Nebraska Social Studies Standards, 2003
With Economics Content Highlighted in Red

TABLE 1: Nebraska Economics Standards, 2003
Grade	Standard Number	Standard	Indicators
K-1	1	Social Studies Kindergarten, First Grade Social Studies United States History, Geography, Civics/Government, Economics
K-1	1.1	Students will demonstrate an understanding that history relates to events and people of other times and places	•Using calendars and timelines to show sequence and change. •Identifying past events and people in legends, historical fiction, and biographies, e.g., Johnny Appleseed, Betsy Ross, etc. •Comparing school and community life in America in different places and times. •Recognizing that people, places, and things change over time.
K-1	1.2	Students will compare and contrast the past and present contributions of cultures to school and family.	•Explaining the past and the present through pictures, oral history, letters, or journals. •Students will identify ways that people grow and change over time.
K-1	1.3	Students will compare the relative location of people, places, and things.	•Using objects to show position, e.g., near/far, up/down, left/right, behind/in front. •Identifying map symbols, e.g., legend references to land, water, roads, and cities. •Naming community symbols, e.g. traffic signs, traffic lights, and street and highway markers. •Locating land and water on simple maps, globes, or other models using cardinal directions and map symbols. •Recognize the physical shape of our state and nation.
K-1	1.4	Students will recognize that climate, location, and physical surroundings affect the lives of people.	•Discussing how the environment influences their food, clothing, shelter, transportation, and recreation. •Recognizing that Nebraska's seasons vary from other places in the United States and the world.
K-1	1.5	Students will identify uses of technology, such as transportation and communication	•Identify what inventions are. •Describe a helpful invention. •Explain why they are important.
K-1	1.6	Students will identify basic economic concepts.	•Recognizing the difference between basic needs and wants, e.g. food, clothing, shelter, and affection. •Explain differences between buyers and sellers/goods and services.
K-1	1.7	Students will explain how families and individuals earn, spend, and save.	•Matching simple descriptions of work that people do with the names of those jobs •Recognize the importance of work. •Demonstrating the exchange of money for goods and services •Identifying ways to save money.
K-1	1.8	Students will recognize good citizenship and its importance.	•Explaining why it is important to show respect for self, family, and others, e.g., taking care of his/her own things and respecting what belongs to others. •Identifying examples of honesty, courage, patriotism, and other admirable character traits seen in American history. •Identifying how choices and actions affect themselves and others, e.g., making class rules, participating in classroom chores. •Identifying community groups of which students are members, e.g., family, school, church, girl/boy scouts, and classroom. •Participate in classroom elections. •Name the President or other elected leaders.
K-1	1.9	Students will identify patriotic symbols and actions.	•Naming those associated with the United States, e.g., the flag, the Pledge of Allegiance, etc.
2-4	4	Social Studies Second, Third, and Fourth Grade Social Studies United States History, Nebraska History, Geography, Civics/Government, Economics .
2-4	4.1	Students will compare communities and describe how United States and Nebraska communities changed physically and demographically over time.	•Identify and describe cultural holidays and events in their communities, Nebraska, and United States. •Identify changes in daily life past and present, e.g., roles, jobs, communication, technology, schools, and cultural traditions.
2-4	4.2	Students will describe the contributions from the cultural and ethnic groups that made up our national heritage: Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans.	•Identify regional characteristics, e.g., Navaho, Amish, and Polynesian. •Identify important men and women from different cultural and ethnic groups. •Identify famous inventors. •Identify contributions of special groups, e.g., labor unions, buffalo soldiers, and farmers' co-ops.
2-4	4.3	Students will describe social and economic development of Nebraska in the 20th century.	•Identify the accomplishments of 20th century Nebraskans. •Explain the impact of advance in transportation, communication, immigration, and economic development.
2-4	4.4	Students will describe the interaction between Native Americans and their environment on the plains prior to European contact.	•Explain how Native Americans used the resources for daily living. •Identify different types of shelters used by Native Americans. •Describe the daily life of a Native American.
2-4	4.5	Students will describe Nebraska's history, including geographic factors, from European contact to statehood.	•Explain how historic and geographic factors affected the expansion and development of Nebraska. •Locate on a map, forts, missions, settlements, trails, cities, transportation routes, and migration patterns. •Describe the exploration of the Great Plains. •Describe the impact of westward expansion on tribal nations. •Describe Spanish, French, and English settlements.
2-4	4.6	Students will identify significant individuals, historical events and symbols in their community and in Nebraska and explain their importance.	•Identify and describe the past and present contributions of Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans. •Identify members of Nebraska's Hall of Fame. •Identify accomplishments of prominent Nebraskans, e.g., Black Elk, Malcolm X, and Evelyn Sharp. •Identify groups that have impacted Nebraska's history, e.g., buffalo soldiers, cowboys, and sodbusters and immigrant settlers. •Identifying those associated with Nebraska, e.g., the flag, tree, and bird.
2-4	4.7	Student will use higher level thinking processes to evaluate and analyze primary sources and other resources.	•Identify, analyze, and make generalizations using primary sources, e.g., artifacts, diaries, letters, photographs, art, and newspapers. •Compare documentary sources on historical figures, events, with fictionalized characters and events to distinguish fact from fiction.
2-4	4.8	Students will describe characteristics of a market economic system and the interactions of consumers and producers.	•Describe the concepts of scarcity, choice, and the use of limited natural, capital, and human resources in an economic system. •Explain the specialization and interdependence of producers and consumers involved in producing goods and services. •Demonstrate how markets and prices help consumers buy and producers supply products and services in an economic system. •Identify how changing modes of transportation and communication by entrepreneurs have changed the economic system of the United States and Nebraska. •Explain the purpose of taxes and their use and collection in an economic system.
2-4	4.9	Students will demonstrate an understanding of money and the financial system used in the United States.	•Identify the concepts of earning, saving, spending, and checking accounts and credit used by financial institutions and consumers. •Describe the functions of money in an economic system.
2-4	4.10	Students will identify and use essential map elements.	•Distinguish between longitude and latitude. •Use the equator and prime meridian to identify the hemisphere. •Use the grid system to find locations. •Use cardinal directions. •Understand map keys, e.g., scale, symbols, compass rose.
2-4	4.11	Students will use maps and globes to acquire information about people, places, and environments.	•Locate and identify on maps and globes his/her local city or county, Nebraska, the Unites States, the seven continents, and four oceans. •Sketch maps to illustrate places described in a narrative or a description, e.g., neighborhoods, rooms, routes, regions, states, countries, continents. •Explain how physical characteristics, transportation routes, climate, and specialization influenced the variety of crops, products, industries, and the general patterns of economic growth in Nebraska. •Illustrate how Nebraska communities differ in physical features, e.g., land use, population density, architecture, services, and transportation. •Construct physical maps and three-dimensional models that include the essential map elements, political areas, and the geographic regions of Nebraska and the United States, e.g., Coastal Plains, Appalachian Mountains, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Ridge, and Costal Range. •Explain the directional flow of rivers.
2-4	4.12	Students will identify the geographic and human characteristics of the regions of the United States and Nebraska.	•Name the major geographic regions of the United States. •Identify the states within each region. •Identify capital cities and major cities. •Identify mountains, lakes, and rivers in each region. •Name the countries and bodies of water, which border the United States. •Identify geographic and historic features unique to each region.
2-4	4.13	Students will describe the process of making laws, carrying out laws, and determining if laws have been violated.	•Describe the constitutional rights and responsibilities of being a citizen. •Explain the role of citizenship in the promotion of laws. •Describe the election process. •Identify the consequences of violating the law. •Identify local, county, and state representatives. •Explain the process of contacting a representative
2-4	4.14	Students will identify the uniqueness of the Nebraska Unicameral compared with other state legislatures.	•Describe the difference between bicameral and unicameral legislatures. •Identify the contribution of George Norris.
2-4	4.15	Students will identify and describe the responsibilities of the elected mayor, governor and president on the local, state, and federal level.	•Name of your mayor, governor, and the President of the United States and list several responsibilities of each.

EcEdWeb Home