Connecticut

Inquiry

• 1 Developing questions and planning inquiry

  • INQ K.2.1 Explain why the compelling question is important to the student.

  • INQ K.2.2 Identify disciplinary ideas associated with a compelling question.

  • INQ K.2.3 Identify facts and concepts associated with a supporting question.

  • INQ K.2.4 Make connections between supporting questions and compelling questions.

  • INQ K.2.5 Determine the kinds of sources that will be helpful in answering compelling questions and supporting questions.

    • Which source should you use? (1-K.1)

• 2 Applying disciplinary concepts and tools

  • Content for this dimension is included in the individual discipline sections below (History, Civics, Economics, and Geography).

• 3 Evaluating sources and using evidence

  • INQ K.2.6 Gather relevant information from one or two sources while using the origin and structure to guide the selection.

    • Independence Day (1-D.6)
    • Martin Luther King Jr. Day (1-D.9)
    • Memorial Day (1-D.10)
    • Then and now: transportation and communication (1-E.1)
    • Then and now: home and school (1-E.2)
    • Then and now: work and play (1-E.3)
    • George Washington (1-F.1)
    • Abraham Lincoln (1-F.2)
    • Helen Keller (1-F.8)
    • Rosa Parks (1-F.11)

  • INQ K.2.7 Evaluate a source by distinguishing between facts and opinion.

• 4 Communicating conclusions and taking informed action

  • INQ K.2.10 Construct an argument with reasons.

  • INQ K.2.11 Construct explanations using correct sequence and relevant information.

    • Use time-order words (1-L.3)
    • Introduction to timelines (1-L.4)

  • INQ K.2.12 Present a summary of an argument using print, oral, and digital technologies.

  • INQ K.2.13 Ask and answer questions about arguments.

  • INQ K.2.14 Ask and answer questions about explanations.

  • INQ K.2.15 Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.

  • INQ K.2.16 Identify ways to take action to help address local, regional, and global problems.

  • INQ K.2.17 Use listening, consensus-building, and voting procedures to decide on and take action in their classrooms.

History

• Change, Continuity and Context

  • HIST 1.1 Compare life in the past to life in the present.

    • Then and now: transportation and communication (1-E.1)
    • Then and now: home and school (1-E.2)
    • Then and now: work and play (1-E.3)

  • HIST 1.2 Generate questions about individuals and groups who have shaped a significant historical change.

    • Independence Day (1-D.6)
    • Martin Luther King Jr. Day (1-D.9)
    • Memorial Day (1-D.10)
    • George Washington (1-F.1)
    • Abraham Lincoln (1-F.2)
    • Helen Keller (1-F.8)

• Perspectives

  • HIST 1.3 Compare perspectives of people in the past to those in the present.

    • Independence Day (1-D.6)
    • Martin Luther King Jr. Day (1-D.9)
    • Memorial Day (1-D.10)
    • George Washington (1-F.1)
    • Abraham Lincoln (1-F.2)
    • Helen Keller (1-F.8)

• Historical Sources and Evidence

  • HIST 1.4 Identify different kinds of historical sources.

    • Which source should you use? (1-K.1)

  • HIST 1.5 Explain how historical sources can be used to study the past.

    • Which source should you use? (1-K.1)

  • HIST 1.6 Identify the maker, date, and place of origin for a historical source from information within the source itself.

  • HIST 1.7 Generate questions about a particular historical source as it relates to a particular historical event or development.

• Causation and Argumentation

  • HIST 1.8 Generate possible reasons for an event or development in the past.

Civics

• Civic and Political Institutions

  • CIV 1.1 Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police).

    • Authority figures (1-A.2)
    • Jobs community helpers do (1-C.2)
    • Tools community helpers use (1-C.3)

  • CIV 1.2 Explain how all people, not just official leaders, play an important role in a community.

    • Jobs community helpers do (1-C.2)
    • Tools community helpers use (1-C.3)

  • CIV 1.3 Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.

    • Authority figures (1-A.2)
    • Government services (1-A.3)
    • Jobs community helpers do (1-C.2)
    • Tools community helpers use (1-C.3)

• Participation and Deliberation

  • CIV 1.4 Apply civic virtues when participating in school settings.

    • The American flag (1-B.3)
    • Pledge of Allegiance (1-B.4)

  • CIV 1.5 Follow agreed upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.

• Processes, Rules, and Laws

  • CIV 1.6 Explain the need for and purposes of rules in various settings inside and outside of school.

    • Rules and laws (1-A.1)

  • CIV 1.7 Explain how people can work together to make decision in the classroom.

  • CIV 1.8 Identify and explain how rules function in public.

    • Rules and laws (1-A.1)

  • CIV 1.9 Describe how people have tried to improve their communities over time.

Economics

• Economic Decision-Making

  • ECO 1.1 Explain how scarcity necessitates decision-making.

    • Scarcity and choices (1-J.2)

  • ECO 1.2 Identify the benefits and costs of making various personal decisions.

• Exchange and Markets

  • ECO 1.3 Describe the goods and services that people in the local community produce and those that are produced in other communities.

    • Producers and consumers (1-J.4)

  • ECO 1.4 Explain how people earn income.

    • Jobs community helpers do (1-C.2)

Geography

• Geographic Representations: Spatial Views of the World

  • GEO 1.1 Construct maps, graphs and other representations of familiar places.

    • Introduction to maps (1-I.1)
    • Use cardinal directions (1-I.2)
    • Use a map key (1-I.3)
    • Use maps of the community (1-I.4)

  • GEO 1.2 Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.

    • Identify Earth's land features (1-G.1)
    • Identify Earth's water features (1-G.2)
    • Identify human and physical features (1-G.3)
    • Left and right (1-H.1)
    • Above, below, next to, and between (1-H.2)
    • Use location words (1-H.3)
    • Introduction to maps (1-I.1)
    • Use cardinal directions (1-I.2)
    • Use a map key (1-I.3)
    • Use maps of the community (1-I.4)

  • GEO 1.3 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

    • What is a community? (1-C.1)
    • Compare cities and rural areas (1-C.4)
    • Identify human and physical features (1-G.3)
    • Use maps of the community (1-I.4)

• Human-Environment Interaction: Places, Regions, and Culture

  • GEO 1.4 Explain how weather, climate, and other environmental characteristics affect people's lives in places or regions.

    • Compare cities and rural areas (1-C.4)
    • Identify human and physical features (1-G.3)