We believe that Christian people should make a positive contribution within a local community and global society. In our Social Studies program, students will examine historical and current events, as well as global, environmental and social justice issues. Based on the developmental levels, needs and concerns of the students, our Social Studies program utilizes a broad range of teaching strategies, learning activities and resources. Our Social Studies program will provide opportunities for students to think critically, appreciate the diversity of humanity, and function as a responsible individual within our changing world. History K-2 Standard 1. Understands family life now and in the past, and family life in various places long ago Benchmark 1. Knows a family history through two generations (e.g., various family members and their connections) Knowledge/skill statements 1. Knows various family members through two generations 2. Knows the names of relationships between family members, such as grandparents 3. Knows how family members are related to each other Benchmark 2. Understands family life today and how it compares with family life in the recent past and family life long ago (e.g., roles, jobs, schooling experiences) Knowledge/skill statements 1. Knows that family members have different roles in the family 2. Knows family members’ roles today 3. Knows family members’ roles in the recent past 4. Knows family members’ roles long ago 5. Knows that the roles of family members have changed over time 6. Knows the types of jobs held by family members today 7. Knows the types of jobs held by family members in the recent past 8. Knows the types of jobs held by family members long ago 9. Knows that the types of jobs held by family members have changed over time 10. Knows the schooling experiences of family members today 11. Knows the schooling experiences of family members in the recent past 12. Knows the schooling experiences of family members long ago 13. Knows that the schooling experiences of family members have changed over time Benchmark 3. Knows the cultural similarities and differences in clothes, homes, food, communication, technology, and cultural traditions between families now and in the past Knowledge/skill statements 1. Knows types of clothing worn by families today 2. Knows types of clothing worn by families in the past 3. Knows similarities and differences in clothing worn by families today and in the past 4. Knows types of homes families live in today 5. Knows types of homes families lived in the past 6. Knows similarities and differences in homes of families now and in the past 7. Knows types of food consumed by families today 8. Knows types of food consumed by families in the past 9. Knows similarities and differences in food consumed by families now and in the past 10. Knows means of communication used by families today 11. Knows means of communication used by families in the past 12. Knows similarities and differences in means of communication used by families now and in the past 13. Knows types of technology used by families today 14. Knows types of technology used by families in the past 15. Knows similarities and differences in types of technology used by families now and in the past 16. Knows cultural traditions of families today 17. Knows cultural traditions of families in the past 18. Knows similarities and differences in cultural traditions of families now and in the past Benchmark 4. Understands family life in a community of the past and life in a community of the present (e.g., roles, jobs, communication, technology, style of homes, transportation, schools, religious observances, cultural traditions) Knowledge/skill statements 1. Understands features of family life in the present 2. Understands features of family life in the past 3. Knows roles of men, women, and children in the past 4. Knows roles of men, women, and children in the present 5. Knows common jobs in the past 6. Knows common jobs in the present 7. Knows modes of communication in the past 8. Knows modes of communication in the present 9. Knows common technology in the past 10. Knows common technology in the present 11. Knows common styles of homes in the past 12. Knows common styles of homes in the present 13. Knows common modes of transportation in the past 14. Knows common modes of transportation in the present 15. Knows features of schools in the past 16. Knows features of schools in the present 17. Knows common religious observances in the past 18. Knows common religious observances in the present 19. Knows common cultural traditions of the past 20. Knows common cultural traditions in the present Benchmark 5. Understands personal family or cultural heritage through stories, songs, and celebrations Knowledge/skill statements 1. Understands family heritage through stories 2. Understands family heritage through songs 3. Understands family heritage through celebrations 4. Understands cultural heritage through stories 5. Understands cultural heritage through songs 6. Understands cultural heritage through celebrations Benchmark 6. Knows ways in which people share family beliefs and values (e.g., oral traditions, literature, songs, art, religion, community celebrations, mementos, food, language) Knowledge/skill statements 1. Knows that people share family beliefs and values through oral tradition 2. Knows that people share family beliefs and values through literature 3. Knows that people share family beliefs and values through songs 4. Knows that people share family beliefs and values through art 5. Knows that people share family beliefs and values through religion 6. Knows that people share family beliefs and values through community celebrations 7. Knows that people share family beliefs and values through mementos 8. Knows that people share family beliefs and values through food 9. Knows that people share family beliefs and values through language Standard 2. Understands the history of a local community and how communities in North America varied long ago Benchmark 1. Understands changes in community life over time (e.g., changes in goods and services; changes in architecture and landscape; change in jobs, schooling, transportation, communication, religion, recreation) Knowledge/skill statements 1. Knows that community life has changed over time 2. Knows that the types of goods and services available in the community have changed over time 3. Knows that the architecture and landscape of the community have changed over time 4. Knows that the types of jobs available in the community have changed over time 5. Knows that schooling in the community has changed over time 6. Knows that the means of transportation used in the community have changed over time 7. Knows that the means of communication used in the community have changed over time 8. Knows that the religions practiced in the community have changed over time 9. Knows that the types of recreation practiced in the community have changed over time Benchmark 2. Understands the contributions and significance of historical figures of the community Knowledge/skill statements 1. Knows historical figures of the community 2. Knows the contributions of historical figures of the community 3. Knows the significance of historical figures of the community Benchmark 3. Understands the daily life and values of early Hawaiian or Native American cultures Knowledge/skill statements 1. Understands the daily life of early Hawaiian cultures 2. Understands the values of early Hawaiian cultures 3. Understands the daily life of early Native American cultures 4. Understands the values of early Native American cultures Benchmark 4. Understands the daily life of a colonial community (e.g., Plymouth, Williamsburg, St. Augustine, San Antonio, Post Vincennes) Knowledge/skill statements 1. Understands the daily life of the colonial community in Plymouth 2. Understands the daily life of the colonial community in Williamsburg 3. Understands the daily life of the colonial community in St. Augustine 4. Understands the daily life of the colonial community in San Antonio 5. Understands the daily life of the colonial community at Post Vincennes Benchmark 5. Understands life in a pioneer farming community (e.g., the Old Northwest, the prairies, the Southwest, eastern Canada, the Far West) Knowledge/skill statements 1. Understands daily life in a pioneer farming community in the Old Northwest 2. Understands daily life in a pioneer farming community on the prairies 3. Understands daily life in a pioneer farming community in the Southwest 4. Understands daily life in a pioneer farming community in eastern Canada 5. Understands daily life in a pioneer farming community in the Far West Standard 3. Understands the people, events, problems, and ideas that were significant in creating the history of their state Benchmark 1. Understands through legends, myths, and archaeological evidence the origins and culture of early Native Americans or Hawaiians who lived in the state or region Knowledge/skill statements 1. Knows that a legend is a story that comes down from the past 2. Knows that a myth is a traditional story that often explains cultural practices or beliefs 3. Knows that archaeology provides physical evidence of the daily existence of past cultures 4. Knows that legends provide information about the origins of early Native Americans in the state or region 5. Knows that myths provide information about the origins of early Native Americans in the state or region 6. Knows that archaeological evidence provides information about the origins of early Native Americans in the state or region 7. Knows that legends provide information about the culture of early Native Americans in the state or region 8. Knows that myths provide information about the culture of early Native Americans in the state or region 9. Knows that archaeological evidence provides information about the culture of early Native Americans in the state or region 10. Knows that legends provide information about the origins of early Hawaiians 11. Knows that myths provide information about the origins of early Hawaiians 12. Knows that archaeological evidence provides information about the origins of early Hawaiians 14. Knows that myths provide information about the culture of early Hawaiians 13. Knows that legends provide information about the culture of early Hawaiians 15. Knows that archaeological evidence provides information about the culture of early Hawaiians Benchmark 2. Knows ways in which early explorers and settlers adapted to, used, and changed the environment of the state or region Knowledge/skill statements 1. Knows characteristics of the environment of the state or region 2. Knows how early explorers of the state or region adapted to the environment 3. Knows how early explorers of the state or region used the environment 4. Knows how early explorers of the state or region changed the environment 5. Knows how early settlers of the state or region adapted to the environment 6. Knows how early settlers of the state or region used the environment 7. Knows how early settlers of the state or region changed the environment Benchmark 3. Understands the reasons different groups came to the state or region Knowledge/skill statements 1. Knows that different groups immigrated to the state or region 2. Knows that different groups migrated to the state or region Benchmark 4. Understands the different lives, plans, and dreams of the various racial and ethnic groups who lived in the state 100-200 years ago Knowledge/skill statements 1. Understands the lives of racial groups who lived in the state 100-200 years ago 2. Understands the plans of racial groups who lived in the state 100-200 years ago 3. Understands the dreams of racial groups who lived in the state 100-200 years ago 4. Understands the lives of ethnic groups who lived in the state 100-200 years ago 5. Understands the plans of ethnic groups who lived in the state 100-200 years ago 6. Understands the dreams of ethnic groups who lived in the state 100-200 years ago Benchmark 5. Understands how symbols, slogans, and mottoes represent the state Knowledge/skill statements 1. Knows the state’s symbol 2. Knows the state’s slogan 3. Knows the state’s motto Benchmark 6. Knows important buildings, statues, and monuments in the state's history Knowledge/skill statements 1. Knows buildings that are important in the state’s history 2. Knows statues that memorialize important persons or events in the state’s history 3. Knows monuments that memorialize important persons or events in the state’s history Standard 4. Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols Benchmark 1. Knows the English colonists who became revolutionary leaders and fought for independence from England (e.g., George Washington, Thomas Jefferson, Benjamin Franklin) Knowledge/skill statements 1. Knows that the American Revolution was fought to achieve America’s independence from England 2. Knows that the leaders of the American Revolution were English colonists 3. Knows that George Washington was the general who won the American Revolution 4. Knows that Thomas Jefferson was the primary author of the Declaration of Independence 5. Knows that Benjamin Franklin was one of the authors of the Declaration of Independence Benchmark 2. Understands how individuals have worked to achieve the liberties and equality promised in the principles of American democracy and to improve the lives of people from many groups (e.g., Rosa Parks, Martin Luther King, Jr.;Soujourner Truth; Cesar Chavez) Knowledge/skill statements 1. Knows that liberty and equality are among the main principles of American democracy 2. Knows that Rosa Park’s refusal to give up her bus seat to a white person led to the Montgomery Bus Boycott 3. Knows that Martin Luther King, Jr. was a leader of the civil rights movement 4. Knows that Cesar Chavez helped migrant farm workers gain better pay and better working conditions 5. Knows that Sojourner Truth was a former slave who advocated the abolition of slavery Benchmark 3. Understands ways in which such fundamental values as fairness, protection of individual rights, and responsibility for the common good have been applied by different groups of people (e.g., students and personnel in the local school) Knowledge/skill statements 1. Understands that fairness is a fundamental American value 2. Understands that protection of individual rights is a fundamental American value 3. Understands that responsibility for the common good is a fundamental American value Benchmark 4. Knows how different groups of people in the community have taken responsibility for the common good (e.g., the police department, the fire department, senior citizen home, soup kitchen) Knowledge/skill statements 1. Knows that the police department protects the safety of the community 2. Knows that the fire department protects the community from fire 3. Knows that a senior citizen home serves elderly members of the community 4. Knows that a soup kitchen serves needy members of the community Benchmark 5. Understands how important figures reacted to their times and why they were significant to the history of our democracy (e.g., George Washington; Thomas Jefferson; Abraham Lincoln; Soujourner Truth; Susan B. Anthony; Mary McLeod Bethune; Eleanor Roosevelt; Martin Luther King, Jr.) Knowledge/skill statements 1. Knows that George Washington is a significant figure in American history because he was the first president of the United States 2. Knows that Thomas Jefferson is a significant figure in American history because he was the primary author of the Declaration of Independence 3. Knows that Abraham Lincoln is a significant figure in American history because he was the president of the United States during the Civil War and declared the end of slavery in the Emancipation Proclamation 4. Knows that Sojourner Truth is a significant figure in American history because she fought for the abolition of slavery and for women’s rights 5. Knows that Susan B. Anthony is a significant figure in American history because she advocated the right of women to vote 6. Knows that Mary McLeod Bethune is a significant figure in American history because she was an early African American educator and civil rights leader 7. Knows that Eleanor Roosevelt is a significant figure in American democracy because she advocated many social causes, such as women’s rights and civil rights for African Americans 8. Knows that Martin Luther King, Jr. is a significant figure in American history because he was a leader of the civil rights movement Benchmark 6. Understands the ways in which people in a variety of fields have advanced the cause of human rights, equality, and the common good (e.g., Frederick Douglass, Clara Barton, Elizabeth Blackwell, Jackie Robinson, Rosa Parks, Jonas Salk, Cesar Chavez) Knowledge/skill statements 1. Knows that Frederick Douglass advanced the cause of human rights, equality, and the common good by advocating the abolition of slavery 2. Knows that Clara Barton advanced the cause of human rights, equality, and the common good by founding the American Red Cross 3. Knows that Elizabeth Blackwell advanced the cause of human rights, equality, and the common good by becoming the first female doctor in the United States 4. Knows that Jackie Robinson advanced the cause of human rights, equality, and the common good by becoming the first African American to play baseball in the major leagues 5. Knows that Rosa Parks advanced the cause of human rights, equality, and the common good by refusing to give up her bus seat to a white person, an act that led to the Montgomery Bus Boycott 6. Knows that Jonas Salk advanced the cause of human rights, equality, and the common good by discovering a vaccine for polio 7. Knows that Cesar Chavez advanced the cause of human rights, equality, and the common good by helping migrant farm workers gain better pay and working conditions Benchmark 7. Understands the reasons that Americans celebrate certain national holidays (e.g., Martin Luther King, Jr. Day; the Fourth of July; Memorial Day) Knowledge/skill statements 1. Knows that Americans celebrate Martin Luther King, Jr. Day to commemorate the birthday of civil rights leader Martin Luther King, Jr. 2. Knows that Americans celebrate the Fourth of July to commemorate the formation of the United States 3. Knows that Americans celebrate Memorial Day to commemorate all who have died in wars in which the United States fought Benchmark 8. Knows the history of American symbols (e.g., the eagle, the Liberty Bell, George Washington as the "father of our country," the national flag) Knowledge/skill statements 1. Knows that the eagle is an American symbol because it represents the freedom of the United States and because it is only found in North America 2. Knows that the Liberty Bell is an American symbol because it was rung to summon citizens to the first public reading of the Declaration of Independence 3. Knows that George Washington is considered the "father of our country" because he commanded the American army during the American Revolution and served as the first President of the United States 4. Knows that the national flag is an American symbol because it represents the thirteen original American colonies and the fifty states Benchmark 9. Knows why important buildings, statues, and monuments (e.g., the White House, Lincoln Memorial, Statue of Liberty, Ellis Island, Angel Island, Mt. Rushmore, veterans’ memorials) are associated with state and national history Knowledge/skill statements 1. Knows that the White House is an important building in national history because it is the home of the president of the United States 2. Knows that the Lincoln Memorial is an important historical monument because it commemorates the leadership of President Abraham Lincoln 3. Knows that the Statue of Liberty is an important historical statue because it is a universal symbol of American freedom and democracy 4. Knows that Ellis Island is important to national history because it was the port of entry for many immigrants to the United States 5. Knows that Angel Island is important to national history because it was the port of entry for Asian immigrants to the United States 6. Knows that Mt. Rushmore is an important historical monument because it commemorates the leadership of Presidents George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt 7. Knows that veterans’ memorials are important to state and national history because they commemorate the service of members of the American armed forces Benchmark 10. Understands how people have helped newcomers get settled and learn the ways of the new country (e.g., family members, fraternal organizations, houses of worship) Knowledge/skill statements 1. Knows that family members helped immigrants to the United States get settled in their new country 2. Knows that family members helped immigrants to the United States learn the ways of their new country 3. Knows that fraternal organizations helped immigrants to the United States get settled in their new country 4. Knows that fraternal organizations helped immigrants to the United States learn the ways of their new country 5. Knows that houses of worship helped immigrants to the United States get settled in their new country 6. Knows that houses of worship helped immigrants to the United States learn the ways of their new country Standard 5. Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago Benchmark 1. Understands what life was like for children and families "on the trail" when they moved from one part of the U.S. to another Knowledge/skill statements 1. Understands what life was like for children "on the trail" when their Families moved from one part of the United States to another 2. Understands what life was like for the parents of families "on the trail" who moved from one part of the United States to another Standard 6. Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage Benchmark 1. Knows regional folk heroes, stories, or songs that have contributed to the development of the cultural history of the U.S. (e.g., Pecos Bill, Brer Rabbit, Paul Bunyan, Davey Crockett, John Henry, Joe Magarac) Knowledge/skill statements 1. Knows that Pecos Bill is a regional folk hero whose story has contributed to the development of the cultural history of the United States 2. Knows that the regional folk story of Brer Rabbit has contributed to the development of the cultural history of the United States 3. Knows that Paul Bunyan is a regional folk hero whose story has contributed to the development of the cultural history of the United States 4. Knows that Davey Crockett is a regional folk hero whose story has contributed to the development of the cultural history of the United States 5. Knows that John Henry is a regional folk hero whose story has contributed to the development of the cultural history of the United States 6. Knows that Joe Magarac is a regional folk hero whose story has contributed to the development of the cultural history of the United States Benchmark 2. Knows the differences between toys and games children played long ago and the toys and games of today Knowledge/skill statements 1. Knows toys used by children long ago 2. Knows toys used by children today 3. Knows that children’s toys today are different from those used by children long ago 4. Knows games played by children long ago 5. Knows games played by children today 6. Knows that children’s games today are different from those played by children long ago Standard 7 : Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe Benchmark 1. Understands the main ideas found in folk-tales, stories of great heroism, fables, legends, and myths from around the world that reflect the beliefs and ways of living of various cultures in times past Knowledge/skill statements 1. Understands that folktales reflect the beliefs of various cultures in the past 2. Understands that folktales reflect the ways of living of various cultures in the past 3. Understands that stories of great heroism reflect the beliefs of various cultures in the past 4. Understands that stories of great heroism reflect ways of living of various cultures in the past 5. Understands that fables reflect the beliefs of various cultures in the past 6. Understands that fables reflect ways of living of various cultures in the past 7. Understands that legends reflect the beliefs of various cultures in the past 8. Understands that legends reflect ways of living of various cultures in the past 9. Understands that myths reflect the beliefs of various cultures in the past 10. Understands the myths reflect ways of living of various cultures in the past Benchmark 2. Knows the holidays and ceremonies of different societies (e.g., Christmas celebrations in Scandinavia, Germany, or England; Cinco de Mayo; the Chinese New Year; the Japanese tea ceremony; harvest and spring festivals) Knowledge/skill statements 1. Knows how Christmas is celebrated in Scandinavia 2. Knows how Christmas is celebrated in Germany 3. Knows how Christmas is celebrated in England 4. Knows that Cinco de Mayo is a celebration of Mexican independence from Spain 5. Knows that the Chinese New Year is celebrated 6. Knows that the tea ceremony is a significant custom in Japan 7. Knows that different societies hold festivals to celebrate the harvest 8. Knows that different societies hold festivals to celebrate the arrival of spring Benchmark 3. Understands the daily life, history, and beliefs of a country as reflected in dance, music, or the other art forms (such as paintings, sculptures, and masks) Knowledge/skill statements 1. Understands that dance can reflect the daily life of a country 2. Understands that dance can reflect the history of a country 3. Understands that dance can reflect the beliefs of a country 4. Understands that music can reflect the daily life of a country 5. Understands that music can reflect the history of a country 6. Understands that music can reflect the beliefs of a country 7. Understands that art forms such as paintings, sculptures, and masks can reflect the daily life of a country 8. Understands that art forms such as paintings, sculptures, and masks can reflect the history of a country 9. Understands that art forms such as paintings, sculptures, and masks can reflect the beliefs of a country Benchmark 4. Knows the journeys of Marco Polo and Christopher Columbus, the routes they took, and what happened as a result of their travels Knowledge/skill statements 1. Knows the journeys taken by Marco Polo 2. Knows the journeys taken by Christopher Columbus 3. Knows the routes taken by Marco Polo on his journeys 4. Knows the routes taken by Christopher Columbus on his journeys 5. Knows the outcomes of Marco Polo’s journeys 6. Knows the outcomes of Christopher Columbus’ journeys Standard 8 : Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them Benchmark 1. Understands differences between hunters and gatherers and people who cultivated plants and raised domesticated animals for food (e.g., in family life, the amounts of land necessary for support, ability to acquire surplus food for storage and trading) Knowledge/skill statements 1. Understands family life in hunting and gathering societies 2. Understands how much land was needed to support hunting and gathering societies 3. Understands that hunting and gathering societies were not able to acquire surplus food for storage and trade 4. Understands family life in societies that cultivate plants and raise domesticated animals for food 5. Understands how much land was needed to support societies that cultivated plants and raised domesticated animals for food 6. Understands that societies that cultivated plants and raised domesticated animals for food were able to acquire surplus food for storage and trade Benchmark 2. Knows the accomplishments of major scientists and inventors (e.g., George Washington Carver, Galileo, Marie Curie, Louis Pasteur, Alexander Graham Bell) Knowledge/skill statements 1. Knows that George Washington Carver was an agricultural scientist who discovered many uses for the peanut 2. Knows that Galileo was forced to renounce his belief that the earth revolved around the sun 3. Knows that Marie Curie discovered the element radium 4. Knows that Louis Pasteur developed pasteurization, a method of killing bacteria in fluids 5. Knows that Alexander Graham Bell invented the telephone Benchmark 3. Knows basic information about marine transportation (e.g., the technology and activities of people along the Erie Canal) Knowledge/skill statements 1. Understands the technology of the Erie Canal 2. Understands the activities of people along the Erie Canal Benchmark 4. Knows the ways people communicate with each other now and long ago, and the technological developments that facilitated communication (e.g., speaking by gestures, transmitting stories orally, pictographs, hieroglyphics, different alphabets, writing by hand, printing techniques, the invention of the telegraph and telephone, satellite transmission of messages) Knowledge/skill statements 1. Knows that people communicated with each other in the past by speaking by gestures 2. Knows that people communicated with each other in the past by transmitting stories orally 3. Knows that people communicated with each other in the past through pictographs 4. Knows that people communicated with each other in the past through hieroglyphics 5. Knows that people communicate with each other through different alphabets 6. Knows that people communicate with each other by writing by hand 7. Knows that people communicate with each other by using printing techniques 8. Knows that people have communicated with each other by telegraph 9. Knows that people communicate with each other by telephone 10. Knows that people communicate with each other by satellite transmission of messages 11. Knows that the invention of the telegraph facilitated communication between people 12. Knows that the invention of the telephone facilitated communication between people Benchmark 5. Knows various systems of long-distance communication and their effects (e.g., runners, the "talking drums" of Africa, smoke signals of Native Americans, the pony express, the telegraph, telephones, satellite systems) Knowledge/skill statements 1. Knows that runners have been used as a system of long-distance communication 2. Knows the effects of using runners as a system of long-distance communication 3. Knows that "talking drums" have been used in Africa as a system of long-distance communication 4. Knows the effects of using "talking drums" as a system of long-distance communication 5. Knows that Native Americans used smoke signals as a system of long-distance communication 6. Knows the effects of using smoke signals as a system of long-distance communication 7. Knows that the pony express was a system of long-distance communication 8. Knows the effects of the pony express as a system of long-distance communication 9. Knows that the telegraph is a system of long-distance communication 10. Knows the effects of using the telegraph as a system of long-distance communication 11. Knows that telephones are used as a system of long-distance communication 12. Knows the effects of using telephones as a system of long-distance communication 13. Knows that satellite systems are systems of long-distance communication 14. Knows the effects of the use of satellite systems as systems of long-distance communication Benchmark 6. Understands differences in the methods of travel from various times in human history and the advantages and disadvantages of each (e.g., the use of animals such as horses and camels; non-motorized vehicles such as chariots and hot air balloons; motorized vehicles such as railroads, automobiles, and airplanes; modern space advancements) Knowledge/skill statements 1. Knows that animals such as horses and camels have been used as a method of travel 2. Understands the advantages and disadvantages of using animals such as horses and camels as a method of travel 3. Knows that non-motorized vehicles such as chariots and hot air balloons have been used as a method of travel 4. Understands the advantages and disadvantages of using non-motorized vehicles such as chariots and hot air balloons as a method of travel 5. Knows that motorized vehicles such as railroads, automobiles, and airplanes are used today as a method of travel 6. Understands the advantages and disadvantages of using motorized vehicles such as railroads, automobiles, and airplanes as a method of travel 7. Knows that modern space advancements have allowed travel in space 8. Understands the advantages and disadvantages of space travel |
K-2 World History |