Maryland

1 Civics

• 1.1 Community

  • 1.1.1 Students will be able to explain the importance of community by:

    • 1.1.1.a identifying communities that are unique and common to students.

      • What is a community? (1-C.1)
      • Compare cities and rural areas (1-C.4)

    • 1.1.1.b explaining how community members and leaders work together to create and uphold rules to promote fairness and safety for its members.

      • Rules and laws (1-A.1)

    • 1.1.1.c recognizing the impact and contributions of their community leaders.

      • Authority figures (1-A.2)
      • Government services (1-A.3)
      • Jobs community helpers do (1-C.2)

    • 1.1.1.d analyzing celebrations and traditions that are shared by members of a school community.

      • Independence Day (1-D.6)
      • Martin Luther King Jr. Day (1-D.9)
      • Memorial Day (1-D.10)
      • Presidents' Day (1-D.11)
      • Thanksgiving (1-D.14)

    • 1.1.1.e identifying the benefits and responsibilities of being a part of a community.

      • What is a community? (1-C.1)

• 1.2 Leadership

  • 1.1.2 Students will be able to explain the importance of leaders by:

    • 1.1.2.a identifying leaders in the classroom, school, home, and community.

      • Authority figures (1-A.2)

    • 1.1.2.b explaining the purpose and responsibilities of a leader to promote the common good.

      • Authority figures (1-A.2)
      • Martin Luther King Jr. (1-F.)

    • 1.1.2.c describing the characteristics of a good leader.

      • Authority figures (1-A.2)
      • George Washington (1-F.1)
      • Abraham Lincoln (1-F.2)
      • Theodore Roosevelt (1-F.)
      • Martin Luther King Jr. (1-F.)

• 1.3 Cooperation

  • 1.1.3 Students will be able to describe the importance of cooperation by:

    • 1.1.3.a defining cooperation as the efforts made by a group of people with multiple points of view to meet a common goal.

    • 1.1.3.b analyzing examples of how cooperation helps accomplish tasks at home and school.

      • Good citizenship (1-A.4)

    • 1.1.3.c identifying shared goals of the school community.

    • 1.1.3.d explaining why school goals require the collaborative effort of the school community members and cannot be reached by individuals alone.

• 1.4 Problem Solving

  • 1.1.4 Students will analyze community problem solving by:

    • 1.1.4.a analyzing a community problem and creating potential solutions for the common good.

    • 1.1.4.b identifying how multiple perspectives in a community can complicate but also enrich conflict resolution.

    • 1.1.4.c applying the key steps of the voting process including the nomination of ideas, the discussion of those ideas, and the voting for selection of those ideas.

    • 1.1.4.d voting on possible solutions for community problems.

• 1.5 Civic Engagement

  • 1.1.5 Students will be able to explain the importance of civic engagement by:

    • 1.1.5.a defining civic engagement as being an active learner and participating in the community.

    • 1.1.5.b identifying how students can be civically engaged in the classroom, home, school, and community.

      • Good citizenship (1-A.4)

    • 1.1.5.c comparing tools of communication that are used to be an active participant in the community.

    • 1.1.5.d describing how civically engaged individuals impact their community.

      • George Washington (1-F.1)
      • Abraham Lincoln (1-F.2)
      • Theodore Roosevelt (1-F.)
      • Helen Keller (1-F.8)
      • Martin Luther King Jr. (1-F.)

2 Geography

• 2.1 Place

  • 1.2.1 Students will be able to explain how location makes their community unique by:

    • 1.2.1.a applying cardinal directions on maps, globes, GPS, and Google Earth.

      • Use cardinal directions (1-I.2)

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

      • Use cardinal directions (1-I.2)

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

      • Identify oceans and continents (1)
      • Select oceans and continents (1)

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

      • Compare cities and rural areas (1-C.4)
      • Identify Earth's land features (1-G.1)
      • Identify Earth's water features (1-G.2)
      • Identify human and physical features (1-G.3)
      • Use a map key (1-I.3)
      • Use maps of the community (1-I.4)

    • 1.2.1.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 (1-H.1)
      • Above, below, next to, and between (1-H.2)
      • Use location words (1-H.3)
      • Introduction to maps (1-I.1)
      • Use cardinal directions (1-I.2)
      • Use maps of the community (1-I.4)

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

      • Use a map key (1-I.3)
      • Use maps of the community (1-I.4)

• 2.2 Human and Environmental Interaction

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

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

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

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

• 2.3 Movement of People, Goods, and Ideas

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

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

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

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

3 Economics

• 3.1 Scarcity

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

    • 1.3.1.a explaining why limited productive resources create scarcity.

      • Scarcity and choices (1-J.2)

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

      • Natural resources (1-J.5)

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

      • Scarcity and choices (1-J.2)
      • Natural resources (1-J.5)

• 3.2 Trade

  • 1.3.2 Students will analyze trade by:

    • 1.3.2.a identifying goods and services that are provided by a school and local businesses.

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

    • 1.3.2.b identifying barter as a form of trade.

      • Trade and money (1-J.6)

    • 1.3.2.c explaining that people benefit when they trade voluntarily.

      • Trade and money (1-J.6)

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

      • Goods and services (1-J.3)
      • Trade and money (1-J.6)

• 3.3 Decision Making

  • 1.3.3 Students will analyze decision making by:

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

      • Scarcity and choices (1-J.2)

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

      • Scarcity and choices (1-J.2)

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

      • Scarcity and choices (1-J.2)

    • 1.3.3.d identifying trade-offs as the options that people give up when they make a choice.

      • Scarcity and choices (1-J.2)

• 3.4 Personal Finance

  • 1.3.4 Students will analyze borrowing and lending by:

    • 1.3.4.a identifying times when people borrow and lend goods or services.

    • 1.3.4.b determining that people lend goods and services to help others and to benefit.

    • 1.3.4.c explaining potential risks and benefits associated with lending and borrowing.

    • 1.3.4.d explaining the importance of paying back borrowed goods and services to the lender.

4 History

• 4.1 Chronology

  • 1.4.1 Students will analyze change over time by:

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

      • Use time-order words (1-L.3)
      • Introduction to timelines (1-L.4)

    • 1.4.1.b classifying activities of the day according to themes.

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

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

      • Introduction to timelines (1-L.4)

• 4.2 Life in the Past

  • 1.4.2 Students will analyze life in the past by:

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

      • Then and now: home and school (1-E.2)

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

      • Then and now: home and school (1-E.2)

    • 1.4.2.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 (1-E.1)
      • Then and now: home and school (1-E.2)
      • Then and now: work and play (1-E.3)