a: identifying rules and consequences for not following them in different settings (e.g., home, bus, classroom, cafeteria, etc.) and explaining why we need rules and who makes the rules.

b: evaluating the rules in different settings (e.g., Is this a good rule and why/why not?).

c: exploring examples of services (e.g., post office, police, fire, garbage collection) provided in their own community.

a: identifying authority figures who make, apply, and enforce rules (e.g., family, school, police, firefighters, etc.) and how these people help to meet the needs of the common good.

b: recognizing and describing the characteristics of leadership and fair decision making, and explaining how they affect others (e.g., line leader, team captain).

a: identifying elected leadership titles/basic role at different levels of government (e.g., mayor is the leader of a city, governor is the leader of the state, president is the leader of the country).

a: identifying symbols and national holidays used to depict Americans' shared democratic values, principles, and beliefs (e.g., American flag, Pledge of Allegiance, Presidents' Day, Independence Day).

b: using a variety of sources (e.g., trade books, picture books, songs, artwork) to illustrate the basic values and principles of democracy (e.g., Statue of Liberty represents freedom, Independent Man on State House represents individual rights, Grand Old Flag represents national unity, This Land is Your Land represents respect for diversity).

c: identifying individual roles in a group and acting as a productive member of a group.

a: exhibiting respect (e.g., waiting one's turn, respecting differences, sharing, etc.) for self, parents, teachers, authority figures (police, fire, doctors, community leaders), and others.

a: demonstrating personal and group rights and responsibility (e.g., self-managing behavior, time, space, and materials).

b: working cooperatively in a group, sharing responsibilities or individual roles within a group.

c: identifying feelings and situations that lead to conflict and describing ways people solve problems effectively.

a: identifying forms of civic participation (e.g., voting, conducting a survey).

a: experiencing a variety of forms of participation (e.g., voting, conducting a survey, writing a class letter about an issue of concern).

a: identifying problems, planning and implementing solutions in the classroom, school, and community (e.g., problem of litter/solutions - each picks up one piece of trash, recycle, plan a clean-up day, etc.).

a: exploring and discussing ways we interact with others around the world (e.g., food, clothing, transportation, tourism, news).

a: using a variety of print and non-print sources to explore other people and places.

a: listing the pros and cons of personal decisions (e.g., littering, recycling).

a: identifying and categorizing the kinds of information obtained from a variety of artifacts and documents (e.g., What would this artifact tell us about how people lived?).

b: distinguishing objects, artifacts, and symbols from long ago and today (e.g., passage of time documented through family photos, evolution of household appliances).

a: describing and organizing a sequence of various events in personal, classroom, or school life (e.g., organizing and interpreting data in timelines).

b: explaining how a sequence of events affected people in home, classroom, or school (e.g., getting a new student in the classroom).

a: recognizing the origin, name, or significance of local geographic and human-made features (e.g., school, street, park, city, river, monuments).

a: describing, defining, and illustrating a sequence of events from personal, classroom, school, or community life (e.g., timeline or self-made informational text showing key events).

a: exploring and describing similarities and differences in objects, artifacts, and technologies from the past and present (e.g., transportation, communication, school and home life).

a: identifying how events and people shape family and school life (e.g., How would your life change if you moved to another place? What would happen if your school closed? What would happen if there were no school buses?).

a: using a variety of sources (e.g., photographs, written text, clothing, oral history) to reconstruct their past and understand the present.

a: identifying geographic factors that can affect how people interact (e.g., students in the same desk cluster are more likely to interact).

b: identifying events that can affect how people interact (e.g., beginning kindergarten means you play with classmates; moving to a new place means you need to make new friends).

a: identifying innovations or inventions that have impacted interaction between people (e.g., the invention of the telephone allowed people to talk to each other at a distance).

a: recognizing cultural differences and similarities between individuals, groups, or communities (e.g., customs, beliefs, language, religious faiths).

a: describing daily life for individuals in a cultural community.

b: identifying different cultures present in the local community.

a: describing how people with different perspectives view events in different ways.

a: identifying the purpose of a variety of maps.

b: describing where places are located on a map using relative distance and direction.

c: organizing information about people places and environments in a spatial context (e.g., the school is next to a store; a student's house is across the street from the park).

a: recognizing elements of a map (e.g., key, scale, compass rose).

b: explaining how the elements are used (e.g., key explains symbols; scale indicates distance; compass rose indicates direction).

a: identifying and describing natural/physical features (e.g., river, mountains, oceans, weather, climate).

b: identifying and describing human-made features (e.g., buildings, streets, bridges).

a: identifying natural/physical features of different places and regions.

b: comparing and contrasting human-made features of different places and regions.

b: identifying and describing how people in different places view their environments (e.g., home, classroom, neighborhood, community).

b: identifying natural physical boundaries of places (e.g., rivers, mountains).

a: describing a reason why people have or have not moved.

a: identifying geographic origins of specific resources (e.g., fish from sea, wheat from plains).

a: describing how features of a place influence what activities do or do not take place there (e.g., soccer field on a flat plain, not on a hill).

b: describing how people who live near each other sometimes help each other (e.g., sharing set of markers among a desk cluster).

a: identifying basic environmental resources needed in daily life (e.g., water, air, food).

a: identifying examples of how changes in the environment can change people's behavior (e.g., we change how we dress depending on the weather or season).

a: identifying examples of how people can change the space around them (e.g., a field can be made into a playground, a tree can become a place for a tree house, an empty lot can be changed into a garden).

b: describing why people change the space around them.

a: identifying human, natural, and capital resources.

b: explaining how the availability of resources affects production of goods and offering of services and their consumption.

c: identifying positive and negative economic incentives that affect behavior and choice that best satisfies an economic want.

a: recognizing and discussing the differences between basic wants and needs.

a: identifying how goods and services are shared as a family (e.g., taking turns washing dishes, setting the table, sharing clothes, etc.).

a: identifying the ways in which people exchange goods and services (e.g., barter, money, commodity money).

b: explaining how prices affect the choices people make about buying or selling goods or services.

c: describing how people can earn income by exchanging the use of their labor (physical or mental work) for wages or salaries.

a: identifying how technology has changed over time and explaining how they affect the way people live, work, or play.

a: identifying how the classroom community members exchange and consume resources. (e.g. teacher distributes limited school supplies among the students; students take turns using stations).

b: recognizing the purposes of money and how it can be used (e.g., personal savings, personal spending).