GCO 1: Students will speak and listen to explore, clarify, extend, and reflect on their thoughts, ideas, feelings, and experiences.

1.1    express thoughts and feelings and describe experiences

1.2    ask and respond to questions to clarify information or gather further information

1.3    express opinions and give simple explanations for some of their opinions (I like ... because)

1.4    listen to others’ ideas and opinions

GCO 2: Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically.

2.1    sustain one-to-one conversations and contribute to small- and large-group interactions

2.2    use intonation, facial expressions, and gestures to communicate ideas and feelings

2.3    respond to and give instructions or directions that include two or three components

2.4    engage in informal oral presentations and respond to a variety of oral presentations and other texts

GCO 3: Students will be able to interact with sensitivity and respect, considering the situation, audience, and purpose.

3.1    demonstrate a growing awareness of social conventions such as turn-taking and politeness in conversation and co-operative play

3.2    recognize some examples of unfair and hurtful vocabulary, and begin to make vocabulary choices that affirm rather than hurt people

3.3    recognize that volume of voice needs to be adjusted according to the situation (e.g., playground, classroom)

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

4.1    regard reading/viewing as sources of interest, enjoyment, and information

4.2    expand their understanding of concepts of print

Ø   punctuation in text serves a purpose

Ø   upper- and lower-case letters have specific forms and functions (first word in sentences and proper names)

4.3    select independently, and with teacher assistance, texts appropriate to their interests and learning needs

4.4    use some features of written text to determine content, locate topics, and obtain information

4.5    use a combination of cues (semantic, syntactic, graphophonic, and pragmatic) to sample, predict, and monitor/self-correct

Ø   predict on the basis of what makes sense, what sounds right, and what the print suggests

Ø   make meaningful substitutions

Ø   attempt to self-correct predictions that interfere with meaning

Ø   begin to monitor their own reading by cross-checking meaning cues with cues from beginning and last letters of the word (Did it make sense? Did it sound right? If it’s tiger, would it start with “p”?)

4.6    use a variety of strategies to create meaning

Ø   identify main idea

Ø   predict content using text information along with personal knowledge and experiences

Ø   make inferences by drawing on their own experiences and clues in the text

Ø   identify character traits from contextual clues

Ø   make connections between texts, noticing similarities in characters, events, illustrations, and language

Ø   follow written directions

4.7    consistently match one-to-one

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

5.1    engage in research process with assistance

Ø    generate questions to guide research

Ø    locate appropriate information with assistance (classroom, library, home, community)

Ø    interact with the information

GCO 6: Students will be expected to respond personally to a range of texts.

6.1    make personal connections to text and share their responses in a variety of ways

6.2    express and begin to support opinions about texts and the work of authors and illustrators

GCO 7: Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.

7.1    use their experiences with a range of texts to identify some different types of print and media texts, recognizing some of their language conventions and text characteristics

7.2    respond critically to texts

Ø   formulate questions as well as understandings

Ø   develop an understanding and respect for diversity

GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

8.1    use writing and other forms of representing for a variety of functions

Ø   to ask questions

Ø   to generate and organize ideas

Ø   to express feelings, opinions, and imaginative ideas

Ø   to inform/communicate information

Ø   to record experiences

Ø   to explore learning

8.2    begin to develop, with assistance, some ways to make their own notes (e.g., webs, story maps, point-form notes)

8.3    begin to experiment with language choices in imaginative writing and other ways of representing

GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

9.1    use a variety of familiar text forms and other media (messages, letters, lists, recounts, stories, poems, records of observations, role-plays, Readers Theatre)

9.2 demonstrate some awareness of audience and purposeØ                                                                                       choose particular forms for specific audiences and purposes

Ø   realize that work to be shared with an audience needs editing

9.3    consider their readers’/viewers’/listeners’ questions/comments and begin to use such responses to assess and extend their learning

GCO 10: Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

10.1  develop strategies for prewriting, drafting, revising, editing/proofreading, and presenting/publishing

Ø   use prewriting strategies, such as drawing, talking, and reflecting

Ø   use appropriate drafting strategies for getting ideas on paper (taking risks by using temporary spelling or by exploring various forms, writing freely with a focus on getting ideas on paper, composing simple text using a word processor)

Ø   use simple revision strategies to create a meaningful message (e.g., adding on, crossing out, starting to insert information)

Ø   use simple editing strategies (e.g., making some simple corrections in spelling and punctuation—capitals, periods; circling and correcting a few misspelled words; using beginning dictionaries or class-made word lists as resources for spelling)

Ø   use a variety of techniques for publishing/presenting (sharing writing/representing with the class or another class, publishing on-line, submitting work to school/district anthology or magazine)

10.2  use some conventions of written language

Ø   use conventional spacing between words

Ø   use an increasing number of letters to represent sounds (most vowel and consonant sounds represented)

Ø   use an increasing number of words spelled conventionally

Ø   use simple sentence structures

Ø   attempt to use punctuation (periods, question marks, exclamation marks)

Ø   use capital letters for proper names, pronoun “I,” and sentence beginnings

10.3  demonstrate engagement with the creation of pieces of writing and other representations

Ø    engage in writing and representing activities every day

Ø    sustain engagement in writing and other forms of representation (drawing, role-play, plasticine art, collage, etc.)

Ø    choose to write independently during free choice timeØ                                                                                       share writing and other representations with others and seek response

Ø    contribute during shared writing activities

Ø    contribute observations/information to classroom records of field trips, science experiments, etc.

10.4  with assistance, experiment with technology in writing and other forms of representing

Ø    use a tape recorder to record choral readings, dramatizations, retellings, or finished pieces of writing

Ø    create illustrations/drawings with a computer graphics/drawing program

Ø    compose simple text (and begin to revise and edit) with a word processing program

Ø    share writing/representations on-line

10.5  select, organize, and combine, with assistance, relevant information to construct and communicate meaning

Ø      interact with resources (print, non-print, or human) to answer their own questions or learning needs

Ø      with assistance, develop strategies for making and organizing notes

Ø      create a new produce

Ø      share their information in a variety of simple ways

The Body: Growth and Development

GCO A: Students will be expected to demonstrate knowledge of the body, body functions, and growth and development.

A2.1 demonstrate a knowledge of the role of the senses in everyday experiences

A2.2 demonstrate a knowledge of the functions of the skin

A3.1 demonstrate an understanding of the growth of primary and permanent teeth

Strategies for Healthy Living

GCO B: Students will be expected to demonstrate knowledge, skills, and attitudes that contribute to active, healthy living.

B1.1 differentiate between “everyday” and “sometimes” foods

B1.2 classify simple foods in various ways, including the four major food groups

B1.3 demonstrate an awareness of the need for a variety of foods

B1.4 demonstrate an awareness of the importance of nutritious and environmentally friendly snacks

B2.1 demonstrate a knowledge of what to do with unknown containers or substances that are found or offered by others

B3.1 demonstrate a knowledge of ways to protect their skin

B3.2 demonstrate a knowledge of basic first aid procedures for skin injuries and ailments

B3.3 identify community hazards and practise related precautions

B3.4 identify and practise ways of protecting their personal safety when they are not with a caregiver

B3.5 recognize emergency situations and describe how they would respond to various types of emergency, including fire

B4.1 identify and practise strategies for helping to protect the health of those who have special sensitivities, such as asthma and food allergies

B5.1 demonstrate a knowledge of different ways feelings can be expressed

B5.2 demonstrate healthy ways of responding to stressful situations

B6.1 identify and practise strategies for taking care of their teeth

B7.1 engage in regular physical activity

B7.2 identify healthy benefits of regular physical activity

B7.3 identify a range of physical activities available to them

Values and Practices for Healthy Living

GCO C: Students will be expected to demonstrate knowledge of factors that contribute to healthy living values and practices.

C1.1 describe what they appreciate most about their families

C1.2 demonstrate an awareness of, and respect for, a variety of family structures

C2.1 identify ways that neighbours can help each other

C2.2 describe work (paid and unpaid) that family members do, both at home and in the community

C2.3 demonstrate an awareness of community groups and services that support healthy lifestyles for children

C3.1 demonstrate an awareness of changes that affect family structure

C4.1 demonstrate an appreciation for the rhythms and cycles of nature

C4.2 demonstrate an appreciation for a diversity of life forms

C4.3 demonstrate an awareness of factors that contribute to a healthy home environment

C5.1 demonstrate an awareness that everyone has their own strengths

Strategies for Positive Personal Development and Healthy Relationships

GCO D: Students will be expected to demonstrate the knowledge, skills, and attitudes necessary to live happily and productively as an individual, within a family, an within the community.

D1.1 demonstrate an appreciation for their qualities and abilities

D2.1 acknowledge and practise thoughtful and caring behaviours in the classroom

D2.2 identify thoughtful and caring behaviours in the home

D3.1 identify and demonstrate ways that friends help each other

D4.1 make decisions based on preference, interest, and need

D4.2 recognize opportunities to take responsibility for their choices

D4.3 demonstrate assertiveness

D4.4 as part of a group, identify problems and suggest solutions that take the needs and feelings of others into account

D4.5 differentiate between decisions they can make themselves and those that are the responsibility of others

GCO A: Students will demonstrate number sense and apply number theory concepts.

A1    compare two sets for size in a variety of ways

A2    create equivalent sets and sets that differ by small amounts

A3    count in a variety of ways

A4    sort sets based on number

A5    match quantities with numerals

A6    count beyond 10 in a variety of ways

A7    estimate amounts between 10 and 100

A8    demonstrate an understanding of simple fractional parts

A9    order numbers and use ordinal language

A10  explore the meaning of the numbers between 10 and 20

A11  model numbers grouped in tens and ones

A12  compare 2-digit numbers

GCO B: Students will demonstrate operation sense and apply operation principles and procedures in both numeric and algebraic situations.

B1    recognize that addition is used to represent the joining of two groups

B2    recognize that subtraction is used to represent separating situations

B3    recognize the relationship between addition and subtraction

B4    recognize that subtraction can be used to solve missing addend problems

B5    recognize how to use addition or subtraction to solve comparison problems

B6    move freely among representing an addition or subtraction situation with a picture, a model, or a number sentence

B7    use mental strategies to find sums to 18 and differences from 18 or less

B8    know simple addition facts from among those for which the total is 10 or less and know the corresponding subtraction facts

GCO C: Students will explore, recognize, represent, and apply patterns and relationships, both informally and formally.

C1    create and recognize physical configurations for numbers

C2    reproduce, extend, and create simple patterns based on number

C3    sequence events

C4    create patterns with 3-D solids and 2-D shapes

C5    use number patterns to help solve addition and subtraction questions

GCO D: Students will demonstrate an understanding of and apply concepts and skills associated with measurement.

D1    identify procedures (not involving units) to compare and/or order length, capacities, and areas

D2    identify procedures (not involving units) to compare and/or order masses and durations of time

D3    identify and use non-standard units to estimate and measure length, capacity, time, mass, and area

D4    read hours on an analog clock

GCO E: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

E1    develop aspects of spatial sense, including visual memory

E2    develop aspects of spatial sense, including figure ground perception

E3    sort, build, and pattern with 2-D and 3-D shapes

E4    recognize and represent angles

E5    recognize, name, describe, and represent a variety of 2-D and

3-D shapes

E6    describe attributes of and sort and compare 2-D and 3-D shapes

E7    recognize 2-D figures in 3-D shapes

E8    build, divide, and change 2-D shapes

E9    recognize, name, describe, and represent slides and reflections of 2-D shapes

E10  recognize and identify 2-D and 3-D shapes in the environment

E11  cover figures and fill shapes with countable non-standard units

GCO F: Students will solve problems involving the collection, display, and analysis of data.

F1     collect and organize data

F2     interpret and create concrete and picture graphs

F3     interpret and create pictographs and symbolic graphs

F4     pose oral questions in relation to conducting surveys and/or interpreting data

GCO G: Students will represent and solve problems involving uncertainty.

G1    predict whether an event can never occur, must always occur, or simply might occur sometimes

GCO 1: Students will explore and develop thoughts, experiences and feelings and express them through music.

1.1.1 explore a range of ways of expressing thoughts, experiences, and feelings through music with emphasis on strategies and materials

1.1.2 explore songs about friends and play

1.2.1 explore rhythm, dynamics, and pitch to communicate thoughts, experiences, and feelings

GCO 2: Students will demonstrate their abilities, including skills, and techniques, in making, creating and presenting music.

2.1.1 demonstrate an awareness of rhythmic/melodic concepts, patterns in music and timbre

2.1.2 improvise answers in the same style to given rhythmic and melodic phrases

2.1.3 sing alone and with others with emphasis on pitch and production

2.2.1 contribute ideas to activities that explore creative use of sound sources

GCO  3: Students will use critical thinking and problem solving skills while developing their thoughts, experiences, and feelings through music.

3.1.1 explore and make choices during the creative music making process

3.2.1 talk about their thoughts and feelings related to music that they hear

GCO 4: Students will respond critically to their own work and the work of others.

4.1.1 respond physically to simple melodies with emphasis on high/low, same/different, beat/rhythm, and in-tune singing

4.1.2  describe high/low, same/different

GCO 5: Students will use a range of technologies while creating and developing thoughts, experiences and feelings in music.

5.1.1 demonstrate an awareness that classroom instruments can produce a variety of sounds such as high, low, long, and short

GCO 6: Students will make connections in local and global contexts among various arts disciplines and between music and other arts disciplines.

6.1.1 identify ways in which music is used in their world

6.2.1 use song and role play to interpret their world

GCO 7: Students will examine cultural and historical influences on the music activities in which they engage.

7.1.1 demonstrate awareness of music from their community reflecting various cultural contexts

GCO 8: Students will respect and value the music contributions of cultural groups within local and global contexts.

8.1.1 discuss music of various cultures

GCO 9: Students will demonstrate an awareness of and appreciation for the influence music has in daily life.

9.1.1 use music as part of seasonal celebrations

9.1.2 explore music as part of community traditions*

* Note that suggestions will be included in the curriculum guide for attending to the issue of families and communities that do not use music as part of traditions or celebrations.

Knowing

Ø    demonstrate an understanding of the concepts that support human movement.

Ø    demonstrate a knowledge of the components and processes needed to develop and maintain a personal level of functional fitness

Doing

Ø    demonstrate motor skills in all movement categories using efficient and effective body mechanics

Ø    participate regularly in a variety of activities that develop and maintain personal physical fitness

Ø    demonstrate creativity in all movement categories

Valuing

Ø    demonstrate positive personal and social behaviours and interpersonal relationships

Ø    demonstrate positive attitudes toward and an appreciation of physical activity through participation

Ø    demonstrate awareness of career and occupational opportunities related to physical activities

Basic Movement

Ø   respond to a variety of stop and start signals

Ø   find a self-space in a large boundaried area

Ø   identify the location of different body parts

Ø   perform fast and slow movements with various body parts

Ø   travel while moving in a variety of body shapes, with and without a partner

Ø   put a variety of body parts and objects into different levels, alone and with a partner

Ø   experience changing from a leading to a following position in relation to a partner

Ø   demonstrate ways to change direction and pathways while moving through general space, in order not to collide with others

Ø   jump, skip, gallop, and slide

Alternative Environments

Ø   experience walking around the school observing landmarks and being conscious of litter and the environment

Ø   experience scaling a hill under different seasonal conditions using a different number of body parts

Ø   participate in the building of sculptures

Ø   play a game of shadow tag on a sunny day

Ø   play on playground apparatus and discuss the safety  issues of each piece

Ø   experience walking as quietly as possible as a measure of sensitivity to the environment

Dance

Ø   experience the enjoyment of participating alone and with others

Ø   select and respond to music of different tempos to stimulate locomotor movements

Ø   experience moving on straight, curved, and zig-zag pathways

Ø   demonstrate ways to change from a leading to a following position in relation to a partner

Ø   demonstrate ways to express the qualities of fast and slow speed through a variety of creative dance sequences

Ø   perform simple sequences that focus on changes in direction, level, pathway, and shape (separately or combined)

Educational Gymnastics

Ø   demonstrate an understanding of safety rules specific to a gymnastic environment

Ø   demonstrate a willingness to take turns, as directed, on various pieces of gymnastic equipment

Ø   perform the qualities of fast and slow speed through a variety of gymnastic sequences on the floor and on small equipment

Ø   demonstrate ways to follow different pathways and directions while moving on the ground or on low equipment

Ø   demonstrate the use of movement sentences (the starting position is the capital letter, the action is the verb, the quality of movement is the adjective, and the finishing position is the period) to explore balances and shapes

Ø   experience and perform a variety of rolls (log, shoulder, forward)

Ø   combine jumps and landing to create a sequence

Ø   demonstrate ways to jump and land using a variety of take-off and landing patterns (two feet to two feet, one foot to two feet, one foot to one foot, and one foot to the other foot)

Skill Development

Ø   demonstrate an understanding of fair-play principles

Ø   demonstrate a willingness to move in various formations (line, circle, scattered)

Ø   demonstrate an understanding of the difference between right and left

Ø   catch a softly thrown ball at different levels using properly positioned hands

Ø   travel slowly in different directions while manipulating a ball with various implements and body parts (hands, feet, scoop, hockey stick) on the spot or while travelling

Ø   use both right and left hands to push a balloon upward and keep it off the ground with the hands, or with an implement

(e.g., lightweight paddle)

Ø   strike a lightweight ball with at least three different body parts (e.g., knee, foot, elbow) keeping it in self-space

Ø   strike a small playground ball off a tee or cone using the hand

Ø   throw various objects (e.g., ball, beanbag, Frisbee) at targets and play target games

Ø   demonstrate techniques for throwing (stance, step, follow-through)

Ø   trap a slow moving ball with the bottom of both feet

Ø   swing a short rope in various positions with both the right and the left hand (above head, in front of body, to right/left, under body)

Ø   bounce a ball using two hands

Ø   demonstrate ways to bounce and catch using two hands, using a variety of balls (sponge, tennis, playground)

Ø   use a variety of small equipment (e.g., rope, hoop, ball, beanbag) to practise jumping over, around, and through

Ø   kick a ball at a large target (larger ball, hoop, pylon, partner)

Ø   skip  with a short rope forward and backward

STSE/Knowledge

GCO 1: Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. (STSE)

GCO 3: Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. (Knowledge)

Skills

GCO 2: Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.

Attitudes

GCO 4: Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

Materials, Objects and Our Senses

Initiating and Planning

Ø      follow a simple procedure where instructions are given one step at a time

Ø      identify problems to be solved

Ø      make predictions, based on an observed pattern

Ø      select and use materials to carry out their own explorations

Performing and Recording

Ø   follow a simple procedure where instructions are given one step at a time

Ø   use appropriate tools for manipulating and observing materials and in building simple models

Ø   make and record relevant observations and measurements, using written language, pictures, and charts

Ø   follow given safety procedures and rules and explain why they are needed

Analysing and Interpreting

Ø   place materials and objects in a sequence or in groups according to one or more attributes

Ø   construct and label concrete-object graphs, pictographs, or bar graphs

Ø   propose an answer to an initial question or problem and draw simple conclusions based on observations or research

Ø   compare and evaluate personally constructed objects with respect to their form and function

Communication and Teamwork

Ø   communicate questions, ideas, and intentions while conducting their explorations

Ø   identify common objects and events, using terminology and language that others understand

Ø   communicate procedures and results, using drawings, demonstrations, and written and oral descriptions

Needs and Characteristics of Living Things

Initiating and Planning

Ø   ask questions that lead to exploration and investigation

Ø   make predictions based on an observed pattern

Performing and Recording

Ø   make and record relevant observations and measurements, using written language, pictures, and charts

Ø   identify and use a variety of sources of science information and ideas

Analysing and Interpreting

Ø   place materials and objects in a sequence or in groups according to one or more attributes

Ø   identify new questions that arise from what was learned

Communication and Teamwork

Ø   identify common objects and events, using terminology and language that others understand

Ø   respond to the ideas and actions of others in constructing their own understanding

Daily and Seasonal Changes

Initiating and Planning

Ø   ask questions that lead to exploration and investigation

Ø   make predictions based on an observed pattern

Performing and Recording

Ø   make and record relevant observations and measurements, using written language, pictures, and charts

Ø   follow given safety procedures and rules and explain why they are needed

Analysing and Interpreting

Ø   place materials and objects in a sequence or in groups according to one or more attributes

Ø   propose an answer to an initial question or problem and draw simple conclusions based on observations or research

Ø   identify new questions that arise from what was learned

Communication and Teamwork

Ø   communicate questions, ideas, and intentions while conducting their explorations

Ø   identify common objects and events, using terminology and language that others understand

Citizenship, Power, and Governance

GCO: Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship and the origins, functions, and sources of power, authority, and governance.

Ø  identify examples of their rights and responsibilities as citizens

Ø  demonstrate an understanding of equality, human dignity, and justice

Ø  recognize power and authority in their lives

Ø  select examples of decisions that are made by governments that affect their personal lives

Ø  recognize that laws influence their personal lives

Ø  demonstrate how individuals and groups can influence decision making

Ø  recognize that individuals and groups have different perspectives on public issues

Ø  take age-appropriate actions to demonstrate their responsibilities as citizens

Culture and Diversity

GCO: Students will be expected to demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.

Ø  identify some characteristics unique to one’s self and other characteristics that all humans share

Ø  identify groups to which they belong

Ø  give examples of how groups, institutions, and media influence people

Ø  identify the material and non-material elements of a culture

Ø  identify similarities and differences in the ways cultures meet human needs and wants

Ø  give examples of how experiences are interpreted differently

Ø  give examples of stereotypes, discrimination, and pressures to confirm and how they affect an individual

Ø  give examples of how culture is transmitted

Ø  give examples of contributions made to Canada by various individuals, groups, and cultures

Individuals, Societies, and Economic Decisions

GCO: Students will expected to demonstrate the ability to make responsible economic decisions as individuals and as members of society.

Ø  distinguish between needs and wants

Ø  give examples of economic decisions made by individuals and families

Ø  recognize that producers have to consider what they will produce (goods or services), how they will produce it, and who will buy it

Ø  give examples of paid and unpaid work

Ø  explain the role of money in everyday life and give examples of how people earn, save, and spend income

Ø  give examples of goods and services provided by

     governmentsØ         describe the relationship of price to supply and demand

Ø     identify various factors that influence their decisions as consumers

Interdependence

GCO: Students will be expected to demonstrate an understanding of the interdependent relationship among individuals, societies, and the environment—locally, nationally, and globally—and the implications for a sustainable future.

Ø  recognize and describe the interdependent nature of relationships

Ø  identify and explore interactions among individuals, groups, and societies

Ø  identify and describe some human organizations and natural systems

Ø  identify and describe examples of interactions among people, technology, and the environments

Ø  demonstrate an understanding of the concept of sustainability

Ø  explore and describe universal human rights and other selected global issues

Ø  plan and evaluate age-appropriate actions to support peace and sustainability in our interdependent world

People, Place, and Environment

GCO: Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.

Ø  ask basic geographic questions; acquire, organize, and analyse geographic information; and answer geographic questions at an age-appropriate level

Ø  use maps, globes, and pictures to describe location and place

Ø  use location, distance, scale, direction, and size to describe place

Ø  identify some of the basic physical processes that have shaped the earth

Ø  describe some of the physical and human characteristics of their local communities

Ø  identify ways people depend on, modify, and are influenced by the physical environment

Ø  describe the movement of goods, people, and ideas within their community

Time, Continuity, and Change

GCO: Students will be expected to demonstrate an understanding of the past and how it affects the present and the future.

Ø  use basic concepts and vocabulary associated with time, continuity, and change

Ø  identify and use primary and secondary sources to learn and communicate about the past

Ø  demonstrate an understanding that views of the past are shaped by diverse perspectives

Ø  ask questions associated with historical methodology to answer: What happened? How do we know what we know? and Why is it important?

Ø  demonstrate an understanding of cause and effect and change over time

Ø  use knowledge of the past to assist in decision making

Ø  communicate ideas about their vision for the future