Identify public issues in the school community.

Use graphic data to analyze information about a public issue in the school community.

Identify alternative resolutions to a public issue in the school community.

Express a position on a public policy issue in the school community and justify the position with a reasoned argument.

Develop and implement an action plan to address or inform others about a school issue.

Participate in projects to help or inform others.

Construct simple maps of the classroom to demonstrate aerial perspective.

Describe places using absolute location or relative location.

Distinguish between landmasses and bodies of water using maps and globes.

Distinguish between physical and human characteristics of places.

Describe the unifying characteristics and boundaries of different school regions.

Use components of culture to describe diversity in family life.

Describe ways in which people are part of, modify, and adapt to their physical environments.

Describe ways in which the physical environment in a place or region affects people's lives.

Explain the need for rules and purposes of rules.

Give examples of the use of power with authority and power without authority in school.

Explain fair ways to make decisions and resolve conflicts in the school community.

Identify important symbols of the United States of America and what they represent.

Describe some responsibilities people have at home and at school.

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.