Washington K–6 social studies standards

Recognize a key ideal of justice and fairness within the context of the classroom community.

Apply the ideals of justice and fairness when making choices or decisions in the classroom or on the playground.

Explain the purpose of rules in the classroom.

Know the people and the roles that make and carry out rules in the classroom.

Demonstrate how rules provide structure for problem solving within the classroom.

Identify names and locations of tribal nations and bands in your area.

Identify key technologies and natural resources tribal nations and bands in their area valued prior to contact with Europeans and Americans.

Understand key values, relationships, and characteristics tribes in their area had prior to contact with Europeans and Americans.

Be a contributing member of the classroom and school community.

Demonstrate that good citizenship is to follow the established rules of a classroom and school community.

Explain, give examples, and demonstrate ways to show good citizenship in the classroom and school community.

Explain the difference between a need and a want.

Explain why people have to make choices between needs and wants.

Identify consumers and producers.

List and provide examples of goods and services.

Identify public and private providers of goods and services.

Describe goods that are produced in local geo-graphic regions.

Recognize one's classroom and school as distinct environments based on physical characteristics and expectations.

Explain how weather, climate, and other environ-mental characteristics affect people's lives in a place or region.

Identify natural events or physical features such as air, water, land, or wind.

Describe how environment affects one's own activities.

Describe how the things we use in our lives come from different locations.

Demonstrate that a timeline represents a chronological sequence of events.

Describe the factors that influence an individual student's life.

Explain how their actions may cause change in others.

Demonstrate the importance of listening to other points of view in the classroom and on the playground.

Distinguish between the expectations in the class-room and in different settings.

Explain how previous actions and experiences can be used to make decisions.

Identify different types and parts of documents.

State and clarify one's point of view.

Evaluate the fairness of one's point of view.

State own viewpoints on fairness and listen to the viewpoints of classmates and teacher.

Retell a sequence of events that have happened over time.

Demonstrate how to ask questions about the classroom and school community.

Share their own viewpoints and give respectful attention to the viewpoints of others.

Use a graphic organizer to explain the beginning, middle, and end of a story.

Recognize the key ideal of public or common good within the context of the school community.

Apply the key ideal of the public or common good to uphold rights and responsibilities within the context of the school community.

Explore and give examples of services a government provides (e.g., teachers, police and fire protection, maintenance of roads, snow removal, etc.).

Explain the purpose of rules in the school.

Know the people and the roles that make and carry out rules in the school.

Describe how rules provide structure for problem solving within the classroom and school.

Explain why rules are different in different communities.

Identify different types of relationships and diplomacy tribal nations exercised with European nations, colonies, and the United States.

Identify that citizenship and civic involvement in the neighborhood and school community are the rights and responsibilities of individuals.

Explain, give examples, and demonstrate ways to show good citizenship at school.

Describe the importance of civic participation and identify neighborhood examples.

Identify differences between natural, human, and capital resources.

Explain how and why families make choices between wants and needs.

Evaluate the outcomes of choices.

Explore the different resources that families use to access what they want and need.

Demonstrate how sharing and bartering are basic economic systems.

Give examples of how people earn income.

Describe how consumers spend money or use markets (banks, goods and services).

Explain why people save money.

Examine the difference between public and private providers of goods and services.

Explain the purpose for public and private providers of goods and services.

Explain that people need to trade for products that are not found in their geographic region.

Describe why people in one country trade goods and services with people in other countries.

Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad.

Be able to identify local geographic locations and bodies of water.

Be able to identify large continental land masses on a map or globe.

Be able to identify major bodies of water on a map or globe.

Explain the way family life is shaped by the environment.

Discuss why families make decisions to move to new geographic locations.

Identify human events and human-made features.

Identify natural events or physical features.

Explain how movement happens and its impact on self and community.

Identify the common and unique characteristics of different global environments.

Create a family timeline to show events in a sequential manner.

Examine the factors that influence the student's family experiences and choices.

Explain how one's own family's actions can cause a positive change in the future.

Identify that there are different family structures and dynamics.

Explain how the actions of people in the past influence us today.

Define how knowledge of personal history can be used to make current choices.

Explain how different historical documents and artifacts inform our understanding of historical events.

Distinguish different points of view on one event.

Use questioning strategies.

Retell the sequence of events that have happened over time.

Explain how questions are used to find out information.

Use texts, audio, visuals, and other evidence to identify the main ideas or key details to study life outside of school.

Explain what a compelling question is and why it is important.

Engage in discussions to learn about different points of view on issues that impact their communities.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions.

Recognize the key ideal of public or common good within the context of the community.

Apply the key ideal of the public or common good to uphold rights and responsibilities within the context of the school.

Explain some basic functions (establish order, provide security, accomplish common goals) of local government

Explore and give examples of services (e.g., police and fire protection, maintenance of roads, snow removal, etc.)

Explain the roles of people who help govern different communities.

Explain the basic function of laws in the local community.

Know that tribes create rules and laws for the public or common good for their community.

Explain the roles of different people that help to govern the tribal community.

Demonstrate that citizenship and civic involvement in the neighborhood and community are the rights and responsibilities of individuals.

Explain, give examples, and demonstrate ways to show good citizenship at school and in the community.

Describe the importance of civic participation and locate examples (e.g., food drive) that help the school or community.

Use a variety of print and non-print sources to identify and describe basic democratic ideas (liberty, justice, equality, rights, responsibility).

Explain how and why members of a community make choices among products and services that have costs and benefits.

Define scarcity and explain how it necessitates decision-making.

Identify the costs and benefits of making various personal decisions on the community.

Identify the skills and knowledge required to produce certain goods and services.

Describe the goods and services that people in the local community produce and those that are produced in other communities.

Identify examples of the goods and services that governments provide.

Identify cost and benefits of publicly owned services.

Clarify that there are factors that lead to trading with one group over another (e.g. seasons, prices, distance, etc.)

Apply basic mapping elements to read and construct maps of their communities and the world.

Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.

Describe the connections between the physical environment of a place and the economic activities found there.

Identify ways that a major catastrophe may affect people living in a place.

Identify some common and unique cultural and environmental characteristics of specific places.

Explain ways people depend on, adapt to, and modify the environment to meet basic needs.

Compare how physical geography affects North-west tribal culture and where tribes live and trade.

Distinguish human activities and human-made features from natural events or physical features.

Recognize ways people depend on, adapt to, and modify the environment to meet basic needs.

Explain how and why people, goods, and ideas move from place to place.

Compare how people in different types of communities use local and distant environments to meet their daily needs.

Describe the connection between the physical environment of a place and the economic activities found there.

Create a timeline for events in a community to show how the present is connected to the past.

Create a chronological sequence of multiple e-vents.

Compare life in the past to life today for various members of your community.

Document how various individuals in the community have shaped local history.

Participate in activities working within one's community that can create a positive impact on oneself and one's local community.

Discern that there is more than one way to interpret or approach a situation, event, issue, or problem within your community.

Compare perspectives of people in the past to people in the present.

Compare different accounts of the same historical event(s).

Summarize how community history can be used to make current choices.

Explain how the background of an author influences the meaning of the source and why it was created.

Evaluate sources by distinguishing between fact and opinion.

Explain how multiple points of view on local issues shape decisions made within a community.

Construct an argument with reasons to support a point of view.

Develop an explanation about an historical outcome using correct sequence and relevant information to support a point of view.

Identify disciplinary ideas associated with a compelling question.

Identify facts and concepts associated with a supporting question.

Make connections between supporting questions and compelling questions.

Ask and answer questions about claims or positions.

Ask and answer questions about explanations.

Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address them.

Identify ways to take action to help address local, regional, and global problems.

Use listening, consensus-building, and voting procedures to decide on and take action in their classrooms.

Gather relevant information from one or two sources while using the origin and structure to guide the selection.

Evaluate a source by distinguishing between fact and opinion.

Present a summary of an argument using print, oral, and digital technologies.

Recognize the key ideals of unity and diversity.

Recognize and apply the key ideals of unity and diversity within the context of the community.

Use deliberative processes when making decisions or reaching judgement as a group.

Identify core virtues and democratic principles found in classroom and school rules.

Describe the basic organization of government in the community or city.

Identify the basic function of government and laws in the community or city.

Explain the reasons for rules in the home or in school, and compare rules and laws in the local community.

Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.

Explain that tribes have lived in North America since time immemorial.

Know and understand that tribes have organizational structures (councils, chairman, etc.) that are formed to benefit the entire tribe.

Explain how tribes of North America work to help the people of their tribes.

Recognize that civic participation involves being informed about public issues, taking action, and voting in elections.

Explain the many ways people become knowledgeable about issues in their communities: they read, discuss, communicate, and vote.

Demonstrate that voting is a civic duty.

Identify the costs and benefits of individual choices.

Identify positive and negative incentives that influence the decisions people make.

Describe how individual choices are influenced by various cultural norms.

Recognize how the economic systems of groups are influenced by community and cultural laws, values, and customs.

Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.

Explain why individuals and businesses specialize and trade.

Explain the role of money in making exchange easier.

Explain how profits influence sellers in markets.

Identify examples of external benefits (acquired relationships) and costs (things given up).

Describe the role of financial institutions in an economy.

Describe how local taxation supports one's community.

Explain the ways in which the government pays for the goods and services it provides.

Identify the positive and negative impacts of trade among and between cultural groups.

Explain how trade leads to increasing economic interdependence among cultural groups.

Explain the effects of increasing economic interdependence on different groups within participating cultural groups.

Examine and use maps and globes to understand the regions of North America in the past and present.

Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.

Explain how the environment affects cultural groups and how groups affect the environment.

Examine the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education.

Compare the traditions, beliefs, and values of cultural groups in North America.

Explain that learning about the geography of North America helps us understand cultures from around the world.

Create timelines to show events connected to their cultural identities.

Compare the similarities and differences between their own cultural timelines and those of others.

Use timelines to explain the context of history.

Demonstrate how contributions made by various cultural and ethnic groups have shaped the history of the community and world.

Explain probable causes and effects of events and developments locally.

Recognize and explain that there are multiple cultural perspectives through a study of important individual or major events.

Explain connections among historical contexts and people's perspectives at the time.

Describe how people's perspectives shaped the historical sources they created.

Recognize and explain how significant cultural events have implications for current decisions.

Use evidence to develop a claim about our past community's history.

Summarize how different kinds of historical sources are used to explain events in the past.

Explain the purpose of documents and the concepts used in them.

Evaluate if information is well accepted and relevant, or if information is clear, specific, and detailed.

Use a graphic organizer to organize main ideas and supporting details from a variety of print and non-print texts.

Explain how and why compelling questions are important to others (e.g., peers, adults).

Engage others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.

Draw conclusions using clear, specific, and accurate examples in a paper or presentation.

Give clear attribution to sources within writing or presentations.

Use distinctions between fact and opinion to determine the credibility of multiple sources.

Apply civic virtues and democratic principles within the classroom setting.

Identify core virtues and democratic principles found in the Washington state constitution and foundational documents.

Use deliberative processes when making decisions or reaching judgement as a group.

Describe and apply the key ideals of unity and diversity within the context of the State of Washington.

Describe the key ideals of rights set forth in Article I of the Washington state constitution.

Distinguish the responsibilities and power of state, local, and tribal government.

Describe how and why local, state, and tribal governments make, interpret, and carry out policies, rules, and laws.

Explain how groups of people make rules to create responsibilities and to protect freedoms.

Recognize that tribes have lived in North America since time immemorial.

Know and understand that tribes have organizational structures (councils, chairman, etc.) that are formed to benefit the entire tribe.

Explain how tribes of Washington state and the government of the United States are on the same level (nation-to-nation).

Demonstrate that tribal sovereignty is "a way that tribes govern themselves in order to keep and support their ways of life."

Define the complexity of sovereignty for federally recognized tribes in Washington state. Identify ways in which the United States Constitution recognizes tribal sovereignty as unique from other types of sovereignty.

Recognize that civic participation involves being informed about public issues, taking action, and voting in elections.

Analyze and evaluate ways of influencing state governments to establish or preserve individual rights and promote the common good.

Explain that the purpose of treaty-making is to create mutually beneficial agreements of responsibilities and freedoms.

Explain that tribes work within specific structures of governments to create, manage, and enforce their own laws that are best for their people.

Analyze and explain the costs and benefits of people's decisions to move and relocate to meet their needs and wants.

Compare the costs and benefits of individual choices.

Compare positive and negative incentives that influence the decisions people make.

Compare different historic economic systems in Washington state tribes.

Identify the basic elements of Washington state's economic system, including agriculture, businesses, industry, natural resources, and labor.

Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services in Washington state.

Explain why individuals and businesses specialize and trade in Washington state.

Explain the relationship between investment in human capital, productivity, and future incomes.

Describe how people and businesses support Washington state government through taxation.

Explain the meaning of inflation, deflation, and unemployment.

Describe ways government can improve productivity by using capital goods and human capital.

Explain how geography, natural resources, climate, and available labor contributed to the exploitation of resources in the Pacific Northwest.

Explain the economic issues that different communities within the Pacific Northwest faced.

Explain how trade led to increasing economic interdependence among groups within the Pacific North-west.

Construct and use maps to explain the movement of peoples.

Investigate the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the difference between cities, states, and countries.

Draw a conclusion that the geographic features of the Pacific Northwest have influenced the movement of people.

Explain how the lands that the tribes were forced to move to, changed their interactions with the environment.

Describe how the geography and natural resources of the Oregon Territory created trade with other countries.

Create timelines to show how historical events are organized into time periods and eras.

Examine how the following themes and developments help to define eras in Washington state history since time immemorial to 1889:<ul><li>Growth of northwest coastal, Puget Sound, and plateau tribes prior to treaties (time immemorial to present)</li><li>Maritime and overland exploration, encounter, and trade (1774-1849)</li><li>Immigration and settlement (1811-1889)</li><li>Territory and treaty-making (1854-1889)</li></ul>

Explore and construct an explanation of how the growth of major tribes helps to define the history of the Pacific Northwest prior to 1889.

Analyze and explain how individuals have caused change in Washington state history.

Analyze and explain how people from various cultural and ethnic groups have shaped Washington state history.

Analyze and explain how technology and ideas have affected the way people live and change their values, beliefs, and attitudes in Washington.

Explain why individuals and groups in Washington state history differed in their perspectives.

Explain connections between historical context and people's perspective of Washington state history.

Explain how the events of Washington state history contributed to the different perspectives between native and non-native people.

Describe how people's perspectives shaped the historical sources they created.

Recognize and explain significant historical events in Washington state that have implications for current decisions.

Use evidence to develop a claim about Washing-ton state, and tribal nations and groups.

Compare information provided by different historical sources.

Generate questions about multiple historical sources and their relationships to particular historical events and developments.

Identify the concepts used in documents and sources.

Evaluate primary and secondary sources.

Identify disciplinary concepts and ideas associated with a compelling question or supporting questions that are open to different interpretations.

Identify the main ideas from a variety of print and non-print texts.

Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created in addressing local, regional, and global problems at various times and places.

Draw clear, well-reasoned conclusions with explanations that are supported by print and non-print texts in a paper or presentation.

Prepare a works cited page that connects with in-text attributions that are aligned to a style of citation (i.e. MLA, APA, etc.).

Identify relevant evidence that draws information from multiple sources in response to compelling questions.

Apply civic virtues and democratic principles in school.

Identify core virtues and democratic principles found in foundational national documents that guide government, societies, and communities.

Use deliberative processes when making decisions or reaching judgement as a group.

Identify the beliefs, experiences, perspectives, and values that underlie their own and others' points of view about civic issues.

Describe and apply the key ideals of unity and diversity within the context of the United States.

Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.

Explain how a democracy relies on people's responsible participation, and draw implications for how individuals should participate.

Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.

Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions.

Describe the basic duties of the three branches of government (executive, legislative, judicial); explain why the framers of the U.S. Constitution felt it was important to establish a government with limited powers that are shared among different branches and different levels (e.g., local, state, federal)

Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.

Discuss how a democracy relies on people's responsible participation, and draw implications for how individuals should participate.

Explain the origins and purposes of rules, laws, and key provisions of the United States Constitution around treaty building and global relationships.

Demonstrate how civic participation relates to rights and responsibilities.

Compare procedures for making decisions in a variety of settings, including classroom, school, government, and society.

Analyze and evaluate ways of influencing national governments and international organizations to establish or preserve individual rights and promote the common good.

Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.

Analyze and explain the benefits of the decisions that colonists made to meet their wants and needs.

Explain how people have to make choices between wants and needs, and evaluate the outcomes or consequences of those choices.

Evaluate the costs and benefits of individual choices.

Evaluate positive and negative incentives to individuals and communities that influence the decisions people make.

Describe how colonial American economic systems worked.

Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.

Explain why individuals and businesses specialize and trade.

Explain the relationship between investment in human capital, productivity, and future incomes.

Describe the impact of the British government on the economy of the American colonies.

Explain ways the British used taxation policies to pay for goods and services they provided.

Explain what interest rates are.

Explain how trade leads to increasing economic interdependence among nations.

Explain the effects of increasing economic interdependence on different groups within participating nations.

Describe ways people can increase productivity by using improved capital goods and improving their human capital.

Construct and use maps to show and analyze information about European settlement in the United States.

Describe the physical and cultural characteristics of the thirteen colonies.

Construct maps and other graphic representations of both familiar and unfamiliar places.

Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.

Compare and analyze the impact of the European colonists' movement to the Americas on the land of Native American peoples.

Explain how culture influences the way people modify and adapt to their environments.

Explain how the cultural and environmental characteristics of places change over time.

Describe how environmental and cultural characteristics influence population distribution in specific places or regions.

Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.

Explain how human settlements and movements relate to the locations and use of various natural re-sources.

Analyze the effects of catastrophic environmental and technological events on human settlements and migration.

Describe the impact of European settlements on Native American tribes.

Determine the impact of trade on African peoples.

Explain why environmental characteristics vary among different world regions.

Describe how the spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places.

Determine how natural and human-made catastrophic events in one place affect people living in other places.

Create timelines to demonstrate historical events caused by other important events.

Demonstrate how the following themes and developments help to define eras in U.S. history from time immemorial to 1791:<ul><li>Development of tribal nations in North America (time immemorial to 1791)</li><li>Encounter, colonization, and devastation (1492-1763)</li><li>Revolution and constitution (1763-1791)</li></ul>

Analyze and explain how individuals have caused change in United States history.

Analyze and explain how people from various cultural and ethnic groups have shaped United States history.

Analyze and explain how technology and ideas have affected the way people live and change their values, beliefs, and attitudes in the United States.

Explain why individuals and groups in the American colonies differed in their perspectives.

Explain connections among historical context and people's perspectives in the American colonies.

Describe how people's perspectives shaped the historical sources they created.

Recognize and explain that significant historical events in the United States have implications for current decisions and influence the future.

Describe the purpose of documents and the concepts used in them.

Summarize the central claim in a secondary work of history.

Use evidence to develop a claim about colonial America.

Infer the intended audience and purpose of a historical source from information within the source itself.

Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular topic.

Evaluate the relevance of facts used in forming a position on an issue or event.

Construct arguments using claims and evidence from multiple sources.

Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

Explain how supporting questions help answer compelling questions in an inquiry.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.

Critique arguments.

Critique explanations.

Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.

Research multiple perspectives to take a position on a public or historical issue in a paper or presentation.

Prepare a works cited page that connects with in-text attributions that are aligned to a style of citation (i.e. MLA, APA, etc.) with more publication detail.

Use evidence to develop claims in response to compelling questions.

Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).

Explain how early works such as the Code of Justinian or the Magna Carta contributed to foundational documents of the United States.

Explain the structure of and key ideals set forth in fundamental documents, including the Washington state constitution and tribal treaties with the United States government.