1 Students differentiate between events that happened in the past and recently, recognize examples of continuity and change in local and regional communities, and consider ways that people and events of the past and present influence their lives.
2.1.1 Identify when the local community was established and identify its founders and early settlers.
2.1.2 Identify continuity and change between past and present community life using primary sources.
2.1.3 Identify actions and individuals who had a positive impact on the local community.
2.1.4 Identify and describe community celebrations, symbols and traditions and explain why they are important.
Chronological Thinking, Historical Comprehension, and Research
2.1.5 Develop a timeline of important events in the history of the school and/or school community.
2.1.6 Create and maintain a calendar of important school days, holidays and community events.
2.1.7 Read about and summarize historical community events using a variety of resources (the library, digital media, print media, electronic media, and community resources).
Civics and Government
2 Students explain why communities have government and laws, demonstrate that people in the United States have both rights and responsibilities, and identify individual actions that contribute to the good of the community and nation.
Foundations of Government
2.2.1 Explain that the United States government is founded on the belief of equal rights for its citizens.
2.2.4 Describe how people of different ages, cultural backgrounds and traditions contribute to the community and how all citizens can respect these differences.
2.2.5 Identify people who are good citizens and describe the character traits that make them admirable.
2.2.6 Discuss and explain the meaning of the Pledge of Allegiance and understand the role played by Benjamin Harrison (Indiana's only President) in promoting recitation of the Pledge by American school children; identify other ways citizens can affirm their citizenship.
2.2.7 Explain the consequences of violating laws, including punishment of those who do wrong, and the importance of resolving conflicts appropriately.
3 Students locate their community, state and nation on maps and globes; identify major geographic characteristics of their local community; explore geographic relationships between the physical and environmental characteristics of their community, and compare neighborhoods in their community to those in other parts of the world.
The World in Spatial Terms
2.3.1 Use a compass to identify cardinal and intermediate directions and to locate places on maps and places in the classroom, school and community.
2.3.2 Locate the equator, the poles, continents, and hemispheres on a world map and on a globe; identify the local community, city, Indiana, the United States, and North America on a world map and on a globe.
2.3.4 Compare neighborhoods in your community/region with those in other parts of the world.
2.3.5 On a map, identify physical features of the local community and relate how seasons may or may not impact those features.
2.3.6 Identify and describe cultural or human features on a map using map symbols.
2.3.7 Gather data about the demographics of the school.
Environment and Society
2.3.8 Identify ways that recreational opportunities influence human activity in the community/region.
4 Students describe how people in a community use productive resources, create a variety of businesses and industries, specialize in different types of jobs, and depend on each other to supply goods and services.
2.4.1 Define the three types of productive resources (human resources, natural resources and capital resources).