Linden Community Schools

Social Studies Curriculum

First Grade (Family)

 

Big Idea/Unit

My Family’s History

Generalization: Families change over time.

Focus Questions

How has my family changed?

What events changed my family?

Why do we use calendars?

 

Key Concepts/Vocabulary

Family

Family tree

Change

Chronological order

 

Objectives

The learner will be able to determine how their families have changed.

TLW identify events that brought about changes.

TLW discuss family time lines.

 

Benchmarks

Benchmark Code

 

Definition

 

1.1.1.EE

 

1.1.2.EE

 

1.1.3.EE

 

1.1.4.EE

 

    

Use analog and digital clocks to the hour and 1/2 hour (see math)

 

Use days and weeks as intervals of time (see math)

 

Distinguish between recent past, present and future

 

Place events of their lives in chronological order

 

 

 

 

 

 

 

 

 

 

 

Suggested Activities/

Resources/Technology

·         Me and My Family by Paul Shovers

·         The Day I was Born by Mary Sharmat

·         When You Were Just a Little Girl by B.G. Hennessy

·         Make a Family Tree (see appendix A)

 

 

Suggested Assessment

·         Students to make family timeline, placing their own lives & lives of family members in chronological order.

·         Students to present their personal timeline to classmates.

·         Write about your family.

 

 

 
Linden Community Schools

Social Studies Curriculum

First Grade (Family)

 

Big Idea/Unit

All About My School (Geography)

Generalization: Community helpers are located in different places

Focus Questions

Who are the people that work in our school and why are they important?

How are the people that work in our school similar and how are they different?

How do I find things in my school?

Who are the community helpers that are involved in our school?

Key Concepts/Vocabulary

Community

Helper

Location

Place

Region

School staff (Principal, secretary, librarian, custodian, teacher, social worker, counselor, cafeteria worker, bus driver.)

Objectives

The learner will be able to locate people and other rooms in their school.

TLW be able to identify the people who work in the school and their job responsibilities.

Benchmarks

Benchmark Code

2.1.1.EE

 

2.1.2.EE

 

2.2.1.EE

 

 

   2.2.3.EE

 

2.3.1.EE

 

 

2.4.1.EE

 

 

5.1.1.EE

 

 

5.1.2.EE
     
Definition

Describe the human characteristics of our school and surroundings

 

Describe the natural characteristics of our school and surroundings

 

Describe how people use the environment to meet human needs and wants

 

Suggest ways people can help improve their environment

 

Identify locations of significance in their immediate environment and explain reasons for their location

 

Identify regions in their immediate environment and describe their characteristics and boundaries

 

Begin locating information using people, books audio-video recordings photos and simple maps, graphs and tables

 

Acquire information from observation of the local environment

 

 

 

 

 

 

 

 

 

 

 

Suggested Activities/

Resources/Technology

 

 

·         Make directory of school personnel by         taking photos and  using predictable text describing job title

·         Invite some staff members in to tell about their job

·         Tour of  building (meet personnel)

 

Suggested Assessment

 

·         As a group students will match picture of  key staff members with their corresponding room

·         Students will pick one key staff member and write a sentence describing their job responsibilities.  This may be shared orally or made into a class book.

 

 

 

Linden Community Schools

Social Studies Curriculum

First Grade (Family)

 

Big Idea/Unit

Getting Along in School (Civics)

Generalization: Rules are necessary for people to get along.

Focus Questions

Why are rules necessary?

What rules are needed at school for students to get along?

How can we resolve our conflicts?

Key Concepts/Vocabulary

Rules

Consequences

Fairness

Kindness

‘I’ statements

Objectives

The student will recognize that rules are needed in the classroom, school, and playground so that we can all get along.

TSW be able to use a step by step process to talk through any problems or conflicts that they may have.

Benchmarks

Benchmark Code

     3.1.1EE         

 

    3.1.2.EE

 

3.2.1.EE

 

3.3.1.EE

 

 

3.4.1.EE

 

3.4.2.EE

 

5.2.3.EE

 

6.1.2.EE

 

 

7.1.1.EE

 

7.1.2.EE
 
Definition

Cite examples of authority in their classroom

 

Describe consequences of not having rules

 

Identify aspects of life at school that illustrate fairness and freedom

 

Explain how conflicts at school might be resolved in ways that are consistent with core democratic values

 

Identify rules at school and consider consequences for breaking rules

 

Describe fair ways for groups to make decisions

 

Construct answers to the questions posed and support the answer

 

Compare their own viewpoint about a matter raised with that of another individual

 

Help to determine and interpret school rules

 

Participate in projects to help others

 

Suggested Activities/

Resources/Technology

·         ‘I Care Cat’ posters and materials

·         Ruby Cheating

·         Officer Buckle & Gloria by Peggy Rathman

·         No David

·         The True Story of the 3 Little Pigs by John Scieszka

·         Conflict Resolution

 

 

Suggested Assessment

·         Students to act out rules being followed and not.

·         Each student to contribute to class book depicting rules.

·         Students to make collage of appropriate play & behavior in school.

·         Role playing

·         Observation

 

Linden Community Schools

Social Studies Curriculum

First Grade (Family)

 

Big Idea/Unit

Getting and Using Money in Our Family & School (Economics)

Generalization: Money allows people to meet their needs and wants.

Key Questions

How do you know the difference between a need and want?

How do we get what we want and need?

What are goods and services?

How do we produce and consume goods and services?

Key Concepts/Vocabulary

Needs

Wants

Goods

Services

Producers

Consumers

Scarcity

Coin denominations (penny, nickel, dime, quarter)

Objectives

The learner will be able to identify goods and services.

TLW be able to differentiate between producers and consumers.

TLW be able to differentiate between needs and wants.

TLW will recognize how currency is used to purchase goods and services.

Benchmarks

Benchmark Code

1.4.1.EE

 

 

2.3.3.EE

 

 

   4.4.1.EE

   4.4.2 EE            

 

   4.5.2.EE

 

 

   5.2.1EE 

   5.2.2EE

   5.2.3EE       

 

Definition

Recall situations in their lives that required decisions and evaluate decisions made in light of their consequences

 

Identify people, goods, services and ideas in their local community which have come from other places and describe why they moved.

 

Identify examples of markets they experience in their daily life

distinguish between producers and consumers in a market economy

 

Identify U.S. coin denominations and describe the role of cash in the exchange of goods and services (see math)

 

Pose a question about life in their school

Gather and analyze information in order to answer the question

Construct answers to the question posed and support the answer with evidence

 

Suggested Activities/

Resources/Technology

 

·         Oversized and overhead Money

·         Alexander Who Used to be Rich Last Sunday by Judith Viorst

·         “Moola Moola” by State Bank

 

Suggested Assessment

·         Students to make 2 collages, one showing how money earned & one showing how money used to purchase goods & services

·         Set up classroom store, students first to produce items, then to act as consumers.

·         Students to draw picture & describe something they need vs. something they want.

 

Activities

My family's History

+ Read a piece of literature that demonstrates how a child's life change:

            - Me and My Family by Paul Shovers

            - The Day I Was Born by Mary Sharmat

 

+ Read other suggested materials that relate to the family:

            - My World pgs. xx-xx

- When You Were Just a Little Girl by B.G. Hennessy

- When you Were a Baby by Ann Jonas

 

+ Have students draw pictures of themselves along the following timeline:

________________________________________________________________________

Birth                 First Steps                     Preschool               Kindergarten      Now

 

 

 

 

 

 


+ Make a family tree

 

 

 

 

 

Core Democratic Values For 1st Grade

 

Here is a list of the core democratic values that students learned in Kindergarten.

§       Life

§       Truth

§       Rule of Law

§       Justice

   Generalization: Rules are important.  They keep us safe and protect us.  

 

First Grade

§       Diversity:  Work and play with everyone.

§       Pursuit of Happiness:  Have fun but follow the rules at home and at school.

§       Liberty:  Follow your beliefs and let others follow theirs.

§      Equality:  Give everyone an equal chance.

Generalization: All people are different.  All people should be respected and treated fairly.

 

Suggested Activities:

Diversity: Read Be Good to Eddie Lee.  Discuss how Eddie Lee

                   was different and how it was important in the story.

                   Draw a picture of how Eddie Lee helped the children 

                   Discover what they were looking for. Write a

                  sentence to describe it.  

 

Pursuit of Happiness:  Read The Big Orange Splot.  Discuss

                                     how Mr. Plumbeam’s decision to paint

                                     his house is an expression of his pursuit

                                     of happiness.  Draw a picture and write a

                                     phrase about the Pursuit of Happiness as seen

                                     through the eyes of one of the characters in

                                     the book.

 

Liberty:  Read Frederick  and discuss how Frederick was allowed to be

                 an individual and act, and ______________ freely and believe

                 what he wanted.  Draw a picture and write a phrase depicting

                 one of the story characters following his own beliefs.

 

Equality:  Read the book The Story of Ruby Bridges.   Discuss how

                   Ruby felt when she entered Frantz Elementary School in

1960.   Discuss what you would have done to make Ruby feel

comfortable in your school.   Draw a picture and write a phrase depicting how you would treat Ruby with equality.

 

 

Prerequisites for Extended Response Writing

By the end of fifth grade students will be asked to take a stand on a public issue and support their position with a CDV, and data.

 

In first grade, teachers are expected to help students begin taking a stand on a classroom issue. Below you will find the vocabulary to use as well as a few examples. At this time the teacher will decide when it is appropriate to have students start writing their answer after having worked with students providing an oral answer.

 

Vocabulary

Take a stand

Persuasive writing

Reason

 

Should the student helper be chosen randomly or by the teacher based on good behavior?

 

Should the student helper be chosen randomly?