Economic

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to:

create a simple budget that allocates money for spending, saving, and donating.

Child demonstrates an understanding that all people need food, clothing, and shelter.

identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Federalist Papers, on the U.S. system of government;

Economics. The student understands the concept of the free enterprise system. The student is expected to:

Child demonstrates understanding of what it means to be a consumer.

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

summarize the strengths and weaknesses of the Articles of Confederation;

identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.

define and identify examples of scarcity;

explain the impact of scarcity on the production, distribution, and consumption of goods and services; and

Child discusses the roles and responsibilities of family, school, and community helpers.

establish purpose for reading assigned and self-selected texts;

identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights;

History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to:

explain the concept of a free market as it relates to the U.S. free enterprise system.

summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations;

Geography

generate questions about text before, during, and after reading to deepen understanding and gain information;

analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and

explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, and John Locke in the development of self-government in colonial America.

Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to:

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

identify the characteristics of civilization; and

Child identifies and creates common geographic features.

make and correct or confirm predictions using text features, characteristics of genre, and structures;

Government. The student understands the purpose of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:

identify examples of how a simple business operates;

apply mathematics to problems arising in everyday life, society, and the workplace;

explain how major river valley civilizations influenced the development of the classical civilizations.

Child explores geography tools and resources

create mental images to deepen understanding;

History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:

make connections to personal experiences, ideas in other texts, and society;

summarize the purposes for amending the U.S. Constitution; and

explain how supply and demand affect the price of a good or service;

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

Citizenship

Child identifies the United States and Texas flag.

make inferences and use evidence to support understanding;

describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome;

describe the impact of the 13th, 14th, and 15th amendments.

explain how the cost of production and selling price affect profits;

select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

Child recites the Pledge of Allegiance to the United States flag and   the Texas flag and observes a moment of silence.

evaluate details read to determine key ideas;