D.C.

1 Building a Community

• 1.1 Explain what constitutes a community and describe characteristics of different local and global communities.

  • What is a community? (1-C.1)
  • Jobs community helpers do (1-C.2)

• 1.2 Describe the ways individuals with different backgrounds, including ethnicity, gender, religion, sexual orientation, ability, national origin, economic status and beliefs are all part of the same community.

  • What is a community? (1-C.1)

• 1.3 Explain the ways in which different populations including but not limited to Latinx, Black, Asian, white, immigrant, religious, LGBTQ+ and Indigenous communities, have shaped and defined the community of Washington, DC.

  • Independence Day (1-D.6)
  • Martin Luther King Jr. Day (1-D.9)
  • Memorial Day (1-D.10)
  • Presidents' Day (1-D.11)
  • Thanksgiving (1-D.14)

• 1.4 Describe ways in which groups of people in the same community can hold different beliefs and live their daily lives in different ways, while still working together toward shared goals.

  • Good citizenship (1-A.4)
  • What is a community? (1-C.1)

• 1.5 Identify and define the rights of learners in the classroom community, and describe how individuals can work together to respect the rights of community members.

  • Rules and laws (1-A.1)
  • Good citizenship (1-A.4)

• 1.6 Analyze the characteristics of just and effective rules and laws, and evaluate the rules and processes of the classroom.

  • Rules and laws (1-A.1)
  • Good citizenship (1-A.4)

• 1.7 Describe how different individuals and groups in a local or global community provide services, uphold rights, and work to promote the common good for all members.

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

• 1.8 Describe the responsibilities of a leader, and identify characteristics of effective and just leaders.

  • Authority figures (1-A.2)

• 1.9 Identify and describe the roles and responsibilities of current leaders, including the president of the United States and the mayor of Washington, DC.

  • Authority figures (1-A.2)

• 1.1 Identify symbols, songs, phrases and national holidays that unify the people of the United States and different communities within the United States.

  • Identify American symbols (1-B.1)
  • Identify American landmarks and monuments (1-B.2)
  • The American flag (1-B.3)
  • Pledge of Allegiance (1-B.4)
  • Independence Day (1-D.6)
  • Martin Luther King Jr. Day (1-D.9)
  • Memorial Day (1-D.10)
  • Presidents' Day (1-D.11)
  • Thanksgiving (1-D.14)

• 1.11 Identify community leaders from the past (e.g., George Washington, Abraham Lincoln, Susan B. Anthony, Harriet Tubman, Dolores Huerta, Dr. Martin Luther King, Jr., Harvey Milk, Wilma Pearl Mankiller, Lee Yick and Lili'uokalani), and compare how each person created change.

  • Martin Luther King Jr. Day (1-D.9)
  • George Washington (1-F.1)
  • Abraham Lincoln (1-F.2)
  • Helen Keller (1-F.8)
  • Rosa Parks (1-F.11)

• 1.12 Describe how voting and elections determine who will be president, vice president, and mayor.

• 1.13 Describe how voting and elections can exemplify democratic principles, including but not limited to equality, freedom, fairness, respect for individual rights, citizen participation, majority rules, and accepting the results of an election.

• 1.14 Identify a source of information about Washington, DC, and explain how the author's job, training and/or experiences affect the reliability of information.

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

• 1.15 Identify issues or needs in the school, local or global community that students care about, and generate possible actions to create positive change.

  • Rules and laws (1-A.1)
  • Government services (1-A.3)
  • Good citizenship (1-A.4)

2 In This Space

• 1.16 Analyze different representations of Washington, DC to make a claim about different places in the District.

  • Compare cities and rural areas (1-C.4)
  • 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)

• 1.17 Identify key political features of each region on a map, to include, local neighborhoods, wards, Washington, DC, the United States and North America.

• 1.18 Compare the features of a city, county, state, country and continent.

  • Compare cities and rural areas (1-C.4)

• 1.19 Locate and explain physical features on maps.

  • Identify Earth's land features (1-G.1)
  • Identify Earth's water features (1-G.2)
  • Identify human and physical features (1-G.3)
  • Use maps of the community (1-I.4)

• 1.2 Describe the absolute and relative locations of Washington, DC area institutions, businesses or landmarks, and describe the physical characteristics of those places.

  • Left and right (1-H.1)
  • Above, below, next to, and between (1-H.2)
  • Use location words (1-H.3)
  • Use cardinal directions (1-I.2)

• 1.21 Construct a simple map of the classroom, school or local community, using cardinal directions, physical features and map symbols.

  • 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)

• 1.22 Describe how and why people have changed the physical landscape of the local community and/or the greater Washington, DC area over time.

  • Compare cities and rural areas (1-C.4)
  • Identify human and physical features (1-G.3)
  • Identify urban, suburban, and rural areas (2-C.2)
  • Compare urban, suburban, and rural areas (2-C.3)

• 1.23 Describe how location, weather and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation and recreation.

  • Identify human and physical features (1-G.3)

• 1.24 Identify a problem caused by humans to the local environment, and propose a solution.

3 My Community Then and Now

• 1.25 Differentiate between events that happened long ago and events that happened in the not-so-distant past and order the events on a timeline.

  • 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)
  • Days of the week (1-L.1)
  • Months of the year (1-L.2)
  • Use time-order words (1-L.3)
  • Introduction to timelines (1-L.4)

• 1.26 Analyze maps and images of the Chesapeake region and Washington, DC from different historical periods to describe the ways the community has changed over time.

• 1.27 Identify significant events in the history of the school community, and explain what makes each event significant.

• 1.28 Analyze texts, family or community stories, and/or historical photographs to compare family, school and/or community life in the past and 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)

• 1.29 Describe why some groups of people were treated unjustly in the past, and identify actions individuals took to promote greater equality and fairness in society.

  • Martin Luther King Jr. Day (1-D.9)
  • Abraham Lincoln (1-F.2)
  • Helen Keller (1-F.8)
  • Rosa Parks (1-F.11)

• 1.3 Compare different accounts of the same historical event in Washington, DC, and propose possible reasons for the differences.

4 Meeting a Community's Needs

• 1.31 Describe and locate different human, natural or capital resources in Washington, DC, and compare the availability of those resources across the city.

  • Goods and services (1-J.3)
  • Natural resources (1-J.5)

• 1.32 Explain the varied ways that people labor, define the term income, and describe the kinds of work that people do inside and outside of the home.

  • Producers and consumers (1-J.4)

• 1.33 Describe the goods and services that communities need (e.g., grocery stores, transportation, public safety), and identify how they are provided by local government and private businesses.

  • Government services (1-A.3)
  • Goods and services (1-J.3)

• 1.34 Explain how wealth and scarcity affect individual and group power and the ability to make decisions about personal savings and spending.

  • Scarcity and choices (1-J.2)

• 1.35 Analyze the reasons for and consequences of choices individuals make when purchasing goods and services.

  • Scarcity and choices (1-J.2)