Social Studies Curriculum 1st Grade

Content Area	Social Studies		Grade Level			First
Course Name/Course Code	First Grade Social Studies
Standard	Unit Outcome				Grade Level Expectations (GLE)
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.			SS.1.1.1 Use map or globe to distinguish between land and oceans SS.1.1.2 Identify North, East, South, West, on a map SS.1.1.3 Identify and locate city, state, country, and continent on a simple map or globe SS.1.1.4 Use a map to locate familiar places in the classroom
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.			SS.1.2.1 State school rules SS.1.2.2 Compare school rules and community rules SS.1.2.3 Explain why there are consequences for breaking rules SS.1.2.4 Model personal safety rules at school SS.1.2.5 Identify community and school safety signs and symbols
Culture & Cultural Diversity Students will compare cultural differences.	SS.1.3 Students will identify school traditions and compare cultural differences			SS.1.3.1 Identify school traditions (e.g. school colors, mascot, school song or cheer, holiday traditions or traditional school events) SS.1.3.2 Compare cultural differences around the world, including languages, beliefs, or customs
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			SS.1.4.1 Identify the American flag, bald eagle, Mount Rushmore, and the Statue of Liberty. SS.1.4.2 Identify the current president SS.1.4.3 Research a previous president and explain what he is known for
Unit Titles		Length of Unit/Contact Hours					Unit Number/Sequence
Where in the world am I?		8 Weeks
How can I be safe?		8 Weeks					.
What are my traditions?		8 Weeks
What do I know about my country?		8 Weeks

Unit Title	Where in the world am I?			Length of Unit	8 Weeks
Focusing Lens(es)	(Family & School) Navigation/orientation	Standards and Grade Level Expectations Addressed in this Unit	SS.1.1.1 Use map or globe to distinguish between land and oceans SS.1.1.2 Identify North, East, South, West, on a map SS.1.1.3 Identify and locate city, state, country, and continent on a simple map or globe SS.1.1.4 Use a map to locate familiar places in the classroom
Inquiry Questions (Engaging- Debatable):	How can geographic tools help us? How can I explain where I am?
Unit Strands	People, Places & Environments
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
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)…

The features of geographic tools such as maps, globes, etc
Vocabulary related to directions and features on maps
Their personal address, including: city, state, country
Will know how water and landforms impact our community

Use maps and globes
Create simple maps showing both schools and community
Can give directions using North, South, East, West, and Right and Left
Recite personal address
Can use vocabulary related to maps and globes

Critical Language…
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
Focusing Lens(es)	Personal & community safety that relate to rules & laws.	Standards and Grade Level Expectations Addressed in this Unit	SS.1.2.1 State school rules SS.1.2.2 Compare school rules and community rules SS.1.2.3 Explain why there are consequences for breaking rules SS.1.2.4 Model personal safety rules at school SS.1.2.5 Identify community and school safety signs and symbols
Inquiry Questions (Engaging- Debatable):	Why are rules important? Why do we have consequences? How do we know what the rules are?
Unit Strands	Citizenship, Government & Democracy
Concepts	Personal and community safety, school rules, community rules, consequences, safety signs and symbols

Generalizations My students will Understand that…	Guiding Questions Factual Conceptual
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)…

The school rules
The community rules
Consequences for rules
Community and school safety signs and symbols

Elaborate on school rules
Model school and community rules safely
Explain why there consequences for breaking rules
Compare school and community rules
Identify community and school safety signs and symbols

Critical Language…
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
Focusing Lens(es)	Acceptance of cultural differences and traditions	Standards and Grade Level Expectations Addressed in this Unit	SS.1.3.1 Identify school traditions (e.g. school colors, mascot, school song or cheer, holiday traditions or traditional school events) SS.1.3.2 Compare cultural differences around the world, including languages, beliefs, or customs
Inquiry Questions (Engaging- Debatable):	Why are traditions important? Why do families have their own traditions? Where do traditions come from?
Unit Strands	Culture & Cultural Diversity
Concepts	Cultural differences, nationalities, languages, beliefs, customs, school traditions, holiday traditions, school mascot,

Generalizations My students will Understand that…	Guiding Questions Factual Conceptual
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)…

School colors, mascot, song/cheer
Their family traditions
School traditions/events
What culture encompasses

Compare cultural differences
Create arts and crafts related to culture
Identify school traditions/events
Identify and share family traditions and events

Critical Language…
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
Focusing Lens(es)	American symbols and leaders	Standards and Grade Level Expectations Addressed in this Unit	SS.1.4.1 Identify the American flag, bald eagle, Mount Rushmore, and the Statue of Liberty. SS.1.4.2 Identify the current president SS.1.4.3 Research a previous president and explain what he is known for
Inquiry Questions (Engaging- Debatable):	How do our national symbols represent America? How is our President a leader?
Unit Strands	Citizenship, Government & Democracy
Concepts	Presidents past and present , American flag, bald eagle, Statue of Liberty, Mount Rushmore

Generalizations My students will Understand that…	Guiding Questions Factual Conceptual
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)…

What some of our national symbols are
Know current president
Know at least one past president and his accomplishment

Draw the American Flag
Research a previous president and explain what he is known for
Identify: American Flag, bald eagle, Mount Rushmore, and the Statue of Liberty
Identify and name the current president

Critical Language…
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
Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit	SS.1.2.1 State school rules SS.1.2.2 Compare school rules and community rules SS.1.2.3 Explain why there are consequences for breaking rules SS.1.2.4 Model personal safety rules at school SS.1.2.5 Identify community and school safety signs and symbols
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: The school rules The community rules Consequences for rules Community and school safety signs and symbols My students will be able to do: The school rules The community rules Consequences for rules Community and school safety signs and symbols

Unit Name, Description and Timeframe	Where in the world am I?
Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit	SS.1.1.1 Use map or globe to distinguish between land and oceans SS.1.1.2 Identify North, East, South, West, on a map SS.1.1.3 Identify and locate city, state, country, and continent on a simple map or globe SS.1.1.4 Use a map to locate familiar places in the classroom
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: The features of geographic tools such as maps, globes, etc Vocabulary related to directions and features on maps Their personal address, including: city, state, country Will know how water and landforms impact our community My students will be able to do: Use maps and globes Create simple maps showing both schools and community Can give directions using North, South, East, West, and Right and Left Recite personal address Can use vocabulary related to maps and globes

Unit Name, Description and Timeframe	What are my traditions?
Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit	SS.1.3.1 Identify school traditions (e.g. school colors, mascot, holiday traditions or traditional school events) SS.1.3.2 Compare cultural differences around the world, including languages, beliefs, or customs
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: School colors, mascot, song/cheer Their family traditions School traditions/events What culture encompasses My students will be able to do: Compare cultural differences Create arts and crafts related to culture Identify school traditions/events Identify and share family traditions and events

Unit Name, Description and Timeframe	What do I know about my country?
Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit	SS.1.4.1 Identify the American flag, bald eagle, Mount Rushmore, and the Statue of Liberty. SS.1.4.2 Identify the current president SS.1.4.3 Research a previous president and explain what he is known for
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: What some of our national symbols are Know current president Know at least one past president and his accomplishment My students will be able to: Draw the American Flag Research a previous president and explain what he is known for Identify: American Flag, bald eagle, Mount Rushmore, and the Statue of Liberty Identify and name the current president