This year concentrates on the adjustment of students to one another in the school setting. The learner should see that the individual has much in common with others while retaining a separate identity.

Objectives which correlate to the learning outcomes of the Proficiency Tests are marked with the bold numbers 4, 6, 9, and/or 12 which denotes the grade level Proficiency Test which that objective supports. Some objectives may be marked with multiple numbers in that they are included in learning outcomes at multiple grade levels. Complete listing and correlation to the total learning outcomes may be found in the appendix.

1. When asked to describe events about family, school, or neighborhood, the learner will classify the events as past, present, or future (American Heritage Strand)**4

2. When discussing people, the learner will indicate at least two different roles people have in the community (People in Societies Strand)

3. Identify similarities or differences in stories or music of at least two other cultures (World Interactions Strand)

4. Given a want, the learner will identify a good or service that will satisfy that want (Decision Making and Resources Strand)

5. Identify at least two individuals who are helpful to people (Democratic Processes Strand)

6. Given the opportunity, the learner will work independently to accomplish a task (Citizenship Rights and Responsibilities Strand)

The learner will

1. demonstrate the ability to think in terms of time**4

A. sequence events in order of occurrence Comments/Activities: Steps in performing a task or events in a story

B. distinguish between past, present, and future events Comments/Activities: Plot class events on a calendar.

2. identify history as dealing with past events Comments/Activities: Celebrate anniversaries of historical events such as Columbus Day and Thanksgiving.

3. demonstrate an understanding of his/her own personal history as part of a family, school, and neighborhood

4. identify stories and music of other times and places Comments/Activities: Use stories or music students may be familiar with and explore with them the historical and cultural roots.

5. listen to and discuss stories that reflect the cultural heritage of the United States-past and present, real and fictional Comments/Activities: Have students listen to stories of interesting people and events such as Paul Bunyon, Johnny Appleseed, Calamity Jane, Hiawatha. Use Presidents' Day as an opportunity to discuss George Washington and Abraham Lincoln.

6. recognize symbols of the United States Comments/Activities: Such as the flag and Pledge of Allegiance

The learner will

1. recognize that while there are traits common to all people, each individual has characteristics that makes her/him unique Comments/Activities: Use clothing as a common trait and have students point out differences in styles.

2. recognize and identify the different roles of community members Comments/Activities: Individuals are members of various communities, such as neighborhood, school, and clubs.

The learner will

1. compare stories and music of other cultures

2. recognize that people exist in spatial relationships by describing a position relative to other persons or objects Comments/Activities: Who is next to the teacher? What is in the middle of the room?

3. explore how people in the local community and in communities around the world depend on the environment Comments/Activities: Use pictures to show how people use land, water, and air.

4. describe the physical and human characteristics of places in the community**4 Comments/Activities: For example, physical features, weather, climate, structures, land alterations

5. demonstrate that a map represents a real place**4 Comments/Activities: Create a map of a place using manipulatives to represent physical feature.

The learner will

1. identify wants that an individual may have and discuss how those wants can be met through goods or services**9 Comments/Activities: Students select items from a catalog and explain why they would like to have the items. Have the students discuss how clerks and waiters/waitresses help people make decisions to satisfy their wants.

2. explore resources needed to produce a familiar good or service**4

The learner will

1. develop awareness of authority

A. discuss rules and the need for them

B. recognize that some individuals have authority

2. identify individuals or things that are helpful to people in their daily lives Comments/Activities: Such as clean water and air, fire fighters, parks for recreation, streets and roads, school cooks and janitor

3. display the ability to make choices and take responsibility for her/his actions

The learner will

1. demonstrate responsible behavior in caring for the school environment **4*9

2. take personal responsibility to follow directions and rules

3. consider the importance of being honest Comments/Activities: Read the fable about the boy who cried wolf and apply to classroom situations.

4. display self-direction in school tasks