Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

Kindergarten

D

Describe how individuals meet their needs and wants through different means. 

D

Know that individuals choose jobs that impact their lives, families, and communities.

I

Explain that people learn in the context of families, peers, schools, and communities.

I

Give examples of how learning and physical development affect behavior.

I

Explain the consequences of an individual’s decisions and actions.

I

Recognize that individuals have a space or develop an understanding of space and spatial relationships.

I

Understand that cooperation is necessary when working within large and small groups to complete tasks.

I

Work independently and cooperatively to accomplish goals.

I

Describe how groups are made up of people who work, play, or learn together and share common interests.

TOP

First Grade

I

Work independently and cooperatively to accomplish goals.

I

Recognize individuals have responsibilities to the group whether as a leader or as a member.

D

Recognize the importance of individuals and families as part of neighborhoods.

M

Describe the unique features of one’s nuclear and extended families.

I

Give examples of the tension between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.

D

Recognize that cooperation is necessary in working with a group to complete a task.

TOP

Second Grade

I

Describe how groups work independently and cooperatively to accomplish goals within a community.

I

Recognize individuals can belong to groups but still have their own identity.

D

Know how to share and give opinions in a group.

I

Identify and describe ways family, groups, and community influence an individual’s daily life and personal choices.

D

Recognize individuals have a role in each group in which they participate.

D

Recognize that each individual must make decisions about the work groups and play groups in which they participate.

TOP

Third Grade 

I

Give examples of conflict, cooperation, and interdependence among individuals, groups, and nations.

I

Examine the relationships and conflict between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection.

I

Give examples of economic, social, or political changes that result from individual or group decisions.

D

Identify examples of actions individuals and groups can take to improve the community.

D

Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.

TOP

Fourth Grade

I

Analyze a particular event to identify reasons individuals might respond to it in different ways.

M

Work independently and cooperatively to accomplish goals.

M

Identify leadership qualities of leaders of the past.

I

Explain group and institutional influences such as religious beliefs, laws, and peer pressure on people, events, and elements of culture.

I

Identify and describe examples of tension between a group’s belief system and the government’s policies and laws.

 

 

 

 

 

 

TOP

Fifth Grade

I

Identify and describe examples of tension between an individual’s beliefs, government policies, and laws.

I

Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.

I

Identify and describe factors that either contribute to cooperation or cause disputes within and among groups and actions.

I

Give examples of the role of institutions in furthering both continuity and change.

I

Identify examples of institutions and describe the interactions of people with institutions.

I

Analyze the role of individuals and groups in elections.

TOP

Sixth Grade 

M

Recognize that individuals can belong to groups but still have their own identity.

I

Relate personal changes to social, cultural, and historical contexts.

I

Describe personal connections to place, as associated with community, nation, and world.

I

Describe ways regional, ethnic, and national cultures influence individuals’ daily lives.

I

Identify and describe ways family, groups, and community influence the individual’s daily life and personal choices.

I

Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.

I

Analyze group and institutional influences on people, events, and elements of culture.

TOP

Seventh Grade

M

Recognize that individuals can belong to groups but still retain their own identity.

M

Know how to share and give opinions in a group.

M

Describe personal connections to a place.

D

Identify and describe ways regional, ethnic, and national cultures influence individuals’ daily lives.

D

Examine issues involving the rights, roles, and status of the individual in relation to the general welfare in various regions of the world.

D

Identify ways family, groups, and community influence daily life and personal choices.

D

Demonstrate an understanding of concepts such as role, status, and social class when describing the interactions of individuals and social groups in various regions of the world.

D

Explore the causes, consequences, and possible solutions applied by governing bodies to persistent global issues such as health, security, resource allocation, economic development, and environmental quality.

D

Identify the effects of physical and human geographic factors on current policies and issues such as land use, urban planning, and conservation issues.

D

Describe the impact of contemporary patterns of consumption, production, and population growth on the future spatial organization of the earth.

D

Integrate multiple points of view to analyze and evaluate contemporary geographic issues.

TOP

Eighth Grade

D

Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare.

I

Identify and interpret examples of stereotyping, conformity, and altruism.

I

Identify and analyze examples of tension between expression of individuality and group or institutional efforts to promote social conformity.

D

Describe the role of institutions in furthering both continuity and change.

D

Apply knowledge of how groups and institutions work to meet individual needs and promote the common good.

D

Describe the various forms institutions take and the interactions of people with institutions.

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Lesson Plans

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Topics

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Interactive Activities

 

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Worksheets

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Connie Campbell               Jefferson County Schools