Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Use a calendar to determine the day, week, month and year.
Kindergarten
Chronology
1. Recite the days of the week.
Grade One
Chronology
1. Recite the months of the year.
Grade Two
Chronology
1. Measure calendar time by days, weeks, months and years.
2. List the days of the week and months of the year in order.

Benchmark B: Place events in correct order on a time line.
Kindergarten
Chronology
2. Use vocabulary associated with time to distinguish broad categories of historical time such as long ago, yesterday, today and tomorrow.
3. Demonstrate understanding of one’s own personal life history (e.g., birth, toddler and preschool).
Grade One
Chronology
2. Place events from one’s own life in chronological order.
3. Distinguish among past, present and future.
Grade Two
Chronology
3. Place a series of related events in chronological order on a time line.

Benchmark C: Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.
Kindergarten
No indicators present for this benchmark.
Grade One
Daily Life
4. Raise questions about how families lived in the past and use photographs, letters, artifacts and books to clarify what is known and what is unknown.
5. Compare past and present, near and far, with emphasis on daily life including:
a. The roles of men, women and children;
b. The identification of basic human needs;
c. Various ways people meet human needs.
Grade Two
Daily Life
4. Use historical artifacts, photographs, biographies, maps, diaries and folklore to answer questions about daily life in the past.
5. Identify the work that people performed to make a living in the past and explain how jobs in the past are similar and/or different from those of today.
6. Identify and describe examples of how science and technology have changed the daily lives of people and compare:
a. Forms of communication from the past and present;
b. Forms of transportation from the past and present.

Benchmark D: Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States.
Kindergarten
Heritage
4. Recognize state and federal holidays and explain their significance.
5. Listen to and discuss songs, poetry, literature and drama that reflect the cultural heritages of the people of the United States.
Grade One
Heritage
6. Relate stories of the heroism and the achievements of the people associated with state and federal holidays.
Grade Two
Heritage
7. Recognize the importance of individual action and character and explain how they have made a difference in others’ lives with emphasis on the importance of:
Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman, Abraham Lincoln, Sojourner Truth, Susan B. Anthony and Martin Luther King Jr.);
Explorers, inventors and scientists (e.g., George Washington Carver, Thomas Edison, Charles Drew, Rachel Carson and Neil Armstrong).

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People in Societies Standard

Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

Benchmark A: Identify practices and products of diverse cultures.
Kindergarten
Cultures
1. Identify ways that individuals in the family, school and community are unique and ways that they are the same.
Grade One
Cultures
1. Describe similarities and differences in the ways different cultures meet common human needs including:
a. Food;
b. Clothing;
c. Shelter;
d. Language;
e. Artistic expressions.
Grade Two
Cultures
1. Describe the cultural practices and products of people on different continents.

Benchmark B: Identify ways that different cultures within the United States and the world have shaped our national heritage.
Kindergarten
Diffusion
2. Identify different cultures through the study of holidays, customs and traditions utilizing language, stories, folktales, music and the arts.
Grade One
Diffusion
2. Identify cultural practices of a culture on each continent through the study of the folktales, music and art created by people living in that culture.
3. Describe family and local community customs and traditions.
4. Describe life in other countries with emphasis on daily life, including roles of men, women and children.
Grade Two
Diffusion
2. Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture.
3. Explain how contributions of different cultures within the United States have influenced our common national heritage.
4. Describe the contributions of significant individuals, including artisans, inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States.

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Geography Standard

Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

Benchmark A: Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations.
Kindergarten
Location
1. Identify and correctly use terms related to location, direction and distance including:
a. Up/Down;
b. Over/Under;
c. Here/There;
d. Front/Back;
e. Behind/In front of.
2. Recite home address.
3. Make models and maps representing real places including the classroom.
4. Distinguish between land and water on maps and globes.
Grade One
Location
1. Identify and correctly use terms related to location, direction and distance including:
a. Left/Right;
b. Near/Far.
2. Construct simple maps and models using symbols to represent familiar places (e.g., classroom, school or neighborhood).
3. Identify and use symbols to locate places of significance on maps and globes.
4. Locate the local community, state and the United States on maps or globes.
Grade Two
Location
1. Read and interpret a variety of maps.
2. Construct a map that includes a map title and key that explains all symbols that are used.
3. Name and locate the continents and oceans.

Benchmark B: Identify physical and human features of places.
Kindergarten
Places and Regions
5. Demonstrate familiarity with the school’s layout.
6. Describe the immediate surroundings of home (e.g., streets, buildings, fields, woods or lakes).
Grade One
Places and Regions
5. Identify and describe the physical features (lake, river, hill, mountain, forest) and human features (town, city, farm, park, playground, house, traffic signs/signals) of places in the community.
6. Compare areas within the local community to identify similarities.
Grade Two
Places and Regions
4. Describe and locate landforms (plateaus, islands, hills, mountains, valleys) and bodies of water (creeks, ponds, lakes, oceans) in photographs, maps and 3-D models.

Benchmark C: Explain how environmental processes influence human activity and ways humans depend on and adapt to the environment.
Kindergarten
Human Environmental Interaction
7. Identify key natural resources that are used in the students’ daily lives.
Grade One
Human Environmental Interaction
7. Describe human adaptations to variations in the physical environment including:
a. Food;
b. Clothing;
c. Shelter;
d. Transportation;
e. Recreation.
Grade Two
Human Environmental Interaction
5. Compare how land is used in urban, suburban and rural environments.
6. Identify ways in which people have responded to and modified the physical environment such as building roads and clearing land for urban development.

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Economics Standard

Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.

Benchmark A: Explain how the scarcity of resources requires people to make choices to satisfy their wants.
Kindergarten
Scarcity and Resource Allocation
1. Recognize that people have many wants.
2. Explain how people make decisions in order to satisfy their wants.
Grade One
Scarcity and Resource Allocation
1. Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices.
Grade Two
Scarcity and Resource Allocation
1. Explain how resources can be used in various ways (e.g., a bushel of corn could be fed to cows, used to make sweetener, or converted to fuel).

Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.
Kindergarten
Production, Distribution and Consumption
3. Identify goods and services.
Grade One
Production, Distribution and Consumption
2. Describe the ways people produce, consume and exchange goods and services in their community.
Grade Two
Production, Distribution and Consumption
2. Explain how people are both buyers and sellers of goods and services.
3. Recognize that most people work in jobs in which they produce a few special goods or services.
4. Explain why people in different parts of the world earn a living in a variety of ways.

Benchmark C: Explain ways that people may obtain goods and services.
Kindergarten
No indicators present for this benchmark.
Grade One
Markets
3. Explain ways that people may obtain goods and services that they do not produce including the use of money and barter.
Grade Two
Markets
5. Recognize that money is a generally accepted medium of exchange for goods and services and that different countries use different forms of money.

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Government Standard

Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

Benchmark A: Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority.
Kindergarten
Role of Government
1. Identify authority figures in the home, school and community.
Grade One
Role of Government
1. Recognize the role of authority figures in providing for the safety and security of individuals.
2. Explain how voting can be used to make group decisions.
Grade Two
Role of Government
1. Identify leaders such as mayor, governor and president, and explain that they are elected by the people.
2. Explain how a system of government provides order to a group such as a school or community and why government is necessary including:
Making and enforcing laws;
a.Providing leadership;
b.Providing services;
c.Resolving disputes.

Benchmark B: Recognize and explain the importance of symbols and landmarks of the United States.
Kindergarten
Role of Government
2. Recognize symbols of the United States that represent its democracy and values including:
a.The national flag;
b. The Pledge of Allegiance.
Grade One
Role of Government
3. Recognize symbols of the United States that represent its democracy and values including:
a.The bald eagle;
b.The White House;
c.The Statue of Liberty;
d.The national anthem.
Grade Two
Role of Government
3. Explain the importance of landmarks in the United States and the ideals that they represent including:
a.The Washington Monument;
b.The Jefferson Memorial;
c.The Lincoln Memorial.

Benchmark C: Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.
Kindergarten
Rules and Laws
3. Identify purposes for having rules and ways that they provide order, security and safety in the home, school and community.
Grade One
Rules and Laws
4. Recognize the need for rules in different settings and the need for fairness in such rules.
5. Discuss the consequences of violating rules.
Grade Two
Rules and Laws
4. Explain the purpose of rules in the workplace.
5. Predict the consequences of following rules or violating rules in different settings.

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Citizenship Rights and Responsibilities Standard

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Describe the results of cooperation in group settings and demonstrate the necessary skills.
Kindergarten
Participation
1. Participate and cooperate in classroom activities.
Grade One
Participation
1. Demonstrate the importance of fair play, good sportsmanship, respect for the rights and opinions of others and the idea of treating others the way you want to be treated.
Grade Two
Participation
1. Demonstrate skills and explain the benefits of cooperation when working in group settings:
a. Manage conflict peacefully;
b. Display courtesy;
c. Respect others.

Benchmark B: Demonstrate personal accountability, including making choices and taking responsibility for personal actions.
Kindergarten
Rights and Responsibilities
2. Take personal responsibility to follow directions and rules.
3. Demonstrate the ability to make choices and take responsibility for personal actions.
4. Discuss the attributes and actions of a good citizen with emphasis on:
a. Trust;
b. Respect;
c. Honesty;
d. Responsibility;
e. Fairness;
f. Compassion;
g. Self-control.
Grade One
Rights and Responsibilities
2. Demonstrate self-direction in school tasks.
3. Demonstrate accountability for actions.
4. Demonstrate pride in personal accomplishments.
5. Demonstrate citizenship traits including:
a. Trustworthiness;
b. Fairness;
c. Self-control;
d.Respect for those in authority.
Grade Two
Rights and Responsibilities
2. Demonstrate self-direction in tasks within the school community (e.g., classroom, cafeteria and playground).
3. Demonstrate citizenship traits including:
a. Honesty;
b. Self-assurance;
c. Respect for the rights of others;
d. Persistence;
e. Patriotism.

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Social Studies Skills and Methods Standard

Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

Benchmark A: Obtain information from oral, visual, print and electronic sources.
Kindergarten
Obtaining Information
1. Listen for information.
Grade One
Obtaining Information
1. Obtain information about a topic using a variety of oral and visual sources.
Grade Two
Obtaining Information
1. Obtain information from oral, visual and print sources.
2. Identify sources used to gather information:
a. People;
b. Printed materials;
c. Electronic sources.

Benchmark B: Predict outcomes based on factual information.
Kindergarten
Thinking and Organizing
2. Sort objects or pictures according to appropriate criteria.
3. Compare similarities and differences among objects or pictures.
Grade One
Thinking and Organizing
2. Sequence information.
3. Determine categories for sorting information.
4. Identify main ideas from oral, visual and print sources.
Grade Two
Thinking and Organizing
3. Predict the next event in a sequence.
4. Distinguish the difference between fact and fiction in oral, visual and print materials.

Benchmark C: Communicate information orally, visually or in writing.
Kindergarten
Communicating Information
4. Communicate information.
Grade One
Communicating Information
5. Communicate information orally or visually.
Grade Two
Communicating Information
5. Communicate information in writing.

Benchmark D: Identify a problem and work in groups to solve it.
Kindergarten
Problem Solving
5. Work with others by sharing, taking turns and raising hand to speak.
Grade One
Problem Solving
6. Display courtesy and respect for others in group settings including:
Staying on the topic;
Focusing attention on the speaker.
Grade Two
Problem Solving
6. Use problem-solving/decision-making skills to identify a problem and gather information while working independently and in groups.

Early Learning Writing	K - 2 Writing	3 -4 Writing	5 - 7 Writing	8 -10 Writing	11 - 12Writing
Early Learning Reading	K - 3 Reading	4 -7 Reading	8 -10 Reading	11 -12 Reading
Early Learning Math	K - 2 Math	3 - 4 Math	5 - 7 Math	8 -10 Math	11 - 12 Math
Early Learning Social Studies	K -2 Social Studies	3 - 5 Social Studies	6 - 8 Social Studies	9 -10 Social Studies	11 - 12 Social Studies
Early Learning Science	K -2 Science	3 -5 Science	6 -8 Science	9 -10 Science	11 - 12 Science

History Standard

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People in Societies Standard

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Geography Standard

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Economics Standard

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Government Standard

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Citizenship Rights and Responsibilities Standard

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Social Studies Skills and Methods Standard

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