ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Social Studies
GRADE LEVEL: Grade 1
CREATION DATE: March, 2003
Board Approved: September, 2003
Essential Question, Concept or Theme: A. Classroom Community: Why are rules important? What is respect?
How can conflicts be resolved?
PA Standards: 5.1.3 B, I , J; 5.2.3 B, C, F; 5.3.3 C, G
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 Develop a set of classroom
 Class book on respect
 Trade books
rules.
Are You My Friend?
 On going observance of
Never Spit on Your Shoes
classroom rules
 Discuss the importance of rules
David Goes To School
in the classroom, school, and
 Classroom pledge
Junie B. Jones and the Stinky
community.
 Application of conflict
Smelly Bus
 Define respect and discuss the
resolution strategies in daily
 Big Books
importance of showing respect.
interactions
 Videos
 Provide examples of how
respect can be shown.
 Plays
 Identify conflict situations.
 Pro- Social Materials
Give Me Five, Stop and Think
 List possible ways to resolve
Anti Bullying program
conflicts.
Babes program
 Social Studies Alive! My School and
Family, 2003. Chapters 1, 2, 3, 4, 5.
 Student workbook pp. 14-21.
Social Studies Grade 1
Page 1
-1-
Approx. Time Allotment:
Instructional Strategies
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


Class discussions
KWL charts
Role play
Teacher read alouds
Cooperative learning
activities
Games
Modeling of behaviors in
various settings (classroom,
cafeteria, playground,
bus…)
Reading
Board Approved: September,2003
Essential Question, Concept or Theme: A. Classroom Community: Why are rules important? What is
respect? How can conflicts be resolved?
PA Standards: 5.1.3 B, I , J; 5.2.3 B, C, F; 5.3.3 C, G
Adaptations/Inclusion Techniques








Preferential Seating
Alternative Assessments
Special adaptations as stated in the
IEP
Auditory and visual cues
Repeated directions
Extended time
Teacher and peer Assistance
Flexible grouping
Social Studies Grade 1
Enrichment Strategies






Independent studies: e.g.
Argue for or against having
rules and laws
Tiered assignments
Creative Writing
Supplemental readings
Oral presentations
Research
Page 2
Remediation Strategies




Modified assignments
Reteaching activities
Student checklist for
accountability
Teach to strength/intelligence
or learning style
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 LA – The Good Bad Cat, The
Chick and the Duckling, My
Friends
 Math – Investigations Unit,
Guess My Rule Activity
 All Area Content Areas –
Cooperative Learning
Activities
 Science – science kit
experiments- “lab” rules to
follow
 Pro Social Activities
-2-
Board Approved: September,2003
Essential Question, Concept or Theme: B. Neighborhood and Town Communities: What is a
neighborhood? What is a town? Who works in a town? How do we move around a neighborhood or town?
What are needs and wants?
PA Standards: 5.3.3.F, 7.1.3 B, 6.1.3.A, 6.2.3.A, 6.3.3.B, 6.5.3. B, 8.2.3.C
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 Identify characteristics of a  Draw and label three important  Big Books
neighborhood.
features of a neighborhood
 Community member presentations
and/or town
 Identify characteristics of a
 Maps
town.
 State address, name of town,
 Atlases (Nystrom Buddy Atlas or
name of state, and country of
 List professions of those
Map Essentials Atlas)
residence
who work in communities.
 Videos
 Identify needs and wants
 Discuss responsibilities of
 Plays
(Venn Diagram, chart, sort…)  National Geographic Map
various professions.
 Define needs and wants of
Essentials
community members.
 Social Studies Alive! My School and
Family, 2003. Chapters 4, 5, 8, 10,
14. Workbook pp. 16, 17, 30-32, 38.
 Trade Books:
Town Mouse, Country Mouse
Coco Can’t Wait
Letter for Amy
Hooray for Diffendoofer Day
The Terrible Thing That
Happened at Our House
Social Studies Grade 1
Page 3
Approx. Time Allotment:
Instructional Strategies







-3-
Class discussions
KWL charts
Role play
Teacher read alouds
Cooperative learning activities
Career presentations or
investigations
Field trips
Board Approved: September,2003
Essential Question, Concept or Theme: B. Neighborhood and Town Communities: What is a neighborhood?
What is a town? Who works in a town? How do we move around a neighborhood or town? What are needs
and wants?
PA Standards: 5.3.3.F, 7.1.3 B, 6.1.3.A, 6.2.3.A, 6.3.3.B, 6.5.3 B, 8.2.3.C
Adaptations/Inclusion Techniques









Preferential Seating
Alternative Assessments
Visual models
Special adaptations as stated in the IEP
Auditory and visual cues
Repeated directions
Peer and teacher assistance
Extended time
Flexible grouping
Social Studies Grade 1
Enrichment Strategies





Independent studies: e.g.
Compare and contrast the small
town to the big city.
Tiered assignments
Creative Writing
Supplemental readings
Oral presentations
Page 4
Remediation Strategies




Modified assignments
Reteaching activities
Student checklist for
accountability
Teach to
strength/intelligence
or learning style
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 LA- Coco Can’t Wait, Letter
for Amy
 Math – Investigations Unit,
Quilt Squares and Block Towns
 Math – Money unit
-4-
Board Approved: September,2003
Essential Question, Concept or Theme: C. Geography: What is a map? Why do we use maps? What is a
globe? Why do we use globes? How do we use directions to help us get from place to place?
PA Standards: 7.1.3.A, 7.1.3.B
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 Develop an understanding  Navigate a classroom and
 Trade books
for reading basic maps.
building
 Big Books
 Describe instances when
 Navigate a map following oral  Maps
using a map would be
or written directions
 Globes
appropriate.
 Locate continents and oceans  Compasses
on map or globe.
 Design a classroom map.
 Atlases (Nystrom Buddy Atlas)
 Practice moving left to
 Label a simple map with
 Videos
right and up and down on
compass directions
 Internet resources
a map.
 National Geographic Map Essentials
 Identify north, south, east
 Social Studies Alive! My School and
and west.
Family, 2003.
 Locate places on a map.
 Rookie Read About Geography
 Acquire an understanding
(continents)
for locating items on a
globe.
Social Studies Grade 1
Page 5
Approx. Time Allotment:
Instructional Strategies






-5-
Class discussions
KWL charts
Role play
Teacher read alouds
Cooperative learning
activities
Simple map activities
Board Approved: September,2003
Essential Question, Concept or Theme: C. Geography: What is a map? Why do we use maps? What is a
globe? Why do we use globes? How do we use directions to help us get from place to place?
PA Standards: 7.1.3.A, 7.1.3.B
Adaptations/Inclusion Techniques









Preferential Seating
Alternative Assessments
Visual models
Special adaptations as stated in the IEP
Auditory and visual cues
Repeated directions
Peer and teacher assistance
Extended time
Flexible grouping
Social Studies Grade 1
Enrichment Strategies





Independent studies:
e.g. Design a classroom
or town map.
Tiered assignments
Creative Writing
Supplemental readings
Oral presentations
Page 6
Remediation Strategies




Modified assignments
Reteaching activities
Student checklist for
accountability
Teach to
strength/intelligence or
learning style
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Math – Investigations Unit,
Quilt Squares and Block Towns
 LA – Multicultural Literature –
Coco Can’t Wait, My Friends,
New Shoes For Silvia, Birthday
Basket for Tia
 REACH Principles: Multiple
Perspectives; Building Cultural
Bridges; Culture is Something
Everybody Has
-6-
Board Approved: September,2003
Essential Question, Concept or Theme: D. Holidays, Famous Americans, and History: What holidays do we
celebrate to recognize famous American and World leaders? What events from American and World history
do we celebrate and recognize? Who are famous Americans who have influenced the history of the US? What
were schools of long ago like and how do they compare to schools of today?
PA Standards: 8.1.3.A, 8.3.3.A, 8.3.3.B, 8.4.3.A
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 Name famous Americans
 Recite the Pledge
 Trade books
and World figures.
accurately on a daily basis*  Big Books
 Identify holidays celebrated  Name famous Americans
 Flags
in the US and around the
(individuals to be
 Videos
World.
determined)
 Plays
 Discuss influence of
 Match historical figures to  Biographies
famous Americans on US
their significant
 Internet resources
history.
accomplishment
 Social Studies Alive! My School and
 Recite the Pledge and sign  Share family or cultural
Family, 2003. Student workbook pp 22patriotic songs.*
holiday traditions
23.
 Predict uses of school and
 Compare and contrast
 Rookie Read Books : Holiday Histories,
classroom objects from the
classroom object and
Symbols of Freedom
part.
student life from schools
long ago and now
 Compare and contrast
school buildings from long  Design a school object that
ago and now.
might be used in the future
 Compare and contrast
student life from long ago
and now.
*Some students may be
excused due to religious
beliefs.
Social Studies Grade 1
Approx. Time Allotment:
Instructional Strategies










Class discussions
KWL charts
Role play
Teacher read alouds
Cooperative learning activities
Videos
Cultural activities
Presentations
Internet research
Research
* Some students may be
excused due to religious
beliefs.
Page 7
-7-
Board Approved: September,2003
Essential Question, Concept or Theme: D. Holidays, Famous Americans, and History: What holidays do
we celebrate to recognize famous American and World leaders? What events from American and World
history do we celebrate and recognize? Who are famous Americans who have influenced the history of the
US? What were schools of long ago like and how do they compare to schools of today?
PA Standards: 8.1.3.A, 8.3.3.A, 8.3.3.B, 8.4.3.A
Adaptations/Inclusion Techniques









Preferential Seating
Alternative Assessments
Visual models
Special adaptations as stated in the IEP
Auditory and visual cues
Repeated directions
Peer and teacher assistance
Extended time
Flexible grouping
Social Studies Grade 1
Enrichment Strategies





Independent studies:
e.g. Investigate the
origin of various
holidays.
Tiered assignments
Creative Writing
Supplemental readings
Oral presentations
Page 8
Remediation Strategies




Modified assignments
Reteaching activities
Student checklist for
accountability
Teach to
strength/intelligence or
learning style
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 LA – Various historic
literature, holiday literature
 REACH Principle: CoResponsibility
-8-
Board Approved: September,2003