Explain important rights and how, when, and where members of American society demonstrate their responsibilities by actively participating in civic [...]

Distinguish between producers and consumers of goods and services.

Describe ways in which families consume goods and services.

Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice).

Describe reasons why people voluntarily trade.

Describe ways in which people earn money.

Describe how money simplifies trade.

Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.

Investigate a family history for at least two generations, identifying various members and their connections in order to tell a [...]

Use historical sources to draw possible conclusions about family or school life in the past.

Compare life today with life in the past using the criteria of family, school, jobs, or communication.

Identify the events or people celebrated during U.S. national holidays and why we celebrate them.

Explore the computer as another tool for creating art.

Explore and discuss reasons behind personal artwork.

Identify the purpose of community art.

Demonstrate respect for the value of other opinions in discussion.

Describe the artwork of classmates using art terminology.

Discuss why people use art as a creative outlet.

Identify symbols, trademarks, icons, emblems, and other visual motifs in student's culture.

Describe how the subject matter of artwork may be connected to the environment in which it was created.

Give examples that illustrate how artwork of different groups is influenced by the environment in which it was created.

Recognize art forms created for functional and recreational purposes.

Identify artists in the community.

Identify similarities between the visual arts and other arts disciplines.

Discover connections between the visual arts and other curriculum through student artwork.

Recognize the characters and setting in stories.

Recognize sequence of events.

Recognize likes and dislikes regarding music, sound, movement, dance, and design in classroom dramatizations.

List character choices, story settings, and plot lines.

Listen and respond to teacher and peer comments.

Reinforce the recognition of the character's wants and needs.

Describe emotions and thoughts evoked by performances.

Recognize and discuss cultural traditions in stories.

List the variety of forms of live and recorded theatrical events.

Name various types of multimedia forms used to share performances in everyday life.

Identify artists in the community.

Identify and experiment with materials to communicate ideas related to the student's world.

Demonstrate the responsible use of project materials with environmental awareness.

Recognize and illustrate the elements of art to communicate personal experiences.

Use revision strategies to enhance personal artwork.

Explore and experiment with materials and processes while creating artwork based on personal routines, activities, or environments.

Explore the use of knowledge of the elements of art.

Explore and discuss how artists construct ideas in artworks.

Plan and create artwork using subject matter selected from personal experiences.

Understand how artists/illustrators use images to tell stories.

Use a variety of traditional and non-traditional sound sources and electronic media when composing arranging and improvising appropriate to 1st [...]

Add vocal, instrumental, and physical responses to a selection presented in 1st grade.

Identify call and response, solo, chorus, and ABA when presented aurally.

Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.

Describe the music performed and presented in 1st grade by moving, drawing, or through other appropriate responses.