Grades K-2 Social Studies Framework
The content emphasis for grades Kindergarten through two provides students with the opportunity to learn about themselves, their immediate surroundings, and how events of the past affect the present. Opportunities are also provided for children to understand and appreciate differences between themselves and others. Content is organized by strands representing the core disciplines of history, civics and government, geography and economics with student learnings keyed to standards developed to reflect applicable national standards efforts. The organization of objectives for the development of curriculum guides and delivery of instruction is to be determined at the local level.
Civics and Government
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Standard 1: Students will understand and be able to explain the purposes and structure of governments with an emphasis on constitutional governments.
To achieve this standard, the learner will:
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Standard 2: Students will be able to analyze, interpret, and evaluate the rights, responsibilities, and privileges of citizens living in a democratic society. To achieve this standard, the learner will:
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Standard 3: Students will analyze the United States Constitution in principle and practice, describing the republican form of government it creates. To achieve this standard, the learner will:
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Standard 4: Students will be able to explain the extent to which Americans have incorporated the principles of the Constitution into their daily lives. To achieve this standard, the learner will:
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Standard 5: Students will gain knowledge, skills, and attitudes necessary to become contributing citizens in our participatory democracy. To achieve this standard, the learner will:
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Standard 1: Students will exhibit a knowledge of history identifying and describing major events, people, and trends. To achieve this standard, the learner will:
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Standard 2: Students will analyze a variety of primary source materials. To achieve this standard, the learner will:
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Standard 3: Students will address historical events and trends in order to interpret historical information and put it in the context of past, present, and future. To achieve this standard, the learner will:
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Standard 4: Students will exhibit an understanding of the dynamic interaction between human events and the state, region, or country in which they occur. To achieve this standard, the learner will:
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Standard 1: Students will be able to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. To achieve this standard, the learner will:
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Standard 2: Students will demonstrate a basic geographic knowledge through identifying and locating major physical and political features on globes and maps. To achieve this standard, the learner will:
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Standard 3: Students will identify and show an understanding of the major physical characteristics of places and regions of the world. To achieve this standard, the learner will:
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Standard 4: Students will identify and demonstrate an understanding of the cultures and human patterns of places and regions of the world. To achieve this standard, the learner will:
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Standard 5: Students will exhibit an understanding of the dynamic interaction between human and physical systems around the world. To achieve this standard, the learner will:
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Standard 1: Students will gain an understanding of fundamental economic concepts and their application to a variety of economic systems. To achieve this standard, the learner will:
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Standard 2: Students will gain the knowledge, skills, and attitudes necessary to function effectively in a technologically expanding global economy. To achieve this standard, the learner will:
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Standard 3: Students will gain an understanding of the potential costs and benefits of individual economic choices in a market economy (Microeconomics). To achieve this standard, the learner will:
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Standard 4: Students will gain an understanding of the roles and interaction of individuals, businesses, and the government in a market economy (Macroeconomics). To achieve this standard, the learner will:
- Be aware the laws and rules we follow are decided by the people (school, community, country).
- Recognize the need for rules for daily living and fair treatment of others.
- Understand why families need rules.
- Be aware that every community has some form of government.
- Recognize that a person born into a country is a citizen of that country.
- Develop an understanding of citizenship responsibilities.
- Explain how community laws determine individuals' rights and responsibilities.
- Describe what the United States Constitution is and why it is important.
- Understand the difference between enforcing the laws and making them.
- Explain that people in neighborhoods are interdependent and respect others' rights and property.
- Develop a respect for rules and authority and accept individual responsibility.
- Understand cooperation is necessary when working within large and small groups to complete tasks.
- Demonstrate the ability to share and give opinions in a group.
- Discuss rules of safety including signs and signals.
- Recognize important sites and symbols of our state and country.
- Know individuals have a personal history.
- Recognize each family has a heritage.
- Compare how our country has changed from the first settlements to the present.
- Develop a sense of personal history through the collection and interpretation of family photos
- and stories.
- Recognize that things change over time.
- Describe personal changes over time, such as those related to physical development,
- personal interests, and family structures.
- Be aware schools have changed through the years.
- Review how laws have changed as communities have changed.
- Explore the roles of the first groups of settlers in this country.
- Recognize neighborhoods began at a certain point in time and change in composition over time.
- Explain the impact other cultures have had upon the history of the United States.
- Know individuals have a space.
- Develop a spatial relationship of home to school.
- Describe personal connections to place, especially as associated with immediate surroundings.
- Understand what a globe and map represent.
- Interpret the use of symbols to represent places on graphs and maps.
- Locate directions on a globe or map.
- Identify how land masses and bodies of water are represented on globes and maps.
- Locate the United States and Tennessee on a map and globe.
- Locate the continents and oceans on a map and globe.
- Know different aspects of the environment-land forms, water, natural and man-made features.
- Describe how geography affected early settlements.
- Be aware that the ways people use environmental resources are determined by their culture.
- Know land and water forms affect types of transportation.
- Know individuals live in an environment and environments differ.
- Understand people need shelter and shelters differ according to culture and environment.
- Be aware of jobs related to working with and protecting the environment.
- Recognize that people work to satisfy needs and wants by doing different jobs.
- Define the terms "goods" and "services" and understand how they are produced and provided.
- Compare and contrast various cultures with regard to food, clothing, homes, families and
- modes of transportation.
- Compare and contrast jobs in different communities.
- Explore the worldwide exchange of goods and services through imports and exports.
- Explain the necessity of importing resources needed for industry.
- Discuss how communities around the world are interdependent.
- Recognize the importance of all jobs and the interdependence of many jobs.
- Explain how taxes are collected within communities to provide services for citizens.
- Identify the roles of service workers in neighborhoods.
- Explain how the type of work needed is often dependent upon the environment.
- Explain how taxes are collected and utilized at the national level.
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