Maryland

1 Civics

• 1.1 Freedom

  • 1.1.1 Students will examine the concept of freedom by:

    • 1.1.1.a defining freedom as being able to choose what your life looks like without interference from others.

    • 1.1.1.b defining equality as the same freedoms that are held by all people.

    • 1.1.1.c defining equity as people having what they need to be successful regardless of their identities.

    • 1.1.1.d evaluating how people and institutions have the ability to restrict freedom by making rules in order to promote freedom, equality, and equity.

      • Rules and laws (K-B.1)
      • Authority figures (K-B.2)

    • 1.1.1.e analyzing the collective responsibility to protect one another from the infringement upon freedom for others in our community.

• 1.2 Conflict and compromise

  • 1.2.1 Students will examine the role of compromise by:

    • 1.2.1.a identifying school or community conflicts that require working with groups to resolve.

    • 1.2.1.b identifying how multiple perspectives and the freedom to express varied opinions in a democratic society can complicate conflict resolution.

    • 1.2.1.c identifying that in the United States, individuals and groups have the ability to address problems in their community.

      • Authority figures (K-B.2)
      • Government services (K-B.3)
      • Good citizenship (K-B.4)

    • 1.2.1.d explaining that individuals and people in authority compromise whenever possible to resolve conflict.

    • 1.2.1.e explore how compromise is used in civic life at home, school, and community.

    • 1.2.1.f creating an action plan for how compromise could address a school conflict.

• 1.3 Rules

  • 1.3.1 Students will analyze the purpose of rules by:

    • 1.3.1.a explaining that rules serve to support order and protect individual rights.

    • 1.3.1.b comparing rules at home, school, and community.

      • Rules and laws (K-B.1)

    • 1.3.1.c explaining why rules are different based on location.

      • Rules and laws (K-B.1)

    • 1.3.1.d exploring how rules support the fundamental values of democracy: freedom, equality, equity, the common good, liberty, and justice.

    • 1.3.1.e creating a list of rules to support a just classroom.

      • Rules and laws (K-B.1)

    • 1.3.1.f evaluating classroom rules for their ability to promote freedom, equality and equity.

2 Geography

• 2.1 Place

  • 2.1.1 Students will be able to explain how location makes their community special by:

    • 2.1.1.a locating Maryland using cardinal directions on maps, globes, GPS, and/or Google Earth.

      • Introduction to maps (K-F.1)
      • Use cardinal directions (K-F.2)

    • 2.1.1.b describing the relative location of Maryland by identifying the equator and north and south poles.

    • 2.1.1.c identifying continents and oceans near and far from Maryland on maps and on a globe.

    • 2.1.1.d locating key physical features and human-made features in their school community using maps and other geographic tools.

      • Compare cities and rural areas (K-A.4)
      • Identify Earth's land features (K-D.1)
      • Identify Earth's water features (K-D.2)
      • Identify human and physical features (K-D.3)

    • 2.1.1.e describing where places are located in their school community on a map using relative distance and direction, such as near-far, above-below and cardinal directions (north, south, east, and west).

      • Left and right (K-E.1)
      • Above and below (K-E.2)
      • Next to and between (K-E.3)
      • Use location words (K-E.4)
      • Introduction to maps (K-F.1)
      • Use cardinal directions (K-F.2)
      • Use maps of the community (K-F.4)

    • 2.1.1.f drawing the school's community using bird's eye view that includes important landmarks in a school or community.

      • Introduction to maps (K-F.1)
      • Use a map key (K-F.3)
      • Use maps of the community (K-F.4)

• 2.2 Human and Environmental Interaction

  • 2.2.1 Students will analyze the human and environmental interactions in their school community by:

    • 2.2.1.a contrasting how regions across Maryland modify their environment to meet changing needs for shelter.

    • 2.2.1.b describing why and how people in Maryland protect the environment.

    • 2.2.1.c explaining how people adapt to changes in the environment.

• 2.3 Movement of People, Goods and Ideas

  • 2.3.1 Students will describe how transportation and communication link people and places by the movement of goods and ideas by:

    • 2.3.1.a explaining how transportation links goods and people both near and far.

    • 2.3.1.b explaining how communication links people to ideas both near and far.

    • 2.3.1.c identifying goods and ideas that make their community special and come from both near and far.

3 Economics

• 3.1 Scarcity

  • 3.1.1 Students will analyze the role of scarcity in their lives by:

    • 3.1.1.a explaining why people can't have everything they want using classroom and school examples.

      • Needs and wants (K-G.1)
      • Scarcity (K-G.2)

    • 3.1.1.b identifying natural and human productive resources in schools.

      • Natural resources (K-G.5)

    • 3.1.1.c explaining why natural and human productive resources are limited in schools.

      • Scarcity (K-G.2)
      • Natural resources (K-G.5)

• 3.2 Choice

  • 3.2.1 Students will analyze decision making by:

    • 3.2.1.a determining that people make choices because of limited resources.

      • Scarcity (K-G.2)

    • 3.2.1.b identifying that incentives influence the choices we make.

    • 3.2.1.c explaining that the consequences of choices lie in the future.

    • 3.2.1.d identifying choices they have made and the incentives that motivated them.

    • 3.2.1.e identifying the consequences of choices made in their past.

• 3.3 Trade

  • 3.3.1 Students will analyze trade by:

    • 3.3.1.a identifying barter as a form of trade.

    • 3.3.1.b explaining that people benefit when they trade voluntarily.

    • 3.3.1.c describing times when they have traded, the goods or services that were exchanged, and the benefit they got from the trade.

      • Goods and services (K-G.3)

• 3.4 Financial Literacy

  • 3.4.1 Students will analyze choices made regarding career paths by:

    • 3.4.1.a identifying jobs and careers in their community.

      • Jobs community helpers do (K-A.2)
      • Tools community helpers use (K-A.3)

    • 3.4.1.b inquiring about choices that were made in order for people in their community to have certain jobs and careers.

    • 3.4.1.c identifying the personal characteristics and interests that are needed for certain jobs and careers.

      • Jobs community helpers do (K-A.2)
      • Tools community helpers use (K-A.3)

4 History

• 4.1 Chronology

  • 4.1.1 Students will analyze change over time in school by:

    • 4.1.1.a analyzing school schedules to determine past, present, and future.

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

    • 4.1.1.b classifying activities of the day, week, and month according to themes.

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

    • 4.1.1.c constructing personal timelines that show events from the past, present, and dreams for the future.

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

• 4.2 Life in the Past

  • 4.2.1 Students will analyze life in the past by:

    • 4.2.1.a analyzing photographs, images, and text from schools in the past.

      • Then and now: home and school (K-H.2)

    • 4.2.1.b comparing images and text descriptions of schools from the past with today.

      • Then and now: home and school (K-H.2)

    • 4.2.1.c explaining how life today is similar and different than in the past using evidence from a variety of sources.

      • Then and now: transportation and communication (K-H.1)
      • Then and now: home and school (K-H.2)
      • Then and now: work and play (K-H.3)
      • Which source should you use? (K-K.1)