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Connecticut: 1st-Grade Standards

Content Suggestion:

Family as a context to expand knowledge of geography, history, human interdependence, etc. Include comparisons to families in other regions, states or countries.

Standard 1: Content Knowledge

Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

  • 1. Apply terms related to time (e.g. past, present, future, hours, days, weeks, months and years).
  • 2. Explain the significance of historical figures and/or history-related holidays (e.g. Presidents Day, Memorial Day,
    Veterans Day)
  • 3. Examine Native American culture through books and art.
Correlations

NCSS 2 “Time, Continuity, and Change”
I&TL: 3

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

  • 4. Compare and contrast personal and peer experiences to the lives and experiences of people in different generations as it relates to specific topics.
Correlations

Critical Thinking & Problem Solving
NCSS 2 “Time, Continuity, and Change”
I&TL: 3

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

  • 5. Analyze how one’s own cultural heritage (e.g. holiday celebrations, dress and customs) has changed over time.
Correlations

Social & Cross Cultural Skills
Critical Thinking & Problem Solving
NCSS 1, “Culture”
NCSS 2, “Time, Continuity, and Change”
I&TL: 3

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

  • 6. Use map and symbols to locate critical features of one’s town.
  • 7. Locate major physical features on maps and globes (e.g. oceans, continents, mountains)
Correlations

NCSS 3 “People, Places, and Environments”
I&TL: 3

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

  • 8. Identify the changes humans have made in one’s town or neighborhood and how they affect the environment.
  • 9. Explain the difference between man- made and natural geographic features.
  • 10. Observe weather changes and examine how these affect people’s lives.
Correlations

Social & Cross Cultural Skills
Critical Thinking & Problem Solving
NCSS 3 “People, Places, and Environments”
I&L: 6

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

  • 11. Describe where (town, state, country) members of one’s extended family live.
  • 12. Examine geographic movement of one’s extended family.
Correlations

Critical Thinking & Problem Solving
NCSS 3 “People, Places, and Environments”

1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

Grade Level Expectations
Students will be able to:

  • 13. Explain how rules and laws help to establish order and ensure school safety.
Correlations

Civic Literacy
NCSS 5 “Individual Development and Identity”
NCSS 6 “Power, Authority, and Governance”

1.8 – The interactions between citizens and their government in the making and implementation of laws.

Grade Level Expectations
Students will be able to:

  • 14. Work collaboratively to develop and justify classroom rules that ensure fair treatment.
  • 15. Explain the need for laws and services in one’s town.
Correlations

Collaboration
Civic Literacy
NCSS 5 “Individual Development and Identity”
NCSS 6 “Power, Authority, and Governance”

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

  • 16. Give examples of an individual’s responsibilities and citizens in the school.
  • 17. Describe characteristics and examples ofgood citizenship (e.g. student of the week, community volunteers).
  • 18. Analyze how one’s actions affect others.
Correlations

Civic Literacy
Critical Thinking & Problem Solving
NCSS 5 “Individual Development and Identity”
NCSS 6 “Power, Authority, and Governance”
NCSS 10 “Civic Ideals and Practices”
I&TL: 6

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

  • 19. Identify basic needs and wants by giving personal examples in school and family settings.
  • 20. Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice).
Correlations

Flexibility & Adaptability
NCSS 7 “Production, Distribution, and Consumption”

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

  • 21. Compare and contrast producers and consumers.
  • 22. Identify examples of goods and services and explain how people obtain them.
Correlations

Critical Thinking and Problem Solving
Creativity and Innovation Skills
NCSS 7 “Production, Distribution, and Consumption”
I&TL: 3

1.12 – The interdependence of local, national and global
economies.

Grade Level Expectations
Students will be able to:

  • 23. Recognize the relative value of commonly purchased goods.
  • 24. Recognize that the goods one consumes are produced in a variety of locations.
Correlations

Global Awareness
NCSS 7 “Production, Distribution, and Consumption”
NCSS 9 “Global Connections”

1.13 – The characteristics of and interactions among culture, social systems and institutions.

Grade Level Expectations
Students will be able to:

  • 25. Describe how individuals, family, school and government contribute to a community.
  • 26. Analyze the need for interpersonal relationships (e.g. family, friends, social organizations).
Correlations

Flexibility & Adaptability
NCSS 5 “Individual Development and Identity”
NCSS 6 “Power, Authority, and Governance”
NCSS 9 “Global Connections”

Standard 2: History/Social Studies Literacy

Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 1. Access and gather information from non- print materials with teacher support (e.g. artifacts, guest speakers, technology).
Correlations

Information Literacy
W1-7, 8
I&TL: 1, 2, 5, 6

2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 3. Interpret information from pictures, graphs, and charts.
  • 4. Identify and explain basic symbols on the map (e.g. cardinal directions, compass rose and key).
Correlations

RI1-5, 6, 7
I&TL: 2, 3, 5, 6

2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

Grade Level Expectations
Students will be able to:

  • 5. Write to describe one’s personal experiences as they relate to social studies topics.
  • 6. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
Correlations

W1-2,3,8
I&TL: 4, 5, 6, 7

2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

Grade Level Expectations
Students will be able to:

  • 7. Participate in group discussions of past or present events, people, and/or places.
  • 8. Participate in collaborative conversations with diverse partners about social studies topics and texts with peers and adults in small and larger groups
Correlations

Collaboration
SL1-1, 4
I&TL: 3

2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

Grade Level Expectations
Students will be able to:

  • 9. Create sample representations (e.g. maps, dioramas, models) of human and natural features in one’s immediate environment.
Correlations

Communication
SL1- 5
I&TL: 4, 7

Standard 3: Civic Engagement

Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

Grade Level Expectations
Students will be able to:

  • 1. Describe different points of view of an event.
Correlations

Social & Cross Cultural Skills
NCSS 4 “Individual Development and Identity”
I&TL: 3

3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

Grade Level Expectations
Students will be able to:

  • 2. Give examples of how people’s feelings and views can change over time.
Correlations

Social & Cross Cultural Skills
NCSS 4 “Individual Development and Identity”

3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

Grade Level Expectations
Students will be able to:

  • 3. Identify contemporary social issues and analyze one’s responsibility for resolving them (e.g. recycling, nutrition, safety).
Correlations

Civic Literacy Social & Cross Cultural Skills
NCSS 4 “Individual Development and Identity”
I&TL: 3

 
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