Identify and share important parts of who I am through symbols, words, and stories.

Explain how my family’s traditions, stories, and culture help shape my identity.

Listen to and learn from my classmates’ identities and cultures to celebrate differences and notice similarities.

What makes up my identity and how can I show it?

How do our names, families, and cultures shape who we are?

How does learning about each other’s identities and cultures help us build respect and community?

After reading Pride: The Story of Harvey Milk and the Rainbow Flag, students brainstorm symbols, colors, and words that represent them. They design their own “All About Me” flag and share in a gallery walk to celebrate individuality.

Students listen to Always Anjali and then work with their families to gather the story of their own names. Back in class, they present their name story and answer questions from peers, highlighting both uniqueness and common connections.

Students create personal identity maps that include family background, interests, and cultural heritage, showing how different aspects of identity connect to make them who they are.

Explain the purpose of maps and globes and how they help us understand our world.

Identify and use the basic parts of a map, including the compass rose, key/legend, and title.

Name and locate the seven continents and five oceans on a map and globe.

Explain my place in the world by identifying my continent, country, state, and city.

What do maps and globes show us about the world?

How do the parts of a map help us understand places and spaces?

Where am I in the world, and how do maps help me find my place?

How do landforms and bodies of water shape the world we live in?

Explore physical maps and globes and complete a scavenger hunt, locating land, water, map key/legend, a cardinal direction, and something interesting.

Participate in a guided map-making activity, identifying key classroom features, placing them on a map, and designing symbols for each.

Explore definitions and visuals of landforms, then choose one to draw or build using classroom materials 

Explain why people migrate to new places and distinguish between voluntary migration and forced migration.

Recognize and value cultural contributions that immigrants and Indigenous people bring to communities in the United States.

Identify fairness and unfairness in history and today and express ways they can respond to injustice respectfully and responsibly.

Why do people leave their homes to live in new places, and how does migration shape who we are as a nation?

How do individuals and communities carry their histories, cultures, and traditions with them when they move?

What can we do when we see unfairness or people being treated differently because of who they are?

Draw or write about something in your own community they would want to protect (a park, a playground, a tree, clean water).

Students create a class mural with three panels: Struggle, Strength, Hope.  In each panel, they add images/words inspired by the story: Born on Water

Explain the purpose of rules and laws and how government helps protect people’s rights and meet their needs.

Describe the characteristics of a democracy and how citizens participate through voting and leadership.

Recognize important American symbols and influential figures and explain how they represent the values of the United States.

Why do we have rules, laws, and government, and what would life be like without them?

How do citizens and symbols help us understand what it means to be part of a democracy?

After the read-aloud What If Everybody Did That?, the teacher creates a T-chart: With Rules/Laws vs. Without Rules/Laws.  Students brainstorm examples from the story and their own lives and discuss why we create laws.

Students read Grace for President and Duck for President, then brainstorm leadership qualities on a class chart. 

In the class election, students use private ballots and a ballot box to cast votes, simulating a real democratic process.

Identify and classify different types of resources (natural, human, capital, renewable, nonrenewable) and explain how they affect jobs and communities.

Explain how people earn, spend, and save money to meet their wants and needs.

Differentiate between goods and services and analyze how choices about spending, saving, and using resources impact individuals and communities.

How do the resources in a community affect the jobs people have and the way people live?

Why do people need to make choices about earning, spending, and saving money?

After watching the Human, Capital & Natural Resources video, students sort examples into categories (natural, human, capital).

Students research a job they are interested in using the Epic Collection: Jobs.  In a brochure, they include: job description, skills/education needed, expected wages or salary, and how this job meets community needs.

Students complete a Spending and Saving worksheet where they make choices about what to spend now and what to save for later.

How can learning about another country’s culture, traditions, and geography help us better understand the world and the people in it?

Students research their chosen country, adding information to their Travel Journal (flag, map, food, celebrations, fun facts).

Students create a project display to teach their classmates about the country.

Classmates take a “gallery walk,” exploring projects and souvenirs, asking questions, and learning from one another’s research.