Social Studies Curriculum 1st Grade
Content Area |
Social Studies |
Grade Level |
First |
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Course Name/Course Code |
First Grade Social Studies |
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Standard |
Unit Outcome |
Grade Level Expectations (GLE) |
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People, Places & Environments Students will use maps to locate places. |
SS.1.1 Students will use a map with geographical features to identify places. Students will identify North, East, South and West. |
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Citizenship, Government & Democracy Students will identify school and community rules. |
SS.1.2 Students will identify and compare school and community rules. Identify safety signs and symbols and explain why there are consequences for breaking the rules. Model personal safety rules at school. |
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Culture & Cultural Diversity Students will compare cultural differences. |
SS.1.3 Students will identify school traditions and compare cultural differences |
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Citizenship, Government & Democracy Students will research and report facts about important people in history. |
SS.1.4 Students will identify symbols and research leaders of the United States and explain what the leaders are known for |
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Unit Titles |
Length of Unit/Contact Hours |
Unit Number/Sequence |
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Where in the world am I? |
8 Weeks |
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How can I be safe? |
8 Weeks |
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What are my traditions? |
8 Weeks |
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What do I know about my country? |
8 Weeks |
Unit Title |
Where in the world am I? |
Length of Unit |
8 Weeks |
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Focusing Lens(es) |
(Family & School) Navigation/orientation |
Standards and Grade Level Expectations Addressed in this Unit |
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Inquiry Questions (Engaging- Debatable): |
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Unit Strands |
People, Places & Environments |
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Concepts |
Geographic tools, maps/globes, directions, address, schools, neighborhoods, local natural resources, place, location, community, environment, physical features |
Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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Maps and globes are tools that help us distinguish physical features of our world. |
What do the symbols in a key/legend represent on a map? What do the colors and textures represent on a globe? (water, mountains, land) |
What does a globe tell me about my world? What does a map tell me about my surroundings? |
Maps are tools that help us navigate directions (North, South, East, West) and locate places. |
What does the compass rose represent on a map? How does a map help us find places we need to go? |
How would you give directions to a friend using directional words? |
Maps help us gather information about local natural resources that are important to our area. |
Can I find water sources around my community on a map? Can I find landforms around my community on a map? |
Why is water important to our community? Why are landforms important to us? |
Maps show where we live in a community. |
What is my address? |
Why is it important that I know my address? |
Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Impact, community, distinguish, navigate, represent, place, location, environment, surrounding, gather, show, address, left, right, North, South, East, West, neighborhood, maps, globes, water, recite |
Technical Vocabulary: |
Landforms, compass rose, legend, key, features, geographic tools, physical characteristics, directional, textures |
Resources: |
Maps, globes |
Where Taught and When |
In the classroom and the community Beginning of the school year and revisited throughout the year |
Unit Title |
How can I be safe? |
Length of Unit |
8 Weeks |
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Focusing Lens(es) |
Personal & community safety that relate to rules & laws. |
Standards and Grade Level Expectations Addressed in this Unit |
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Inquiry Questions (Engaging- Debatable): |
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Unit Strands |
Citizenship, Government & Democracy |
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Concepts |
Personal and community safety, school rules, community rules, consequences, safety signs and symbols |
Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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Rules keep us and others safe. |
What are the rules in our classroom? What are the rules in our school. What are the rules in our community? |
How do our classroom rules keep us safe? How do our school rules keep us safe? How do our community rules keep us safe? |
Rules and laws are identifiable by safety signs and symbols. |
What are safety signs and what do they mean? |
Why is it important to follow safety signs? |
Consequences are the result of breaking rules. |
What are classroom, school, community consequences? |
What are natural consequences to breaking rules? |
Rules can vary by location. |
How are school and community rules different? |
Why do rules vary by location? |
Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Elaborate, rules, vary, consequences, identify, compare |
Technical Vocabulary: |
Consequences, community, symbols, safety signs, laws, personal safety |
Resources: |
Classroom rules School rules Community rules |
Where Taught and When |
In the classroom and the community Beginning of the school year and revisited throughout the year |
Unit Title |
What are my traditions? |
Length of Unit |
8 weeks/Holidays |
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Focusing Lens(es) |
Acceptance of cultural differences and traditions |
Standards and Grade Level Expectations Addressed in this Unit |
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Inquiry Questions (Engaging- Debatable): |
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Unit Strands |
Culture & Cultural Diversity |
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Concepts |
Cultural differences, nationalities, languages, beliefs, customs, school traditions, holiday traditions, school mascot, |
Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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Schools have different traditions. |
What are my school’s traditions? (e.g. school colors, mascot, school song or cheer, holiday traditions or traditional school events) |
Why do we have school traditions? |
Families have different traditions. |
What are my families traditions? How are my traditions different than my friends? |
Why are our traditions different? |
Cultures have different traditions/customs. |
What cultures do we have within our classroom? What languages do we speak within our classroom? What beliefs do we have within our classroom? |
How are the cultures within our classroom the same and different? |
Cultures encompass languages, beliefs, and customs. |
What is culture? |
How are cultures around the world same and different? |
Vocabulary related to traditions. (culture, languages, beliefs, customs, nationalities) |
What is: language, beliefs, customs, nationalities? |
Can students use these words appropriately in conversation? |
Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Conversations, events, differences, encompass |
Technical Vocabulary: |
School mascot, school traditions, holiday traditions, culture, language, beliefs, customs, nationalities |
Resources: |
Holiday traditions, school mascot information, families |
Where Taught and When |
In the classroom and the community 2nd quarter of the school year |
Unit Title |
What do I know about my country? |
Length of Unit |
8 weeks |
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Focusing Lens(es) |
American symbols and leaders |
Standards and Grade Level Expectations Addressed in this Unit |
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Inquiry Questions (Engaging- Debatable): |
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Unit Strands |
Citizenship, Government & Democracy |
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Concepts |
Presidents past and present , American flag, bald eagle, Statue of Liberty, Mount Rushmore |
Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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Our country has symbols that represent our values. (American flag, bald eagle, Mount Rushmore, Statue of Liberty) |
What are some of our country's symbols? What do they represent? |
Why did our early leaders choose symbols? |
The leader of our country is called a president. |
Who is the current President of our country? |
What would happen if we did not have a leader to guide our country? |
Previous presidents have impacted our country. |
Who is a past president and what are they known for? |
How have previous presidents impacted our country? |
Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Guide, leader, symbols, accomplishment, |
Technical Vocabulary: |
American flag, bald eagle, Mount Rushmore, Statue of Liberty, President past and present, national symbols |
Resources: |
Flag, pictures of symbols, pictures of presidents, biographies of past presidents |
Where Taught and When |
In the classroom |
First Grade
Social Studies Unit/Lesson Sequence
Unit Name, Description and Timeframe |
My school and my community |
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Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit |
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Lesson Sequence to Address Key Skills and Critical Content of Unit |
Lesson Name & Sequence |
Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…” |
Ch 1 lesson 1-6 Ch 2 lesson 6 |
My students will know:
My students will be able to do:
and symbols |
Unit Name, Description and Timeframe |
Where in the world am I? |
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Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit |
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Lesson Sequence to Address Key Skills and Critical Content of Unit |
Lesson Name & Sequence |
Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…” |
Ch 3 lesson 1-4 lessons 5-6 optional based on time |
My students will know:
such as maps, globes, etc
My students will be able to do:
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Unit Name, Description and Timeframe |
What are my traditions? |
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Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit |
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Lesson Sequence to Address Key Skills and Critical Content of Unit |
Lesson Name & Sequence |
Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…” |
Ch 4 Lessons 1-3, 5-6 (include school traditions in lesson 6) |
My students will know:
My students will be able to do:
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Unit Name, Description and Timeframe |
What do I know about my country? |
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Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit |
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Lesson Sequence to Address Key Skills and Critical Content of Unit |
Lesson Name & Sequence |
Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…” |
Ch 4 lesson 4 Review Ch 1 lesson 6 (symbols) Ch 5 lessons 2-4 (5-6 strongly encouraged) Virtual tour of Mount Rushmore (online resource) *Need materials for Mount Rushmore |
My students will know:
My students will be able to:
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