Vermont

D1 Developing Questions and Planning Inquiries

• Constructing Compelling Questions

  • D1.1.K-2 Explain why the compelling question is important to the student.

  • D1.2.K-2 Identify disciplinary ideas associated with a compelling question.

• Constructing Supporting Questions

  • D1.3.K-2 Identify facts and concepts associated with a supporting question.

  • D1.4.K-2 Make connections between supporting questions and compelling questions.

• Determining Helpful Sources

  • D1.5.K-2 Determine the kinds of sources that will be helpful in answering compelling and supporting questions.

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

D2 Applying Disciplinary Concepts and Tools

• Civics

  • Civic and Political Institutions

    • D2.Civ.1.K-2 Describe roles and responsibilities of people in authority.

      • Authority figures (1-A.2)

    • D2.Civ.2.K-2 Explain how all people, not just official leaders, play important roles in a community.

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

    • D2.Civ.3.K-2 Explain the need for and purposes of rules in various settings inside and outside of school.

      • Rules and laws (1-A.1)

    • D2.Civ.5.K-2 Explain what governments are and some of their functions.

      • Government services (1-A.3)

    • D2.Civ.6.K-2 Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.

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

  • Participation and Deliberation: Applying Civic Virtues and Democratic Principles

    • D2.Civ.7.K-2 Apply civic virtues when participating in school settings.

      • Good citizenship (1-A.4)

    • D2.Civ.8.K-2 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.

      • Authority figures (1-A.2)
      • Good citizenship (1-A.4)

    • D2.Civ.9.K-2 Follow agreed-upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.

    • D2.Civ.10.K-2 Compare their own point of view with others' perspectives.

  • Processes, Rules, and Laws

    • D2.Civ.11.K-2 Explain how people can work together to make decisions in the classroom.

    • D2.Civ.12.K-2 Identify and explain how rules function in public (classroom and school) settings.

      • Rules and laws (1-A.1)

    • D2.Civ.14.K-2 Describe how people have tried to improve their communities over time.

      • Independence Day (1-D.6)
      • 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)

• Economics

  • Economic Decision Making

    • D2.Eco.1.K-2 Explain how scarcity necessitates decision making.

      • Scarcity and choices (1-J.2)

    • D2.Eco.2.K-2 Identify the benefits and costs of making various personal decisions.

  • Exchange and Markets

    • D2.Eco.3.K-2 Describe the skills and knowledge required to produce certain goods and services.

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

    • D2.Eco.4.K-2 Describe the goods and services that people in the local community produce and those that are produced in other communities.

      • Goods and services (1-J.3)

    • D2.Eco.5.K-2 Identify prices of products in a local market.

    • D2.Eco.6.K-2 Explain how people earn income.

    • D2.Eco.7.K-2 Describe examples of costs of production.

    • D2.Eco.9.K-2 Describe the role of banks in an economy.

  • The National Economy

    • D2.Eco.10.K-2 Explain why people save.

    • D2.Eco.12.K-2 Describe examples of the goods and services that governments provide.

      • Government services (1-A.3)

    • D2.Eco.13.K-2 Describe examples of capital goods and human capital.

      • Goods and services (1-J.3)

  • The Global Economy

    • D2.Eco.14.K-2 Describe why people in one country trade goods and services with people in other countries.

    • D2.Eco.15.K-2 Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad.

• Geography

  • Geographic Representations: Spatial Views of the World

    • D2.Geo.1.K-2 Construct maps, graphs, and other representations of familiar places.

      • Introduction to maps (1-I.1)

    • D2.Geo.2.K-2 Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.

      • Compare cities and rural areas (1-C.4)
      • Identify human and physical features (1-G.3)
      • Left and right (1-H.1)
      • Above, below, next to, and between (1-H.2)
      • Use location words (1-H.3)

    • D2.Geo.3.K-2 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

      • 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)

  • Human-Environment Interaction: Place, Regions, and Culture

    • D2.Geo.4.K-2 Explain how weather, climate, and other environmental characteristics affect people's lives in a place or region.

    • D2.Geo.5.K-2 Describe how human activities affect the cultural and environmental characteristics of places or regions.

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

    • D2.Geo.6.K-2 Identify some cultural and environmental characteristics of specific places.

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

  • Human Population: Spatial Patterns and Movements

    • D2.Geo.7.K-2 Explain why and how people, goods, and ideas move from place to place.

    • D2.Geo.8.K-2 Compare how people in different types of communities use local and distant environments to meet their daily needs.

    • D2.Geo.9.K-2 Describe the connections between the physical environment of a place and the economic activities found there.

  • Global Interconnections: Changing Spatial Patterns

    • D2.Geo.10.K-2 Describe changes in the physical and cultural characteristics of various world regions.

      • Identify Earth's land features (1-G.1)
      • Identify Earth's water features (1-G.2)
      • Identify human and physical features (1-G.3)

    • D2.Geo.11.K-2 Explain how the consumption of products connects people to distant places.

    • D2.Geo.12.K-2 Identify ways that a catastrophic disaster may affect people living in a place.

• History

  • Change, Continuity, and Context

    • D2.His.1.K-2 Create a chronological sequence of multiple events.

      • 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)

    • D2.His.2.K-2 Compare life in the past to life today.

      • 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)

    • D2.His.3.K-2 Generate questions about individuals and groups who have shaped a significant historical change.

      • Independence Day (1-D.6)
      • Martin Luther King Jr. Day (1-D.9)
      • Memorial Day (1-D.10)
      • George Washington (1-F.1)
      • Abraham Lincoln (1-F.2)
      • Helen Keller (1-F.8)
      • Rosa Parks (1-F.11)

  • Perspectives

    • D2.His.4.K-2 Compare perspectives of people in the past to those of people in 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)

    • D2.His.6.K-2 Compare different accounts of the same historical event.

  • Historical Sources and Evidence

    • D2.His.9.K-2 Identify different kinds of historical sources.

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

    • D2.His.10.K-2 Explain how historical sources can be used to study the past.

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

    • D2.His.11.K-2 Identify the maker, date, and place of origin for a historical source from information within the source itself.

    • D2.His.12.K-2 Generate questions about a particular historical source as it relates to a particular historical event or development.

  • Causation and Argumentation

    • D2.His.14.K-2 Generate possible reasons for an event or development in the past.

    • D2.His.16.K-2 Select which reasons might be more likely than others to explain a historical event or development.

D3 Evaluating Sources and Using Evidence

• Gathering and Evaluating Sources

  • D3.1.K-2 Gather relevant information from one or two sources while using the origin and structure to guide the selection.

    • Independence Day (1-D.6)
    • Martin Luther King Jr. Day (1-D.9)
    • 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)
    • George Washington (1-F.1)
    • Abraham Lincoln (1-F.2)
    • Helen Keller (1-F.8)
    • Rosa Parks (1-F.11)

  • D3.2.K-2 Evaluate a source by distinguishing between fact and opinion.

D4 Communicating Conclusions and Taking Informed Action

• Communicating Conclusions

  • D4.1.K-2 Construct an argument with reasons.

  • D4.2.K-2 Construct explanations using correct sequence and relevant information.

  • D4.3.K-2 Present a summary of an argument using print, oral, and digital technologies.

• Critiquing Conclusions

  • D4.4.K-2 Ask and answer questions about arguments.

  • D4.5.K-2 Ask and answer questions about explanations.

    • Independence Day (1-D.6)
    • Martin Luther King Jr. Day (1-D.9)
    • Memorial Day (1-D.10)
    • George Washington (1-F.1)
    • Abraham Lincoln (1-F.2)
    • Helen Keller (1-F.8)
    • Rosa Parks (1-F.11)

• Taking Informed Action

  • D4.6.K-2 Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.

  • D4.7.K-2 Identify ways to take action to help address local, regional, and global problems.

  • D4.8.K-2 Use listening, consensus-building, and voting procedures to decide on and take action in their classrooms.