AL.1 Standard: Living and Working Together in Communities and State

The goal of the first-grade curriculum is to help students acquire knowledge regarding their place in the local community and in the state. First graders gain a deeper sense of the role of effective citizenry in a democratic society as they develop an awareness of their basic rights and responsibilities as citizens, including the laws designed to protect them.

1.1

• 1.1.1 Students will:

  Construct daily schedules, calendars, and timelines. (Geography, History).

• 1.1.2 Students will practice:

  Using vocabulary associated with time, including past, present, and future.

1.2

• 1.2.1 Students will:

  Identify rights and responsibilities of citizens within the local community and state. (Economics, Civics and Government).

• 1.2.2 Students will practice:

  • Describing how rules in the community and laws in the state protect citizens’ rights and property.
  • Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state
  • Demonstrating voting as a way of making choices and decisions

1.3

• 1.3.1 Students will:

  Recognize leaders and their roles in the local community and state. (Civics and Government).

• 1.3.2 Students will practice:

  • Describing roles of public officials, including mayor and governor.
  • Identifying on a map Montgomery as the capital of the state of Alabama.

1.4

• 1.4. Students will:

  Identify contributions of diverse significant figures that influenced the local community and state in the past and present (History).

  • Grade Level Example:

    Admiral Raphael Semmes’ and Emma Sansom’s roles during the Civil War.

1.5

• 1.5.1 Students will:

  Identify historical events and celebrations within the local community and throughout Alabama. (History, Geography).

  • Grade Level Example:

    Selma Bridge Crossing Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, Black History Month

• 1.5.2 Students will practice:

  Differentiating between fact and opinion when sharing stories or retelling events using primary and secondary sources.

  • Grade Level Example:

    fictional version of Pocahontas compared to an authentic historical account

1.6

• 1.6.1 Students will:

  Compare ways individuals and groups in the local community and state lived in the past to how they live today. (History, Civics and Government).

• 1.6.2 Students will practice:

  • Identifying past and present forms of communication

  • Grade Level Example:

    past—letter, radio, rotary-dial telephone
    present—e-mail, television, cellular telephone

  • Identifying past and present types of apparel
  • Identifying past and present types of technology

  • Grade Level Example:

    past—record player, typewriter, wood-burning stove
    present—compact diskette (CD) and digital video diskette (DVD) players, video cassette recorder (VCR), computer, microwave oven

  • Identifying past and present types of recreation

  • Grade Level Example:

    past—marbles, hopscotch, jump rope
    present—video games, computer games

  • Identifying past and present primary sources

  • Grade Level Example:

    past—letters, newspapers
    present—e-mail, Internet articles

1.7

• 1.7. Students will:

  Descrive how occupational and recreational opportunities in the local community and state are affected by the physical environment. (Economics, Geography).

  • Grade Level Example:

    Occupational—commercial fishing and tourism in Gulf coast areas
    Recreational—camping and hiking in mountain areas, fishing and waterskiing in lake areas

1.8

• 1.8.1 Students will:

  Identify land masses, bodies of water, and other physical features on maps and globes. (Geography).

• 1.8.2 Students will practice:

  • Explaining the use of cardinal directions and the compass rose
  • Measuring distance using nonstandard units

  • Grade Level Example:

    measuring with pencils, stings, hands, feet

  • Using vocabulary associated with geographical features, including rivers, lakes, oceans, and mountains

1.9

• 1.9.1 Students will:

  Differentiate between natural resources and human-made products. (Economics, Geography).

• 1.9.2 Students will practice:

  Listing ways to protect our natural resources

  • Grade Level Example:

    conserving forests by recycling newspapers, conserving energy by turning off lights, promoting protection of resources by participating in activities such as Earth Day and Arbor Day

1.10

• 1.10.1 Students will:

  Describe the role of money in everyday life (Economics).

• 1.10.2 Students will practice:

  • Categorizing purchases families make as needs or wants
  • Explaining the concepts of saving and borrowing
  • Identifying differences between buyers and sellers
  • Classifying specialized jobs of workers with regard to the production of goods and services
  • Using vocabulary associated with the function of money, including barter, trade, spend, and save

1.11

• 1.11. Students will:

  Identify traditions and contributions of various cultures in the local community and state (Geography, History).

  • Grade Level Example:

    Kwanzaa, Christmas, Hanukkah, Fourth of July, Cinco de Mayo

1.12

• 1.12. Students will:

  Compare common and unique characteristics in societal groups, including age, religious beliefs, ethnicity, persons with disabilities, and equality between genders (History).