns).

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.

  • K-E1.0.1. Grade Level Expectation:

    Describe economic wants they have experienced.

  • K-E1.0.2. Grade Level Expectation:

    Distinguish between goods and services.

  • K-E1.0.3. Grade Level Expectation:

    Recognize situations in which people 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.

  • K-P3.1.1. Grade Level Expectation:

    Identify classroom issues.

  • K-P3.1.2. Grade Level Expectation:

    Use simple graphs to explain information about a classroom issue.

  • K-P3.1.3. Grade Level Expectation:

    Compare their viewpoint about a classroom issue with the viewpoint of another person.

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

  Communicate a reasoned position on a public issue.

  • K-P3.3.1. Grade Level Expectation:

    Express a position on a classroom issue.

• P4.2. Standard:

  Citizen Involvement

  • K-P4.2.1. Grade Level Expectation:

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

  • K-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:

    Identify similarities and differences in people's characteristics, habits, and living patterns to describe how they meet the same human needs

    • 2.A.1.a. Objective:

      Use experiences, such as class trips, classroom visitors, stories, and electronic media, to give examples of different choices people make about meeting their human needs for food, clothing, shelter, and other commonalities, such as recreation, stories, and music

    • 2.A.1.b. Objective:

      Give examples of qualities, such as customs, interests, skills, and experiences that make individuals and families in their immediate environment unique

• 2.C. Topic / Indicator:

  Conflict and compromise

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

    Demonstrate how groups of people interact

    • 2.C.1.a. Objective:

      Identify, discuss, and demonstrate appropriate social skills, such as listening to the speaker, taking turns, settling disagreements, and reaching compromise at home and in school

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:

    Identify and describe how a globe and maps can be used to help people locate places

    • 3.A.1.a. Objective:

      Describe a globe as a model of earth showing land and water

    • 3.A.1.b. Objective:

      Describe how maps are models showing physical features and/or human features of places

    • 3.A.1.c. Objective:

      Identify a location by using terms such as near-far, above-below, and here-there

    • 3.A.1.d. Objective:

      Identify pictures and photographs that represent places on a map such as, a playground and a fire station

• 3.B. Topic / Indicator:

  Geographic characteristics of places and regions

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

    Describe places in the immediate environment using natural/physical and human-made features

    • 3.B.1.a. Objective:

      Recognize physical features as landforms and bodies of water using photographs and pictures

    • 3.B.1.b. Objective:

      Identify land forms, such as mountains and hills, and bodies of water, such as oceans, rivers, and streams

    • 3.B.1.c. Objective:

      Using photographs and pictures, recognize human-made features as modifications people have made to the land

    • 3.B.1.d. Objective:

      Identify human-made features, such as buildings, sidewalks, streets, and bridges

• 3.C. Topic / Indicator:

  Movement of people, goods and ideas

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

    Describe how transportation and communication link people and places

    • 3.C.1.a. Objective:

      Identify ways that people travel on land, water, and air

    • 3.C.1.b. Objective:

      Explain how transportation is used to move goods and people from place to place

    • 3.C.1.c. Objective:

      Identify ways that people communicate messages

• 3.D. Topic / Indicator:

  Modifying and adapting to the environment

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

    Describe how people adapt to and modify their immediate environment

    • 3.D.1.a. Objective:

      Identify ways people adapt to the environment, such as wearing clothing that is appropriate to the weather

    • 3.D.1.b. Objective:

      Identify ways that people change their environment to meet their needs, such as planting crops or cutting forests

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 choices people make because of unlimited economic wants

    • 4.A.1.a. Objective:

      Explain that goods are things that people make or grow

    • 4.A.1.b. Objective:

      Identify situations where people make choices

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

    Identify that resources are used to make products

    • 4.A.2.a. Objective:

      Recognize workers as human resources

    • 4.A.2.b. Objective:

      Describe some jobs and what is required to perform them

    • 4.A.2.c. Objective:

      Recognize that natural resources, such as water, trees, and plants are used to make products

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

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

    • 4.A.3.a. Objective:

      Begin to be aware of technology and how it affects life

• 4.B. Topic / Indicator:

  Economic systems and the role of government in the economy

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

    Identify types of local markets

    • 4.B.1.a. Objective:

      Describe how buyers and sellers make exchanges at the market

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

    Describe how goods are acquired

    • 4.B.3.a. Objective:

      Explain that money is one way to acquire goods

    • 4.B.3.b. Objective:

      Explain that trading is another way to acquire goods

    • 4.B.3.c. Objective:

      Recognize that goods have different values

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:

  Change over time

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

    Distinguish among past, present, and future time

    • 5.A.1.a. Objective:

      Identify and describe events of the day in chronological order

    • 5.A.1.b. Objective:

      Describe daily events in terms of yesterday, today, and tomorrow

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

    Compare daily life and objects of today and long ago

    • 5.A.2.a. Objective:

      Compare tools and toys of the past with those of today

    • 5.A.2.b. Objective:

      Tell about people in the past using informational text and features

    • 5.A.2.c. Objective:

      Observe and discuss photographs of the past and compare with 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-9. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Identify home and class rules, and the persons responsible for enforcement (C-1A-E1)

• GLE-E-10. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Identify governmental employees and their roles (e.g., postal workers, police) (C-1A-E2)

• GLE-E-11. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Identify reasons for home and classroom rules (C-1A-E7)

• GLE-E-12. Benchmark / Gle: Grade Level Expectation

  Foundations of the American Political System: Identify responsibilities the student has at home and at school (C-1B-E2)

• GLE-E-13. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizen: Describe the student's role as a member of the family, class, and school (C-1D-E4)

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-14. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify ways people use money to purchase goods (E-1A-E3)

• GLE-E-15. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify work people do and the name of related jobs at home and school (E-1A-E7)

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

  Fundamental Economic Concepts: Describe a situation illustrating a voluntary exchange (e.g., trading seats, exchanging books) (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-17. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Use words to describe the chronology of the school day (e.g., first, next, last) (H-1A-E1)

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

  Historical Thinking Skills: Identify ways in which people are alike and different (H-1A-E2)

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

  Historical Thinking Skills: Describe personal likes and dislikes (e.g., picture journals) (H-1A-E3)

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

  Louisiana and United States History: Identify customs associated with national holidays (H-1C-E1)

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.

KS.2. Standard: Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

• 2.1. Benchmark:

  The student understands how limited resources require choices.

  • 2.1.1. Indicator / Proficiency Level:

    (K) The student understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play video games or watch television; play on swings or play soccer).

  • 2.1.2 Indicator / Proficiency Level:

    (K) The student explains what he/she gives up when a choice is made.

• 2.2. Benchmark:

  The student understands how the market economy works in the United States.

  • 2.2.1. Indicator / Proficiency Level:

    (K) The student understands the use of money to purchase goods and services.

• 2.3. Benchmark:

  The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

  • 2.3.1. Indicator / Proficiency Level:

    (K) The student discusses the benefits of saving money.

• 2.4. Benchmark:

  The student analyzes the role of the government in the economy.

  • 2.4.1. Indicator / Proficiency Level:

    This benchmark will be taught at another grade level.

• 2.5. Benchmark:

  The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

  • 2.5.1. Indicator / Proficiency Level:

    (A) The student gives examples of types of jobs that he/she does within the family.

KS.3. Standard: Geography

The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

• 3.1. Benchmark: Geographic Tools and Location

  The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

  • 3.1.1. Indicator / Proficiency Level:

    (A) The student identifies and correctly uses terms related to location, direction, and distance (e.g., up/down, left/right, near/far, here/there).

  • 3.1.2. Indicator / Proficiency Level:

    (K) The student locates major geography features (e.g., Equator, North Pole, South Pole, his/her Hometown, Kansas).

• 3.2. Benchmark: Places and Regions

  The student analyzes the human and physical features that give places and regions their distinctive character.

  • 3.2.1. Indicator / Proficiency Level:

    (K) The student describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school).

• 3.3. Benchmark: Physical Systems

  The student understands Earth's physical systems and how physical processes shape Earth's surface.

  • 3.3.1. Indicator / Proficiency Level:

    (A) The student describes seasonal changes and how they affect an individual.

• 3.4. Benchmark: Human Systems

  The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

  • 3.4.1. Indicator / Proficiency Level:

    This benchmark will be taught at another grade level.

• 3.5. Benchmark: Human-Environment Interactions

  The student understands the effects of interactions between human and physical systems.

  • 3.5.1. Indicator / Proficiency Level:

    (K) The student identifies ways people can maintain or improve the quality of their environment.

KS.4. Standard: History (Kansas, United States, and World History)

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

• 4.1. Benchmark:

  The student understands the significance of important individuals and major developments in history.

  • 4.1.1. Indicator / Proficiency Level:

    (K) The student identifies and explains how tools and technology used in the home/school meet people's needs.

• 4.2. Benchmark:

  The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.

  • 4.2.1. Indicator / Proficiency Level:

    (K) The student explains how each individual has a personal history.

  • 4.2.2. Indicator / Proficiency Level:

    (A) The student compares and contrasts his/her own life with life in a city and/or a rural community.

• 4.3. Benchmark:

  The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States, and World history.

  • 4.3.1. Indicator / Proficiency Level:

    (K) The student identifies family customs and traditions and explains their importance.

  • 4.3.2. Indicator / Proficiency Level:

    (K) The student understands that Kansas is a state in the United States and the significance of Kansas Day as the celebration of the state's birthday.

  • 4.3.3. Indicator / Proficiency Level:

    (A) The student locates the state of Kansas using a map of the United States.

  • 4.3.4. Indicator / Proficiency Level:

    (K) The student recognizes important Kansas state symbols (e.g., state bird - meadowlark, state flower - sunflower, state animal-buffalo).

• 4.4. Benchmark:

  The student engages in historical thinking skills.

  • 4.4.1. Indicator / Proficiency Level:

    (K) The student places events in sequential order.

  • 4.4.2. Indicator / Proficiency Level:

    (A) The student uses information to find main idea.

  • 4.4.3. Indicator / Proficiency Level:

    (K) The student scans historic photographs to gain information.

  • 4.4.4. Indicator / Proficiency Level:

    (A) The student asks questions, shares information, and discusses ideas about the past.

IL.15. State Goal / Strand: Economics

Understand economic systems, with an emphasis on the United States.

• 15.A. State Goal / Learning Standard:

  Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

  • 15.A.1a. Learning Standard / Performance Descriptor:

    Identify advantages and disadvantages of different ways to distribute goods and services.

  • 15.A.1b. Learning Standard / Performance Descriptor:

    Describe how wages/salaries can be earned in exchange for work.

• 15.B. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by consumers.

  • 15.B.1. Learning Standard / Performance Descriptor:

    Explain why consumers must make choices.

• 15.C. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by producers.

  • 15.C.1a. Learning Standard / Performance Descriptor:

    Describe how human, natural and capital resources are used to produce goods and services.

  • 15.C.1b. Learning Standard / Performance Descriptor:

    Identify limitations in resources that force producers to make choices about what to produce.

• 15.D. State Goal / Learning Standard:

  Understand trade as an exchange of goods or services.

  • 15.D.1a. Learning Standard / Performance Descriptor:

    Demonstrate the benefits of simple voluntary exchanges.

  • 15.D.1b. Learning Standard / Performance Descriptor:

    Know that barter is a type of exchange and that money makes exchange easier.

• 15.E. State Goal / Learning Standard:

  Understand the impact of government policies and decisions on production and consumption in the economy.

  • 15.E.1. Learning Standard / Performance Descriptor:

    Identify goods and services provided by government.

IL.16. State Goal / Strand: History

Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

• 16.A. State Goal / Learning Standard:

  Apply the skills of historical analysis and interpretation.

  • 16.A.1a. Learning Standard / Performance Descriptor:

    Explain the difference between past, present and future time; place themselves in time.

  • 16.A.1b. Learning Standard / Performance Descriptor:

    Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).

  • 16.A.1c. Learning Standard / Performance Descriptor:

    Describe how people in different times and places viewed the world in different ways.

• 16.B. State Goal / Learning Standard:

  Understand the development of significant political events.

  • 16.B.1a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings).

  • 16.B.1b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain why individuals, groups, issues and events are celebrated with local, state or national holidays or days of recognition (e.g., Lincoln's Birthday, Martin Luther King's Birthday, Pulaski Day, Fourth of July, Memorial Day, Labor Day, Veterans' Day, Thanksgiving).

  • 16.B.1c. Learning Standard / Performance Descriptor: World History

    Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions.

• 16.C. State Goal / Learning Standard:

  Understand the development of economic systems.

  • 16.C.1a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how Native American people in Illinois engaged in economic activities with other tribes and traders in the region prior to the Black Hawk War.

  • 16.C.1b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain how the economy of the students' local community has changed over time.

  • 16.C.1c. Learning Standard / Performance Descriptor: World History

    Identify how people and groups in the past made economic choices (e.g., crops to plant, products to make, products to trade) to survive and improve their lives.

  • 16.C.1d. Learning Standard / Performance Descriptor: World History

    Explain how trade among people brought an exchange of ideas, technology and language.

• 16.D. State Goal / Learning Standard:

  Understand Illinois, United States and world social history.

  • 16.D.1a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe key figures and organizations (e.g., fraternal/civic organizations, public service groups, community leaders) in the social history of the local community.

  • 16.D.1b. Learning Standard / Performance Descriptor: World History

    Identify how customs and traditions from around the world influence the local community.

• 16.E. State Goal / Learning Standard:

  Understand Illinois, United States and world environmental history.

  • 16.E.1a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how the local environment has changed over time.

  • 16.E.1b. Learning Standard / Performance Descriptor: World History

    Compare depictions of the natural environment that are found in myths, legends, folklore and traditions.

IL.17. State Goal / Strand: Geography

Understand world geography and the effects of geography on society, with an emphasis on the United States.

• 17.A. State Goal / Learning Standard:

  Locate, describe and explain places, regions and features on the Earth.

  • 17.A.1a. Learning Standard / Performance Descriptor:

    Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).

  • 17.A.1b. Learning Standard / Performance Descriptor:

    Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.

• 17.B. State Goal / Learning Standard:

  Analyze and explain characteristics and interactions on the Earth's physical systems.

  • 17.B.1a. Learning Standard / Performance Descriptor:

    Identify components of the Earth's physical systems.

  • 17.B.1b. Learning Standard / Performance Descriptor:

    Describe physical components of ecosystems.

• 17.C. State Goal / Learning Standard:

  Understand relationships between geographic factors and society.

  • 17.C.1a. Learning Standard / Performance Descriptor:

    Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).

  • 17.C.1b. Learning Standard / Performance Descriptor:

    Identify opportunities and constraints of the physical environment.

  • 17.C.1c. Learning Standard / Performance Descriptor:

    Explain the difference between renewable and nonrenewable resources.

• 17.D. State Goal / Learning Standard:

  Understand the historical significance of geography.

  • 17.D.1. Learning Standard / Performance Descriptor:

    Identify changes in geographic characteristics of a local region (e.g., town, community).

IL.18. State Goal / Strand: Social Systems

Understand social systems, with an emphasis on the United States.

• 18.A. State Goal / Learning Standard:

  Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

  • 18.A.1. Learning Standard / Performance Descriptor:

    Identify folklore from different cultures which became part of the heritage of the United States.

• 18.B. State Goal / Learning Standard:

  Understand the roles and interactions of individuals and groups in society.

  • 18.B.1a. Learning Standard / Performance Descriptor:

    Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer).

  • 18.B.1b. Learning Standard / Performance Descriptor:

    Identify major social institutions in the community.

• 18.C. State Goal / Learning Standard:

  Understand how social systems form and develop over time.

  • 18.C.1. Learning Standard / Performance Descriptor:

    Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.

GA.SSKG. Strand/topic: Symbols of America

Geographic Understandings

• SSKG1. Standard:

  The student will describe American culture by explaining diverse community and family celebrations and customs.

• SSKG2. Standard:

  The student will explain that a map is a drawing of a place and a globe is a model of the Earth.

  • SSKG2.a. Element:

    Differentiate land and water features on simple maps and globes.

  • SSKG2.b. Element:

    Explain that maps and globes show a view from above.

  • SSKG2.c. Element:

    Explain that maps and globes show features in a smaller size.

• SSKG3. Standard:

  The student will state the street address, city, county, state, nation, and continent in which he or she lives.

GA.SSKCG. Strand/topic: Symbols of America

Government/Civic Understandings

• SSKCG1. Standard:

  The student will demonstrate an understanding of good citizenship.

  • SSKCG1.a. Element:

    Explain how rules are made and why.

  • SSKCG1.b. Element:

    Explain why rules should be followed.

• SSKCG2. Standard:

  The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.

GA.SSKE. Strand/topic: Symbols of America

Economic Understandings

• SSKE1. Standard:

  The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher).

• SSKE2. Standard:

  The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries.

• SSKE3. Standard:

  The student will explain how money is used to purchase goods and services.

  • SSKE3.a. Element:

    Distinguish goods from services.

  • SSKE3.b. Element:

    Identify various forms of U.S. money (coins, currency).

• SSKE4. Standard:

  The student will explain that people must make choices because they cannot have everything they want.