CO.1. Standard: History

• CO.1.1. Concepts and skills students master:

  • Describe patterns and chronological order of events of the recent past

  Evidence Outcomes

  Students can:

  • a. Arrange life events in chronological order
  • b. Identify the components of a calendar. Topics to include but not limited to days of the week, months, and notable events
  • c. Identify past events using a calendar
  • d. Use words related to time, sequence, and change

  21st-century Skills and Readiness Competencies

  Inquiry Questions:

  1. Why is it important to know the order of events?
  2. How are current patterns similar to and different from those experienced by people who lived in a community in the past?

  Relevance and Application:

  1. Events are recorded in sequential order to increase understanding, see relationships, understand cause and effect, and organize information. For example, scientists record information about experiments in sequential order so they can replicate them, and law enforcement re-creates timelines to find missing people or solve crimes.
  2. Groups of individuals use similar tools for the organization of sequential information in order to communicate in a clear manner.

  Nature of History:

  1. Historical thinkers understand the importance of comparing and contrasting in identifying patterns and trends.
  2. Historical thinkers use chronology to sequence events.

• CO.1.2. Concepts and skills students master:

  • Family and cultural traditions in the United States in the past

  Evidence Outcomes

  Students can:

  • a. Identify similarities and differences between themselves and others
  • b. Discuss common and unique characteristics of different cultures using multiple sources of information
  • c. Identify famous Americans from the past who have shown courageous leadership
  • d. Identify and explain the meaning of American national symbols. Symbols to include but not limited to the American flag, bald eagle, Statue of Liberty, Uncle Sam, the Capitol, and the White House

  21st-century Skills and Readiness Competencies

  Inquiry Questions:

  1. What are national symbols and their relationship to traditions in the United States?
  2. What are family and cultural traditions and how have they changed over time?
  3. How have individuals made a difference in their community?

  Relevance and Application:

  1. The understanding of family and cultural traditions informs decisions and creates knowledge that is used throughout life. For example, Uncle Sam is used by political cartoonists to represent the United States.
  2. Knowledge of cultural traditions of various groups helps to gain insight, have new experiences, and collaboratively interact with society. For example, bowing is a sign of respect that American businesspersons would use when working in Japan.

  Nature of History:

  1. Historical thinkers understand the importance of comparing and contrasting in identifying patterns and trends.
  2. Historical thinkers use chronology to sequence events.

CO.2. Standard: Geography

• CO.2.1. Concepts and skills students master:

  • Geographic tools such as maps and globes represent places

  Evidence Outcomes

  Students can:

  • a. Explain that maps and globes are different representations of Earth
  • b. Use terms related to directions—forward and backward, left and right—and distance—near and far—when describing locations
  • c. Recite address including city, state, and country and explain how those labels help find places on a map
  • d. Distinguish between land and water on a map or globe
  • e. Create simple maps showing both human and natural features

  21st-century Skills and Readiness Competencies

  Inquiry Questions:

  1. How would an individual describe how to get somewhere without an address?
  2. What if we had no geographic tools?
  3. How could a flat map truly represent a round globe?
  4. Why do people not carry globes to help find their way?

  Relevance and Application:

  1. People use geographic terms, tools, and technology in work and play to describe and find places. For example, pilots use maps to make flight plans, hikers use compasses to determine directions, and vacationers use maps to find unfamiliar places.
  2. Individuals create and memorize addresses to help locate places. For example, knowing an address is necessary for an ambulance to find it or for an individual to receive mail.

  Nature of Geography:

  1. Spatial thinkers use geographic tools to study and represent places.

• CO.2.2. Concepts and skills students master:

  • People in different groups and communities interact with each other and with the environment

  Evidence Outcomes

  Students can:

  • a. Identify examples of boundaries that affect family and friends
  • b. Give examples of how people use and interrelate with Earth’s resources
  • c. Identify how community activities differ due to physical and cultural characteristics
  • d. Give examples of how schools and neighborhoods in different places are alike and different
  • e. Identify cultural and family traditions and their connections to other groups and the environment

  21st-century Skills and Readiness Competencies

  Inquiry Questions:

  1. How are places like communities similar to and different from where you live?
  2. How do people celebrate traditions?
  3. What celebration or tradition would you create?
  4. How do people use resources in the local community?
  5. How do individuals in the community use the environment?

  Relevance and Application:

  1. Maps change over time.
  2. People from various cultures are both similar and different and these differences are reflected in clothing, language, culture influencing social interactions.
  3. Boundaries and the need for boundaries affect everyday life. For example, boundary lines determine who owns a piece of property.

  Nature of Geography:

  1. Spatial thinkers study resources, their availability, and use as a key to understanding human interactions with their environment and each other.
  2. Spatial thinkers study human and environmental interactions and consequences of those interactions.

CO.3. Standard: Economics

• CO.3.1. Concepts and skills students master:

  • People work at different types of jobs and in different types of organizations to produce goods and services and receive an income

  Evidence Outcomes

  Students can:

  • a. Give examples of different types of business and the goods and services they produce for the community
  • b. Give examples of types of jobs people in your family have
  • c. Recognize that people have a choice about what kinds of jobs they do

  21st-century Skills and Readiness Competencies

  Inquiry Questions:

  1. What kinds of jobs do people that you know perform?
  2. Where do they go to do those jobs?
  3. Why do people choose different jobs?
  4. What do workers receive for their work?
  5. What types of businesses are in the community?
  6. What is the difference between income and money?

  Relevance and Application:

  1. Different forms of technology are used to perform jobs such as scanners for the market checkers, GIS for geographers, machines for industrial work, and computers in offices.
  2. Individuals make decisions about careers or jobs based on factors such as education, skills, and interests.

  Nature of Economics:

  1. Economic thinkers investigate the influence of different jobs and businesses in their community.
  2. Economic thinkers study the choices about what kinds of jobs people perform.

• CO.3.2. Concepts and skills students master:

  • Identify short-term financial goals (PFL)

  Evidence Outcomes

  Students can:

  • a. Define a short-term financial goal
  • b. Identify examples of short-term financial goals
  • c. Discuss sources of income needed to meet short-term goals such as but not limited to gifts, borrowing, allowances, and income

  21st-century Skills and Readiness Competencies

  Inquiry Questions:

  1. How does an individual earn money to meet a goal?
  2. Why do people donate to charity?
  3. How does an individual know a good short-term goal?
  4. Why is personal financial goal setting important?

  Relevance and Application:

  1. Short-term financial goals can be met through planning. For example, an individual divides income between current expenses, saving for the future, and philanthropic donations.
  2. Individuals and organizations track their progress toward meeting short-term financial goals. For example, the food bank creates a chart tracking how much food has been donated toward reaching its goal.

  Nature of Economics:

  1. Financially responsible individuals create goals and work toward meeting them.
  2. Financially responsible individuals understand the cost and the accountability associated with borrowing.

CO.4. Standard: Civics

• CO.4.1. Concepts and skills students master:

  • Effective groups have responsible leaders and team members

  Evidence Outcomes

  Students can:

  • a. Describe the characteristics of responsible leaders
  • b. Identify the attributes of a responsible team member
  • c. Demonstrate the ability to be both a leader and team member

  21st-century Skills and Readiness Competencies

  Inquiry Questions:

  1. How do you know if you are a responsible team member?
  2. How do you know if you are a responsible leader?
  3. What qualities make a responsible leader and can they change?
  4. How do you know when you are working with an effective team?

  Relevance and Application:

  1. Groups work as a team toward a collective goal that honors the views of its members. For example, a family decides to save money toward a vacation or a student cleans the house to help the family.
  2. Good leadership skills involve being able to plan, collaborate, investigate, listen, and problem solve. For example, teachers listen to the needs of students when trying to make a decision about what is best for the class and a student is able to help mediate a conflict between two friends.

  Nature of Civics:

  1. Responsible community members know how to be a good leader and good team member.

• CO.4.2. Concepts and skills students master:

  • Notable people, places, holidays and patriotic symbols

  Evidence Outcomes

  Students can:

  • a. Give examples of notable leaders of different communities leaders to include but not limited to the president, mayor, governor, and law enforcement
  • b. Give examples of various patriotic symbols to include but not limited to the flag, bald eagle, Uncle Sam, and the national anthem
  • c. Identify significant places. Places to include but not limited to the Statue of Liberty, Capitol, White House, and important community sites
  • d. Identify significant civic holidays
  • e. Identify the American flag and the Colorado flag

  21st-century Skills and Readiness Competencies

  Inquiry Questions:

  1. Why do we have national, community, and local celebrations and holidays?
  2. Who are important people in the development of our country?
  3. How are new national symbols, songs, or holidays created?

  Relevance and Application:

  1. Symbols, songs, holidays, traditions, places, and people help to provide identity for the community and nation. For example, the Pledge of Allegiance is said on various occasions, individuals may salute the flag of their country, and patriotic songs are sung at sporting events and July 4th parades celebrate our nation’s independence.

  Nature of Civics:

  1. Responsible community members understand the responsibilities of being a member of a community.
  2. Responsible community members see communities as multi-dimensional entities.
  3. Responsible community members investigate responsibility as a central part of group membership.

(Note: By the completion of fourth grade, New Jersey students are expected to master the following standards.)

Social Studies Standard 6.1—U.S. History: America in the World

All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

• A: Civics, Government, and Human Rights

  • Rules and laws are developed to protect peopleís rights and the security and welfare of society.
    • 6.1.4.A.1: Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
  • The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens.
    • 6.1.4.A.2: Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy.
  • American constitutional government is based on principles of limited government, shared authority, fairness, and equality.
    • 6.1.4.A.3: Determine how ìfairness,î ìequality,î and the ìcommon goodî have influenced change at the local and national levels of United States government.
  • There are different branches within the United States government, each with its own structure, leaders, and processes, and each designed to address specific issues and concerns.
    • 6.1.4.A.4: Explain how the United States government is organized and how the United States Constitution defines and limits the power of government.
    • 6.1.4.A.5: Distinguish the roles and responsibilities of the three branches of the national government.
    • 6.1.4.A.6: Explain how national and state governments share power in the federal system of government.
  • In a representative democracy, individuals elect representatives to act on the behalf of the people.
    • 6.1.4.A.7: Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels.
    • 6.1.4.A.8: Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level.
  • The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.
    • 6.1.4.A.9: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.
    • 6.1.4.A.10: Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations.
  • The United States democratic system requires active participation of its citizens.
    • 6.1.4.A.11: Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.
    • 6.1.4.A.12: Explain the process of creating change at the local, state, or national level.
  • Immigrants can become and obtain the rights of American citizens.
    • 6.1.4.A.13: Describe the process by which immigrants become United States citizens.
  • The world is comprised of nations that are similar to and different from the United States.
    • 6.1.4.A.14: Describe how the world is divided into many nations that have their own governments, languages, customs, and laws.
  • In an interconnected world, it important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges.
    • 6.1.4.A.15: Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.
    • 6.1.4.A.16: Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations in need.

• B: Geography, People, and the Environment

  • Spatial thinking and geographic tools can be used to describe and analyze the spatial patterns and organization of people, places, and environments on Earth.
    • 6.1.4.B.1: Compare and contrast information that can be found on different types of maps, and determine when the information may be useful.
    • 6.1.4.B.2: Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.
    • 6.1.4.B.3: Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude.
  • Places are jointly characterized by their physical and human properties.
    • 6.1.4.B.4: Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
  • The physical environment can both accommodate and be endangered by human activities.
    • 6.1.4.B.5: Describe how human interaction impacts the environment in New Jersey and the United States.
  • Regions form and change as a result of unique physical/ecological conditions, economies, and cultures.
    • 6.1.4.B.6: Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism.
  • Patterns of settlement across Earthís surface differ markedly from region to region, place to place, and time to time.
    • 6.1.4.B.7: Explain why some locations in New Jersey and the United States are more suited for settlement than others.
    • 6.1.4.B.8: Compare ways people choose to use and divide natural resources.
  • Advancements in science and technology can have unintended consequences that impact individuals and/or societies.
    • 6.1.4.B.9: Relate advances in science and technology to environmental concerns, and to actions taken to address them.
  • Urban areas, worldwide, share common physical characteristics, but may also have cultural differences.
    • 6.1.4.B.10: Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.

• C: Economics, Innovation, and Technology

  • People make decisions based on their needs, wants, and the availability of resources.
    • 6.1.4.C.1: Apply opportunity cost to evaluate individualsí decisions, including ones made in their communities.
    • 6.1.4.C.2: Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.
  • Economics is a driving force for the occurrence of various events and phenomena in societies.
    • 6.1.4.C.3: Explain why incentives vary between and among producers and consumers.
    • 6.1.4.C.4: Describe how supply and demand influence price and output of products.
    • 6.1.4.C.5: Explain the role of specialization in the production and exchange of goods and services.
  • Interaction among various institutions in the local, national, and global economies influence policymaking and societal outcomes.
    • 6.1.4.C.6: Describe the role and relationship among households, businesses, laborers, and governments within the economic system.
    • 6.1.4.C.7: Explain how the availability of private and public goods and services is influenced by the global market and government.
    • 6.1.4.C.8: Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community.
  • Availability of resources affects economic outcomes.
    • 6.1.4.C.9: Compare and contrast how access to and use of resources affects people across the world differently.
  • Understanding of financial instruments and outcomes assists citizens in making sound decisions about money, savings, spending, and investment.
    • 6.1.4.C.10: Explain the role of money, savings, debt, and investment in individualsí lives.
    • 6.1.4.C.11: Recognize the importance of setting long-term goals when making financial decisions within the community.
  • Creativity and innovation affect lifestyle, access to information, and the creation of new products and services.
    • 6.1.4.C.12: Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.
    • 6.1.4.C.13: Determine the qualities of entrepreneurs in a capitalistic society.
  • Economic opportunities in New Jersey and other states are related to the availability of resources and technology.
    • 6.1.4.C.14: Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have played in economic opportunities.
    • 6.1.4.C.15: Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.
  • Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products.
    • 6.1.4.C.16: Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
    • 6.1.4.C.17: Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age.
    • 6.1.4.C.18: Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world.

• D: History, Culture, and Perspectives

  • Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation.
    • 6.1.4.D.1: Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.
    • 6.1.4.D.2: Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
    • 6.1.4.D.3: Evaluate the impact of voluntary and involuntary immigration on Americaís growth as a nation, historically and today.
  • Key historical events, documents, and individuals led to the development of our nation.
    • 6.1.4.D.4: Explain how key events led to the creation of the United States and the state of New Jersey.
    • 6.1.4.D.5: Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship.
    • 6.1.4.D.6: Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government.
    • 6.1.4.D.7: Explain the role Governor William Livingston played in the development of New Jersey government.
    • 6.1.4.D.8: Determine the significance of New Jerseyís role in the American Revolution.
    • 6.1.4.D.9: Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.
  • Personal, family, and community history is a source of information for individuals about the people and places around them.
    • 6.1.4.D.10: Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.
    • 6.1.4.D.11: Determine how local and state communities have changed over time, and explain the reasons for changes.
  • The study of American folklore and popular historical figures enables Americans with diverse cultural backgrounds to feel connected to a national heritage.
    • 6.1.4.D.12: Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage.
  • Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people.
    • 6.1.4.D.13: Describe how culture is expressed through and influenced by the behavior of people.
  • American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States.
    • 6.1.4.D.14: Trace how the American identity evolved over time.
  • Cultures struggle to maintain traditions in a changing society.
    • 6.1.4.D.15: Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.
  • Prejudice and discrimination can be obstacles to understanding other cultures.
    • 6.1.4.D.16: Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.
  • Historical symbols and the ideas and events they represent play a role in understanding and evaluating our history.
    • 6.1.4.D.17: Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.
  • The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns.
    • 6.1.4.D.18: Explain how an individualís beliefs, values, and traditions may reflect more than one culture.
  • People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view.
    • 6.1.4.D.19: Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.
    • 6.1.4.D.20: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

Social Studies Standard 6.3—Active Citizenship in the 21st Century

All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

• Active citizens in the 21st century:

  1. Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences.
  2. Identify stereotyping, bias, prejudice, and discrimination in their lives and communities.
  3. Are aware of their relationships to people, places, and resources in the local community and beyond.
  4. Make informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions.
  5. Develop strategies to reach consensus and resolve conflict.
  6. Demonstrate understanding of the need for fairness and take appropriate action against unfairness.

• A: Civics, Government, and Human Rights

  • 6.3.4.A.1: Evaluate what makes a good rule or law.
  • 6.3.4.A.2: Contact local officials and community members to acquire information and/or discuss local issues.
  • 6.3.4.A.3: Select a local issue and develop a group action plan to inform school and/or community members about the issue.
  • 6.3.4.A.4: Communicate with students from various countries about common issues of public concern and possible solutions.

• B: Geography, People, and the Environment

  • 6.3.4.B.1: Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions.

• C: Economics, Innovation, and Technology

  • 6.3.4.C.1: Develop and implement a group initiative that addresses an economic issue impacting children.

• D: History, Culture, and Perspectives

  • 6.3.4.D.1: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.

Social Studies Skills

Essential Question:

What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Construct timelines of the events occurring during major eras.
• Explain how major events are related to one another in time.
• Select and use various geographic representations to compare information about people, places, regions, and environments.
• Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.
• Compare and contrast differing interpretations of current and historical events.
• Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.
• Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

Theme: Families Now and Long Ago, Near and Far

The first-grade year builds on the concepts developed in kindergarten by focusing on the individual as a member of a family. Students begin to understand how families lived long ago and how they live in other cultures. They develop concepts about how the world is organized spatially through beginning map skills. They build the foundation for understanding principles of government and their roles as citizens.

• History Strand

  • Historical Thinking and Skills

    • 1. Time can be divided into categories (e.g., months of the year, past, present and future).
    • 2. Photographs, letters, artifacts and books can be used to learn about the past.

  • Heritage

    • 3. The way basic human needs are met has changed over time.

• Geography Strand

  • Spatial Thinking and Skills

    • 4. Maps can be used to locate and identify places.

  • Places and Regions

    • 5. Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people).

  • Human Systems

    • 6. Families interact with the physical environment differently in different times and places.
    • 7. Diverse cultural practices address basic human needs in various ways and may change over time.

• Government Strand

  • Civic Participation and Skills

    • 8. Individuals are accountable for their actions.
    • 9. Collaboration requires group members to respect the rights and opinions of others.

  • Rules and Laws

    • 10. Rules exist in different settings. The principles of fairness should guide rules and the consequences for breaking rules.

• Economics Strand

  • Scarcity

    • 11. Wants are unlimited and resources are limited. Therefore, people make choices because they cannot have everything they want.

  • Production and Consumption

    • 12. People produce and consume goods and services in the community.

  • Markets

    • 13. People trade to obtain goods and services they want.

  • Financial Literacy

    • 14. Currency is used as a means of economic exchange.

(Note: By the completion of second grade, Vermont students are expected to master the following standards.)

Vermont Academic Content Standards: History and Social Sciences

• Inquiry

  • H&SS1-2:1—Social and Historical Questioning

    Students initiate an inquiry by:

    • Asking questions based on what they have seen, what they have read, what they have listened to, and/or what they have researched as a class (e.g., How is living in Vermont different than living in Florida?).

  • H&SS1-2:2—Hypothesis/Research Statement

    Students develop a hypothesis, thesis, or research statement by:

    • Using prior knowledge to share ideas about possible answers to questions (e.g., How do people use teamwork to get jobs done?).

  • H&SS1-2:3—Research Plan

    Students design research by:

    • Identifying resources for finding answers to their questions (e.g., books, videos, people, and the Internet).
    • Explaining what their jobs will be during an inquiry investigation (e.g., drawing pictures after a field trip).
    • Planning how to organize information so it can be shared.

  • H&SS1-2:4—Conducting Research

    Students conduct research by:

    • Following directions to complete an inquiry.
    • Asking questions and observing during the investigation process.
    • Recording observations with words, numbers, symbols, and/or pictures (e.g., drawing or labeling a diagram, creating a title for a drawing or diagram, recording data provided by the teacher in a table).

  • H&SS1-2:5

    Students develop reasonable explanations that support the research statement by:

    • Organizing and displaying information (e.g., pictograph, bar graph, chart, building blocks).
    • Classifying information and justifying groupings based on observations, prior knowledge, or experience.

  • H&SS1-2:6

    Students make connections to research by:

    • Discussing if their findings answered their research question.
    • Proposing solutions to problems and asking other questions.

  • H&SS1-2:7

    Students communicate their findings by:

    • Speaking, using pictures, (including captions) or creating a simple report or “painted essay” containing a focus statement, details, and conclusions.

• History

  • H&SS1-2:8

    Students connect the past with the present by:

    • Classifying objects from long ago and today (e.g., sorting pictures or objects into two groups: “long ago” and “today”).
    • Exploring objects and looking closely at similarities, differences, patterns, and change.
    • Describing ways that school life has both changed and stayed the same over time (e.g., a one-room schoolhouse vs. modern schools).
    • Identifying how events and people have shaped their schools or towns (e.g., How does life change when one moves to a different town?).

  • H&SS1-2:9

    Students show understanding of how humans interpret history by:

    • Collecting information about the past (e.g., through interviews, photos and artifacts).
    • Differentiating among fact, opinion, and interpretation of classroom situations, stories, and other media.

  • H&SS1-2:10

    Students show understanding of past, present, and future time by:

    • Placing events that occurred within the school or community setting in their correct sequence.
    • Constructing a time line of events in the history of their own or another family, or of the school or community.
    • Measuring calendar time by days, weeks, and months (e.g., How old are you?).
    • Identifying an important event in their lives and/or schools, and discussing changes that resulted (e.g., after the new baby arrived, I had to share a bedroom with my sister).

• Physical and Cultural Geography

  • H&SS1-2:11

    Students interpret geography and solve geographic problems by:

    • Writing their names and addresses.
    • Identifying characteristics of a neighborhood or community using resources such as road signs, landmarks, models, maps, photographs and mental mapping
    • Differentiating between neighborhood, town, and state.
    • Identifying the locations of places within the community on a prepared map, and suggesting why particular locations are used for certain human activities (e.g., parks, school, shops, etc.).
    • Identifying a map or globe and using terms related to location, direction, and distance (e.g., up/down, left/right, near/far, here/there, north, south, east, west).
    • Using a simple map to find something (e.g., locating the teacher’s desk on a map of their classrooms).
    • Creating a map as a representation of a space (e.g., making a map of the playground, drawing a treasure map).
    • Identifying and using basic elements of the map (e.g., cardinal directions and key).
    • Using appropriate geographic resources (e.g., aerial photos) to answer geographic questions.

  • H&SS1-2:12

    Students show understanding of human interaction with the environment over time by:

    • Identifying ways in which they and people in the community take care of or hurt the environment (e.g., after identifying litter in the local area, discussing why the trash is there and giving suggestions about how the problem can be helped).
    • Participating in taking care of the environment (e.g., gardening, recycling).
    • Identifying ways in which people in their community adapt to their physical environment, and discussing how these adaptations have both positive and negative effects.
    • Recognizing reasons why friends and family move (e.g., climate, job opportunities, family ties).

  • H&SS1-2:13

    Students analyze how and why cultures continue and change over time by:

    • Identifying ways culture is expressed in their communities, such as celebrations, legends, and traditions.
    • Describing the contributions of various cultural groups to the community.

• Civics, Government and Society

  • H&SS1-2:14

    Students act as citizens by:

    • Describing what it means to be a responsible member of a group.
    • Describing what his/her role is as a member of various groups.
    • Demonstrating positive interaction with group members (e.g., working with a partner to complete a task).
    • Explaining their own point of view on issues that affect themselves.
    • Participating in setting and following the rules of the group, school, community.

  • H&SS1-2:15

    Students show understanding of various forms of government by:

    • Identifying rules or laws that solve a specific problem or apply to a specific situation (e.g., raising hands, crossing at the light, wearing bike helmet).
    • Explaining why rules and laws are written down.
    • Identifying the consequences of not following rules or laws.
    • Describing characteristics of good leadership and fair decision-making and how that affects others (e.g., line leader, team captain).

  • H&SS1-2:16

    Students examine how different societies address issues of human interdependence by:

    • Explaining that people have rights and needs (e.g. fairness, safety).
    • Identifying how the groups to which a person belongs (family, friends, team, community) influence how she or he thinks and acts.
    • Defining their own rights and needs—and the rights and needs of others—in the classroom, school, and playground (e.g., “I” statements, learning to be assertive, taking care of yourself).
    • Giving examples of ways that she or he is similar to and different from others (e.g., gender, eye color, hair color, skin color, likes and dislikes, etc.).
    • Identifying examples of interdependence among individuals and groups (e.g., family, sports team).
    • Practicing communication skills with individuals and groups.
    • Describing feelings and situations that might lead to conflict (e.g., fighting over being first in line).
    • Describing ways that people solve problems.

  • H&SS1-2:17

    Students examine how access to various institutions affects justice, reward, and power by:

    • Identifying ways in which local institutions promote the common good (e.g., police enforce rules and laws, fire department, ambulances).

• Economics

  • H&SS1-2:18

    Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by:

    • Participating in activities as a buyer or seller (e.g., bake sale, school store), and discussing where goods come from (e.g., clothing, toys, foods).
    • Identifying economic activities that use resources in the local region (e.g., maple syrup production, logging).
    • Identifying jobs people do in the community, and the value these jobs bring to the community (e.g., road crews help keep people safe while driving).

  • H&SS1-2:19

    Students show understanding of the interconnectedness between government and the economy by:

    • Identifying some goods and services that are provided by the local government (e.g., schools, parks, police, fire protection).

  • H&SS1-2:20

    Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

    • Recognizing the differences between the basic needs and wants (e.g., food, clothing, shelter, and affection vs. toys and sweets).
    • Explaining why people earn, spend, and save.

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

• Standard 1: History

  Students in Grade 1 build an understanding of the cultural and social development of the United States.

  Goal 1.1:

  Build an understanding of the cultural and social development of the United States.
  Objective(s): By the end of Grade 1, the student will be able to:

  • 1.SS.1.1.1 Recognize that each person belongs to many groups such as family, school, friends and neighborhood.
  • 1.SS.1.1.2 Compare differences in the ways American families live today to how they lived in the past.
  • 1.SS.1.1.3 Use timelines to show personal and family history.
  • 1.SS.1.1.4 Compare personal histories, pictures, and music of other selected times and places in America’s past.

• Standard 2: Geography

  Students in Grade 1 analyze the spatial organizations of people, places and environment on the earth’s surface and explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.

  Goal 2.1:

  Analyze the spatial organizations of people, places, and environment on the earth’s surface.
  Objective(s): By the end of Grade 1, the student will be able to:

  • 1.SS.2.1.1 Explain what maps and globes represent and how they are used.
  • 1.SS.2.1.2 Use directions on a map: East, West, South, and North.
  • 1.SS.2.1.3 Identify legends and keys on maps.
  • 1.SS.2.1.4 Identify continents and large bodies of water on a globe or a map.
  • 1.SS.2.1.5 Name and locate continent, country, state, and community in which the class lives.

  Goal 2.2:

  Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
  Objective(s): By the end of Grade 1, the student will be able to:

  • 1.SS.2.2.1 Describe ways people adjust to their environment.
  • 1.SS.2.2.2 Identify the ways people modify their environment.

• Standard 3: Economics

  Students in Grade 1 explain basic economic concepts and explain the concepts of good personal finance.

  Goal 3.1:

  Explain basic economic concepts.
  Objective(s): By the end of Grade 1, the student will be able to:

  • 1.SS.3.1.1 Identify the basic needs of people such as food, clothing, and shelter.
  • 1.SS.3.1.2 Identify ways people meet their needs by sharing, trading, and using money to buy goods and services.
  • 1.SS.3.1.3 Name things that people may want but do not need and explain the difference.

  Goal 3.4:

  Explain basic economic concepts.
  Objective(s): By the end of Grade 1, the student will be able to:

  • 1.SS.3.4.1 Identify ways to save money for future needs and wants.

• Standard 4: Civics and Government

  Students in Grade 1 build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, and that all people in the United States rights and assume responsibilities.

  Goal 4.1:

  Build an understanding of the foundational principles of the American political system.
  Objective(s): By the end of Grade 1, the student will be able to:

  • 1.SS.4.1.1 Explain why rules are necessary at home and school.
  • 1.SS.4.1.2 Create rules and explain why rules must be applied fairly.
  • 1.SS.4.1.3 Discuss how groups make decisions and solve problems, such as voting and consensus.
  • 1.SS.4.1.4 Identify personal traits, such as courage, honesty, and responsibility.

  Goal 4.2:

  Build an understanding of the organization and formation of the American system of government.
  Objective(s): By the end of Grade 1, the student will be able to:

  • 1.SS.4.2.1 Identify the significance of symbols in the United States.
  • 1.SS.4.2.2. Recite the Pledge of Allegiance.
  • 1.SS.4.2.3. Describe holidays and tell why they are commemorated in the United States.

  Goal 4.3:

  Build an understanding that all people in the United States have rights and assume responsibilities.
  Objective(s): By the end of Grade 1, the student will be able to:

  • 1.SS.4.3.1 Identify individuals who are helpful to people in their everyday lives.
  • 1.SS.4.3.2 Name some responsibilities that students have at home and school.

Standard 5: Global Perspectives

Students in Grade 1 build an understanding of multiple perspectives and global interdependence.

Goal 5.1:

Build an understanding of multiple perspectives and global interdependence.
Objective(s): By the end of Grade 1, the student will be able to:

• 1.SS.5.1.1 Compare family life in other parts of the world.
• 1.SS.5.1.2 Discuss family structures and daily routines of various cultures around the world.

• IN.1. Standard: History Students will identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events and symbol that are important to our country.
  • 1.1.1. Proficiency Statement: Historical Knowledge Compare the way individuals in the community lived in the past with the way they live in the present.
  • 1.1.2. Proficiency Statement: Historical Knowledge Compare past and present similarities and differences in community life by using biographies, oral histories, folklore and video images.
  • 1.1.3. Proficiency Statement: Historical Knowledge Identify American songs and symbols and discuss their origins.
  • 1.1.4. Proficiency Statement: Historical Knowledge Identify local people from the past who have shown honesty, courage and responsibility. (Individuals, Society and Culture)
  • 1.1.5. Proficiency Statement: Historical Knowledge Identify people and events observed in national celebrations and holidays.
  • 1.1.6. Proficiency Statement: Chronological Thinking, Historical Analysis and Interpretation, Research Use terms related to time to sequentially order events that have occurred in the school.
  • 1.1.7. Proficiency Statement: Chronological Thinking, Historical Analysis and Interpretation, Research Explain that clocks and calendars are used to measure time.
  • 1.1.8. Proficiency Statement: Chronological Thinking, Historical Analysis and Interpretation, Research Develop a simple timeline of important events in the student's life.
  • 1.1.9. Proficiency Statement: Chronological Thinking, Historical Analysis and Interpretation, Research Use the library and other information resources to find information that answers questions about history.
  • 1.1.10. Proficiency Statement: Chronological Thinking, Historical Analysis and Interpretation, Research Distinguish between historical fact and fiction in American folktales and legends that are a part of American culture.
• IN.2. Standard: Civics and Government Students will explain the meaning of government; explain why rules and laws are needed in the school and community. They identify individual rights and responsibilities, and use a variety of sources to learn about the functions of government and roles of citizens.
  • 1.2.1. Proficiency Statement: Foundations of Government Identify rights that people have and identify the responsibilities that accompany these rights. (Individuals, Society and Culture)
  • 1.2.2. Proficiency Statement: Functions of Government Define and give examples of rules and laws in the school and the community.
  • 1.2.3. Proficiency Statement: Functions of Government Explain why rules and laws exist and describe the benefits of having rules and laws.
  • 1.2.4. Proficiency Statement: Roles of Citizens Describe ways that individual actions can contribute to the common good of the community. (Individuals, Society and Culture)
  • 1.2.5. Proficiency Statement: Roles of Citizens Define what a citizen is and describe the characteristics of good citizenship. (Individuals, Society and Culture)
  • 1.2.6. Proficiency Statement: Roles of Citizens Know the Pledge of Allegiance and understand that it is a promise to be loyal to the United States.
• IN.3. Standard: Geography Students will identify the basic elements of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected geographic characteristics of their home, school and neighborhood.
  • 1.3.1. Proficiency Statement: The World in Spatial Terms Identify the cardinal directions (north, south, east and west) on maps and globes.
  • 1.3.2. Proficiency Statement: The World in Spatial Terms Identify and describe continents, oceans, cities and roads on maps and globes.
  • 1.3.3. Proficiency Statement: Places and Regions Identify and describe the relative locations of places in the school setting.
  • 1.3.4. Proficiency Statement: Places and Regions Identify and describe physical features and human features of the local community including home, school and neighborhood.
  • 1.3.5. Proficiency Statement: Physical Systems Observe and record the weather on a daily basis.
  • 1.3.6. Proficiency Statement: Physical Systems Explain the effect of seasonal change on plants, animals, and people.
  • 1.3.7. Proficiency Statement: Human Systems Draw simple maps using symbols that show how space is used in the classroom at school and in the neighborhood.
  • 1.3.8. Proficiency Statement: Human Systems Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana. (Individuals, Society and Culture)
  • 1.3.9. Proficiency Statement: Environment and Society Give examples of natural resources found locally and describe how people in the school and community use these resources.
• IN.4. Standard: Economics Students will explain how people in the school and community use goods and services and make choices as both producers and consumers.
  • 1.4.1. Proficiency Statement: Identify goods that people use.
  • 1.4.2. Proficiency Statement: Identify services that people do for each other.
  • 1.4.3. Proficiency Statement: Compare and contrast different jobs people do to earn income.
  • 1.4.4. Proficiency Statement: Describe how people in the school and community are both producers and consumers.
  • 1.4.5. Proficiency Statement: Explain that people have to make choices about goods and services because of scarcity.
  • 1.4.6. Proficiency Statement: Explain that people exchange goods and services to get the things they want.

§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.

Introduction

1. In Grade 1, students study their relationship to the classroom, school, and community to establish the foundation for responsible citizenship in society. Students develop concepts of time and chronology by distinguishing among past, present, and future events. Students identify anthems and mottoes of the United States and Texas. Students create simple maps to identify the location of places in the classroom, school, and community. Students explore the concepts of goods and services and the value of work. Students identify individuals who exhibit good citizenship. Students describe the importance of family customs and traditions and identify how technology has changed family life. Students sequence and categorize information. Students practice problem- solving, decision-making, and independent-thinking skills.
2. To support the teaching of the essential knowledge and skills, the use of a variety of rich material is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
7. Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although Grade 1 is not required to participate in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, Grade 1 Texas essential knowledge and skills include standards related to this patriotic observance.
8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. History:
   The student understands the origins of customs, holidays, and celebrations. The student is expected to:
   • a. describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
   • b. compare the observance of holidays and celebrations, past and present.
2. History:
   The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:
   • a. identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation;
   • b. identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness; and
   • c. compare the similarities and differences among the lives and activities of historical figures and other individuals who have influenced the community, state, and nation.
3. History.
   The student understands the concepts of time and chronology. The student is expected to:
   • a. distinguish among past, present, and future;
   • b. describe and measure calendar time by days, weeks, months, and years; and
   • c. create a calendar and simple timeline.
4. Geography.
   The student understands the relative location of places. The student is expected to:
   • a. locate places using the four cardinal directions; and
   • b. describe the location of self and objects relative to other locations in the classroom and school.
5. Geography.
   The student understands the purpose of maps and globes. The student is expected to:
   • a. create and use simple maps such as maps of the home, classroom, school, and community; and
   • b. locate the community, Texas, and the United States on maps and globes.
6. Geography.
   The student understands various physical and human characteristics. The student is expected to:
   • a. identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather;
   • b. identify examples of and uses for natural resources in the community, state, and nation; and
   • c. identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location.
7. Economics.
   The student understands how families meet basic human needs. The student is expected to:
   • a. describe ways that families meet basic human needs; and
   • b. describe similarities and differences in ways families meet basic human needs.
8. Economics.
   The student understands the concepts of goods and services. The student is expected to:
   • a. identify examples of goods and services in the home, school, and community;
   • b. identify ways people exchange goods and services; and
   • c. identify the role of markets in the exchange of goods and services.
9. Economics.
   The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:
   • a. identify examples of people wanting more than they can have;
   • b. explain why wanting more than they can have requires that people make choices; and
   • c. identify examples of choices families make when buying goods and services.
10. Economics.
    The student understands the value of work. The student is expected to:
    • a. describe the components of various jobs and the characteristics of a job well performed; and
    • b. describe how specialized jobs contribute to the production of goods and services.
11. Government.
    The student understands the purpose of rules and laws. The student is expected to:
    • a. explain the purpose for rules and laws in the home, school, and community; and
    • b. identify rules and laws that establish order, provide security, and manage conflict.
12. Government.
    The student understands the role of authority figures, public officials, and citizens. The student is expected to:
    • a. identify the responsibilities of authority figures in the home, school, and community;
    • b. identify and describe the roles of public officials in the community, state, and nation; and
    • c. identify and describe the role of a good citizen in maintaining a constitutional republic.
13. Citizenship.
    The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
    • a. identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;
    • b. identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship; and
    • c. identify other individuals who exemplify good citizenship.
14. Citizenship.
    The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:
    • a. explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;
    • b. recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
    • c. identify anthems and mottoes of Texas and the United States;
    • d. explain and practice voting as a way of making choices and decisions;
    • e. explain how patriotic customs and celebrations reflect American individualism and freedom; and
    • f. identify Constitution Day as a celebration of American freedom.
15. Culture.
    The student understands the importance of family and community beliefs, customs, language, and traditions. The student is expected to:
    • a. describe and explain the importance of various beliefs, customs, language, and traditions of families and communities; and
    • b. explain the way folktales and legends such as Aesop's fables reflect beliefs, customs, language, and traditions of communities.
16. Science, technology, and society.
    The student understands how technology affects daily life, past and present. The student is expected to:
    • a. describe how technology changes the ways families live;
    • b. describe how technology changes communication, transportation, and recreation; and
    • c. describe how technology changes the way people work.
17. Social studies skills.
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.The student is expected to:
    • a. obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music;
    • b. obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; and
    • c. sequence and categorize information.
18. Social studies skills.
    The student communicates in oral, visual, and written forms. The student is expected to:
    • a. express ideas orally based on knowledge and experiences; and
    • b. create and interpret visual and written material.
19. Social studies skills.
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • b. use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision.

(Note: By the completion of third grade, Oregon students are expected to master the following standards.)

Benchmark 1 students focus on basic skills in history, geography, civics and economics relating most to home and community. Students use their local area to explore their responsibilities and rights as citizens of a community, and the history of that community. They use simple maps, locate physical features, and consider how people are affected by the environment and how the environment is affected by people. Students also study the concept of economic scarcity and how people make economic choices. Additionally, they learn the basic concepts of Social Science Analysis, identifying issues or problems, gathering information, comparing perspectives, and considering options or responses to issues or problems.

Civics and Government

• Understand the origins, purposes, and functions of U.S. government, including the structure and meaning of the U.S. Constitution.
• SS.03.CG.01 Identify essential ideas and values expressed in national symbols, heroes, and patriotic songs of the United States.
• Understand personal and political rights of citizens in the United States.
  • SS.03.CG.02 Identify rights that people have in their communities.
• Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).
  • SS.03.CG.03 Identify ways that people can participate in their communities and the responsibilities of participation.
• Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations.
  • SS.03.CG.04 Distinguish local and world issues.

Economics

• Understand that resources are limited (e.g., scarcity).
  • SS.03.EC.01 Understand that limited resources make economic choice necessary.
• Apply economic concepts and principles to issues of personal finance.
  • SS.03.EC.02 Identify ways of making money to buy a desired product and what it will cost in time and energy for each option.

Geography

• Understand the spatial concepts of location, distance, direction, scale, movement, and region.
  • SS.03.GE.01 View and draw simple maps and pictures to locate, describe, and show movement among places.
• Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.
  • SS.03.GE.02 Understand the purpose of maps, globes, and other geographic tools.
• Locate major physical and human (cultural) features of the Earth.
  • SS.03.GE.03 Identify major physical features and describe how they are represented on maps, globes, and other tools.
• Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.
  • SS.03.GE.04 Identify physical characteristics of places and compare them.

History

• Historical Skills: Interpret and reconstruct chronological relationships.
  • SS.03.HS.01 Understand calendar time sequences and chronological sequences within narratives.
• State & Local History: Understand and interpret events, issues, and developments in the history of one’s family, local community, and culture.
  • SS.03.HS.02 Understand events from local history.

Social Science Analysis

• Define and clarify an issue so that its dimensions are well understood.
  • SS.03.SA.01 Identify an issue or problem that can be studied.
• Acquire and organize materials from primary and secondary sources.
  • SS.03.SA.02 Gather information relating to an issue or problem.
• Explain various perspectives on an event or issue and the reasoning behind them.
  • SS.03.SA.03 Identify and compare different ways of looking at an event, issue, or problem.
• Identify and analyze an issue.
  • SS.03.SA.04 Identify how people or other living things might be affected by an event, issue, or problem.
• Select a course of action to resolve an issue.
  • SS.03.SA.05 Identify possible options or responses; then make a choice or express an opinion.

• Strand: History

  Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

  • Grade 1 Benchmark I-A—New Mexico:

    Describe how contemporary and historical people and events have influenced New Mexico communities and regions.

    Performance Standards

    1. Identify common attributes of people living in New Mexico today.

  • Grade 1 Benchmark I-B—United States:

    Understand connections among historical events, people, and symbols significant to United States history and cultures.

    Performance Standards

    1. Identify the significance of United States historical events and symbols (e.g., Martin Luther King, Jr. Day, Memorial Day, Independence Day, Labor Day, Veterans Day, United States flag, bald eagle).
    2. Identify and recognize major political and social figures in the United States.

  • Grade 1 Benchmark I-C—World:

    Students will identify and describe similar historical characteristics of the United States and its neighboring countries.

    Performance Standards

    1. Identify and compare celebrations and events from the United States, Mexico, and Canada.

  • Grade 1 Benchmark I-D—Skills:

    Understand time passage and chronology.

    Performance Standards

    1. Demonstrate the use of timelines in order to show events in relation to one another.

• Strand: Geography

  Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

  • Grade 1 Benchmark II-A:

    Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments.

    Performance Standards

    1. Understand maps and globes as representations of places and phenomena.
    2. Identify and use the four cardinal directions to locate places in community, state, and tribal districts.
    3. Create, use, and describe simple maps to identify locations within familiar places (e.g., classroom, school, community, state).

  • Grade 1 Benchmark II-B:

    Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change.

    Performance Standards

    1. Identify and classify characteristics of places as human or natural.
    2. Identify how traditional tribal and local folklore attempt to explain weather, characteristics of places, and human origins and relationships.

  • Grade 1 Benchmark II-C:

    Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present.

    Performance Standards

    1. Identify examples of and uses for natural resources in the community, state, and nation.
    2. Describe the human characteristics of places such as housing types and professions.

  • Grade 1 Benchmark II-D:

    Understand how physical processes shape the Earth's surface patterns and biosystems.

    Performance Standards

    1. Describe the Earth-Sun relationship and how it affects living conditions on Earth.

  • Grade 1 Benchmark II-E:

    Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict.

    Performance Standards

    1. Identify characteristics of culture (e.g., language, customs, religion, shelter).

  • Grade 1 Benchmark II-F:

    Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources.

    Performance Standards

    1. Describe the role of resources in daily life.
    2. Describe ways that humans depend upon, adapt to, and affect the physical environment.

• Strand: Civics and Government

  Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

  • Grade 1 Benchmark III-A:

    Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and national governments.

    Performance Standards

    1. Understand the purpose of rules and identify examples of rules and the consequences of breaking them.
    2. Describe different groups and rules that apply to them (e.g., families, classrooms, communities).

  • Grade 1 Benchmark III-B:

    Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time.

    Performance Standards

    1. Identify the President of the United States and the Governor of New Mexico.
    2. Describe how local, state, tribal and national leaders exemplify the ideals of the communities they represent.

  • Grade 1 Benchmark III-C:

    Become familiar with the basic purposes of government in New Mexico and the United States.

    Performance Standards

    1. Describe different ways to determine a decision (e.g., majority rule, consensus, authoritarian [parent, teacher, principal]).

  • Grade 1 Benchmark III- D:

    Understand rights and responsibilities of "good citizenship" as members of a family, school and community.

    Performance Standards

    1. Identify examples of honesty, courage, fairness, loyalty, patriotism, and other character traits seen in American history.
    2. Explain and apply ìgood citizenshipî traits within the school and community using the elements of fair play, good sportsmanship, the idea of treating others the way you want to be treated, and being trustworthy.

• Strand: Economics

  Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

  • Grade 1 Benchmark IV-A:

    Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic).

    Performance Standards

    1. Understand how resources are limited and varied in meeting human needs.
    2. Define and differentiate between needs and wants.

  • Grade 1 Benchmark IV-B:

    Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services.

    Performance Standards

    1. Understand the concept of goods and services.
    2. Understand the condition of not being able to have all of the goods and services one wants.
    3. Understand the value of work.

  • Grade 1 Benchmark IV-C:

    Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities.

    Performance Standards

    1. Define the simplest form of exchange (the barter system being the direct trading of goods and services between people).