3.1 Students use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of Washington, DC, and the local community.
1 Compare and contrast the differences between a contemporary map of Washington, DC, and maps of this area at the end of the 18th and 19th centuries.
2 Identify and locate major physical features and natural characteristics (e.g., bodies of water, land forms, natural resources, and weather) in Washington, DC.
3 Identify and locate major monuments and historical sites in and around Washington, DC (e.g., the Jefferson and Lincoln memorials, Smithsonian museums, Library of Congress, White House, Capitol, Washington Monument, National Archives, Arlington National Cemetery, African American Civil War Museum, Anacostia Museum, Vietnam Veterans Memorial, Iwo Jima Memorial, Frederick Douglass House, Mary McCleod Bethune House, Wilson Building, and Mount Vernon).
4 Describe the various types of communities within the city (e.g., Chinatown, Foggy Bottom, Adams Morgan, Anacostia, and Georgetown), beginning with the community in which the elementary school is located.
5 Describe the ways in which people have used and modified resources in the local region (e.g., building roads, bridges, and cities, and raising crops).
6 Explain how people depend on the physical environment and its natural resources to satisfy their basic needs.
Government of DC
3.2 Students understand the basic structure of the Washington, DC, government.
1 Describe its duties, organizational structures, and functions.
3 Understand the unique nature of Washington, DC, as the nations capital, a multicultural urban city, and the jurisdiction that provides the state and local government for its residents.
4 Explain how Washington, DC, was selected and named as our capital city.
5 Identify and research outstanding statements of moral and civic principles made in Washington, DC, as well as the leaders who delivered them, that contributed to the struggle to extend equal rights to all Americans (e.g., Lincoln and his second inaugural address, Frederick Douglass and his speech against lynching at the Metropolitan AME Church, Martin Luther King Jr. and his speeches at the Lincoln Memorial in 1957 and 1963, and Rodolfo Corky Gonzales at the Poor Peoples March).
3.5 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
Chronology and Cause and Effect
1 Students place key events of the historical era they are studying and interpret information contained within time lines and comparative time charts.
6 Students conduct cost-benefit analyses of historical and current events.
1 Students use map and globe skills to determine the absolute locations (latitude and longitude) of places, and they interpret information available through a map or globes legend, scale, and symbolic representations.
2 Students define common map and globe terms, including continent, country, mountain, valley, ocean, sea, lake, river; cardinal directions, latitude, longitude, north pole, south pole, tropics of Cancer and Capricorn, equator, 360-degree divisions, time zones; elevation, depth, approximate distances in miles, isthmus, strait, peninsula, island, archipelago, 23-and-a-half-degree global tilt, fall line; and compass rose, scale, and legend.
3 Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes), and they analyze how relative advantages or disadvantages can change over time.
4 Students identify the human and physical characteristics of the places they are studying, and they explain how those features form the unique character of those places.