Grade 1 - Social Studies Frameworks

Six-year olds have considerable verbal abilities to understand social studies concepts. They are active learners interested in games and rules that can lead to the development of conceptual understandings and problem solving. Opportunities to be involved in "hands-on" and "minds-on" activities that allow for experimentation are important for this age.

Primary: FAMILIES
A. Families in Our Community
EALR Benchmarks: WHAT		Evidence of Learning: HOW Students will be able to…	Assess- ments HOW WELL	Enduring Understandings/ Essential Questions WHY
			Assess- ments HOW WELL	Students will come to their own understanding of the following questions:
			*CBAs*
History H1.1.1a Group personal, local, state, and national events in terms of past, present, and future, and place in proper sequence on a timeline. H1.1.1b Identify and analyze relationships between historical events		• Describe who can be in a family drawing from personal experiences as well as from experiences of others. • Explain the role of a family in society. • Sequence events that can occur in a family. • Describe ways in which families can change over time. • Distinguish between past family events and present family events.	Adapt *Dig* *Deep* *CBA*	*What is a family?* *How do families change over time?* *How are families alike and different?*
Geography G1.1.1a Examine a variety of maps to describe basic mapping elements. (Location) G1.1.**b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place) G1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region) G2.1.1 Observe and describe the physical characteristics of the local area and Washington State (Location, Region, Place) G3.1.1b Describe how individual behaviors alter the environment and how the environment influences the individual with regard to air, water, and land issues (Human/Environment Interaction, Region) G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region) G3.3.1a Know that people are born into societies that consist of different racial, ethnic, religious, and/or social groups (Location, Region, Place)		• Use simple maps and charts to collect information. • Compare and contrast families in terms of roles, where they live, the jobs they do, cultural traditions, holidays celebrated (or not) and other features. • Compare and contrast families' different kinds of shelters and can relate differences to family size, income, location, and individual preferences. • Use maps and globes to locate places. • Describe the physical setting of families in other places. • Explain how the geographic place influences the families' way of life. • Compare and contrast how families in other places are alike and different based on their geographic setting. • Identify how families in other places have adapted to their environment to meet their needs and wants.	Adapt *People* *on the* *Move* *CBA*	*Why do families live where they do?* *How are families alike and different?* Continued
	A. Families in Our Community Continued
	EALR Benchmarks: WHAT	Evidence of Learning: HOW Students will be able to…	Assess- ments HOW WELL	Enduring Understandings/ Essential Questions WHY
	EALR Benchmarks: WHAT		Assess- ments HOW WELL	Students will come to their own understanding of the following questions:
	Civics C1.2.1b Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal C4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others C4.3.1a Describe how one person can make a difference in school or the local community	• Distinguish between the roles and responsibilities of family members. • Explain the importance of respect for others. • Explain how families can work together for the good of their community.		*What are the roles and responsibilities that families have?* *How are families alike and different?*
	Economics E1.1.1a Recognize that wants exceed available resources. E1.1.1b Identify and analyze the opportunity cost of a personal choice; identify and analyze the opportunity cost of a choice within a community context. E2.4.1a Explain how economic change affects individuals and societies in neighborhoods, communities, and countries E2.4.1b Analyze the impact of technology and tools of the production of goods and services.	· Identify needs and wants of families. · Describe the choices families make to meet their needs and wants. · Compare and contrast needs and wants between families in their community and families in other places. · Describe various forms of technology that families use in obtaining food, clothing, shelter, transportation, and leisure activities. · Explain how technology influences families' ways of life.		*How do families support themselves?* *How are families alike and different?*
	Unit(s) of your own choosing: The social studies frameworks were designed to focus on core understandings and skills and to allow teachers, schools, and districts to develop additional units to meet the specific needs and interests of their students.

EALR Benchmarks: WHAT	Evidence of Learning: HOW Students will be able to…	Enduring Understandings/ Essential Questions WHY
Primary: FAMILIES
B. Families in Other Places
Geography G1.1.b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place) G1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region) G2.1.1 Observe and describe the physical characteristics of the local area and Washington State (Location, Region, Place) G3.1.1b Describe how individual behaviors alter the environment and how the environment influences the individual with regard to air, water, and land issues (Human/Environment Interaction, Region) G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region)	• Uses maps and globes to locate places. • Describes the physical setting of families in other places. • Infers how the geographic place influences the families' way of life. • Compares and contrasts how families in other places are alike and different based on their geographic setting. • Infers how families in other places have adapted to their geographic place in order to meet their needs and wants.	*How do families meet their needs and wants?* *How does the geographic place influence the way families live?*
Economics E1.1.1a Recognize that wants exceed available resources. E1.1.1b Identify and analyze the opportunity cost of a personal choice; identify and analyze the opportunity cost of a choice within a community context. E2.4.1a Explain how economic change affects individuals and societies in neighborhoods, communities, and countries E2.4.1b Analyze the impact of technology and tools of the production of goods and services.	• Identifies needs and wants of families. • Describes the choices families make to meet their needs and wants. • Compares and contrasts needs and wants between families in their community and families in other places. • Describes various forms of technology that families use in obtaining food, clothing, and shelter; transportation; and leisure activities. • Explains how technology influences families' ways of life.	*How do families meet their needs and wants?* *How does technology affect the way families live in other places?*

Primary: FAMILIES

B. Families in Other Places

EALR Benchmarks:

WHAT

Evidence of Learning:

HOW

Students will be able to…

Assess- ments

HOW

WELL

Enduring Understandings/ Essential Questions

WHY

Students will come to their own understanding of the following questions:

Geography

G1.1.b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place)

G1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region)

G2.1.1 Observe and describe the physical characteristics of the local area and Washington State (Location, Region, Place)

G3.1.1b Describe how individual behaviors alter the environment and how the environment influences the individual with regard to air, water, and land issues (Human/Environment Interaction, Region)

G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region)

• Uses maps and globes to locate places.

• Describes the physical setting of families in other places.

• Infers how the geographic place influences the families' way of life.

• Compares and contrasts how families in other places are alike and different based on their geographic setting.

• Infers how families in other places have adapted to their geographic place in order to meet their needs and wants.

How do families meet their needs and wants?

How does the geographic place influence the way families live?

Economics

E1.1.1a Recognize that wants exceed available resources.

E1.1.1b Identify and analyze the opportunity cost of a personal choice; identify and analyze the opportunity cost of a choice within a community context.

E2.4.1a Explain how economic change affects individuals and societies in neighborhoods, communities, and countries

E2.4.1b Analyze the impact of technology and tools of the production of goods and services.

• Identifies needs and wants of families.

• Describes the choices families make to meet their needs and wants.

• Compares and contrasts needs and wants between families in their community and families in other places.

• Describes various forms of technology that families use in obtaining food, clothing, and shelter; transportation; and leisure activities.

• Explains how technology influences families' ways of life.

How do families meet their needs and wants?

How does technology affect the way families live in other places?

Social studies skills

Communications Frameworks First Grade

1.1 Inquiry and Information Skills

Defines central question (Writing 3.1), (Math 2.2): Selects a social studies topic; asks questions to identify sub-topics

Searches for relevant information (Communication 2.2) (Reading 1.5, 3.1)(Writing 3.2), (Math 4.1): Identifies key works; identifies appropriate and varied sources

Evaluates information (Reading 2.3) (Math 2.1): Locates particular facts in social studies documents, identifies the main idea

Organizes information (Writing 3.2) (Math 4.1, 4.2): Locates data into graphic organizers

Applies information (Writing 2.2, 2.3, 2.4, 3.5) (Communication 2.1, 2.5) (Math 4.3): Creates a product that demonstrates understanding of information and responds to central questions; presents product to meaningful audience

1.2 Interpersonal and Group Process Skills

Discussion Skills (Communication 1.1, 1.2 1.3, 3.3): Communicates own feelings and beliefs; listens to other viewpoint on social studies issues

Group Interaction Skills (Communication 3.1, 3.2, 3.3): Identifies roles of different members of a group; serve in different roles in group

Interview Skills (Communication 1.1, 1.3 2.3, 2.4): Identifies appropriate people to gain information, ask relevant questions, record answers

1.3 Critical Thinking

Defines and Clarifies a Problem (Reading 2.2) (Math 2.2, 3.2):Identifies central issue; formulates appropriate questions

Judges Information Related to the Problem (Reading 2.3) (Communication 4.3) (Math 3.3): Distinguishes between fact and opinion; clarifies points of view; identify main message and target audience

Solves Problems and Draws Conclusions (Math 3.3): Compares advantages and disadvantages, suggest solutions, decides appropriate course of action

Analyzes Cause and Effect Relationships (Math 1.4): Investigates cause and effect relationships and their impact on people, environments, and economic systems

Thinks Chronologically: Groups human and natural events into broadly defined eras and places in proper sequence on a time line

Takes Perspective: Assumes and portrays others' point(s) of view

Reading

See New Reading GLEs at www.k12.wa.us

Recounts 3 or 4 steps of a procedural text or items of information

Retells or recounts stories and sequences of 3 or 4 incidents accurately; retells sequence of an activity

Beginning to read beyond text and make inferences

Uses appropriate directionality when reading diagrams, story maps, charts, maps, stories, poems

Writing

Writes simple accounts with some elaboration especially description or explanation

Sequences two or three events or items of information

Listening And Observing

Listens for a variety of purposes (e.g. to gain information, to follow directions) and sustains attention

Recalls information from stories, poems, films, etc.

Relates a story from a sequence of 2-4 pictures

Talks to clarify ideas or experiences

Asks appropriate questions

Presenting

Makes short presentations clearly

Tells personal anecdotes, distinguishes clearly between past and present experiences

Collaborating

Sustains one-to-one conversation with children and adults

Contributes to group discussions making some connections with the ideas of others

Attempts to clarify ideas of group

Suggests possible solutions when problem-solving