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.

D2 Applying Disciplinary Concepts and Tools

• D2.Civ Civics

  • Civic and Political Institutions

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

      • Local government (2-C.2)
      • State government (2-C.3)
      • Federal government (2-C.4)

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

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

      • Purpose of government (2-C.1)

    • D2.Civ.4.K-2 Begins in grades 3–5

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

      • Purpose of government (2-C.1)

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

      • Local government (2-C.2)

  • Participation and Deliberation: Applying Civic Virtues and Democratic Principles

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

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

      • Purpose of government (2-C.1)

    • 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.

    • D2.Civ.13.K-2 Begins in grades 3–5

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

      • Benjamin Franklin (2-B.1)
      • Paul Revere (2-B.2)
      • Thomas Jefferson (2-B.3)
      • Davy Crockett (2-B.4)
      • John Deere (2-B.5)
      • Abraham Lincoln (2-B.6)
      • Frederick Douglass (2-B.7)
      • Susan B. Anthony (2-B.8)
      • Harriet Tubman (2-B.9)
      • Sitting Bull (2-B.10)
      • Thomas Edison (2-B.11)
      • Theodore Roosevelt (2-B.12)
      • George Washington Carver (2-B.13)
      • Thurgood Marshall (2-B.15)
      • Rosa Parks (2-B.16)
      • Jackie Robinson (2-B.17)
      • Cesar Chavez (2-B.18)
      • Martin Luther King Jr. (2-B.19)
      • Bill Gates (2-B.21)

• D2.Eco Economics

  • Economic Decision Making

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

    • 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.

    • 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.

    • 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.8.K-2 Begins in grades 3-5

    • 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.11.K-2 Begins in grades 3–5

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

      • Local government (2-C.2)
      • State government (2-C.3)

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

  • 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.

• D2.Geo Geography

  • Geographic Representations: Spatial Views of the World

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

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

      • Read a map: cardinal directions (2-A.3)
      • 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)

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

      • Identify urban, suburban, and rural areas (2-A.10)
      • Compare urban, suburban, and rural areas (2-A.11)

  • 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.

      • Día de los Muertos (2-E.1)
      • Thanksgiving (2-E.2)
      • Hanukkah (2-E.3)
      • Rosh Hashanah (2-E.4)
      • Kwanzaa (2-E.5)
      • Christmas (2-E.6)
      • Easter (2-E.7)
      • Lunar New Year (2-E.8)
      • Ramadan (2-E.9)
      • Holi (2-E.10)

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

      • The White House (2-D.3)
      • The Washington Monument (2-D.4)
      • The Lincoln Memorial (2-D.5)
      • The Statue of Liberty (2-D.6)
      • The Empire State Building (2-D.7)
      • The Golden Gate Bridge (2-D.8)
      • Mount Rushmore (2-D.9)

  • 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.

      • Identify urban, suburban, and rural areas (2-A.10)
      • Compare urban, suburban, and rural areas (2-A.11)

  • Global Interconnections: Changing Spatial Patterns

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

    • 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.

• D2.His History

  • Change, Continuity, and Context

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

      • Benjamin Franklin (2-B.1)
      • Paul Revere (2-B.2)
      • Thomas Jefferson (2-B.3)
      • Abraham Lincoln (2-B.6)
      • Theodore Roosevelt (2-B.12)

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

      • Benjamin Franklin (2-B.1)
      • Paul Revere (2-B.2)
      • Thomas Jefferson (2-B.3)
      • Davy Crockett (2-B.4)
      • John Deere (2-B.5)
      • Abraham Lincoln (2-B.6)
      • Frederick Douglass (2-B.7)
      • Susan B. Anthony (2-B.8)
      • Harriet Tubman (2-B.9)
      • Sitting Bull (2-B.10)
      • Thomas Edison (2-B.11)
      • Theodore Roosevelt (2-B.12)
      • George Washington Carver (2-B.13)
      • Amelia Earhart (2-B.14)
      • Thurgood Marshall (2-B.15)
      • Rosa Parks (2-B.16)
      • Jackie Robinson (2-B.17)
      • Cesar Chavez (2-B.18)
      • Martin Luther King Jr. (2-B.19)
      • Neil Armstrong (2-B.20)

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

      • Benjamin Franklin (2-B.1)
      • Paul Revere (2-B.2)
      • Thomas Jefferson (2-B.3)
      • Davy Crockett (2-B.4)
      • John Deere (2-B.5)
      • Abraham Lincoln (2-B.6)
      • Frederick Douglass (2-B.7)
      • Susan B. Anthony (2-B.8)
      • Harriet Tubman (2-B.9)
      • Sitting Bull (2-B.10)
      • Thomas Edison (2-B.11)
      • Theodore Roosevelt (2-B.12)
      • George Washington Carver (2-B.13)
      • Amelia Earhart (2-B.14)
      • Thurgood Marshall (2-B.15)
      • Rosa Parks (2-B.16)
      • Jackie Robinson (2-B.17)
      • Cesar Chavez (2-B.18)
      • Martin Luther King Jr. (2-B.19)
      • Neil Armstrong (2-B.20)
      • Bill Gates (2-B.21)

  • Perspectives

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

    • D2.His.5.K-2 Begins in grades 3–5

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

    • D2.His.7.K-2 Begins in grades 9–12

    • D2.His.8.K-2 Begins in grades 9–12

  • Historical Sources and Evidence

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

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

    • 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.

    • D2.His.13.K-2 Begins at grade 3–5

  • Causation and Argumentation

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

    • D2.His.15.K-2 Begins in grades 6–8

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

    • D2.His.17.K-2 Begins in grades 3–5

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.

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

• Developing Claims and Using Evidence

  • D3.3.K-2 Begins in grades 3–5

  • D3.4.K-2 Begins in grades 3–5

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.

• 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.