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Ohio’s Learning Standards – Extended with Learning Progressions Social Studies

K–12 Standards

Kindergarten
Other Ohio Social Studies - Extended Learning Standards sets
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
American Government
American History
Contemporary World Issues
Economics & Financial Literacy
Modern World History
World Geography

History

Historical Thinking and Skills
1. 1
  Time can be measured.HS.K.1
  a
  Organize the 12 months of the year in chronological order.HS.K.1.a
  b
  Recall the 7 days of the week in order.HS.K.1.b
  c
  Organize the days of the week in chronological order.HS.K.1.c
  d
  Identify days, weeks, and months as intervals of time.HS.K.1.d
  e
  Identify tasks that can be accomplished within an hour.HS.K.1.e
  f
  Organize a schedule of events by the hour.HS.K.1.f
  g
  Identify tasks that can be accomplished in minutes. HS.K.1.g
  h
  Observe a minute pass using a timer.HS.K.1.h
  i
  Identify tasks that can be accomplished in seconds.HS.K.1.i
  j
  Count to represent seconds of time as it passes.HS.K.1.j
  k
  Identify tools used to measure the passage of time (e.g., watch, timer, sand hourglass, calendar, schedule, timeline, etc.).HS.K.1.k
  l
  Engage with tools used to measure time. HS.K.1.l
2. 2
  Personal history can be shared through stories and pictures.HS.K.2
  a
  Share personal stories or experiences with others.HS.K.2.a
  b
  Use a picture to share about a personal experience. HS.K.2.b
  c
  Organize pictures showing personal experiences into time order (e.g., first, then, next, finally or by age or date). HS.K.2.c
  d
  Collect pictures that show personal experiences. HS.K.2.d
  e
  Identify a picture or story that conveys a personal experience. HS.K.2.e
  f
  Engage with images that show a personal experience.HS.K.2.f
  g
  Engage with others as a personal story/experience is shared. HS.K.2.g
Heritage
1. 3
  Heritage is reflected through diverse cultures and is shown through the arts, customs, traditions, family celebrations, and language. HS.K.3
  a
  Select and share examples of one’s own culture or heritage.HS.K.3.a
  b
  Identify heritage as a cultural practice, language, custom, tradition, celebration, etc. acquired from an ancestor or predecessor.HS.K.3.b
  c
  Relate culture as coming from family groups, community groups, religious groups, etc. HS.K.3.c
  d
  Share family traditions with others. HS.K.3.d
  e
  Participate in family, community, or school celebrations. HS.K.3.e
  f
  Listen to and/or communicate using diverse languages.HS.K.3.f
  g
  Listen to music from diverse cultures.HS.K.3.g
  h
  Participate in family traditions, family celebrations, cultural experiences, customs, social experiences, the arts, including through dress, and/or language. HS.K.3.h
2. 4
  Symbols and practices of the United States include the flag, Pledge of Allegiance, and the National Anthem. Other nations are represented by symbols and practices, too. HS.K.4
  a
  Identify the National Anthem when presented in text or audio formats. HS.K.4.a
  b
  Recite the Pledge of Allegiance.HS.K.4.b
  c
  Identify the U.S. bird.HS.K.4.c
  d
  Identify the United State flag. HS.K.4.d
  e
  Identify the U.S. as a country represented on a map.HS.K.4.e
  f
  Engage with symbols and/or practices representing the U.S.HS.K.4.f

Geography

Spatial Thinking and Skills
1. 5
  Terms related to direction and distance, as well as symbols and landmarks, can be used to talk about the relative location of familiar places.GEO.K.5
  a
  Locate distance markers on a map.GEO.K.5.a
  b
  Distance can be measured in increments, including miles. GEO.K.5.b
  c
  Use manipulative or model to move north, south, east, or west on a map or in real life.GEO.K.5.c
  d
  Locate a compass rose on a map.GEO.K.5.d
  e
  Identify terms north, south, east, and west are directions related to positions on the earth. GEO.K.5.e
  f
  Match symbols to specific locations.GEO.K.5.f
  g
  Locate symbols added to maps to represent places or locations (e.g., map key).GEO.K.5.g
  h
  Identify a symbol (picture, object, photograph, graphic) can be used to represent a location or place. GEO.K.5.h
  i
  Identify landmarks as locations in a landscape or community that are easily recognized and can be used to establish a location. GEO.K.5.i
  j
  List familiar locations in the local community. GEO.K.5.j
  k
  Name familiar locations in the school.GEO.K.5.k
  l
  Identify an object, tactile graphic, or visual representation that could be used to represent a local landmark.GEO.K.5.l
  m
  Engage with tools used to show directions (e.g. map key, compass rose). GEO.K.5.m
  n
  Actively participate in moving in a given direction.GEO.K.5.n
  o
  Engage with objects, tactile graphics, or visual representations of a familiar location.GEO.K.5.o
2. 6
  Models and maps represent real places.GEO.K.6
  a
  Build a model that represents a real place.GEO.K.6.a
  b
  Create a map to represent a real place.GEO.K.6.b
  c
  Identify a model that can be used to represent a location or place.GEO.K.6.c
  d
  Select a map that represents a real locations in a landscape or community. GEO.K.6.d
  e
  List familiar locations in the local community.GEO.K.6.e
  f
  Name familiar locations in the school or home. GEO.K.6.f
  g
  Identify an object, tactile graphic, or visual representation that could be used to represent a real place.GEO.K.6.g
  h
  Engage with peers to create a model or map of a real place.GEO.K.6.h
  i
  Engage with maps and models of familiar places.GEO.K.6.i
  j
  Engage with objects, tactile graphics, or visual representations of a familiar location. GEO.K.6.j
Human Systems
1. 7
  Humans depend on and impact the physical environment in order to supply food, clothing, and shelter.GEO.K.7
  a
  Give examples of ways in which we help and hurt our physical environment.GEO.K.7.a
  b
  Describe ways in which we depend on the physical environment to meet or everyday needs (e.g., access water from rain/ ground, use shelter made with tree based products, we eat food grown in the ground and provided by animals, we wear clothes made from plant-based products, etc.).GEO.K.7.b
  c
  Look at clothing labels to identify materials used to make clothing that come from the physical environment (e.g., cotton, linen, silk). GEO.K.7.c
  d
  Identify products that come directly from our physical environment that are used to build shelter (homes and other buildings).GEO.K.7.d
  e
  Identify types of food that come directly from our physical environment.GEO.K.7.e
  f
  Identify food, clothing, and shelter as needs rather than wants.GEO.K.7.f
  g
  Define the physical environment as our surroundings - no matter what our location (e.g., if we are at the park our surroundings are the playground, grass trees, etc.). GEO.K.7.g
  h
  Engage in everyday activities that involve food, clothing, and shelter. GEO.K.7.h
2. 8
  Individuals are unique but share common characteristics of multiple groups. GEO.K.8
  a
  Identify common characteristics of people that are present across multiple groups.GEO.K.8.a
  b
  Identify others with one or more matching characteristic to oneself. GEO.K.8.b
  c
  Identify unique characteristics that describe oneself.GEO.K.8.c
  d
  Identify characteristic that describe people in general. GEO.K.8.d
  e
  Match self to a generic representation of a person. GEO.K.8.e
  f
  Actively participate in a group to identify individual characteristics. GEO.K.8.f

Government

Civic Participation and Skills
1. 9
  Individuals share responsibilities and take action toward the achievement of common goals in homes, schools, and communities. GVT.K.9
  a
  Identify the role of others in achieving the goals specific to home, school, and community.GVT.K.9.a
  b
  Identify personal role in achieving the goals specific to home, school, and community.GVT.K.9.b
  c
  Identify goals specific to communities.GVT.K.9.c
  d
  Identify goals specific to school.GVT.K.9.d
  e
  Identify goals specific to home.GVT.K.9.e
  f
  Determine logical sequence of steps to complete the simple goal.GVT.K.9.f
  g
  Identify which group member completed each step of the goal.GVT.K.9.g
  h
  Identify the individual steps needed to complete the simple goal.GVT.K.9.h
  i
  Identify goal that the group completed.GVT.K.9.i
  j
  Actively participate in a group to complete a simply goal.GVT.K.9.j
Rules and Laws
1. 10
  The purpose of rules and authority figures is to provide order, security and safety in the home, school, and community. GVT.K.10
  a
  Match identified authority figure with the identified rules.GVT.K.10.a
  b
  Identify authority figures in the home, at school, and within the community.GVT.K.10.b
  c
  Identify rules specific to home, school, and community.GVT.K.10.c
  d
  Identify personal situations when rules are necessary.GVT.K.10.d
  e
  Identify rules associated with other events (e.g., recess, lunch/cafeteria, dinner time at home, movie theatre, etc.) GVT.K.10.e
  f
  Determine how the game would work if there were no rules.GVT.K.10.f
  g
  Identify the rules of the simple game.GVT.K.10.g
  h
  Actively engage in a simple game that has clear rules.GVT.K.10.h

Economics

Scarcity
1. 11
  Individuals have many wants and make decisions to satisfy those wants. These decisions impact others.ECON.K.11
  a
  Describe a time when getting what is wanted required giving something in trade.ECON.K.11.a
  b
  Describe a time when getting what is wanted required waiting (e.g., waiting to get a turn, waiting to save money, waiting in a line, etc.).ECON.K.11.b
  c
  Identify situations when the student did not have their wants satisfied.ECON.K.11.c
  d
  Identify situations when the student had their wants satisfied. ECON.K.11.d
  e
  Engage in activities/situations where there are limited tangible resources.ECON.K.11.e
  f
  Define the difference between the need for something and the want for something.ECON.K.11.f
  g
  Identify objects that are necessary for survival. ECON.K.11.g
  h
  Identify objects that are desirable to others.ECON.K.11.h
  i
  Identify objects personally desirable.ECON.K.11.i
  j
  Actively engage in a making a choice.ECON.K.11.j
  k
  Actively engage in a preferred activity. ECON.K.11.k
Production and Consumption
1. 12
  Goods are objects that can satisfy an individual’s wants. Services are actions that can satisfy individual’s wants. ECON.K.12
  a
  Identify services that are necessary for survival. ECON.K.12.a
  b
  Identify goods and services used on a daily basis.ECON.K.12.b
  c
  Use goods and services on a daily basis.ECON.K.12.c
  d
  Define services as actions that satisfy wants and needs.ECON.K.12.d
  e
  Identify objects that are necessary for survival. ECON.K.12.e
  f
  Define goods as objects that that people want.ECON.K.12.f
  g
  Match objects to individuals who want them.ECON.K.12.g
  h
  Identify things that individuals may want. ECON.K.12.h
  i
  Identify objects.ECON.K.12.i
  j
  Actively engage with goods/objects. ECON.K.12.j

Frequently asked questions

What grade levels do these standards cover?: Kindergarten
Where can I read the official document?: Ohio’s Learning Standards – Extended with Learning Progressions Social Studies

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