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Foundations Of Government
Functions of Government
Role of Citizens

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Q3 (4th Grade). What evidence of "expanding communities" or "inquiry-based" approaches do you see? 

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Q3 (4th Grade). What evidence of "expanding communities" or "inquiry-based" approaches do you see? 

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Answer Q3 (4th Grade): Standard 4.3.13 Create maps of Indiana at different times in history showing regions and major physical and cultural features; give examples of how people in Indiana have modified their environment over time.

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American Indians and the Arrival of the Europeans (Miami, Shawnee, Potawatomi, and Lenape (Delaware))

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-Focuses on American and Indiana history from pre-colonization through current
-Chronological thinking and historical comprehension
-Analysis and research of topics

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Students identify, compare and contrast of different governmental systems within our system.

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1.2.1 Identify rights that people have and identify the responsibilities that accompany these rights.

1.2.2 Define and give examples of rules and laws in the school and the community and explain the benefits of these rules and
laws.

1.2.3 Describe ways that individual actions can contribute to the common good of the classroom or community

1.2.4 Define what a citizen is and describe the characteristics of good citizenship

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skills for second grade are identifying 3 resources(human, natural, and capital). identify community workers who provide goods and services, and the relationships between consumers and producers. identify specialized jobs in the school and community. Explain that prices are paid for buying goods or services.

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USG.3.7
explaining the relationships of the branches of the US government. Sharing powers and the different roles

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-Create timelines about historical events
-Write a narrative about historical event
-Identify, summarize, and explain significance of documents and events

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Answer Q1(5th grade) Students are taught the influence of Earth/sun relationship on climate; describe cultural and physical characteristics of different states and regions.

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*Students differentiate between events that happened in the past & recently, recognize examples of continuity and change in local and regional communities, and consider ways that people and events of the past and present influence their lives.

- Identify establishments & early settlers
- Identify changes between past & present (architecture, businesses, transportation, etc.)
- Identify individuals with positive impacts on communities
- Identify and describe celebrations, traditions, importance.

They are mainly reflecting on the past to the present.

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2.2.1: Explain that the United States government is founded on the belief of equal rights for its citizens.
2.2.2: Understand and explain why it is important for a community to have a responsible government.
2.2.3: Identify community leaders.
2.2.4: Describe how people of different ages, cultural backgrounds and traditions contribute to the community.
2.2.5: Identify people who are good citizens.
2.2.6: Discuss and explain the meaning of the Pledge of Allegiance.
2.2.7: Explain the consequences of violating laws, including punishment of those who do wrong.

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3rd grade students focus:
-  on the way in which people in the local community use goods, services, and productive resources
-  how they engage in trade to satisfy their economic wants and needs
- how they gather and apply information to understand economic changes in the community
- how they compare costs and benefits in economic decisions.

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The standards have students looking at important documents such as the Constitution in fourth grade and, in 5th Grade, the students will look at the Bill of Rights, Articles of Confederation, and colonial era documents.

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USG.4.2

Describe the different governments in how they interact with world affairs.

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They are focused on history from 1770-present in the fourth grade standards.

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Students are asked to summarize, explain, identify, and describe what they have learned throughout the standards.

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Identifying goods and services, compare/contrast jobs, producers and consumers, explain choices about goods and services, and the exchanging of goods and services

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Students can identify physical and human features, such as homes, schools, and neighborhoods.

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Key concepts are: Comparing own community and grid systems to other parts of the world.
Labeling and identifying maps, systems, and communities.
Recognizing the world in spacial terms.

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Students focus on geographic representations of their own school, neighborhood, and community. Students will also talk about the different representations of Earth (ie: map and globe)

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- Measuring using latitude and longitude (degrees)
-Using maps and globes to identify specific places
- Describing cultural and physical regions
- Human Systems: Standard 5.3.10 " Explain how economic competition for resources, boundary disputes, cultural differences and misperceptions, and control of strategic locations contributed to these conflicts. "

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Students will identify the three branches of government and explain the functions of each.

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Locate the equator, the poles, continents, and hemispheres on a world map and on a globe;  Compare neighborhoods in your community/regions;  Compare neighborhoods in your community/region with those in other parts of the world;  On a map, identify physical features of the local community and relate how seasons may or may not impact those features;  Gather data about the demographics of the school;  Identify ways that recreational opportunities influence human activity in the community/region

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-Allows the students to connect to their environments
- Identifying different date characteristics including major history as well as people in history
- Have students give personal examples to the topics and extent their understanding of the topic with their peers and their backgrounds

-Noticed that most standards have them some way connect back to their own environment and understanding the reason for certain holidays and pieces of history.  Understand cultural backgrounds that important and connect.

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The key concepts for fourth grade for Geography are The World in Spatial Terms, Places & Regions, Physical Systems, Human Systems, and Environment & Society.
What was noticeable in the standards is that it focuses mainly on Indiana. This makes sense of course because they are Indiana standards. There are few standards that involve Indiana in regards to other places, so I think that is a good start for fourth grade.

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-Focuses on ways of life before and after European arrival, colonization, and settlements
-Students look at Constitution and Bill of Rights
-Create timelines
-Read fiction and nonfiction stories of Americas formation

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The key concepts for Geography Grade 5 are The World in Spatial Terms, Places and Regions, Physical Systems, Human Systems and Environment and Society

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All of the grade levels contained the expectation of learners being able to utilize spacial recognition and identify various places on a map.

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Students are comparing their lives today to lives of children and families of other times in history. Identifying characteristics/ components of historical figures, events, and cultural backgrounds.

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Students are comparing their lives today to lives of children and families of other times in history. Identifying characteristics/ components of historical figures, events, and cultural backgrounds.

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The main similarities among the standards is relating previously known experiences and knowledge to other people's in history.

Students are able to learn more in depth about their own cultures as well as their community and or peers' families.

We believe that for Kindergarten it is also important for them to learn about what history is and why it is important. Maybe having them act out a skit or watch a small film to pause and allow students to ask questions and investigate what history is.

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It is a broad subject that allows students to learn about a wide variety of countries and it’s cities and/or regions.

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Students begin to understand the world around them through the learning of how money and jobs relate to the community.

Students will know the value of money and the understanding that individuals have to work in order to receive money. The students will explore the various jobs in the world and the description and tools needed to complete the job. Students will explore their own communities /culture's job listings and choices versus other communities/culture's job preference. Students will also explore and know the work activities done at home.

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Explaining levels & 3 Branches of Indiana's government
Understanding citizens rights
Look into political issues
Demonstrate responsible citizenship

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- Students differentiate between events that happened in the past and recently, recognize examples of continuity and change in local and regional communities, and consider ways that people and events of the past and present influence their lives.

-Identify when the local community was established and identify its founders and early settlers.
-Identify continuity and change between past and present community life using primary sources
-Identify actions and individuals who had a positive impact on the local community.
-Identify and describe community celebrations, symbols and traditions and explain why they are important.

Noticed that most standards are covering the community life in different communities when discussing who was living there and how it is changing/staying the same. Also understanding what goes on in communities and what they celebrate.

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Q4 (4th Grade) What do you think is missing from the standards that should be taught?

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Q4 (4th Grade) What do you think is missing from the standards that should be taught?

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I don't see much about the branches of military.