Grade 1

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

• identifying communities that are unique and common to students.
• assessing the benefits of being a part of a community.
• explaining how both leaders and members create and uphold rules to promote a fair and safe community.
• analyzing celebrations that are shared by members of a school community.

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

• describing the characteristics of a good leader.
• identifying leaders in the literature, history. the classroom, school, home, community, and beyond.
• recognizing the impact and contributions of leaders in the classroom, school, home, community, and beyond.
• explaining the purpose and responsibilities of a leader to promote the common good.

Students will be able to describe the importance of cooperation in community problem solving by:

• analyzing examples of how cooperation helps accomplish tasks at home, school, the community and beyond.
• identifying how students can be civically engaged in the classroom, home, school, and community.
• describing how people impact their community by being civically engaged.

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

• constructing a mental map of the school or community identifying human and physical features
• applying cardinal directions (north, south, east, and west).on maps, globes, GPS, and Google Earth.
• describing the relative location of Maryland by identifying the equator and north and south poles.
• identifying continents and oceans near and far from Maryland on maps
• locating key physical and human-made features in their school community using maps and other geographic tools.
• 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).
• analyzing the school’s community using bird’s eye view that includes important landmarks in a school or community.

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

• contrasting how regions across Maryland modify and protect  their environment to meet changing needs for shelter.
• explaining how people adapt to changes in the environment

Students will analyze the role of scarcity and economic decision making in their life by:

• distinguishing between wants and needs
• identifying natural and human resources.
• explaining why natural and human resources are limited.
• explaining why limited resources create scarcity.
• determining that people make choices because of limited resources.
• identifying that incentives influence the choices we make.
• explaining that the consequences of choices lie in the future.
• identifying trade-offs as the options that people give up when they make a choice.

Students will analyze the exchange of goods and services by:

• identifying goods and services that are provided in Carroll County.
• identifying barter as a form of trade.
• explaining the benefits of trade

Students will analyze change and continuity between the past and the present by:

• determining how we organize time and represent it on a timeline.
• analyzing photographs, images, and text descriptions about transportation and communication technology in the past and present.
• comparing photographs, images, and text descriptions of transportation and communications technology from the past with today.
• explaining how transportation and communications technology has made life today is similar and different than in the past using evidence from a variety of sources.
• explaining how transportation and communication links goods and people both near and far.
• identifying goods and ideas in their community that come from both near and far

• Practice making maps of locations such as your street or neighborhood.
• Practice reading maps when traveling.
• Practice using maps with different scales.
• Discuss the interactions between humans and the environment.
• Discuss why humans settle in certain areas.
• Identify and discuss the impact of natural disasters.

• Encourage your child to support opinions with evidence from multiple sources.
• Practice summarizing conclusions in multiple formats, including writing and speaking.
• Use a timeline to discuss how America has changed over time.
• Discuss the cause and effect of historical events.
• Understand the difference between primary and secondary sources

• Applying decision-making skills/process when purchasing items.
• Discuss what goods and services you think the government should provide.
• Create a savings plan for something that you would like to purchase.
• Discuss the role economics plays in government decisions.
• Discuss the purpose of taxes and how they are collected.
• Practice analyzing financial data such as the stock market or bank statements

• Determine who represents you at the local, state, and national levels.
• Discuss who is up for re-election in your district and their views.
• Read about and discuss current events.
• Practice critiquing arguments/explanations in a respectful way.
• Encourage your child to take informed action in the community (ex. writing a letter to an elected official).
• Practice critiquing arguments/explanations in a respectful way.
• Encourage your child to take informed action in the community (ex. writing a letter to an elected official).
• Participate in community service together.
• Take your child with you when you vote and explain democratic principles.
• Read about people who are/were good examples of democratic citizens, such as those who peacefully fought for equality.
• Discuss what citizenship means, including the rights and responsibilities of citizens.

Maryland

• National Colonial Farm, The Accokeek Foundation at Piscataway Park (Accokeek, MD)
• Antietam National Battlefield (Sharpsburg, MD) 
• Hampton National Historic Site (Towson, MD) 
• Rose Hill Manor Park and Children's Museum (Frederick, MD) 
• Calvert Marine Museum (Solomons, MD) 
• St. Clement's Island State Park (Coltons Point, MD)  
• Casselman River State Bridge (Grantsville, MD)  
• Fort Frederick State Park (Big Pool, MD)  
• Frederick Douglas Museum (Highland Beach, MD) 
• Baltimore & Ohio (B&O) Railroad Station (Ellicott City, MD) 

Baltimore

• Maryland Historical Society (Baltimore, MD) 
• Baltimore & Ohio (B&O) Railroad Museum (Baltimore, MD) 
• Fort McHenry (Baltimore, MD) 
• The Star-Spangled Banner Flag House (Baltimore, MD) 
• The Star-Spangled Banner National Historic Trail (Maryland, Virginia, and Washington, D.C.) 
• Baltimore Civil War Museum at President Street Station (Baltimore, MD) 
• Reginald F. Lewis Museum of African American History & Culture (Baltimore, MD)
• U.S.S. Constellation (Baltimore, MD) 

Annapolis and Eastern Shore

• The Maryland State House (Annapolis, MD) 
• Harriet Tubman Museum and Educational Center (Cambridge, MD) 
• Harriet Tubman Underground Railroad National Historical Park (Cambridge, MD) 

Washington, DC.

• National Archives (Washington, D.C.) 
• National Museum of American History (Washington, D.C.) 
• United States Capital (Washington, D.C.) 
• George Washington's Mount Vernon (Mount Vernon, VA) 
• National Museum of African America History and Culture (Washington, D.C) 
• National Museum of the American Indian (Washington, D.C) 
• National Museum of American History (Washington, D.C) 

Pennsylvania

• National Constitution Center (Philadelphia, PA) 
• Independence Hall (Philadelphia, PA) 
• The Liberty Bell (Philadelphia, PA) 
• Gettysburg National Military Park (Gettysburg, PA)