Indiana

History

• 1 Students identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events, and symbols that are important to our country.

  • Historical Knowledge

    • 1.1.1 Identify continuity and change between past and present in community life using primary sources.

      • Then and now: transportation and communication (1-E.1)

    • 1.1.2 Identify American songs and symbols and discuss their origins.

      • Identify American symbols (1-B.1)
      • Identify American landmarks and monuments (1-B.2)

    • 1.1.3 Identify local people from the past who have demonstrated good citizenship.

      • Martin Luther King Jr. Day (1-D.1)

    • 1.1.4 Identify people and events observed in national celebrations and holidays.

      • Martin Luther King Jr. Day (1-D.1)
      • Independence Day (1-D.2)

  • Chronological Thinking, Historical Analysis and Interpretation, and Research

    • 1.1.5 Develop a simple timeline of important events in the student's life.

    • 1.1.6 Use the terms past and present; yesterday, today and tomorrow; and next week and last week to sequentially order events that have occurred in the school.

      • Days of the week (1-L.1)

    • 1.1.7 Explain how clocks and calendars are used to measure time.

      • Days of the week (1-L.1)
      • Months of the year (1-L.2)

    • 1.1.8 Distinguish between historical fact and fiction in American folktales and legends that are part of American culture.

Civics and Government

• 2 Students explain the meaning of government; explain why rules and laws are needed in the school and community. They identify individual rights and responsibilities, and use a variety of sources to learn about the functions of government and roles of citizens.

  • Foundations of Government

    • 1.2.1 Identify rights that people have and identify the responsibilities that accompany these rights.

  • Functions of Government

    • 1.2.2 Define and give examples of rules and laws in the school and the community and explain the benefits of these rules and laws.

      • Rules and laws (1-A.1)

  • Roles of Citizens

    • 1.2.3 Describe ways that individual actions can contribute to the common good of the classroom or community.

    • 1.2.4 Define what a citizen is and describe the characteristics of good citizenship.

    • 1.2.5 Repeat the Pledge of Allegiance and understand that it is a promise to be loyal to the United States.

Geography

• 3 Students identify the basic elements of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They identify selected geographic characteristics of their home, school, and neighborhood.

  • World in Spatial Terms

    • 1.3.1 Identify the cardinal directions (north, south, east, and west) on maps and globes and at the classroom/school.

      • Left and right (1-H.1)
      • Use cardinal directions (1-I.)

    • 1.3.2 Identify and describe continents, hemispheres, oceans, cities, and roads on maps and globes.

      • Identify oceans and continents (2-A.4)
      • Select oceans and continents (2-A.5)
      • Name oceans and continents (2-A.6)
      • Major U.S. cities (2-A.9)

  • Places and Regions

    • 1.3.3 Identify and describe the relative locations of places in the school setting.

      • Left and right (1-H.1)

    • 1.3.4 Identify and describe physical features* and human features* of the local community including home, school, and neighborhood.

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

  • Physical Systems

    • 1.3.5 Summarize weather patterns in the community, including temperature, precipitation, cloud cover and the amount of sunlight during the different seasons of the year in relation to the Earth/sun relationship.

    • 1.3.6 Explain the effect of seasonal change on plants, animals, and people.

  • Human Systems

    • 1.3.7 Draw simple maps using symbols that show how space is used in familiar areas such as the classroom, the school, and the neighborhood.

    • 1.3.8 Compare cultural similarities and differences of various ethnic and cultural groups found in Indiana such as family traditions and customs, and traditional clothing and food.

  • Environment and Society

    • 1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources and how they protect these resources for the future.

      • Natural resources (1-J.5)

Economics

• 4 Students explain how people in the school and community use goods and services and make choices as both producers and consumers.

  • 1.4.1 Identify goods (tangible objects, such as food or toys, that can satisfy people's wants) that people use.

    • Needs and wants (1-J.1)
    • Scarcity and choices (1-J.2)
    • Goods and services (1-J.3)

  • 1.4.2 Identify services (actions that someone does for someone else) that people do for each other.

    • Goods and services (1-J.3)
    • Producers and consumers (1-J.4)

  • 1.4.3 Compare and contrast different jobs people do to earn income.

    • Jobs community helpers do (1-C.1)
    • Goods and services (1-J.3)
    • Producers and consumers (1-J.4)

  • 1.4.4 Describe how people in the school and community are both producers (people who use resources to provide goods or services) and consumers (people who use goods or services).

    • Goods and services (1-J.3)
    • Producers and consumers (1-J.4)

  • 1.4.5 Explain that people have to make choices about goods and services because resources are limited in relation to people's wants (scarcity).

    • Scarcity and choices (1-J.2)

  • 1.4.6 Explain that people exchange goods and services to get the things they want.